1

Field Experience B: Principal Interview

After conducting my three interviews and meeting with my principal mentor, I received

so much clarification on the requirements it takes to not only be placed in an administrative role

but also the many tasks that these individuals deal with daily. My three administrators were all

from different states but the requirements to be in administration were very alike. Most

administrators need to have a minimum of a master’s degree in educational leadership with a set

number of years as a classroom teacher. The principal needed to have a minimum of two years in

another administrative role. What I appreciate about this is that the administrator can understand

and sympathize with fellow educators because they have been educators themselves. They also

needed to pass the principal certification for their state and have a valid educator certificate that

certifies them in administration. Once these individuals were interviewed and accepted for an

administrative position, they received support from their district by having monthly meetings

with those in similar positions. They also all worked closely with their assistant superintendent

and were active in a mentoring position.

Looking at notices regarding laws and ongoing changes that affected the educational

environment, these administrators were notified in various ways. All of them said that they

worked closely with the district administration and were one of the first to know of changes

happening in education. The principal, who I interviewed, talked specifically about the

importance of staying focused on educational laws from a professional point of view. While she

regularly attended district meetings and received newsletters and educational publications, she

went above and beyond to conduct research and readings on her own. She has been a district

employee for thirty-two years and said she learns the most when she stays up-to-date and

knowledgeable about the things happening at the state level regarding education. She talked
 2

specifically about how much is changing and how difficult it is to keep up with what is

happening if you do not stay on top of the information presented regularly. The one thing that I

noticed specifically about all three individuals was the importance of acting ethically, which

promoted the well-being of each student. PSEL standard two says, “Effective educational leaders

act ethically and according to professional norms to promote each student’s academic success

and well-being” (National Policy Board for Educational Administration, 2015). They each

presented in their own way to explain that their positions were important to the success of each

student and that they strived consistently to provide a learning environment that supported each

student. They also discussed having the opportunity to support teachers through professional

development, regular observations, and supporting their yearly goals.

When discussing difficulties in the position, the two big factors that were mentioned were

staying abrupt to changes and policies in special education along with the difficulties in

managing student behavior. Two of them who were in assistant principal positions, talked

specifically about the challenges in handling student behavior and staying consistent with each

student and each situation. They spoke positively about handling the decisions appropriately but

made it necessary to mention that discipline was a major part of their positions as assistant

principals. They both had excellent relationships with their principals in which they felt

supported and valued. Regarding the principal, her dilemma stemmed from the constant changes,

legalities and procedures related to special education. While she does have a special education

coordinator who handles all the paperwork, IEP meetings, IEP goals and evaluations, she

discussed how difficult it is to stay connected to the students within the school who are receiving

special education services. While she mentioned that her main responsibilities are running the

school effectively, professionally and effectively, she feels that it is important for her to stay up
 3

to date on what is happening in special education and how the special education students in the

school are being supported.

As I look at all three of these individuals and the time that I was able to spend with them,

I think I was unaware of everything that occurs within the administrative field. While I am close

to my principal mentor and I regularly meet with her regarding school procedures, there always

seems to be an ongoing checklist of things she must do. What I appreciate about these interviews

is they allowed me to see that every one of them strived to create the best learning environment

for the students. They all at one point were classroom teachers who wanted to make a bigger

difference in their school environment. They commended the educators that they work with daily

and talked specifically about feeling respected in their positions. As I think about the type of

administrator I want to be, I would want to model each of these individuals and the quality of

care they put into their positions. They modeled true ethical decisions in their practice and

remained professional when discussing challenges. As a current educator who is still learning

and gaining experience, I am reminded just how important it is to stay focused on doing what is

best for others. I have always seen myself as a servant leader, and I strive to model that daily. My

goal is to one day have the opportunity to make a bigger difference within my school and still

know that I am influencing others through my example.

 4

References

National Policy Board for Educational Administration. (2015). Professional standards for

educational leaders. https://www.npbea.org/wp-content/uploads/2017/06/Professional-

Standards-for-Educational-Leaders_2015.pdf