Overall, my results of the balanced leadership profile inventory were pretty consistent with my self-assessment. The results of the balanced leadership profile inventory showed that as the building principal, I viewed my improvement initiative, increasing the number of students who successfully complete an online course by 10%, as a first-order change. The inventory went on to list the three responsibilities that would “prove vital” to the success of my initiative: monitor and evaluate, ideals and beliefs, and knowledge of curriculum, instruction, and assessment (CIA). The balanced leadership profile showed that of the three responsibilities, I scored highest on ideals and beliefs, 4.25, but needed to attend in the areas of monitor and evaluate, 3, and CIA, 3.33.
Interestingly enough, while reviewing the self-assessment, my ratings were pretty similar. I rated myself as a 3 in responsibilities of monitor and evaluate and CIA. I rated myself slightly higher in the area of ideals and beliefs with a score of 5. Based on these three responsibilities, the balanced leadership profile suggested a series of actions that I should undertake to help move towards achieving my initiative. A list of some of the action items is as follows: 1. assess the impact of the initiative on student achievement, 2. collect data to evaluate effectiveness of the initiative, 3. investigate and share effective instructional and assessment practices, 4. regularly lead conversations about best practices with teachers on an individual basis and collectively, and 5. regularly engage the staff in discussions about the most current theories and practices.
As I rank my top 7 strengths from my self-assessment and compare them to the top 7 responsibilities needed for student achievement I am made painfully aware that I need to focus and improve in the areas of knowledge of CIA, monitor and evaluation, order and outreach. I believe my lack of experience in leadership positions is most telling in these areas. As a technology coordinator for many years I had been out of the loop when it came to focusing on curriculum and instruction and monitoring and evaluating. I had been tasked with providing the tools to allow teachers to focus on these responsibilities, but I have yet to develop a sound background knowledge in these areas. I believe I was at an advantage in establishing rules and procedures in a technology lab versus a normal classroom setting. Students desperately want to use technology. It is not difficult to get them to follow your rules because computer time is something that they desperately want. Instilling a sense of order outside of the lab is indeed challenging to teachers and puts me at a severe disadvantage because I haven’t had to deal with this issue. Outreach is an area that I am currently focusing on improving. Establishing a new online, hybrid program is one thing. However, ensuring that the surrounding community along with members within the school community not only know about the program, but also actively supports it is another issue entirely. Without the support of key stakeholders, this program, like so many others, will be eliminated. I am learning how to better market our program and place myself in positions where I must confidently speak about the work I do and why I feel that it’s beneficial to the students of Prince George’s County. It is clear that if I desire to be an effective school leader I must ensure that I not only increase my knowledge of what is being taught and how it’s being assessed, but also be able to quickly tell if the material is effective in meeting the goals of the school. I must articulate and put action behind my policies and procedures and be a willing champion for my school and its community.
Sunday, July 31, 2011
Monday, July 25, 2011
Individual Reflection Log #1: Transformational Leadership
I believe transformational leadership is about the mutual exchange of ideas, opinions, and beliefs amongst school leaders, teachers, and parents in an intellectually stimulating environment. It is about increasing teachers’ and parents’ participation in the decision-making process. It is about the willingness of school administrators to share the role of leadership with their teachers. It is about the nurturing of future leaders within the school community. The administrator behaves more like a facilitator leading by using “power to” and not “power over” her school community. Transformational leadership is about confident school leaders actively pursuing a shared vision that promotes values and beliefs that are morally grounded. I experienced this style of leadership during my first few years as a middle school teacher at "DFMS". It was exciting and energizing to be in a place where everyone was focused on a single mission. As teachers, we truly believed that under this leader we could truly make a positive impact in our students' lives.
Transformational leadership can flourish in a learning environment through the use of a facilitative approach by its leadership team. Teachers are encouraged to find greater meaning in their work, to look for better ways to meet the needs of their students, to not be afraid to question existing models, and be willing to make improvements when necessary. This process makes teachers feel as if they have a voice in how the school should move towards school improvement. This also allows them to have a greater commitment and take responsibility for what occurs with the students, parents, and the community-at-large. I had the opportunity at "DFMS" to participate in leadership building workshops and school improvement teams. I was encouraged to share my ideas and felt that what I had to say mattered to the team. I felt invested in the school program and willingly spent extra hours after school to ensure that my lessons were organized and well thought out. The work was hard, but I felt proud of the small accomplishments I was able to make.
Transformational leadership influences administrators to work in partnership with teachers and parents in developing a shared vision for their building. By actively pursuing this vision or mission, school leaders help to re-energize the staff and bring about a renewed sense of urgency in meeting the diverse needs of the students. In addition, administrators must actively work towards nurturing a collaborative decision making climate by demonstrating for teachers how to resolve problems and come up with solutions. School leaders also help to ensure teachers are exposed to high-quality professional development. By modeling a strong moral belief system, administrators influence teachers to look inward for motivation and drive. Transformational leadership demands that a leader move with a confidence and presence that brings about a sense of trust amongst teachers, parents, and students. Finally, transformational leadership forces administrators to improve communication with all stakeholders with the understanding that all voices are vital to the achievement of its student body. Our administrator, Mrs. "K" led with honesty and integrity. She truly embodied the concept of “power to” by empowering staff to take on leadership roles, supplying staff with necessary resources, and keeping an open door policy to allow us to not only vent frustrations, but also come up with solutions to correct problems.
The transformational leader will help to integrate technology with instruction by providing teachers with the necessary coaching, mentoring, and appropriate, high-quality, professional development opportunities needed for success. The leader will encourage teachers to look inward for motivation, rewards, and satisfaction for a job well done in learning new technologies. The leader will remember to treat each teacher as an individual with unique needs and be willing to put into place the necessary resources to ensure success. Finally, the school leader will remember to promote a sense of unity by relating all professional development to the achievement of the school vision or mission. Integration of technology was done thoughtfully and carefully within my building through the use of teaming. Teachers felt supported during the learning process knowing that a colleague was nearby if help was needed. As a result, more were willing to infuse their existing lessons with technology.
Transformational leadership can flourish in a learning environment through the use of a facilitative approach by its leadership team. Teachers are encouraged to find greater meaning in their work, to look for better ways to meet the needs of their students, to not be afraid to question existing models, and be willing to make improvements when necessary. This process makes teachers feel as if they have a voice in how the school should move towards school improvement. This also allows them to have a greater commitment and take responsibility for what occurs with the students, parents, and the community-at-large. I had the opportunity at "DFMS" to participate in leadership building workshops and school improvement teams. I was encouraged to share my ideas and felt that what I had to say mattered to the team. I felt invested in the school program and willingly spent extra hours after school to ensure that my lessons were organized and well thought out. The work was hard, but I felt proud of the small accomplishments I was able to make.
Transformational leadership influences administrators to work in partnership with teachers and parents in developing a shared vision for their building. By actively pursuing this vision or mission, school leaders help to re-energize the staff and bring about a renewed sense of urgency in meeting the diverse needs of the students. In addition, administrators must actively work towards nurturing a collaborative decision making climate by demonstrating for teachers how to resolve problems and come up with solutions. School leaders also help to ensure teachers are exposed to high-quality professional development. By modeling a strong moral belief system, administrators influence teachers to look inward for motivation and drive. Transformational leadership demands that a leader move with a confidence and presence that brings about a sense of trust amongst teachers, parents, and students. Finally, transformational leadership forces administrators to improve communication with all stakeholders with the understanding that all voices are vital to the achievement of its student body. Our administrator, Mrs. "K" led with honesty and integrity. She truly embodied the concept of “power to” by empowering staff to take on leadership roles, supplying staff with necessary resources, and keeping an open door policy to allow us to not only vent frustrations, but also come up with solutions to correct problems.
The transformational leader will help to integrate technology with instruction by providing teachers with the necessary coaching, mentoring, and appropriate, high-quality, professional development opportunities needed for success. The leader will encourage teachers to look inward for motivation, rewards, and satisfaction for a job well done in learning new technologies. The leader will remember to treat each teacher as an individual with unique needs and be willing to put into place the necessary resources to ensure success. Finally, the school leader will remember to promote a sense of unity by relating all professional development to the achievement of the school vision or mission. Integration of technology was done thoughtfully and carefully within my building through the use of teaming. Teachers felt supported during the learning process knowing that a colleague was nearby if help was needed. As a result, more were willing to infuse their existing lessons with technology.
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