Organization and Administration of Schools - Reflection

There are so many things that I could envision as “pitfalls”.  I’ve worked closely with my principal this year, and have headed a few committees and events.  Managing the budget was a bit stressful, but wasn’t nearly as difficult as managing staff members.  I understand the need to build relationships with people, and I’m constantly amazed by my principal’s ability to deal with such a variety of personalities.  There have been situations where I have asked the staff to do something by a certain date and multiple staff would complain about the due date, require it to be changed, or just simply not do what was asked.  When I spoke with my principal, he was very patient and understanding with the staff and allowed extra time.  I was angry and wanted to ask the teachers how they expected their students to follow rules and procedures when they themselves were so defiant.  My principal explained that it was best to keep moral high, and how in the long run, happy teachers were more beneficial to the students learning.  He managed to reach an agreement that was reasonable to meet our deadlines, and make the staff feel that their needs opinions were taken into consideration.  

            Working with a variety of stakeholders takes patience and understanding.  I have seen the importance of including stakeholders in decisions, and I have felt the nervousness and tension of dealing with the variety of opinions and points of view.  There is definitely some skill involved in listening to multiple opinions and needs and finding a way to include them in final decisions.  It’s important to remember that you will never make everyone happy and that you can’t drive yourself crazy trying.   It is important to listen to everyone and consider his or her thoughts.  Once a decision is made, it’s appropriate to follow up with stakeholders and explain the final decision. 

            This course has provided me with the tools to analyze my and other schools.  I have been able to build upon the strengths that my administration has and concepts they have developed at my school.  I have also been able to see some of the areas that need improvement.  I feel that the data I’ve collected through the “look-for’s” have provided me with insight to what is working and what needs to be changed.  My school does a good job of collaborating and is continually finding new and more effective methods, including the use of Google Apps for Education.  Staff as teams and the administration continuously analyzes data to in order to find ways to improve student growth.  While there are others involved in many of the decisions the administration makes at our school, it is often the same people making the decisions.  As an administrator I would do my best to include a variety of stakeholders when appropriate.  This course has made me reflect more on my school, my administration and myself.  Through my reflections, I’ve confirmed some of my opinions and changed others, but both have helped me grow.   

Curriculum Theory - Reflection #2

  Entry #1: Co-Teaching

     I feel co-teaching is highly effective, especially when teachers are able to reach the collaborative stage.   The article describes one form of co-teaching, and defines it as a general educator and a special educator working together.  I do not agree that that is the only definition.  The article is very clear about the stages, which I completely agree with, but doesn’t clarify the various models that can be considered co-teaching.  Co-teaching can be one teacher leading the group while the other monitors; it could be teachers dividing into small groups for rotation, or two teachers teaching simultaneously on the same topic.  There are many forms of co-teaching models.  It is an excellent way to differentiate, and a does have a great use in special education inclusion classrooms.  Personally, I have seen co-teaching used not only for special education students, but also for ELL students.  These particular teachers did not start out at the collaboration stage; they disagreed on how co-teaching should look.  One teacher wanted to pull the students out of the room and the other wanted them to stay.  They eventually worked it out, and not only have the students stay, but they plan together, all students rotate between the two teachers or they simultaneously teach the class.  An added benefit to this co-teaching model was the integration of technology.  One of the teachers has a strong technology background.  He has helped the classroom teacher feel more comfortable and has integrated technology into many of their lessons. 
     As an administrator there are some difficulties that may need to be addressed in a co-teaching environment.  For example, in the scenario above the two teachers were able to compromise and work out their difference of opinion.  This may not always be the case.  Teachers may not be so willing to work together.  An ongoing conflict or difference of opinion could have a negative effect on students learning.  It may be necessary for the administrator to step in and help with relationship building.  If co-teaching is something that the administrator is looking to incorporate school-wide, it may be advisable to have a professional development session on relationship building among the staff.  Another difficulty could arise at the time of teacher evaluation.  When observing a teacher is may be difficult to evaluate them as individuals.  The administrator needs to go in with the mindset that they are evaluating a “team”, then try to see what each person contributes to the team.      
     Co-teaching does offer a great model for 21^st century skills.  Students get to see how effective collaboration benefits the group.  This may not be in the front of their thinking, but it’s effective to have students receive this exposure. The co-teaching model may also provide more opportunity for students to use technology.  One teacher may be more comfortable and help the other(s) integrate technology effectively, or it may be helpful as a management tool just to have more people to help with the technology equipment. 
     Co-teaching is an excellent way to differentiate, and something that as an administrator I would encourage my staff to implement. 

        

  Entry #2: Individualizing the Curriculum  

     Though many of the programs were interesting and all have their positive sides and downfalls.  I like the idea of Offering Mini-/Elective courses, especially in the upper grade levels.  Students will be more engaged and retain more information if the content is something of interest to them.  This would be a different concept in my county and would require a lot of effort.  I would first ask for a pilot school.  It would be important to find topics of interest to the students. We would start with one subject area, then open it to other areas as the program was developed.  It would require curriculum writers to take the topic of interest and be sure to align it with the county, state, and Common Core standards.   Part of the argument against this model is that it was poorly designed and did not teach the important skills.  I feel that if the time is taken to align the standards and be sure that lessons are developed with the UDL method, it will include the skills while capturing the interest of the students. 

      

 

Reflection #1 - Curriculum Theory

As stated by Glatthorn (2009), there is an increased awareness by most Americans that we need to do more to prepare our youth to succeed in this world.  There are many ways that people feel we can achieve this goal, but not everyone agrees on the best method.  No Child Left Behind, is one way the government has influenced how and what our children should be taught and dealt with accountability issues.  There is also the increased emphasis to compete with globally.  It seems this has always been a concern, but after the tragedy of 9/11, there has been an increased awareness of our ranking when compared to other countries. The concern that we are falling behind has prompted school reforms such as Race to the Top and Common Core. 

Along with the above influences that are more related to government and global issues other influences include diversity and technology.  Diversity continuously expands in it’s meaning.  Early on, diversity was learning about other cultures, but it has grown to learning about, and accepting other races, religions, cultures, and those with special needs.  It teaches us to celebrate each individual and what makes each person unique.  Technology has also played it’s role in influencing technology.   In recent years technology has grown from simply typing out a paper, to doing research, to using technology as a learning tool.  It sometimes feels like a slow struggle to have some teachers use technology with their students, but it is often written into curriculum.    

As I read through the history of curriculum and looked at what influenced each era, I found it interesting to read about how the events of the world, the “new” studies, and the “new” research, had such a huge impact on education and curriculum.  I began to wonder how people would look at what influenced this time in 50-60 years.  The readiness of technology has closed gaps between the US and the rest of the world, and allowed for such differentiated and relevant instruction.

 School leaders need to keep abreast of current affairs and trends.  It’s important for them to be up to date on major studies and current theories.  Now more then ever, leaders need to be involved in curricular development and trainings.  This will help them support their staff and have knowledge of what and how subjects are being taught in their schools.