Running head: PRINCIPAL INTERVIEW 1

St. Agnes Academy Principal Interview

Julie Weems

Julie.weems@eagles.csc.edu

Chadron State College

PRINCIPAL INTERVIEW 2

Week One

Question: Thinking of NCLB and ESSA, how do you feel about the shift from efficiency to

excellence? What are the negatives and positives of testing...and compare public to private

schools. 

Answer: Every several years, there’s a shift in priorities with the federal government, state

government and even local politics.  It trickles down, and we have a change in testing

instruments, requirements, and consequences for the school.  It’s an easy soapbox for politicians

to stand on because public schools are publicly funded, watched more carefully by parents than

other topics, and lawmakers consider themselves experts.  The school-level staff adjusts, makes

new plans, and complies as best they can.  NCLB had to change with its impossible goals.  When

you require 100% of kids to meet a certain benchmark, it will NEVER be achieved.  There’s a

reason for the bell curve in statistics.  Private schools are “easier” to manage because they aren’t

publicly funded and, therefore, not nearly as scrutinized.  We don’t have nearly the testing

requirements, red tape or supervision by outside agencies.  And, yet, the kids do better.  The

positive of testing is mostly seeing how kids are doing compared to other schools, either locally

or nationally. It’s not as subjective as in-house staff solely judging their progress and hoping this

is a predictor of success when going to other schools.  There’s a standardization with the testing

that holds them and the staff to high expectations, along with lots of other kids and schools.

Another positive is it gets kids ready for society, in that anything they go out and do is tested. 

Certification in a skill, licensure with a state, driving, etc. People have to take tests,

independently, all throughout their working careers. The negatives are obvious--time away from

instruction, added stress.  There should be a balance in minimal time away from instruction, but

an assessment to gauge progress and provide data to stakeholders.  

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Reflection: Mr. Wilhelm came from the public school sector and handles testing the same way

he is used to. Prior to him coming to our school, our students took the Terra Nova tests, which

were paper/pencil tests, given in the fourth quarter. The teachers looked at the tests the beginning

of the next school year, simply to see where the class was academically, as a whole. Now, we are

taking the MAPS tests three times a year. I do like them much better, as they are more

convenient, they provide more useful information, and we get the results immediately. I do not

like having to test the students three times a year. Many parents agree, as they send their children

to us because we do not put such an emphasis on standardized testing. I do not like having

parties for the students that reached their goals. The other kids, even if they tried their best, feel

like failures. I do not like using every teacher’s meeting to go over data and to set new goals for

the upcoming tests. So much testing is taking away part of what makes our school so special. I

agree with Mr. Wilhelm that there is less pressure on us to test, but I am unsure why we are

required to do so much now.

Question: What do you believe to be the four most critical responsibilities of administrators?

Why? What do you excel and struggle with the most of the four? 

Answer: Curriculum and assessment, finances, communication, and pupil and staff management

are the four most critical responsibilities of administrators. Administrators have to be the

instructional leaders who ensure a curriculum is rigorous and accurately prepares and measures

kids for the next level. They have to ensure the school/district is fiscally sound to provide

excellent staff and teaching materials. All parties involved must be kept informed, as well as

offered solicited support.  Kids and staff need to be held to high expectations.  I’m not sure what

I excel and struggle with the most.  I work on all of them constantly.  I try to take every

opportunity to communicate with the various stakeholders when one comes up.  I usually have
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good success with keeping the finances in order all year, as well as providing what’s needed.  A

better question might be of these four, what ones do kids/staff/parents/board members influence

the most in both positive and negative ways?  Different stakeholders have different priorities.

And it’s different in private vs. public schools.  Obviously, finances are more important to

private school parents than public school ones because it directly affects them. 

Reflection: Mr. Wilhelm does a wonderful job with financing. He has found grants and money

we didn’t know we had, and he has used it to better the school. Cameras, new copy machines,

sound system, etc. We agree that communication is critical. He does a good job keeping parents,

staff and students informed. That being said, many of the teachers believe it would be nice to see

him around the school more. He is in his office most of the day. Although we are welcome to

come in and speak with him whenever we need to, it would be nice for him to visit classrooms or

walk through the halls during passing periods. We know he is always there, which is nice, but a

more visible presence throughout the day would be appreciated.

Week Two

Question: Why should we test for standards, and do you think teachers should be held

accountable? And if so, how? 

Answer: Using standards to base instruction and assessment is more helpful than each person,

school, and state deciding on its own what to teach.  How do we know what to teach in which

grade?  What is the best curriculum? What should kids know in each grade?  Having a national

set of standards levels the field in terms of preparing kids to be competitive locally, nationally,

and internationally.  If there’s a standard set of rules for basketball or paramedic certification or

dozens of other fields, we should be helping kids be prepared in the same material, no matter
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where they live.  The next logical step is to have the same assessment that measures that

success.  There are always arguments for local control, which comes in with the selection of the

materials, but these materials are going to be written with the standards.  The local control also

comes in with the hiring of the staff.  How should teachers be held accountable, if at all?  That’s

always a tough one.  When you look at most professions, people are held accountable in some

way.  If they do their jobs successfully, they get paid. Many states have enacted merit pay which

determines a teacher’s pay depending on how many students received favorable results on a

standardized test.  To me, we’re given the kids at the start of the year at a certain level, and to

expect all of them to be at a predetermined level in March and April, when the tests are given, is

impossible--hence the failure of NCLB.  Now, if the benchmark is to make sure a student grows

from where they’re at a certain percentage, then this is more realistic.  Teachers should be held

accountable in areas of their attendance, management of kids, formation of lessons, student

engagement, and general professional practices….all of which they have direct influence on and

are the areas that help kids the most.

Reflection: I agree with Mr. Wilhelm that there does need to be a foundation or standards that

are set. He is right in saying we need to be able to measure success, as well. Every child learns

differently, retains information differently, and tests differently. Hoping they all measure up to

the same standards is absurd. But being able to set individual goals for them makes the most

sense. We can then celebrate their individual achievements.

Question: How do you feel about professional organizations dealing with educational

administration? Do you belong to any? Do you recommend any? 

Answer: These groups of for the most part average in their usefulness.  I belonged to several

state and national organizations that centered on administrators.  I only ever took advantage of
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their yearly conferences that held trainings, informative sessions, and networking opportunities. 

The rest of the year I never used them.  It’s like insurance.  You don’t use it until something

unexpected came up which is very rare.  I much prefer local organizations outside of education

such as the Knights or Lions.  They are centered on helping people locally. 

Reflection: I think it is very beneficial being a part of many professional organizations. Yes,

insurance is a bonus, but there are so many other benefits. Working and communicating with

people in the same profession, gaining knowledge through discussions and classes, and having

that support is worth it the yearly fees to me.

Week Three

Question: How do you build positive school culture?

Answer: You build a positive school culture by being positive, friendly, supportive, visible, and

dedicated to the kids, staff and parents on a daily basis.  

Reflection: Being visible is very important, and I think this is an area our principal can work on.

He currently works in the lunchroom, which is the only time he sees all the students. He is

hoping to have the teachers take that job over next year. (We will not have a lunch break two

days a week if that happens.) Being visible to the students is more important than being visible to

the community. Mr. Wilhelm does attend sporting events, and he takes part in community

happenings, but being a presence for the kids should be a priority.

Question: Does the instructional leadership role interfere with the building manager role? In

what ways? 

Answer: It can interfere when building needs cut into quality instruction time. Examples would

be snow days, safety drills, or replacing an air conditioner, rather than a math series. Managing
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the facilities in a really old building seems to cut more into the instructional facilitator role than a

new building with its maintenance costs.  I probably spent more time and money on air

conditioner repairs last year than classroom supplies, especially since we didn’t have a

maintenance man the first half of the year.

Reflection: Mr. Wilhelm does “get things done!” So many things go wrong with an old school,

and he has done a great job in finding people to repair things as they break down. I agree that he

does spend more time with building manager tasks than he does as an instructional leader. He

observes our classrooms just once a year, and we do not discuss his findings or critiques. We

simply sign a paper that he was there. I feel his strengths lie in the building manager role, as he is

great with financing. Part of that comes from his public school background.

Week Four

Question: Should teachers have more say in the curriculum? Do you see differences in the way

curriculum is handled in a private school setting?

Answer: Teachers should and do have a great deal to say about the curriculum. They form the

lessons and choose the materials and assessments. Materials, such as textbooks, are more funds-

driven in private schools, as with everything else. Also, there isn’t nearly as much state

involvement in private school curriculum, therefore there’s a larger selection of materials to

choose from. 

Reflection: I appreciate that Mr. Wilhelm trusts the teachers to teach what and how they see fit.

We would not get that same courtesy in the local public schools. He does recommend more

teaching to the test than I like, but he is focused on high MAPS scores. He doesn’t question the
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extras we add into the curriculum, such as novel studies, because he sees what a plus it is to have

that flexibility.

Question: How can teachers and administrators motivate students to learn? 

Answer: Providing an energetic, positive, supportive, and challenging curriculum and lessons,

and an overall school day with a dedicated, qualified instructor is the best way to motivate

students.

Reflection: I completely agree with Mr. Wilhelm’s statement. We should not be our students’

friends, but it is important we show them how much we LIKE them. When my students like me,

they work harder for me. I try to make learning engaging and fun.

Question: How are school boards and school board meetings different in private schools?

There are fewer restrictions and rules in the private school setting. Policies and procedures aren’t

as complex, especially since private schools don’t have near the red tape from government

entities. An example would be special education.  The public district has to handle all that.  At

least in this private school, the meetings are more informal, but it is harder to find candidates.  

Reflection: The community talks about the public school board meetings. Everything is in the

open. I feel like our meetings are a little more hush-hush. It is out of the ordinary for anyone

from the community or for the teachers to attend.

Week Five

Question: How has the role of principal changed in the past ten years?

Answer: I don’t think it’s changed all that much in just ten years.  Go back twenty to thirty,

maybe, and it’s changed to more state/federal control and less local.  Ten years ago, we were still

really focused on standardized, state-written tests that changed every two to three years.  I will
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say there was a lot fewer issues with cell phone use in the school since very few people had

them, and they weren’t as sophisticated.  I had very few discipline problems with kids and cell

phones.  We didn’t have the same dress code problems, especially with leggings.  State mandated

immunizations were adhered to without issues. 

Reflection: I see some pretty big changes. For one, we deal with mental health issues more

often. More students need special education services for social and emotional disorders. Another

is the need for lockdowns and practice drills for active shooters.

Week Six

Question: Why is the making of school policy more difficult now than ever?

Answer: It’s not too much more difficult, but the past several years there has been more and

more of a shift toward stakeholders being sensitive to various topics.  When it comes to dress

codes, LGBTQ groups, charter school competition, federal changes, state changes, etc. schools

do not have as wide a latitude on implementing policies because of having to take into account

these other entities. Small town, private schools seem to still have more free-reign, which might

be contributed to a traditional, conservative mind set. 

Reflection: Pressure groups influence school policy more now than ever. Parents challenge

policies much more now than in the past. That being said, private schools do have less pressure

placed on them than public schools.

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Week Seven

Question: What should be the Federal Level of Policymaking in these days of ESSA? (Or

NCLB) How might this impact educational reform long-term?

Answer: Education has always been implied in the Constitution as something the feds do not

have control over and, therefore, it’s a matter for the states to regulate or make policy on.  Even

though it isn’t mentioned in the Constitution, education has long been an easy political platform

to stand on for national leaders.  When states accept federal funding, they also have to agree to

federal rules regarding the use of those funds--The biggest one being special education.  The big

question is, after many decades of states being so different in providing education resulting in

being very different in results, should there be a national set of guidelines, rules, and regulations

so everyone is on a level playing field?  We can all attest that in the past twenty to thirty years,

federal influence has increased tremendously and changed itself constantly.  It made things

harder, more expensive, more complicated and not necessarily for the better.  I feel I received a

better education than today’s kids in the area of relevant content.  I’m speaking in the area of

public schools, though.  There are just too many more things to cover in schools these days:

different pedagogies, ethics/morals, basic concepts not being taught before kindergarten at home,

various tests, etc.  There will always be reform in education as long as politicians run for office

and students don’t score perfectly.

Reflection: Funding is a huge reason why schools comply with federally mandated policies. We,

being private, do not need to worry about receiving funds from the federal government. Local

governments should have more say in curriculum, teaching methods, and requirements for

graduation because schools are unique entities. I completely agree with Mr. Wilhelm’s last

statement. Reform will be on-going.

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Week Eight

Question: What advice would you give someone who is considering a career as an

administrator?

Answer: You need to really know what you’re getting into. Do you want to play politics,

manage adults, be directly accountable to five to nine lay persons, have less time working with

kids, and be constantly mindful of finances? It’s not for everyone. I would also be very careful

about becoming an administrator in the school you were teaching in. It’s hard enough being a

leader from the outside, but if you have to make difficult choices with a staff who considers you

a friend and colleague, then emotions get heated. Administration is more hours and more stress.

I got into it because I wanted to help an entire school and not just one class of students. I think

when you’re a good administrator, the culture of a building is familial, trusting, calming, and

dedicated to kids.

Reflection: I am getting financial assistance from my school and the diocese. I am required to

stay in the diocese for two years after I graduate. If the administrator job opens up in my school,

I have thought very carefully about whether or not I would accept the position. Three of my best

friends teach with me at St. Agnes. I have a difficult time seeing myself as their boss. I may have

to reprimand, criticize and disagree with them on many occasions. I think Mr. Wilhelm is

correct…I do not want to be the boss of my friends. As for the hours and stress, that comes with

the job, and I am prepared for that aspect. Like I have stated in my forum posts, I am mostly

concerned being the building manager and handling all finances.

Question: Do you prefer leading in a public or private school? Why?

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Answer: It’s been a great deal more stress-free in the private setting in the areas of discipline,

parent support, and especially state/federal bureaucracy. It’s been more stressful in the areas of

finance, since the bulk of the budget is tuition-based. Salaries all around aren’t as good in the

private setting. I prefer the private setting, however, after having been in one a couple years

now. There are still areas that I wish were different or improved, but for the most part, it’s been

more of what I went into administration for.

Reflection: I love my school and my colleagues. I enjoy teaching and our students have less

behavior issues than they do in the public schools. We get to choose our own curriculum for the

most part, and the atmosphere is much more laid back than in public school settings. I could see

myself staying in private schools forever if there weren’t a few big deal-breakers for me. First,

our salaries are very, very low. With my experience and education, I could be making double

elsewhere. The principal’s salary in a private school is less than a teacher with five years of

experience in a public school. My kids attend St. Agnes, though, and I like being there while

they are. In two years, though, my youngest will be moving on to the public high school. Second,

my values do not always line up with the church’s beliefs. I would never turn an applicant away

for being homosexual or for cohabitating with someone of the opposite sex. I would hire the best

applicant for the job. I believe in teaching evolution and teaching safe-sex practices, rather than

abstinence. I am lucky enough not to have to teach sex education in my current position, and I

spoke with my past principal about teaching both evolution and creationism in my Science

classes and she agreed that I could. I think my liberal views on many subjects would make being

an administrator in a Catholic school very difficult.

Question: .Do you see yourself remaining an administrator for the duration of your career? If

not, what else would you like to do?

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Answer: I don’t know what I see for myself. I’ll just have to see how it goes. I miss being in

the classroom and having more control on how kids are doing, rather than depending on others

and mostly dealing with adult issues. I will always have a little regret in not going in the medical

field, especially after being an EMT for a few years while teaching.

Reflection: I am not ready to give up teaching just yet. I would like to teach for a few more

years, at least. But I really enjoy working with adults, handling situations and crises, and being

in charge. I have experience delegating and organizing because I run my own dog rescue. I pay

the bills and manage the finances, set up the fundraisers, manage the dogs, set up transport, set

up foster homes, train the animals, and place them in their forever homes. The rescue has given

me experience I think will help me as an administrator.

I have a difficult time seeing Mr. Wilhelm as a classroom teacher again. He likes to keep to

himself and seems to prefer less time with the students. He does enjoy them, for the most part,

but I wonder if he may have lost some of that elementary-school-teacher-patience we all have to

have!

Final Reflection

I do not have the same, easy relationship with Mr. Wilhelm as I had with our past

principal. She and I were friends, with many of the same values and beliefs. I could sit in her

office and cry if I needed to, and she was always very supportive and understanding. She has a

big family, so she always understood that family has to come first. Mr. Wilhelm and the teachers

are just really getting to know each other. He is not as laid back as our past principal, but I think

it is because she was a private school educator most of her life, and he comes from a totally

different background. I also feel more at ease with women, whether it be doctors or bosses, as
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well. Mr. Wilhelm and I have a good rapport, and we can joke around easily. He is pretty open

to my suggestions. I am pleased with all he has accomplished in the short time he has been the

administrator at our school. He is always at school and very easy to get ahold of if we need him.

He is extremely helpful if I need something during the day for my class, but cannot get away. I

hope he is at the school long-term, as he has a lot to offer.

I appreciated Mr. Wilhelm’s honest answers to my questions throughout the past weeks.

He joked he didn’t realize he would have to answer essay questions! I really enjoyed getting to

know him better and the reasons he does what he does. I understand, for example, why he feels

testing is so important now that I have had the opportunity to ask him.

Because Christine Jelinek and I teach in the same school, we thought Mr. Wilhelm would

appreciate it if we interviewed him together. Summer is a difficult time for interviews, as

everyone is busy, and it wasn’t easy pinning down times to meet with our principal. We spent

approximately seven hours with our principal. We did get off-topic on occasion, talking about

school issues, like losing our Art teacher for next year and an air conditioner breaking, but I

really learned a lot about his day-to-day, and I am grateful for the experience.
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Administrative Internship Log for EDAD at CSC

Administrativ
e Internship
Log for EDAD TOTAL
at CSC TIME LOCATION MENTOR ACTIVITY HOURS
1 hr 15
St. Agnes Week One
6/7/19 3:15 PM Mr. Wilhelm minute
Academy Interview/Observation
s
1 hr 10
St. Agnes Week Two
6/13/19 2:45 PM Mr. Wilhelm minute
Academy Interview/Observation
s
40
St. Agnes Week Three
6/20/19 3:15 PM Mr. Wilhelm minute
Academy Interview/Observation
s
45
St. Agnes Week Four
6/26/19 2:30 PM Mr. Wilhelm minute
Academy Interview/Observation
s
35
St. Agnes Week Five
7/5/19 3:15 PM Mr. Wilhelm minute
Academy Interview/Observation
s
35
St. Agnes Week Six
7/9/19 4:00 PM Mr. Wilhelm minute
Academy Interview/Observation
s
50
St. Agnes Week Seven
7/12/19 3:30 PM Mr. Wilhelm minute
Academy Interview/Observation
s
1 hr 20
St. Agnes Week Eight
7/16/19 3:15 PM Mr. Wilhelm minute
Academy Interview/Observation
s
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