Individual Reflection Log #2: Balanced Leadership Profile

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.