Reflection 3: Final Reflection

As I look through the past eight weeks to review topics and gather my thoughts, I’m amazed at how much we have covered in such a short period of time.  I’ve learned so much from my cohort, sometimes they’ve changed my opinion, and other times they’ve helped me build upon and expand my existing ideas.  I have reflected on some of my leadership experiences and realized that I handled some situations well, while others could have been handled in a more efficient way.  One situation that stands out the most has to do with the after-school program I use to run for my school.  Each year the other coordinator and myself would make changes that we felt were best for the students.  We had good intentions, and felt that we were helping.  In this short eight weeks, I realized what I spent five years doing, was not how I wanted to portray myself as a leader.  While our students did well, they could have done better had we spoke with the staff that stayed after and worked with the students.  Group discussions, and surveys would have given us some insight and ideas as to what the students really needed to be successful. 

            I’ve also become more analytical of leaders around me.  At times I’ve asked my principal to sit with me and explain his reasons behind his actions.  While he’s always had an open door policy and would have entertained any questions, I’ve been more up front about my thoughts and opinions, and used our discussions to help me grow as a professional.  We had a situation where a staff member lost the dongle for her computer.  My original thought, as the technology teacher was that each teacher signed a form saying that they were responsible for their computer along with the accessories, and that since she lost her dongle, she was responsible for replacing it.  When I brought this to my principal’s attention, and told him what I planned to say, he informed me that he would not support my decision, and that I should use school funds to replace the dongle.  Without argument, because of my respect for my principal, I ordered the replacement.  Later, I asked for a reason for his decision, I first explained my point of view.  (It cost $28 for us to buy a dongle, but it would have cost the teacher $5, because she could order from Amazon or eBay, I’ve had run-ins with the same teacher in the past about lack of responsibility with school equipment, and where would we draw the line, would we replace a $1400 computer if the teacher broke it?)  He listened, to all my reasons, shocked at some of the facts, and made to think more deeply about others.  He then explained that due to the remodeling and major move our school went through over the summer, and continues to go through, he felt that it wasn’t fair to punish the teacher for misplacing something during this amount of confusion.  He also said that he wanted the teachers to focus on instruction rather then stress about replacing a piece of technology, and being angry.  He possibly avoided am angry teacher who would only spread the word to others creating a downward spiral in moral.  In the grand scheme of things, $28 isn’t much to pay for happiness.  As I gave the teacher the new dongle, her face lit up.  I told her that our principal was responsible for the replacement.  She cheered and said, “I knew he would come through!”  It was then that I understood what my principal meant. Here was a teacher who had faith and trust in her principal, and it was times like this that reinforced her trust.  She would remember this moment in the future when he comes to request something from her. 

            That situation is one example of positive school culture, which is a topic that I found to be interesting.  I feel the reason this topic stands out to me is because it is so essential to student learning.  It has such a huge effect on all stakeholders.  If the school’s culture is one that is seen as negative, it is more likely that the students are not meeting their potential.  I’ve experienced both positive a negative school environments, and have seen how the negative can create a downward spiral that brings down the staff, the parents, and the students.  Each ELCC standard has an impact in one way or another on school culture.  They look at building trust, relationships, and collaboration. 

            I’ve been part of the Family Involvement Team at my school for six years, and will be co-chairing it this year.  We’re working on changing some of our vision.  We would like to become a resource hub for our families.  We want them to feel welcomed and know that we are there to support them.  One idea we’re looking into is having an information night.  We will invite someone to talk about discipline at home, banking, finances, and more so that we can help our families.  Another idea is to go out to the community to a central meeting area to hold some of our homework nights, or math nights.  The hope is that attendance will improve because there will be less transportation problems, and it will be more convenient for the families. 

            The other aspect of school culture that I’m interested in, is building a learning environment.  As I pointed out earlier, in the after-school program example, I don’t want to be a leader who makes and implements decisions.  I want teams of people to analyze data, discuss ideas and develop solutions.   I want each person to take a lead in what they believe in.  I want to inspire the staff and students to believe in themselves and what they have the ability to do and help each other grow. 

            Having a positive school culture provides a solid foundation for other aspects of leadership and student learning.  The focus of schools is always to do what is best for the students.  By collaborating with all stakeholders, inspiring and motivating, having involved families, students should achieve learning and growth. 

            One of the more challenging discussions that we looked out, for me, was school reform.  I’m not sure if it’s because it is the topic of the last week and I’m stressed about wrapping everything up, or if it’s just something that I need to look into more closely.  I know what reform is, and I understand that two types.  One involves changing subject matter and/or teacher methods, while the other is more drastic with programs that come in and take over the changes. This seems like a topic that could spawn a whole other class.  There are so many aspects to look into when deciding to do a school reform, then implementing the changes.  I feel like we’ve barely scratched the surface with our discussion. 

             I think the part that I’m questioning is I feel like reform is a constant.  Teachers generally reflect constantly on lessons and ways to change and make lessons better.  They may change what material they will cover, or the method they use to cover the topic. Am I wrong in thinking this is a type of reform?  It’s not a major reform, but it’s definitely a change to try to increase student learning.  Maybe I’m looking at the definition it too general of a way.  But if I’m not, what is my role as the administration when it comes to teachers making those minor changes.  Do I use opportunities, such as data discussions, to encourage teachers to reflect on what they have done and what they could’ve done differently or do I just trust that the natural instinct of a teacher is to analyze, reflect and make changes? 

            Maybe I missed this in the reading, but another stressor about school reform, is exactly who makes that decision. Obviously if it’s a county decision, as a principal, it’s not a choice.  But what if as a principal, I feel that a particular reform would greatly benefit my school.  I can purpose it to a team of stakeholders and begin wit getting everyone’s buy-in.  But is it essentially a decision that has to be approved by someone beside the principal? 

            I count myself lucky to have had the experience as a tech teacher before possibly taking a leadership role.  Technology is such a huge part of all of our lives, if we want it or not.  As an administrator, I want to promote the use of technology in the classroom.  The support of the administration will have a huge impact on the technology and/ STEM initiatives in a school.  If there is a positive school culture, and trust from the teachers to the administration, then whatever is held important to the principal, is often shared among the staff.  As I’ve encouraged my own principal to use technology during our faculty meetings, I’ve seen an increase of request from the staff to also use the technology.  I’ve also been involved in the STEM initiative, which has been put on the backburner, possibly due to reconstruction.   I’ve noticed that the staff has not been excited about our new STEM lessons, and there has not been as much collaboration.  My hope is to encourage my principal to show the importance of what we are doing, so that the staff would then follow. 

            Again, I’m amazed by the amount of material we have covered.  In some ways I feel much more knowledgeable, but in others I feel like we have just scratched the surface, but I feel motivated to continue to research what we have learned and gain more of an understanding.