Field Experience A_ Establishing the Mentor_Candidate Relationship Janelle Harper EAD 501 (1)
docx
keyboard_arrow_up
School
Grand Canyon University *
*We aren’t endorsed by this school
Course
501
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by BarristerKnowledgeBat33
Field Experience A: Establishing the Mentor/Candidate Relationship
Janelle Harper Grand Canyon University EAD-501-O101
Tammie Patterson
January 10th, 2024
1
This week I had the opportunity to establish my mentoring/candidate relationship with the current principal. My mentor is Lillian Izzard, the current Principal at Thomas Edison High school. She is in her second year at Edison High School. Mrs. Izzard has been an educator for over twenty years and has over 7 years of being a principal at a different schools in Philadelphia. Mrs. Izzard currently is mentoring one other student in the Pathways to Leadership at University of Pennsylvania. She is also a 2023 recent winner of the Lindback Award for distinguished principals (L. Izzard, personal communication, January 5, 2024). In the meeting with the principal mentor, she reviewed her high expectations about the program. An important topic of conversation was the time commitment required for each class. The principal mentor was informed that dedicating 10 hours per week would be necessary to fulfill assignments, emphasizing the importance of her accessibility throughout the program. Consideration was given to the summer period, and a plan was devised to collaboratively address
assignments as the next classes commence.In addition my principal discussed attending district wide principal meetings to connect with other principals across Philadelphia. Due the Principal being a twelve month employee we were able to discuss how to plan out summer planning July thru August. This approach involves working together to establish a timeline for completing tasks, taking into account potential breaks or vacations the mentor may have. During our discussion on educational standards, we briefly covered each of the ten professional standards for educational leaders outlined by NPBEA (2015, p. 20-22). Subsequently, we delved into a more detailed examination of standards 6 and 7, as these
2
standards constitute the focal points of my attention during the initial three months of the course and collaboration with my mentor.
Within standard 6c, our focus has been on the development of teachers, involving collaborative efforts in conducting informal observations, particularly within specific departments. Additionally, we aim to provide ongoing support to teachers as adult learners throughout the remainder of the school year. Standard 7a emphasizes the creation of healthy workplace conditions for teachers, recognizing that teachers flourish in environments that are both safe and effective (NPBEA, 2015, p. 21). It is crucial to maintain open communication throughout this mentorship, connecting these standards to real-life scenarios within the school building.
This mentorship presents a valuable opportunity for me to collaborate closely with my mentor. As part of this mentorship, my principal has strategically organized opportunities for me to interact with a network of Latina and African American leaders within the School District of Philadelphia. I plan to leverage these experiences to establish connections with fellow leaders and cultivate my own effective leadership skills. Through these interactions, I aim to gain insights, perspectives, and valuable knowledge that will contribute to my professional growth and enhance my capabilities as an educational leader.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
3
Refrence National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders 2015. Reston, VA: Author