Reports For Administrative Internship

Purposes:

The ultimate goal of the principal internship is to enable the intern to make the

transition into his or her first position as principal with a high degree of knowledge, confidence

and the probability of immediate success.

2.1 The breadth of learning experiences aims to give the intern understanding of key aspects of service in the principalship.
2.2 The hands-on learning experiences aim to promote skill building in carrying out key functions performed in the principalship.
2.3 The reflective thought component of the internship experience aims to bring insight into purposes, practices, politics and power as played out in the school principalship.
2.4 As a whole, the internship experience aims to help meet licensure requirements as described in Minnesota Administrative Rules 3512.0200,Subp.3

Source: University of Minnesota, The K–12 Principal Internship (2020)

Project 4.1_ Internship Record (1).pdf

Project 4.1

Internship Record

Documents my administrative internship across elementary, middle, and high school settings in District 196. Guided by Dr. Cathy Kindem, Dr. Trevor Johnson, Chad Thorpe, and university supervisor Dr. Gary Prest, it brings together verified experiences, leadership artifacts, mentor feedback, and reflections on my development as a K–12 school leader.

Objectives

Gain authentic administrative experience across multiple school levels.
Apply principalship competencies within daily leadership practice.
Document my growth, strengths, and areas for continued development.

Results

The internship moved me from observing school leadership to actively contributing to student support, assessment, communication, operations, safety, and school culture. It strengthened my commitment to relationship-centered and equitable leadership while deepening my ability to prioritize, solve problems, and make decisions in the best interests of learners.

Competencies Addressed

Core: Leadership (A1, A3, A6); Organizational Management (B1, B3); Equity and Culturally Responsive Leadership (C1, C4); Communication (F7); Values and Ethics (J3); Judgment and Problem Analysis (K1, K3); Safety and Security (L2)

Principal: Monitoring Student Learning (PB1, PB2, PB3, PB4, PB6); PreK–12 Leadership (PC2, PC3, PC4, PC6)

Project 4.2

PreK-12 Curriculum

Uses science to examine how curriculum, assessment, and student support connect across a learner’s K–12 experience. Science was selected because its standards, course sequence, and statewide assessment provide a clear lens for studying instructional alignment. Completed with guidance from Dr. Trevor Johnson, the project reviewed Minnesota science standards, District 196 curriculum materials, MCA-IV performance descriptors, and elementary, middle, and high school course pathways.

Objectives

Trace the progression of science learning from elementary through high school.
Examine the relationship among standards, curriculum, assessment, intervention, and enrichment.
Identify strengths and gaps in transitions between school levels.

Results

District 196 has a coherent, three-dimensional approach that builds scientific practices across grade levels. However, transitions create challenges, including uneven science readiness entering middle school and increased demands for independence, mathematics, laboratory skills, and academic writing entering high school. The analysis reinforced the need for intentional cross-level articulation, equitable course placement, and aligned supports for diverse learners.

Competencies Addressed

Core: Organizational Management (B2); Equity and Culturally Responsive Leadership (C3, C7); Curriculum, Instruction, and Assessment (H1, H4, H5, H7); Judgment and Problem Analysis (K1)

Principal: Instructional Leadership (PA1); Monitoring Student Learning (PB2, PB6); PreK–12 Leadership (PC1, PC2, PC5, PC6)

Project 4.2_ PK-12 Curriculum.pdf

Project 4.3_ Teacher_Evalutation_Performance Review.pdf

Project 4.3

Teacher Evaluation/Performance Review

Examines teacher observation and evaluation through shadowing Principal Dr. Trevor Johnson during the observation of a probationary teacher’s seventh-grade American Studies lesson at Dakota Hills Middle School. The project included a review of Minnesota law, the MDE evaluation model, and District 196’s Teacher Development and Evaluation process, followed by independent evidence collection and comparison with the mentor’s analysis.

Objectives

Understand the legal and professional requirements of teacher evaluation.
Collect low-inference evidence and apply the District 196 evaluation rubric.
Develop actionable, strengths-based feedback that supports teacher growth.

Results

The independent analysis largely aligned with the mentor’s conclusions while demonstrating the importance of separating evidence from interpretation, calibrating judgments, and focusing feedback on a few high-impact next steps. The experience reinforced that effective evaluation is not simply about rating performance; it is a collaborative process combining careful observation, reflective questioning, clear feedback, and continued professional support.

Competencies Addressed

Core: Communication (F2, F7); Curriculum, Instruction, and Assessment (H2, H6); Human Resource Management (I2, I3, I4); Judgment and Problem Analysis (K1, K3)

Principal: Instructional Leadership (PA1)

Project 4.4

Conflict Analysis and Resolution

Examines two conflicts observed at Dakota Hills Middle School: one between a student and teacher involving perceived unfairness and possible racial bias, and another between families and school administration following student suspensions. Completed with guidance from Dr. Trevor Johnson, the project considers how communication, power, perception, and leadership responses shaped each conflict.

Objectives

Compare the dynamics of student–adult and adult–adult conflict.
Evaluate strategies for listening, evidence gathering, communication, and resolution.
Develop an approach that balances clarity, accountability, equity, and dignity.

Results

Both cases demonstrated that conflict intensifies when people feel unheard or communication is delayed or indirect. Structured listening, careful documentation, clear explanations, and face-to-face dialogue supported greater understanding. The analysis reinforced that effective conflict leadership must be both structured and relational: responding early, recognizing bias and power, separating people from the problem, and preserving dignity even when complete agreement is not possible.

Competencies Addressed

Core: Equity and Culturally Responsive Leadership (C1, C5, C7); Communication (F2, F3, F4, F7); Community Relations (G5); Values and Ethics (J2, J3); Judgment and Problem Analysis (K1, K2, K3, K6)

Principal: Monitoring Student Learning (PB2, PB4)

Project 4.4_ Conflict Analysis and Resolution.pdf

Project 5.5_ Budget.pdf

Project 5.5

Budget

Focuses on the principal’s role in building-level budgeting at Dakota Hills Middle School. Completed with guidance from Dr. Trevor Johnson, the project reviewed general and capital funds, annual budget timelines, staffing allocations, academic and activity accounts, UFARS structures, internal controls, and legal and ethical revenue sources.

Objectives

Understand how district and building funds are allocated, monitored, and reconciled.
Analyze staffing costs and FTE across multiple funding sources.
Examine how stakeholders, regulations, and school priorities influence resource decisions.

Results

The analysis challenged the initial assumption that school budgeting is largely “plug and play.” FTE represents staffing capacity rather than a fixed dollar amount; actual salary and benefit costs determine how positions can be funded across staffing, operating, compensatory education, extended-time, and targeted-program budgets. The experience reinforced that effective fiscal leadership requires careful documentation, continuous monitoring, district collaboration, and strategic allocation aligned with student needs—producing both humility about the complexity of the work and greater confidence in navigating it.

Competencies Addressed

Core: Organizational Management (B2, B4, B5); Policy and Law (D1); Human Resource Management (I7); Values and Ethics (J3); Judgment and Problem Analysis (K1, K3, K4)

Principal: Monitoring Student Learning (PB2, PB5, PB6, PB7)

Project 5.18

Physical Plant Planning

Develops a five-year facilities plan for Dakota Hills Middle School and a detailed implementation analysis for the Summer 2027 restroom and science-lab modernization project. The work combined building-level insight from Principal Dr. Trevor Johnson and Lead Custodian Jon Feyder with district facilities guidance from Heather Nosen of Long-Term Facilities Maintenance.

Objectives

Assess and prioritize building needs within a five-year facilities plan.
Identify the stakeholders, funding sources, and approval processes required for capital improvements.
Develop an implementation plan that anticipates costs, disruptions, contingencies, and instructional impact.

Results

The project demonstrated that facilities leadership is a collaborative process extending beyond the principal’s direct authority. Building leaders identify needs and advocate for students, while LTFM, Facilities, Finance, contractors, district leadership, and the school board coordinate funding and implementation. Analysis of the Summer 2027 project identified approximately $1.055 million in science-lab work, summer scheduling, contractor coordination, contingency funding, and temporary access plans as essential considerations. The experience reinforced the principal’s role as an advocate, coordinator, and steward of safe, equitable, and instructionally supportive learning environments, including facilities that enable standards-based, hands-on science instruction.

Competencies Addressed

Core: Organizational Management (B1, B2, B3, B4, B5, B6); Equity and Culturally Responsive Leadership (C3); Communication (F7); Judgment and Problem Analysis (K1, K3, K4); Safety and Security (L1)

Principal: Instructional Leadership (PA1)

Project 5.18_ Physical Plant Planning.pdf

Project 5.5_ Budget.pdf

Project 5.5

Budget

Objectives

Understand how district and building funds are allocated, monitored, and reconciled.
Analyze staffing costs and FTE across multiple funding sources.
Examine how stakeholders, regulations, and school priorities influence resource decisions.

Results

Competencies Addressed

Core: Organizational Management (B2, B4, B5); Policy and Law (D1); Human Resource Management (I7); Values and Ethics (J3); Judgment and Problem Analysis (K1, K3, K4)

Principal: Monitoring Student Learning (PB2, PB5, PB6, PB7)

Page updated

Google Sites

Report abuse