Name: Cindy Miller-Walker

NELA Internship Weekly Activity Log: February 3-7, 2014

Teacher
Observation
Teacher
Evaluation
Teacher
Meetings
Building
Meetings
District
Meetings
Community
Meetings/
Contacts
Extra-
Curricular
Events
Management
Tasks
Other
Monday
2/3
4
th
-Bendel
1
st
Tart
K grade
level mtg
504 Meeting PM Buses
Met with
ESL teacher
to coordinate
ACCESS
testing

Scheduled
student
observations
for RtI
Lunch with
2
nd
grade
team
Tuesday
2/4
5
th
-
McCarty-
demo lesson
4
th
-Alford
2
nd
grade
team-Math
Benchmark
mtg
2
nd
grade
Meeting with
AP
PM Buses

K student RtI
observation
Parent
contact-bus
referral
Wednesday
2/5
Met with 3
teachers
regarding
mid-year
PDPs
4
th
grade -
RtI mtg
Meeting AP
and CRT
Meeting with
AP and ESL
teacher
Staff Meeting




K Registra-
tion Packet
Pick up 2-
6pm
AM Hall
duty
PM Buses


3
rd
grade
student RtI
observation

Thursday
2/6
NELA Site Visit to Warren County Early College High School


Friday
2/7
3
rd
grade
team- check
and record
RTA
passages
PM
Announceme
nts and
Dismissal
Distribute/se-
Meeting with
Dr. Arrington
and Mentor
Principal
Smith
cure RTA
passages
Parent
conference
with 3
rd
grade
teacher
*Reflection on this weekly log (include feedback from coach and mentor)
I was an instructional leader this week in a 5
th
grade classroom. The teacher had several students out of class due to AIG and
All County Chorus and the 8- 9 students left were finishing morning work, reading, and some were milling around. The
teacher did not want to start a lesson until everyone returned around 9 am. So I offered to show them how to do ken ken
puzzles- like Sudoku except you build equations. I first had the teacher pull it up on her computer so we could walk through it.
Then I offered to show her students. I retaught digits after discovering that they did not remember the definition of a digit v.
a number. We did two puzzles together on the smartboard. Once they got the hang of it I allowed students to volunteer to solve
the puzzles with input from classmates. The students got the hang of it, were excited and even asked the teacher if they could
do it for homework. I suggested that she use it as a math activity on Tuesdays and Thursdays for that one-hour block when
she only has 8-9 students. I stressed to her that it was only a suggestion because I did not want to appear to be telling her what
to do in her classroom. I saw that time as being a loss of instructional time where some one-on-one instruction or guided
reading could take place.
Teachers were frustrated Tuesday morning because when they took their classes to computer labs to do benchmark testing, the
students could not log on to school net. I am learning that you should always have a plan B or even a plan C when working with
technology or anything else for that matter.
Dr. Headen, our assistant principal, returned on Tuesday and Wednesday for a half-days. There was lots of excitement among students
and staff. We met both days to update her on the calendar and happenings at school. She expressed her gratitude for me taking on
some of her responsibilities while she was out. I was obliged.
All we hear from the majority of teachers is all I do is assess, when am I suppose to teach. Noticing that many teachers are feeling
stress with assessments. I want to be able to ease the stress.
On the early release day we had a brief staff meeting- I distributed my administrative intern performance survey to the staff. I
expressed the value of their feedback for my professional growth and thanked them in advance for their feedback.
Just before dismissal, as I was about to do announcements and call for buses, a first grade teacher brings a student into the office (for
what appeared to be a discipline problem). I asked her to please write a discipline referral. She replied that a referral was not necessary
she just wanted Mr. Smith to see that the student had allowed someone to drag him in the dirt/mud during recess- his clothes were all
muddy. I thought, so what do you want me or Mr. Smith to do if it is not a discipline referral? My guess is that she feared that an
angry parent would be calling to find out what happened. I wondered why did she not see it when it happened on the playground. My
answer: I observe teachers sitting all together, away from the playground daily, not actually paying attention to what is happening on
the playground. That is why she did not see it until it was too late.
During the meeting with my mentor principal Mr. Smith and Dr. Arrington, Mr. Smith gave me lots of praise. He commended me for
stepping in various capacities this year- from discipline to PLCs to IEP/504 meetings to RtI meetings to observations to whatever
needed to be done, especially while our AP was out this year. He stated that several staff members have commented on my positive
disposition and my strong presence this year.


STANDARDS ADDRESSED: 1a. School Vision, Mission, and Beliefs
1b. Leading Change
1c. School Improvement
1d. Distributive Leadership
2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment
2b. Focus on Instructional Time
3a. Collaborative Work Environment
3b. School Culture and Identity
3c. Acknowledges School Failures; Celebrates Accomplishments and Rewards
3d. Efficacy and Empowerment
4a. Professional Development/Learning Communities
4b. Recruiting, Hiring, Placing and Mentoring Staff
4c. Teacher and Staff Evaluation
5a. School Resources and Budget
5b. Conflict Management
5c. Systematic Communication
5d. School Expectation for Students and Staff
6a. Parent and Community Involvement and Outreach
6b. Federal, State, and District Mandates
7a. School Executive Micro-Political Leadership


COMPETENCIES ADDRESSED: Communication, Change Management, Customer Focus, Conflict Management, Creative
Thinking, Delegation, Dialogue/Inquiry, Emotional Intelligence, Environmental Awareness, Global Perspective, Judgment,
Organizational Ability, Personal Ethics and Values, Personal Responsibility for Performance, Responsiveness, Results Orientation,
Sensitivity, Systems Thinking, Technology, Time Management, Visionary