4
May
2009
What do you envision to be the pitfalls that you might face as a first year principal, and how will you implement the strategies learned to overcome the pitfalls?
I think one pitfall is going into a new school with the expectation that you are going to change everything. This is something you don’t want to do because it sends a message that you don’t value what they’ve already done. I believe that you should go in and form a leadership team. Then let the team tell you what they think is working and not working. This shows them that you value their opinion and are interested in having a collaborative relationship. Another pitfall might be trying to get everyone on the same page working together. Our group worked well because we all thought the same way. This will definitely not be the case when working in a school. That is why effective and timely communication is crucial. This is something I definitely learned in this course. Every piece of your plan must have a communication component. Everyone is happier if they know what is going on. The final pitfall is making decisions that don’t work back to your vision. Everything you do should work towards achieving your vision. This pitfall can be avoided by making the vision organic. Constantly checking to make sure that you are in fact achieving it.
How has this course prepared you to use twenty-first century leadership skills as you model a new culture for collaborating, analyzing student performance, and continually reflect on instructional practices, school climate, and quality decision making?
The course has been great in preparing me for 21st century leadership. This occurred in the way that my group collaborated together. Within eight weeks we were able to put together an administrative action plan without ever meeting face to face. This showed that one does not need a physical space in order to work together. With tools like Blackboard, Moodle, Skype, and Google Docs, collaboration becomes much easier. Utilizing these tools in class has shown me how I can use them with teachers in my building.
Educational leadership and coordination are not the sole responsibility of school principals: They can and should be exercised at all levels of the school organization. What opportunities for collective leadership have you provided in your plan?
Every aspect of my plan is collective in nature. All parts of the plan have come from the school leadership committee. To include all stakeholders, the plan specifically allows for multiple groups to provide feedback to the committee through surveys and PTA meetings. In addition, teachers are sharing successes with other teachers, the district and the parent community. My plan specifically states that we all share in the successes and we all share in the failures because it is no one person’s responsibility.
Posted under Reflections Tags: reflection JHU organization administration
8
April
2009
How has the structure of this course (team discussion, individual assignment) helped you to better understand the concepts presented?
I have enjoyed the structure of this course. Working in our team has provided me with a real world experience in school decision making. I’ve enjoyed our team discussions greatly. In terms of the individual assignments, they have helped me understand the content better. I am someone who tends to procrastinate so having to work on the action plan has truly helped me stay on task. I also appreciate receiving immediate feedback as I move through each assignment. Working on the assignments each week has given me an opportunity to review the previous weeks work. This has help me better understand the presented concepts.
How will the structure of this course better prepare you for your administrative roles?
By placing us in a leadership team, you have provided us with an authentic learning experience. Everyone on the team brings to the discussions varied experiences. I believe the structure has simulated what we will experience as administrators. I have learned that when working in team you have to make compromises. This is a skill that an administrator must possess if they want to be successful.
In what areas would you like additional content or support?
We are just getting to budget, but this is an area that I feel I need more information on. As an administrator you are responsible for putting together a school budget. So I hope to receive more information on this. I feel the level of support has been great, there isn’t anything that I would change.
What questions or comments do you have about either the content or the structure of this course?
The structure of the course has been great and my only comment is about budget.
Posted under Reflections Tags: reflection JHU organization administration
24
February
2009
Describe the steps you would take as a principal to ensure that the curriculum is implemented and assessed at the classroom and school levels so that students learn the intended content.
I would take a 5 step approach to ensure that curriculum is implemented and assessed at the classroom and school levels.
1. Provide curriculum materials
I will make sure that all teachers have access to curriculum materials. This includes teaching guides, student materials, and any supplemental materials. I would also make sure they have the curriculum standards. I found the district ones were not that easy to find. For veteran teachers I would make sure their materials were up to date.
2. Assign a teacher mentor
For new teachers entering my school I would assign them a curriculum mentor. This would be their go to person for any curriculum questions.
3. Arrange for curriculum supervisor to do a curriculum overview
At the beginning of the year I would arrange for curriculum supervisors to come in during lunch periods. This would be an informal time for the teachers to ask questions and clarify different aspects of the curriculum.
4. Provide professional development on formative assessment
Teachers should not wait until the end of the year to see how students are doing in a particular area, nor should they wait for end of unit tests. I have found that teachers and schools are very good at summative assessment but need help in formative. I would provide some training and tools to assist teachers in implementing formative assessment.
5. Analyze and review test results with staff.
The final piece is to review your summative assessment data and analyze it for needed areas of improvement. The data would then be shared with the staff and we would make a plan on how we would address our areas of need.
Throughout the above steps, I would try to implement various technology tools for teaching, collaboration and sharing.
Posted under Reflections Tags: reflection JHU curriculumtheory
9
February
2009
As a school administrator and instructional leader, what instructional technology would you expect to see in the written, taught, and tested curriculum of a school or school district striving to meet the needs of 21st century learners?
The Partnership for 21st Century Skills has several student outcomes. I believe that Global Awareness, Creativity and Innovation, and Communication and Collaboration are key skills needed for students to compete in society. As an administrator and instructional leader I would expect to see several technology tools that would help teachers achieve the above outcomes. Within the written curriculum I would expect to see resources that provide students with opportunities for communication and collaboration. Resources like creating a blog or participating in a wiki. I would also expect to see project suggestions that required students to use creativity tools like draw/paint programs, digital media and movie making.
Within the taught curriculum, I would expect to see best practices outlined for teachers. These best practices would include ways to differentiate the delivery of instruction as well as ways for students to learn and access the curriculum. I would expect students to work on projects together, use streaming media, handhelds and collaborate with other classes.
In the tested curriculum I would expect the same as above. I would also expect technology to be used to prepare students for the test. Technology tools like Senteos, Quizdom or Turning Point can help prepare students. I would also expect students to take their standardized tests using technology. This provides access for all students no matter their needed accommodation.
What instructional technology would you promote to differentiate instruction for all learners? Consider some of the Web 2.0 tools discussed in Week 3 and some of the tools/ applications suggested in the UDL discussion.
My first choice of technology to promote differentiation is SMART Boards. I’m a firm believer that teachers adopt technologies that enable them to do things they are already doing. The introductions of SMART boards have allowed my staff to still deliver instruction the same way but in a more interesting way. We are now working on using the boards to make their teaching less teacher center and more interactive and student centered. Additionally I’ve been using Glogster with my teachers. Teachers are always assigning posters to their students. Glogster lets students create multimedia posters. I also use Flickr Toys with my teachers. This has lots of tools for students to use, magazines, motivational posters, flip books and trading cards. Discovery Streaming is also a tool that I can’t live without. It’s so much more than streaming video. Teachers can create assignments, quizzes, and writing prompts. Videos with closed captioning can be downloaded. The closed captioning can be edited by the teacher. Font size, color and style can all be edited to provide a structure for students.
Posted under Reflections Tags: reflection JHU curriculumtheory
19
January
2009
I am going to borrow from my philosophy of education. The purpose of schools is to provide an inquiry based, global, motivational and engaging environment. I also believe the purpose of school is to teach students how to be good citizens and participate in society. “Public schools offer many students their first opportunity for membership in a public enterprise” (Postman, 1995). This is why curriculum needs to be delivered in a cooperative and collaborative way. These are the skills that students to function in a global society. Technology experiences should also be part of the delivered curriculum. Ethical and appropriate use of the latest technology should be integrated throughout the curriculum to empower students to problem solve and collaborate with one another. It is also the school’s responsibility to make sure curriculum is open to all students. They must put into place scaffolding that will enable all students to learn and succeed at their highest levels. It is every student’s right regardless of ethnicity, race, sex, income level or disability to have access to the best possible education.
I believe that we have to get back to the explicit teaching of the core subject areas. Because of the way society is shaping up we need to do more teaching in the areas of geography and social studies. I feel geography has been lost and with the way the world is flattening, students need to know where specific countries are. I also feel that the social studies curriculum needs to be revamped to include a more global perspective. The social studies curriculum is still very euro centric. This will not prepare children to work and interact with other cultures.
Over the years, I have tried to practice what I preach. I am certified in elementary and special education and instructional technology. These certifications gave me the skills necessary to educate all students in my classroom using up to date, 21st century skills. In my current job I try to provide workshops and resources to teachers that support differentiated instruction. I also continually take curriculum workshops to keep myself current. I am then able to provide my teachers with the most current training.
Posted under Reflections Tags: reflection JHU curriculumtheory
23
August
2008
What impact does the creation of a positive school culture have on school reform?
Having a positive school culture greatly impacts school reform. When you have a positive school culture your staff will be more willing to implement ideas. Like I wrote in my Baldridge paper, there is an implied understanding that a school is only successful when all stakeholders are involved. When trying to institute school reform you also need to have staff buy-in. This was apparent from all of the various school reform models we looked at in week 5. You are more likely to have staff buy-in when you have a positive school culture. When you have a positive school culture, there is shared leadership. When a school practices shared leadership, stakeholders are part of the decision making process. Reform is not a top down initiative but a whole school decision. Also when you have a positive school culture, stakeholders can more clearly see the need for reform. When you have a positive culture school leaders don’t have wade through negative attitudes to institute reform. Though there are always resisters in any population, at least in a culture that is positive, the leader only has to deal with the resistors.
How has what you have learned so far in the course shaped your concept of an effective leader?
I have learned so much in the six weeks that we’ve been taking this course. My views of leadership have really changed. I initially came into this thinking that I would be able to go into a school and make all the changes I wanted. After all the readings on effective leadership and servant leadership I see that’s not the true way to lead. I realize if you want to be an effective principal, you can’t be an office principal. A principal that stays in their office and throws out mandates will not be effective. The only result of that type of leadership will be staff resentment and resistance. I’ve also learned that a leader must be a continuous learner. If you want your staff to grow, then you must grow also. It is your job to set an example for professional growth. A leader needs to stay current with district mandates, educational trends and various learning systems. An effective leader isn’t afraid to get their hands dirty. They practice servant leadership and are visible around the school. A servant leader earns the respect of his or her staff because they are willing to work with them to reach common goals. I want to be the type of leader whose teachers welcome me into their classrooms, the type of leader that doesn’t instill fear in their staff. I also want to be a leader that practices shared leadership. A leader that practices shared leadership involves all stakeholders. This leads to a school that has a positive attitude with stakeholders who all feel listened too. My final thought is that being an effective leader isn’t easy and it takes a lot of hard work.
Posted under Reflections Tags: reflection JHU effectiveleadership
1
August
2008
Since beginning this course my thoughts about leadership have completely changed. I initially began this program thinking I was going to become an educational leader that would go in and change everything. I thought that as a leader I would finally be able to make everyone do what they were supposed to do. Well after 3 weeks in this class my perceptions have completely changed. The perception I had was more of a dictator, not of a true leader. Gardner stated that “Leadership is the process of persuasion or example by which an individual (or leadership team) induces a group to pursue objectives held by the leader or shared by the leader and his or her followers.” This is the true “nature of leadership.” All of the theorists have stated that one can not lead alone. A person that comes in and tries to force their own agenda is destined to fail. This type of leader is missing the three qualities the Fullan text says are necessary. Those qualities are ethics, vision and belief in others. After 3 weeks of class I realize if I want to be a successful leader, I will need to create an environment that embodies these qualities.
The top characteristics I believe a successful principal must possess are:
Positive Attitude – The way a leader walks into a building sets the tone for the whole school. When the leader of the school is cheerful, happy and has a glass is half full mentality then so will the staff.
Willingness to Learn – A principal is the instructional leader of the school. They must always be on top of what’s happening. This can accomplish two things. A leader that stays current is able to implement new programs and initiatives. A principal that has a solid knowledge base shows they are up-to-date on current research. The second reason it is important for a principal to continuously learn is it sets an example to the staff. It shows them that no matter what level you reach there’s always something new to learn.
Integrity – A leader’s staff need to believe and trust in their leader. Fullan states “integrity is a fundamental consistency between one’s values, goals and actions. At the simplest level it means standing for something, having a significant commitment and exemplifying this commitment in your behavior.” Integrity is a crucial quality for a leader. A leader that doesn’t lead with integrity will never have success. They must mean what they say and say what they mean.
Faith – A school principal must have faith that everyone will do the job they were hired to do. They must have faith in the students’ ability to learn and they must have faith in their own abilities to lead.
Trust – This goes along with faith. Leaders not only need to have faith in their staff’s ability but they must trust them to do their jobs and not micro manage them to death.
Posted under Reflections Tags: reflection JHU effectiveleadership
26
July
2008
Coming from a teaching background I am very familiar with the terms teacher-centered and student-centered classrooms. In a teacher-centered classroom the focus is on the instructor, the teacher talks and the students listen. The instructor chooses the topics and the teacher does all of the evaluation of student learning. In a student-centered classroom, the focus is on both the teacher and student. The students interact with the teacher and work in groups to solve problems. Students have some control over their learning and are able to evaluate that learning with the assistance of the teacher. I apply the same format to transformational leadership. I would define transformational leadership as the elimination of top down management. The leader does not make all of the decisions by themselves. They create an environment where teamwork is appreciated. It is an environment where everyone has something to bring to the table. We are moving from a leader-centered school to a community-centered one.
Fullan states that teachers need “to be reminded that they are connected to a larger purpose and to others who are struggling to make progress.” A transformational leader makes sure their staff is reminded of this everyday. They do this by “creating a setting where inquiry is normal and the conditions of the workplace support continuous, collegial inquiry,” as stated by Joyce and Calhoun. I believe that when teachers and the community know they are part of the school’s vision they will be more invested in seeing the school succeed. When you reculture a school to a learner(student)-centered one, all stakeholders get to share in the successes as well as the failures. I believe when all of these things are in place you will have a staff and community that is more invested in making the school the best that it can be. You will have a staff that will be more willing to implement new ideas because they suggested them.
A leader that employs transformational leadership will have great success with technology integration. Technology is an area that is often mandated by someone with no implementation plan. There are several things that a transformational leader can do to assist with technology integration. The first that comes to mind is to have a school technology plan that is written by a committee of teachers, staff, parents and depending on the level students. A leader can also form teacher work teams that center on technology integration. Burrello states “teachers of all types organized into teams that take responsibility for all student learning.” In this case the students are each other. The leader can also bring in some district support by tapping into the many resources the district provides. These resources can be money for conferences, materials or bringing in a district level specialist for professional development.
Posted under Reflections Tags: reflection JHU effectiveleadership
22
July
2008
Treat people as if they were what they ought to be and you may help them to become what they are capable of being.
-Goethe
Leadership: the art of getting someone else to do something you want done because he wants to do it.
-Dwight D. Eisenhower
Posted under Quotes
