Reflection 2: Leader Responsibilities and Student Achievement

First off, I want to note that I found it hard to rate myself on my self-assessment.  Some things I’ve had experience in through my coordinator position of our after-school program.  While I haven’t been in other situations I can only speculate as to how I think or sometimes hope that I would handle the situation.   I feel like I have a better understanding of Argyris’s Espoused Theory and Theory in Action.  I’m saying that I’m going to do one thing, but I’m not sure exactly how I would react in the situation. 

      My strengths seem to be in the responsibilities that were centered more closely with relationships.  Affirmation, input, intellectual stimulation, relationships, resources, visibility, are all some of my strengths.   Many of these are higher functions affecting student achievement.  But I feel like those that fall in my weaknesses are higher needs.

       Two of my challenges are focused on the curriculum.  It’s not that I wouldn’t be involved in the design or that I wouldn’t meet with teachers to discuss their quarterly assessments.  It’s that I’ve never done those.  I’ve been out of the classroom for 6 years, working as a tech teacher.  I do feel like I can keep up with many of the curriculum due to the high amount of collaboration that I do with the classroom teachers, but still feel like there is so much more to learn in that area.  I would love to send staff to conferences and trainings for their curriculum, but feel very strongly that as an administrator, I also need to attend.  I will not be an effective guide or model for my staff, if I’m not trained on their materials.  How else could I assist them with ideas, or help solve questions about student achievement if I don’t know what and how they are teaching?  I feel that as an administrator, this training will give me an idea of what the staff goes through.  I can’t ask others to do what I myself am not willing to do.  

      Change agent was another point of concern.  While I’m not concerned about making changes that I feel are best for the students, or at least posing the question to my staff.  I’ve never been in this situation.  I wonder how far my actions would go?  How intimidated would I feel when I had to face the board or superintendent to explain my decisions?  What if they disagreed with my “no homework” policy because I felt it was unfair to a large part of my population?  I feel as if I can fight the fight, but again, it’s a question of Theory in Action. 

This self-assessment was effective in opening my eyes to look inward.  Seeing the relationship to student achievement is definitely a motivator as to what I should focus on, and what I needed to do to be sure that I am an effective leader.   

Reflection 1: Transformational Leadership

            Transformational Leadership is a leadership style that can only be successfully implemented by a leader who has reached a personal developmental level of self-actualization.  A transformational leader is a person that must be able to work well collaboratively and encourage others to achieve their goals.  I picture a school where everyone is aware of the vision and everyone is working together to achieve the same goal.  All schools want what is best for the students, they want to students to learn and be successful, despite the type of leadership.  Majority of teachers are working to achieve this goal.  Many times in schools the collaborative piece is missing, there is often a lack of communication.  In these schools, teachers may be doing their best and working very hard, but still may not be as effective as they could be if they would work together.  This is where a transformational leader is useful.   This type of leader will bring the staff together to motivate them to reach higher standards, and provide meaning.  By bringing the staff together and encouraging them to work as a team the leader will be able to stimulate and encourage creativity.  As stated in The Transformational Leadership Report, the staff can form a connection with the administration, each other, and their goal.  This will help them see that they are in this together, they can overcome obstacles and achieve their mission.  By working together and doing everything with intention and purpose, the staff will be able to see beyond the short term and focus on the vision. 

            A transformational leader encourages positive change along with making things meaningful.   These qualities will help the administrator lead integrating technology instruction in his/her school.  In seeing beyond the individual, the classroom and the school, the transformational leader can guide the staff so that they can see how what they do benefits the community and society.  A transformational leader embraces the future and the change that it brings.  When our students graduate they will be become part of a workforce that uses a variety of technology.  Along with the need to know how to use technology for the future, integrating technology allows students to have access to a world beyond the classroom.  It allows for a variety of interventions, and differentiation.  The transformational leader can look at the immediate and future benefits of technology and encourage the staff to develop creative ways to integrate technology.  The staff involvement in using technology would not be because they were told that they must, but because they trust and believe in the administration, and can see the benefits for themselves.  The administration would only be a guide as the staff worked together to use technology for the benefit of their students.