Feed back to the student

Loleta Montgomery wrote on 10/26/2016

Ian, I applaud your handling of this situation which was an example of "pick your battles." Instead of pushing it to a heightened level of
concern, you may have initiated the start of a trusting and caring relationship with this student - something she probably needs more
than another office referral.
Exp. Record #: 21694

Date submitted: 10/16/2016

Loleta Montgomery approved on 10/26/2016

Student Name: Kleman, Ian Geoffrey (520235)

Cohort: UEN-P 2015

Field-Based Internship Reflection Form

For Internship Experience
Standard 1: Visionary Leadership; Standard 2: Instructional Leadership;
Standard 3: Organizational Leadership; Standard 4: Collaborative Leadership;
Standard 5: Ethical Leadership; Standard 6: Political Leadership
Title:

Hallway supervision during school-wide assembly

Standard and Criteria

Level

Time Spent

5.d Demonstrates appreciation for and sensitivity to diversity in the school community

Secondary

1.5 hour(s)

Note

Briefly describe this field-based internship experience, including your specific role (1/2 page).
Our administrative team is working hard to address students who are "chronic hall walkers." As part of that effort, I walked the
hallways during a school-wide academic assembly, looking for students hiding in the dark corners of the school. Although possessing
no authority of my own, I was able to communicate back to security and the administrative team what I saw and the conversations I
had.
Reflect on what you have learned from this experience, from mentor discussions, and how you will use this learning in future
administrative leadership roles (no more than 1/2 page).
There were only a few students in the hallways, but one interaction was powerful. I found a student who has a checkered history at
our school. I didn't know who she was, but she was on her phone, trying to track down a birth certificate to present to her employer. I
simply said to her: "you need to move to the assembly." Her response was immediately combative, and she got more and more
agitated. Realizing the legitimacy of the call she needed to make, I suggested she move to the foyer (which is a public space where
she could be seen), but, as you can imagine, that was also met with resistance. I didn't fire back, or get upset, but was firm and
looked for any window she might give me.
I ended up walking away from the interaction without convincing her to move. What did I learn? Many of our students have
experienced so much trauma, that any adult that makes a request of them is met with anger and hostility. I knew this, but it just hit me
hard in this particular instance. I walked away feeling very sad for this young lady, who clearly doesn't have anyone "watching her
back" at home (or else why would she be the one calling about a birth certificate and why would her first response be hostility?).
What will I do? After talking with an administrator, the next day, I sent the young lady a note to follow up and express my hope that
she was able to find her birth certificate, and that her new job will work out. I will continue to send a quick note to her each week.
Don't know what impact it may have in her life, if any, but it will at least be a consistent message of care and concern over time for
her this year. As an administrator, I certainly won't change the world. But, I can approach my students with the sensitivity they
require, while at the same time holding out high expectations for behavior (academic and otherwise).
Mentor(s)
Darius Ballard
The date approved by his/her lead mentor: 10/15/2016

12/29/2016 01:06:27 PM

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