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Internship 1 Journal

Rolanda Eadie

Sept. 11-27 Listened to the​ Ideal Team Player​ by Lencioni 5 hours


This is a story of a Chief Executor Officer (C.E.O.) that has to retire due to health problems. He hires his
nephew to take over the company. This new C.E.O. must hire a number of managers and staff members. He
talks with his two team members to consolidate their thinking around the important traits that an ideal team
player would have.

They decide on 3 traits that are essential: Hungry, Smart, and Humble.

If an employee was hungry, he/she would be able to be self motivated and eager to do his/her best everyday.
The employee works hard and is efficient.

An employee that is smart is “peoplesmart.” He/she knows how to interact with others in a positive way. It is
often referred to as having a high emotional intelligence.

Last but not least, an employee must be humble. The last thing a company needs is a self- seeking, know it all
employee who takes all of the credit for him/herself.

The reason that I chose this audiobook is because I was asked which of these qualities I thought were my
strongest when I was interviewed this summer for my Vice Principalship. I knew I was hungry, and I felt like I
had very good working relationships with others. I said that I need to strive each day for humility. We always
need to recognize others! I was intrigued by this interview question and I had read other books by Lencioni. I
thought that I ordered the book on Amazon and an audio book showed up. This worked out even better
because I commute for 30 mins. each way to work. After listening to Lencioni’s message, I would agree that
these 3 traits are very essential to be an Ideal Team Player! I now plan to ask my Assistant Superintendent
about these traits when I interview her.

Sept.14 Google Bootcamp 7 hrs. total=12

I went to a Google Bootcamp to learn the skills that I needed to learn to pass the level 1 Google Certification.
The course was fast paced and I really enjoyed it. However, there are a couple of things that I needed to get
better at. We do not use Google Classroom and until just recently, our division blocked our usage of it. I also
did not have practice on the Google sites. I ended up with a 77% and I needed an 80% to pass. So…although I
extremely disappointed in myself that I did not pass the test, I am still happy for the extra skills that I gained.

​ very week I make a Google Slide deck that introduces our whole school to the character education theme. I
E
always add a song to come into and then add videos, pictures and posters to create empowering presentations
about resiliency, compassion, GRIT, How to stop a bully, using your WITS, etc. The Google Docs, and Gmail
are daily features that I am very comfortable and competent at. I am also using the Calendar feature all of
the time so that is also a really handy tool for booking spaces in our school as well as the endless amount of
meetings!
Sept. 15-16 Ed Tech Conference 16 hours = total-28
This was a full day of learning! I went to sessions on Google Calendar, sheets, Virtual Reality, Making games
from slides, sketching, maker space, and A-Z Apps & Extensions.

I went to this conference because I had to make a Google form for the grade 3-6 options, send it out to the
teachers and then collect the feedback and place about 300 students in options. I was really nervous about
doing this because we have a very technologically proficient staff member who applied for my position.
Although I would normally ask for this type of help when needed, I felt like I needed to gain some proficiency
in this area so that I am not so dependent on him. I was really happy that I gained those skills in using sheets
to a higher level. I also brought back a lot of ideas for my new staff. I shared all of the presentations from
every session that I went to. Although my previous principal and vice principal have never shared their
takeaways from conferences, I felt like it was the right thing to do. Isn’t that what collaboration is about?
Anyway, my motto is lead the way that I think that I should lead, not the way necessarily that I have been led.

Sept. 29 Sweat, Nature Walk, Bannock 3 hours = total-31 hours

We had an amazing opportunity in the afternoon of our P.D. day. We were invited to Elder Joseph’s land. All
of the ladies were asked to wear long skirts. There we went on a
nature walk and collected samples of plants and berries that were used
in traditional native medicines. We stopped for a tea and bannock
break. Following that, 12 of us went for a sweat in a traditional sweat
lodge. The piping hot rocks were shoveled into place in the middle of
the lodge. We entered in and sat in a circle very close. It was closed
and it was pitch dark. Water was thrown on the rocks and it got very
steamy! The singing began and it was a really neat experience. We
were invited to join in the singing and so I added my own rendition of
“Hi Yi Yi.” This picture below captures one of my favorite Sept. and
staff bonding memories.

One of the things that stood out to me during this experience is that there seemed to be so many rules. We had
to wear a long skirt and enter the sweat lodge a certain way. We were not supposed to take pictures during
certain times and there was a certain way to offer the tobacco to the rock. When you think of how a first
nations student would feel coming to a “white” school with all of the rules, order and traditions, they may
feel just a bit “out of place” like I did on their land. As educators, we need to be mindful of the various
customs and traditions our students have and be willing to learn about them as well as show honor towards
them.

Oct. 10-13 Admin. Retreat 14 hours= total- 45 hours


This amazing two days of learning took place nestled in the midst of the Rocky Mountains in a quaint lodging
called Gold Eye. On the first day, we learned about the new Teacher Quality Standard of Practice document.
There is also one for principals.
We also had a presentation on a new resource from Alberta Education that focuses on FNMI (First Nations,
Metis and Inuit.) The resource called Pebbles, has numerous hands on activities that are a perfect fit for our
monthly staff meetings.
The second day was an introduction to our ACE plan (Action, Collaboration, Evidence.) Every school needs
to complete this plan that includes an analysis of the data that has been collected for our school through
provincial achievement tests as well as feedback through surveys to our students, parents and staff. We then
set goals on how we are going to address areas of concern and continue to support student growth. We were
given some time to look at our data. It looks like our first nations population is below acceptable. We plan to
share the provincial achievement test data at the next staff meeting so that we can work as a school to target
and improve our literacy scores.
This is an area of particular interest to me as I just came from a school that was a “leading school” in which
many other schools came to observe to see what we were doing to get the results that we got. I am now in a
school that is starting this journey and the gr. 5-6 team doesn’t even see the value in testing each of their
students to the instructional level using the Fountas and Pinnell benchmarking system. I definitely have my
work cut out for me this year!
The admin. Retreat was really fun. About a dozen of us went for a hike up Coliseum mountain. Then we had a
great supper and we danced to tunes from the 80’s. It was nice to see how relaxed and also welcoming
everyone was.

Oct. 10 Wisdom and Guidance Council Meeting 3 hrs. Total- 48 hours

This was a great opportunity to meet many first nations representatives from the reserves our kids live on. I
met the chief of the Samson reserve, a student from the Outreach School (who I have since connected with to
help run our intramural program,) as well as other community members.

Our superintendent, board member, first nations division office personnel, as well as 3 of us staff members
were also in attendance. We had supper together and then Jayson Lovell, our superintendent shared the first
nations data such as the graduation rate and achievement scores. Both of which are of alarming concern. We
also had a talking rock that we passed around so that when it came to you, it was your turn to share your
thoughts. The big message was that the first nations people really wanted Cree as an option. I think it is a very
valid point. One third of ours school’s population is first nations. Luckily our school does offer Cree as well
as Spanish and French. The high school doesn’t which is a bit of a bone of contention. I also found out that
summer school is paid for white students but not first nations students.

I really valued this meeting. It is only when you hear the voices of the people speak about how the laws of our
country/province resonate with injustice, that my eyes are opened and I become more sensitive to their
viewpoints.

Oct. 23-24 Vulnerable Reader’s Conference 15 hrs. Total- 63 hours


The Vulnerable Reader’s Conference was a 2 day conference in Calgary. I wanted to go very badly because I
have a strong literacy skill set for gr. 3-6 but feel like I do not understand the elements required to teach kids
in K-3 to read.
The conference was one of the best that I have been to! The question that I came with was answered in the
first session. Janet Mort is a retired superintendent and she wondered what could be done to top up the
children coming to our school deficit in their literacy experiences.
She has written a book called ​Joyful Literacy​ which is all about the activities that can be made for kids to play
and learn literacy skills through them. Her second book called ​Putting on the Blitz ​ continues to suggest more
excellent intervention game based activities. It also includes “circle charts” to help assess children to find out
exactly which of the essential skills they are deficit it. Once they are identified, children are given an extra
“literacy blitz” to top up those essential literary elements. The basic concept is that the games/activites that
they “play” are specific focussed and really fun so the kids do not even realize that they are learning.

I ended up buying the two books by Janet Mort and have since shared them with the grade 1 & 2 community
of our school as a suggestion for their Professional Learning Committee. They liked the idea and wanted
more books. I am thrilled because I wanted them to “own it” and get excited about it. I will do whatever I can
as the administrator at the school to find space and support to run the blitz centres. I have high hopes for this
because during Mort’s pilot projects, one of the schools that reached 90% success was a First Nation’s
school. My capstone focus on enriching both the literacy and social well being of First Nations students in
our school​.

Oct. 25 ​ ​Healthy Active Schools Symposium​ ​6 hrs. Total- 69 hours

In the school that I had been teaching in for the past 14 years, I was known as the “Health Champion.” In
that role, I would work with a group of 8 students who became the School Wellness Action Team (SWAT).
Throughout the year, the team had several roles: we led the “wiggle break” at our monthly assemblies, hung
the tetherballs everyday on the playground, and went out on the playground at recess to help the gr. 1-3 play
games which became known as “Positive Playgrounds.” They also created dance clubs and floor hockey
clubs. The list goes on but they basically created more positive wellbeing in schools in a variety of ways.
Now that I am in Ponoka this year, I brought the “Health Champ” concept to my new school. I rolled it out
differently than in Rimbey because I used to enlist students who were in my home room. Since I don’t have a
home room anymore, and because this school is much larger than Rimbey Elementary, I used a voting system
that I learned about when my children were in 4-H. I went in and explained the roles that we would be
expecting like playground groups, wiggle break, assembly parent greeters, and new things to bring to the
school. The class then needed to nominate a person and that person and why they would suit the job. The
person either accepted or denied. Then everyone voted on a slip of paper who they wanted to represent their
class. Three students from each of the grade 4, 5 and 6 classes were chosen for a total of 18 health champs to
represent our school.
The Healthy Active School Symposium (HASS) was a conference that 8 health champs plus another
teacher and I took our students to. The day included school sharing on ways that they promoted healthy
initiatives in their school as well as activity sessions to give students take away ideas to bring back. I also
presented at this conference. I did a session called “Marvelous Mime.” I taught the WITS strategies (Walk
away, Ignore, Talk it out, and Seek Help) and the students acted out scenes where conflict was about to
happen. Then we brainstormed what to do and the actors finished their scene with any actions and words
needed.
I thought my two sessions went really well as the kids enjoyed the movement and also learned about our
school’s WITS program. The 8 students that came to the conference got a lot of ideas and the teacher that
accompanied me- Melanie Haug is
now going to work with that 8
students to create things like our
upcoming talent show.
When the list came out in Sept. of
committee that people could join,
there were 4 names under the Health
Champs category. When I met with
this group, we all took one part: the
conference group, playground group,
greeter group and the wiggle break
group. We are each supposed to call
meetings and work with these champs
in this role. So far, Melanie and I are
the only ones that are committed and
meet regularly. I ran all of these
groups in the past so I don’t mind
stepping in where necessary, but it
disappoints me a bit that the teachers
are not stepping up. I wanted to
create more leaders not only in the
children but in the teachers too. I plan
to support and keep encouraging their
participation in a few ways. I am
using the playground group health
champs to help run my “Free choice
Fridays intramural program. I spoke to the leader of this group and she is interested in waiting until spring to
paint game lines on our playground. I also will email the “wiggle break” leader and let her know that our
assembly is coming up and I could put add her meeting to our morning announcements. I have been planning
the movement breaks and she jumps on the stage during the movement break but for the upcoming ones, I
want her to meet and plan the moves with the kids. I will let you know how that goes.

Dec. 11- Health Champ update- I have been using the playground group health champions to be mentors to
the troubled gr. 1 & 2 students. It is a behavior incentive. If they have a good morning, one of the health
champs picks them up and plays with them during the “Free Choice Friday” in the gym. This has been really
effective in creating leadership skills for the gr. 4-6 students as well as good teaching for the gr. 1 &2 students
about positive social skills and interactions.
Oct. 26 English Language Learners Symposium 6.5 hrs. Total-75.5 hours
During this day, we were introduced to resources to help our English Language Learners in our classes. The
instructor started the day off by talking to us in another language. We had no clue what she was saying. Then
she added pictures of the Canada Food Guide and said the word over and over. It was a great technique
because she made us realize that we need to use a lot of visuals and link it to our vocabulary for our ELL
students. Scholastics has made a number of book packs based on themes as well as curricular content. These
books are loaded with pictures and vocabulary that all students could benefit by. There is also an
accompanying website for teachers to print off masters for students to use and apply their understanding.
Every school in our division got 2 book packs which was wonderful because we had a P.D. day the next day
and I had something tangible to offer!

Oct. 27 P.D. Day 3 hrs. Total- 78.5 hours


At the beginning of our P.D. day, I shared the resource packs from the ELL workshop. The teachers were
happy to see them and scooped up the resources that they could use.
I also shared two new ideas that I wanted to bring to Ponoka. One of them was the noon hour learning
commons pass. Every class would be given 3 passes for kids that would like to come to the learning commons
during the lunch hour after they eat. They can build with Lego, put together puzzles, play battleship etc. It has
been a very popular program in the previous school that I was at, and the learning commons is a great space
that can be put to good use. Hopefully in the new year, the Maker Space committee will have their area ready
to roll and can be added to the fun.
Another new idea I had was to start a “Free Choice Friday” intramural. When I taught Phys. Ed., I always
gave my class a “free choice” day. This is one period where they got to do whatever they wanted. We
separated the gym into the floor hockey area, the stage was skipping and hula hoops and the rest of the area
was scooters, balls, etc. It might look a bit like organized chaos! The kids are all busy, having fun and really
happy.
The existing intramurals were for grades 3-6. It is also sport based and there are teams of about 7 players
that play another team. The free choice Friday is for everyone. In order to be inclusive and fair, the best way
that I could organize it was to combine gr. 1 & 2 then 3 & 4 and lastly 5 & 6. So that the numbers were
manageable, I asked teachers to divide their class list into thirds. I then rotate between the first ⅓ of each
group and at the end of the intramural time, they come up with an arctic animal name. That will be the
group’s name for the remainder of the year. So far, the grade 1 & 2 first third are the polar bears. The gr. 3 &
4 first third are the arctic foxes. The gr. 5 & 6 will meet this Friday.
Another great component of the Free Choice Fridays is the partnership that I made with a Cree Outreach
student named Lori. Each Friday, Lori comes to eat lunch with the students and then play and interact with
them during the intramural time. I think it is really important for our students to see and connect with Cree
leaders to see good role modeling.
One other component of the Free Choice Fridays that I am enjoying is the leadership of the health champs.
These kids are great at helping get equipment out and put away as well as partnering up with kids needing
someone to play catch with or get pulled on the scooter by them. Some of the gr. 6’s reffed the gr. 3 &4 floor
hockey and it is just wonderful to see all of the positive interactions going on.
Another of my favorite components of the Free Choice Friday is that the behavior kids from gr. 1 & 2 have an
invitation to come regardless of the group that has time. The health champs “buddy up” with them and give
them great peer role modeling. The health champs come and ask the teacher if they had a good morning. If so,
they are brought to the gym with their buddy to join the fun. Behavior kids need to be taught how to be
respectful and this is a great environment to be in to practice their skills.
Lori Buffalo

Oct. 30 Division Health Champ Meeting 2.5 hrs. Total - 81 hours


During this morning, 7 of us met to start planning the division wide Staff Wellness Day. It will take place all
day on Feb. 21. Staff members will have a variety of sessions to choose from that range cover all aspects of
health and wellness for the body and mind. It is a really great day and it is really wonderful that our division
supports teacher wellness! I am happy to be on the committee and I have contributed some speakers for
Touch for health, vegetable gardening, and making digital books. I still need to locate a massage therapist.​ I
think wellness is such an important topic. Teaching is a really demanding career. It is a job that is never
done, always changing and you need to be able to have a high degree of emotional intelligence to be
successful. Having a day to enjoy just looking after oneself is a treat! I am really happy that our school
division recognizes the importance of wellness and therefore supports it through funding and giving us the
time to enjoy a wellness day just for us.

Nov. 2 F & P testing 3 hours Total- 84 hours


The literacy expert in our division office asked if I could come to the high school to help them finish their
Fountas and Pinnell testing for their junior high kids. Because of the experience that I have had in the past 5
years at a leading school, Cheryl, our Literacy division expert, really wanted me to help the junior high staff
that were drowning in assessment without enough trained people to administer the assessments. I didn’t really
want to go because our students in our school were not all finished being assessed. However, I believe in the
“Good Neighbor” policy and I know that they really needed the help. I went and really enjoyed meeting the
students. I got through about 6 students and felt glad that I helped out. Being new to the leadership realm, it is
important for others to know that I am a team player. If I want to be known as a team player, I need to be one!

Fountas & Pinnell Benchmark


Test Gradient
F & P Benchmark Criteria

Nov. 3 Character Education- 5 hours Total- 89 hours


On Fridays, I present character education to the whole school. The students travel in groups of two classes for
every 20 min. Rotation. There are 3 rotations for each group. One of them is my character education session.
The next one is Moosum and our principal for Elder teachings mixed with music. The last station is the gym
for some game time. During my “character education” time, I teach students about things that the teachers
brainstormed were important traits that we wanted our students to have before leaving our school. Themes
such as resilience, grit, compassion kindness & empathy, respect and dignity came forth. I then created slide
show presentations complete with music and some video clips to make it as engaging as possible. I have
included my slide decks below. It makes me feel really good presenting important topics like this because I
feel like school isn’t just about the academics, it is equally important to be a good citizen. These messages are
given consistently to the whole school, although it is very repetitive for me. I also show the slides on the TV.s
that are playing throughout our school. The more positive messaging, the better! It is a great avenue to
address anti bully messaging, as well as our WITS program. The WITS presentation was extra fun because
our school resource officer came and presented with me. It is really affirming when students come up to me
and tell me how they used their WITS and didn’t engage in “battle.” Here are my presentations for the PALS
topics and the links to my slide decks:

RESILIENCE
GRIT
KINDNESS COMPASSION & EMPATHY
WITS
HOW TO OVERCOME A BULLY
RESPECT & DIGNITY

Nov. 8 Vice Principal Cohort & Interview 4.5 hours Total-93.5 hours
All new vice principals have a cohort that meet every couple of months and this was my second meeting (I
forgot to include the first one.)

The first meeting we basically shared our story- answering 6 questions to get to know each other. We also
discussed PLT’s and Growth Plans.
On the Nov. 8th meeting, we talked about resolving concerns and complaints. It was fun because Alda- our
division’s People Services personnel, took situations that she had to deal with when she was a principal. I
found it really interesting and we all came away more prepared for those tricky conversations. It was great to
see that we have Administrative Procedures around a lot of different situations. My partner and I had to
resolve a situation where a couple had split up and one of them was saying nasty things about the other one.
We had to ensure that the complainant knew about the professional code of conduct and that he had to go to
her to express his concerns. We also said that we would review the code in the staff meeting to ensure others
were not a part of the “behind the scenes” gossip. Because the two parties did not have to team teach and
were away from each other in proximity, we would hope that after the two talked, it would come to an end. If
not, then we would sit in with them to be the third party.
We also have been trained in the Crucial Conversations and the Influencer during our Aspiring Leaders
program. I thoroughly enjoyed the training program. It was really great to hear strategies and get tips on how
to deal with those tricky situations and some hostile parents. It also taught me some great one liners like,
“Help me understand…”
After this meeting, I interviewed Corrine Thorsteinson, our Assistant Superintendent as part of an assignment
in Dr. Stewart’s class. Corrine and I had a lunch date and it worked great because I taped the conversation
and we chatted over lunch like friends. Corrine is that easy to talk to and I feel comfortable and at ease around
her. I also have the utmost respect for her and consider her my favorite role model. I love her warm,
competent and capable manner. She led the Aspiring Leader program that I was a member of for two years
and I had to opportunity to get to know her better. She was always well prepared and “with it.” I always felt
validated around her. I am now using the interview notes for my paper called Magnificent Master Mentors.

Nov. 15 Administrator Meeting 6.5 hrs. = 100 hours


We had an excellent meeting day. It started in the morning with our school FNMI reps joining us. We were
also joined by Elder Joseph, Mary Moonias, and Charlene Bearhead. We did a round circle dance and then
heard from Mary Moonias who was a residential school survivor. It was really interesting to hear her opinion
about Stephen Harper’s apology. She was invited and was the first survivor to receive a cheque for
reconciliation. She said that she thought he was sincere but his actions proved otherwise. The government
made it really hard to survivors to prove that they were at certain schools because documents went missing
and/or were burnt when residential schools burned down. She had a lot of stories like not being able to see of
visit her brother who was just on the other side of the wall. Mary is very resilient. She now works in
Maskwacis helping others.

We did an activity from the Pebbles resource about statements that were true and false. Again I learned a lot
of information like the residential school children were used to conduct studies on the effects of a lacking
nutrition program and dental care. Shocking!

The next speaker was Charlene Bearhead. I absolutely loved her engaging story about her children and their
experienced being a First Nations citizen. She told of her son leaning against his car, smoking a cigarette in
the parking lot of a gas station. The attendant called the police because he thought her son was going to try to
steal the car. It caused me to understand how different the first nations people are treated.

After lunch, we met in our PLT groups and started working on


them. I am in a group working on literacy. I still am not
convinced that is the right group for me. I am going to talk to
another group leader and see if their topic suits my master’s
work a bit better.

Nov. 16 Volleyball Club 1 hr. = total- 101 hours


I joined the volleyball club for their practice. This is about the fourth time I joined them. I love the game and
play wallyball myself. I like to join kids in various aspects of school so that I can get to know them better and
also lend a hand to the hard working coach. The team has been improving and they have a tournament on
Dec. 2.
I have coached volleyball in two other schools. I really enjoy being able to use the skills that I have to help
give little tips and feedback to the students. Coaching is a huge commitment and I truly appreciate the hard
work and dedication of teachers that put many extra curricular hours in.
I thanked her at the end of the season with this email. I believe it is important to recognize the efforts of all of
the staff members for everything they do to make our school great!
Nov. 20 & 21 A.T.A. Administrators Conference 15 hrs. = total 116 hours
During this two day conference I learned so much! I went to the First Nations based sessions on the first day.
The first speaker, Cheryl Devin was on the Walking together committee which produced the Learning
Pebbles resource. This is a great resource that has a lot of activities to help teachers learn about First Nations
People. She even gave me the matching activity that we did as a sampler to take back to my staff.

In the afternoon, I went to a session with a speaker who shared an excellent resource for students to go deeper
into learning about First Nations culture. The AFN toolkit is housed in ITunes and can be downloaded on
IPADS. The site is interactive and I think students and teachers will love it!
During the second day, I went to a session for Assistant principals. ​The one big take away from there was to
make a Google Sheet of “Quick links” for all teachers to access. It is a great idea because there are always
so many things that we need to access, and it make sense to house them all in one place on a Google Staff
Team Drive. I have created one and already have 5 links on there. I encourage the staff to add to it as the
year progresses. We also put things in the shared team drive like Field trip forms, Elder Esther’s booking
schedule, and my slide shows that I present on P.D. days and PALS times.
In the afternoon I went to a session about Leading a Learning Community. I didn’t take away much from
there other than there are a lot of different views about leadership. We had to stand by the poster with the
quote that resonated the best with us. There was actually a little bit of each one that I thought would be the
best combination.
The day ended with an excellent keynote speaker Simon Breakspear. He was an excellent speaker and made
you think about what specifically we wanted to keep doing or stop doing. ​I added that line to my presentation
at our next staff meeting. I wanted our staff to ask themselves the same question when it comes to our literacy
practices. However, sometimes it is hard to see the forest through the trees.

Simon Breakspear

Nov. 24 Staff Meeting/ P.D. day 11 hours = total- 127 hours


I worked very hard trying to put together a slideshow that would honor the great work that our staff has been
doing during our Literacy Intervention Times as well as challenge them to think about what they are using
and the effectiveness of it. Basically, our division has spent a lot of money to provide Fountas and Pinnell
resources. I just came from a leading school where everyone was onboard using the system. We had excellent
results and had many schools come and tour to see what we were doing. I am now in a school where only 44
% of the staff are using the system and I am not sure why. I think it is because they are comfortable with the
“old way” they are using and feel like it is working for them. Clearly when we look at our F & P assessment
data, our school needs a LOT of improvement.
I also added a component of modeling to my presentation. I used a great book called the The Rocking Horse
Christmas. I read the book and put in 3 sticky notes to mark where I was going to make connections to the
story. I modelled connecting to self, the world, and the text. Then I provided links to sheets for their students
to make connections. My message was how do we really know that students are reading during their read to
self times? The answer is for them to show evidence. If they can show how they made connections,
summarize, infer, predict, etc., students can show us that they are thinking about key reading components.
Here is a link to my presentation that I worked on for over 4 hours:
https://docs.google.com/a/wolfcreek.ab.ca/presentation/d/1VGgWiewnGQzjgWyKK7K8Rv_FVU6ndFugGq-
IbSRMk_8/edit?usp=sharing

As soon as my presentation was over, I scooted to the high school to a FNMI resource P.D. session. I signed
up for it a while ago. After going to the Administration Conference on Monday, I decided that I really didn’t
need to go to this resource session. After all, I just spent a day learning about resources, so how much more
was there? Boy was I wrong!
“You don’t know what you don’t know.” said Shelagh Hagemann, our FNMI division coordinator. Shelagh
lined up excellent speakers and resources. I missed the first speaker who shared a legend. The next resource
was the Film Board of Canada. It has an excellent FNMI section and we were shown via a Google “hangout”
how to get connected and make a playlist.
After that, we heard from the Edmonton Public rep who shared resources with us and explained how we can
critique books. She also shared an FMNI games EDU kit. I love this “hands on” resource and wish our
division had them. Shelagh is on her own so she does not have the manpower that EPSB has.

Melissa Purcell
Edmonton Public
780 429-8599

After lunch, we broke into small groups and rotated among 4 stations. The speakers shared stories, books, and
wisdom. I enjoyed every minute of it and made some more contact connections.

Left-
Charlene
Ketchemonia
Alberta Education
Curriculum Consultant
780.643-1877

Right-
Carla Badger
Alberta Education
Curriculum Consultant
780.422-8810
Nov. 29 Administrators Meeting 5 hours = total- 132 hours
This morning started out a bit differently than we had planned. Tim and I were supposed to go the the
admin. Meeting and had planned to leave at 8:30 right after my patrol duty. Unfortunately, the substitute
teacher for our grade four teacher did not show up and so I had to cover until one relieved me. It ended up
being a positive experience because I got to see how the grade 4 team ran their “word work” program. I just
kept thinking of all of the ways I could help support what they were doing. One of the ways was I gave them
a booklet of some more activities/ways for their students to sort their words.
I got to the admin. meeting around 10:00 and found my partner and group. The day was spent rotating in
groups to the various stations around the building focusing on the newly revised Administrative Procedures.
Our district office personnel had just spent a lot of time reviewing all of the A.P’s and wanted to share them
with us as well as get our feedback.
​ Being a new administrator, I counted myself lucky. This was a perfect opportunity to get a summary of all
of the procedures and have the ability to ask questions and give feedback about them. I am sure for some of
the principals that have been around for awhile may have found this redundant and maybe even boring. Not
me! Ignorance is bliss!

Nov. 30 ​Zones of Regulation Presentation​ 3 hours= total- 135 hours


The Zones of Regulation was the next topic for my character education session. The slideshow included
how we are all in charge of ourselves. It went into detail of recognizing the different color zones: Green-
optimal, Blue- tired, bored, sick, Yellow- excited, energetic, silly, Red- out of control. The key is to be able to
recognize when we are in yellow and get back to green. We must not allow ourselves to get to the RED zone!
As well as being able to identify each color, students then learned some strategies to get them out of each
zone. The most effective and easy to use is the deep breathing which we all practiced together.
I think it is important to have the same language in a school. School settings can be challenging for kids
dealing with trauma and they don’t always know how to deal with their emotions in a responsible way.
Learning how to identify their feelings and learning techniques can help them to self regulate so that they can
learn as well as others around them.

Dec. 5 Staff vs Students Volleyball Game 1 hour = total- 136 hours


​About 10 staff members and I came out after school to play the student volleyball team. It was great fun
and we didn’t keep score. I was really happy that we had such a great staff turnout. It is times like this that I
think our school has great culture. It also sends a positive message to the students and the coach like you are
important, we value you, and we are active after school too. These are the times that staff members can bond
through a shared experience because there is laughter which attaches emotion to the event.

Dec. 6 Administration Meeting 6 hours= total-142 hours


This was a really informative P.D. day because we had some school resource officers share information
to us in small group stations. We rotated in groups to three different stations. One station focused on how
some teens are using their phones/devices for sexting and inappropriate sharing. The next station was focused
around illegal drugs- the street names, what it looks like and how to recognize the effects. Lastly, we learned
about the drug Fentanyl- names, the dangers/potency of it and how easily it is abused and causes deaths.

I was like a deer facing headlights. The information that I learned made me realize how far away I am from
these types of people and situations. The last time I was around individuals doing drugs was at highschool
parties over 30 years ago. Even then, it wasn’t my main group of friends but some “outsiders” joining in the
party. I know that drugs are something that have been around for a long time but I see them getting more
potent and more dangerous. It makes me feel sad for anyone that wants to use drugs to escape their real life. I
Googled why do teens do drugs and the article that I read said that there are four main reasons: to fit in, to
feel good, to do better or to experiment. ​Why do adolescents take drugs?​ ​This causes me to think as an
administrator, how can we support these vulnerable kids to be proactive? We are bringing in the DARE
program and I think the character education/building that we do is critical!

We enjoyed a delicious Christmas Dinner together and were entertained by the band from Alix School.
They did an excellent job performing. It just goes to show what a passionate teacher can achieve with her
students when she can differentiate well. After lunch we went into our professional learning teams and I
ended up switching from the literacy group to a group that focuses on providing more socio-emotional
programming. This ties into outdoor spaces, bringing nature indoors, and making more connections to our
land and nature in as many ways as possible. I am excited about reading the three books that this group chose
to study. Tim, our principal, has ordered a tent for our courtyard and I would like to create an educational
outdoor space where kids can feed birds, plant garden plots, and learn about nature.

The research that I did on my annotated bibliography shared the importance of our First Nations Students
making connections to the land. Anuik, et al. 2010, also shares how the spirit must be nourished for First
Nations Canadians to thrive in an educational setting. “​Aboriginal Elders, cultural resource people, and
Indigenous scholars believe that to identify, comprehend, and nourish the learning spirit requires educators
to recognize that all learners are "spirit, heart, mind, and body" a part of creation, and have a purpose that
is, most importantly, driven by their spirit.”​ (​ p. 65). I think that if we offer more opportunities to connect with
nature, it will enrich the souls of our First Nations students.
Dec. 8 Professional Development Day 7 hours= total- 149 hours
We had a guest speaker for the first part of our meeting. Lorna Huston came to explain to us about the
history of the Collaborative Response Model (CRM) that our district has embraced over the past few years.
The purpose behind the CRM is for teachers to use the software to create groupings of students that are
geared for various levelled supports. The goal is to ensure that no students get missed or “fall through the
cracks.” Like any program, there are growing pains. Tim, Lorna and I met with the grade 3 & 4 pod teachers,
and then the 5 & 6 pod teachers. Tim wanted to see how or if this program suited our school. Was it just
another place to track data? Was it repetitive? Is this the place for everyone to be documenting everything?
These questions are still not totally answered but we did learn not to have 2 grade levels meeting at the same
time. While one is working on the CRM board, the others were not engaged.

I joined the grade 1 & 2 PLT. The teachers signed up for one of the chapters to read it and present it to the
rest of the group. We reviewed chapter 1 & 2. Although they haven’t totally committed yet, I can see the
sparks starting to ignite already in how they can incorporate some of these play based activities. I have
offered to run the blitz if they want it. I am really starting to understand how resistant to change some teachers
can be, as well as negative about learning something new. I really don’t understand it and so I just keep trying
to motivate- this is researched based information and it is 90% effective- why wouldn’t everyone want to
jump onboard? This area has been a big learning curve for me.
At lunchtime, we all got together for a potluck turkey dinner. It was absolutely delicious. I sat with the
custodians and it was a great time to get to know our staff members better. Eating together is such a perfect
time to make those connections and learn the little things about our colleagues that help build stronger
relationships. Sometimes it is the little things that are the big things. I had supervision every noon hour and I
was really missing the opportunity to visit other staff members. I finally was able to get 15 minutes to eat
with staff members and get to know them better. Being new to a school, and having 5 different staff rooms
make it difficult if one is not purposeful in connecting with others.
During the afternoon, I offered a literacy session about ​fluency.​ One of our staff members suggested that I
ask the staff what they already know. This sounded like a great idea because I don’t want to be presenting
elements that teachers feel confident with. I therefore made a Google form and surveyed the teachers on the
elements of literacy that they want more information/strategies on. It guided my decision to teach fluency.
Although more teachers said that they were interested actually showed up, as it was optional, I shared the
slides out so that others could access it if they wanted on their own time.

Dec. 13 Assisted with the Christmas Concert Play 1 hour= total- 150 hours
​ One of our teachers wrote a play for the Christmas concert. That is something that I have done in the past,
every year, for my own class. I wanted to assist her in any way that I could. I watched the rehearsal last night
as she gave me a little job of directing the elves that were behind the main scene so that they were busy on
stage by not taking away from the main actors. I took the opportunity while we were waiting for the director
to come to talk about blocking as I have observed it to be a problem in other glimpses that I had earlier of
lunch hour practices. I also added some drum sticks in their hands to pretend that they were microphones. I
found that it was critical to practice the act of talking into a microphone and sharing it so that it isn’t awkward
on stage. The students are doing pretty good with their lines. They still are not memorized and the concert is
next week. This would give me a lot more stress if I was the main director. However, that being said, I have
always noticed that students will rise to the occasion when the time comes. Drama is one of my main passions
and so I am thrilled to be able to be a part of this play. It is such a different feeling not to have my own class
practicing away this month. Now I go from a creating too supporting role which is all new to me.

Dec. 14 Final Comments


Throughout this journal I have referred to many books, speakers, articles, and people. I have used all of the
information gathered in different assignments for my two master’s courses this term- ECC 509 Preparation
for Professional Growth, and ECC 510 Technology Tools and Information Literacy. I have attached all of my
papers and projects below so that you can see the reference pages for everything referred to in my journal. I
cannot thank my instructors enough for helping me along my leadership journey. This masters course has
been a perfect fit for my new role as a vice principal and I am loving the leadership masters as well as my job.
Closing the Gap
Closing the Gap Presentation
Can Anyone be an Effective Leader?
Magnificent Mastor Mentors