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.