Running head: SHADOW AN ADMINISTRATOR

In the Shadows of an Administrator

Frank J Martin III
EDL 651- Administrative Internship

ADMINISTRATIVE INTERNSHIP SHADOWING

In the Shadows of an Administrator

Introduction
Friday, September 19, 2014
The task of shadowing was broken down into two primary components. The first was to see
what it is like as an administrator in a building-wide position and what is involved in the day-today activities. The second, was to see how things are handled on a district-wide basis. I
approached Jay Z and asked if I could shadow him during the next few weeks. He said, Monday
morning, 6:45 am sharp. Should I bring anything in particular? Yes, coffee, and aspirin, see
you then.
Building-wide Shadowing Experience
Day 1Monday, September 22, 2014
6:30 am 7:45. I arrived at school at 6:30, I could feel the cool breeze off the parking
lot, and Jay Z has not arrived. I was glad I was early, and I could set up before the shadowing
began. I was patiently waiting for the morning to begin with coffee in hand for both of us. Jay
Z arrived, and he said this is how I start off the morning, especially the beginning of the week.
He would go to his mailbox, and sort the items in his mailbox, then turn on the computer, take a
deep breath, and take a sip of coffee. While the computer is firing up, I take this opportunity
listen to my voicemails.
6:50 am. It is time to check out the school, make sure that the custodial staff has the flag
raised, and make sure that it is at half-mast if necessary. He grabbed his radio, and out the door
we went. It is still early, so it provides an opportunity to go out and see if there is anything
outside the school that may be a problem, such as books in the bushes, doors unlocked, and
things that need to be addressed.

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7:05 am. A parent of a student addressed Jay Z about how she is fed up with the red light
camera in front of the school, and how it is a hindrance to get her child to school. Jay Z
expressed that the County installed them there and that if he was still concerned to talk to the
superintendent. The parent was not happy with the answer and said this is another way for the
County and the schools to get our hard earned money through taxes. As more and more parents
arrive, some wave and others have complaints for him to handle. He said that it is good to be out
and have the public see you; they put a name with a face and see that you are there for the
school. Sometimes it is more important to be seen, then heard.
7:20am. The busses start to arrive; we make our way from the front of the building into
the auditorium doors; this is where some students are being held before the start of the day bells
go off. Jay Z takes a look around, and as he walks in, he says hello to Lorane. They extend
pleasantries and ask each other about the weekend.
7:25am. We continue to the cafeterias where the students are being held before they are
released into the halls at 7:35. The students enjoy seeing their principal, and they come to the
door to talk to him. They talk about sports, and Jay Z asks about the various school sporting
events that occurred over the weekend.
7:30am. It is at this time we go back to the main entrance; Jay Z says, I can tell you who
is going to be there, and it is the same types of questions over and over again. As we progressed
down the hall, the first fire of the day arose.
7:31am. As we passed the ABA room, one of the teachers was visibly upset, she
explained that her dog had to be put to sleep and that her family was very distraught. Jay Z
consoled the teacher and expressed his sympathies to the teacher. It was at this time Jay Z asked

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me to help get the ABA students off the bus and cover the class until he could make the proper
arrangements in the main office.
District-wide Shadowing Experience
Day 2Wednesday, September 24, 2014
Day two would be an observation of a meeting between two buildings about the 6th Grade
Science Curriculum. The Director of Science, Mr. Bond, Covalent Bond (As per request)
explained the reason for the meeting. This year in the district, a few senior teachers retired, some
who were set in their ways. Mr. Bond wanted to have both middle schools working on the same
curriculum; one school could not get through the curriculum. Davis Middle School had older
teacher that were set in their ways and did not want to change what they were teaching and adapt
to the new revised curriculum. Mr. Bond set up this meeting to explain the changes to the
curriculum and to ensure that the staff in the district would be teaching the same material in the
curriculum.
11:00am. Before the meeting started we arrived in the room and set up materials. Each
teacher was provided with a revised curriculum and the final exam. Mr. Bond spoke with each
sixth grade teacher from both schools and asked them how they were, or about things likeHow
was fishing with your husband this summer? How did the room set-up go? Where did you stay in
Disney?
11:10am. The meeting is in full swing; Mr. Bond allows Janice, from Washington Ave.
Middle School to explain what she does with curriculum and hands out worksheets. She directs
the new teachers to her website where they can get the materials that need notes, videos or
handouts. We comb through the curriculum with the final exam and the textbooks.

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11:20am. Mr. Bond has finished the review of the first quarter, and he allots 5 minuets
for the teachers to check over their notes and see if there are any questions about the material.
Teachers from Davis Middle School are concerned that they do not have labs to cover simple
machines. Janice said the she has some good labs for this topic and said that she would e-mail
information and the labs to the teachers. She then pulled up the labs on-line and explained what
to do. During the time of review, Mr. Bond pulls up various websites from the Science Spot and
Middle School Science.
11:30am. We concluded by looking over the websites and planning for the next few
weeks. He says that is important to make sure that the students are able to write a procedure and
a hypothesis. Remember everything should be an IfThen statement. Information will be
available on the district-wide intranet. and Mr. Bond will send items out via e-mail.
Reflection
Leaders lead by example and actions speak louder than words. Leaders lead by example,
Jay Z is there every morning at or before 7:00. He has his set routine and is able to walk around
and people see him. He is not a closed-door administrator, not keeping student, teachers and
parents out. He is in the trenches and everyone sees him as a hands-on administrator. Jay Z is in
the parking circle talking with parents, chatting with students about various events. He is there
for the school, creating a caring community. Mr. Bond talked to the staff before hand, showed
results, and used resources that he has used. He showed how to lead by example and not this is
what you should do. Thus, we can find a need to build relationships and support for learning
among staff and students(Sparks, year, p. #), both in and out of the classroom.
According to Spillane, a leader needs to be supportive of his/her staff such as how Jay Z
nurtured the staff member who experienced the loss of a family pet. Another example is how Mr.

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Bond helped develop his staff and reinforced the curriculum with materials, on-line activities,
and especially the use of other teachers as a resource. Mr. Bond effectively uses Janice to help
mentor the new younger teachers in the new curriculum; he promoted the teachers directly
supporting each other. He also spoke to the teachers individually and brought up personal notes
about their lives. This in turn has created a bond between both schools and everyone
accomplishes more.
I believe that an administrative position can be learned, as with anything else. The key to
being a good administrator is the person. It is who you are that will define you in your position,
especially as an administrator. The people that I am working with are individuals of good
character and integrity. That is truly what defines you as a person and an administrator.

ADMINISTRATIVE INTERNSHIP SHADOWING

References

Spillane, J. P. (2005). Distributed leadership. The Educational Forum, 69, 148.

Sparks, S. (2013, March 5). School Climate: Missing Link in Principal Training? Retrieved
March 1, 2015, from http://www.edweek.org/ew/articles/2013/03/06/23principal.h32.html