Masters of Educational Leadership - Internship Proposal

Plan

Name: ​Shelly Sharma

Cohort:​ Abbotsford
Date: ​October 30, 2018
Course:​ Internship 3

By the end of the internship I will:

1. Improve my own understanding of how to better support new teachers in the
education field as well as helping other colleagues with different strategies to implement
in their classrooms
2. Learn the part that the teacher and other individuals (parents, students, and admin)
play in helping create a strong education for our students
3. Plan and host cohort meetings with four different mentees from across the Surrey
School District
4. Help with feedback and strategies that will support these new teachers in their
beginning journeys as educators

Process:
1. I will coordinate and/or facilitate additional learning opportunities with the
mentees, mentors, district personnel, and the Surrey Teachers Association on a
regular basis to get a better understanding of what supports new teachers
require and in what ways they can receive or gain access to those supports
2. I will learn to educate myself on better ways of being a leader who helps other
teachers build stronger lessons and classroom practices
3. I will attend mentorship cafes, workshops and visit the new teachers I am
mentoring in their classrooms to provide support

Mentorship Sites:
● http://mentoringbc.edcp.educ.ubc.ca/mentors/
● http://mentoringbc.edcp.educ.ubc.ca/mentors/
● https://drive.google.com/file/d/0B23Uhc6P74FsMjB5eFJDM1oxS2s/view
● https://drive.google.com/file/d/0B23Uhc6P74FsdDZ5aFF6eDRBT28/view
Domain 3: Organizational Capacity
Standard 6: Community Building
Principals and vice-principals build positive and effective interdependencies
between the school, families, and the larger community.
● By involving parents and families as partners in school planning and community
development
● By mobilizing community resources to support student learning
● By advocating for education for all
● By applying knowledge of local and global issues and trends that affect teaching
and learning

Domain 4: Relationships
Standard 8: Intrapersonal Capacity
Principals and vice-principals demonstrate self-knowledge and personal qualities
that support positive relationships and build cultures of integrity.

● By modeling and promoting compassion, honesty, fairness, respect, reasonability

and inclusion
● By maintaining high visibility, accessibility and openness
● By adapting leadership styles and roles appropriate to context
● By self-assessing, self-reflecting and setting personal professional goals to
remain current with educational practice
● By contributing to the development of the profession
● By managing time, priorities and workload

Standard 9: Interpersonal Capacity

Principals and vice-principals build and support positive and effective working
relationships within and community .

● By modeling a positive attitude, enthusiasm and appropriate humor

● By building on collective and individual strengths and contributions
● By encouraging reflection and the challenging of assumptions
● By encouraging creative thinking and problem solving
● By acknowledging and responding sensitively to diversity within the school
community
● By establishing and maintaining the boundaries of professional relationship