Reflection One: Educational Leadership Constituent Council Standard 2

 “ELCC Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

·   Standard 2.1: Promote Positive School Culture

·   Standard 2.2: Provide Effective Instructional Program

·   Standard 2.3: Manage Resources”

·   How will the information provided in this course help you provide effective curriculum and instruction on a school campus?

·   Which of the curriculum management topics discussed in this course is most relevant to you as a school administrator? Why?

·   How will the information presented in this course help you work more effectively with staff to implement quality curriculum and instruction?

·   How will the knowledge you gained in this course better help students at your campus achieve at higher levels?

I will seek to be an instructional leader who promotes a positive school culture, creates a successful, aligned instructional program, and manages curriculum/resources effectively.  I have learned that a positive school culture is promoted by one who empowers those that he/she supervises and creates an environment of interpersonal trust.  To create a more effective instructional program on my campus, I must understand the TEA Learning System, make data-driven decisions, and be actively involved in the development, implementation and managing of curriculum – developing a learner-centered curriculum collaboratively as a campus team that is aligned vertically and laterally with what is written, taught, and tested. 

I have become familiar with curriculum audits, which before this course, I had no prior knowledge. Since an audit will bring change to the way things are done on my campus, it is helpful to be aware of the stages teachers go through as they adapt to those changes. It has also been beneficial to plan a learner-centered staff development that addresses an area of needed improvement on our campus.  Teachers must be informed, trained, and actively involved in their learning to successfully implement any curriculum.  

An aligned learner-centered curriculum which is managed well by the instructional leader within a positive school culture making use of productive, well-functioning professional learning communities will lead to students achieving more educationally.

Reflection Two: Educational Leadership Constituent Council Standard 5

 “ELCC Standard 5: Candidates who complete the program are educational leaders who have knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner.

·  Standard 5.1: Acts with Integrity

·  Standard 5.2: Acts Fairly”

·   What did you learn in this course about collaboration and the building of trust?

·   How will you relate your knowledge of curriculum management to staff members working at your school?

·   What are examples of ethical decisions that you envision yourself having to make as you implement change initiatives related to curriculum and instruction in a campus learning environment?

·   What guiding principles will you follow to ensure that you act fairly and with integrity?

According to research, teachers who feel empowered within their work environments have an increased interpersonal level of trust in their principals (Moye, M. J., Henkin, A. B., & Egley, R. J. (2005). Teacher-principal relationships: Exploring linkages between empowerment and interpersonal trust. Journal of Educational Administration, 43(2/3), 264).  The creation of professional learning communities promotes empowerment of teachers who collaborate together and with the principal for the common purpose of improving student learning.  As an instructional leader on my campus, I must promote an environment that builds trust.  Trust leads to effective instructional conversations and ultimately accepted campus changes that move us toward meeting school improvement goals.     

As I implement changes in regard to curriculum and instruction, I must remember to first introduce the proposed changes to the teachers using data, because data drives all decisions I will make as an instructional leader. I will lead them through the four stages of change until they can embrace the changes and work together toward successful implementation. Research shows that groups having substantial differences of opinion tend to make better decisions, be more cohesive, and are more committed to following through (Garmston, R. J. (2002),  The five principles of successful meetings. Journal of Staff Development, 23(1), therefore I will embrace conflict as a means of affecting the change we seek. I will seek to ensure that the teachers feel comfortable sharing with each other and know that those in positions of leadership are listening to them.

As an instructional leader on my campus, I will also model the use of learner-centered stratagies in staff development programs.  I will not expect teachers to do something that I would not do myself.  I have learned through this course that to be an effective leader I must get in the trenches with the teachers, model learning, know the TEA learning goals, and encourage teachers through coaching. 

Reflection Three: Educational Leadership Constituent Council Standard 6

 “ELCC Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

·  Standard 6.3: Influence the Larger Context”

·   In the area of curriculum management, what is the relationship between campus-level leaders, school district leadership, and state leadership? How will those relationships affect your day-to-day duties as an administrator?

·   What steps can you take to become an instructional leader beyond your school, and how can you influence decision-making at the district or even state levels about curriculum and instruction?

My duties in regard to curriculum management are affected by the mandates set forth by the state in the TEA Learning System, as well as district guidelines for curriculum and instruction adopted by the school board.  My job is to be knowledgeable and make it all work together efficiently on my campus so that a successful, aligned curriculum is implemented by all teachers and improvement is shown by all students.  As a campus administrator, I am accountable to those in district leadership as well as toTEA.  The effective management of curriculum begins from the top down.  I have learned  that the school board needs to adopt strong, clearly written policies concerning curriculum.  As an administrator am responsible for working with the superintendent, district staff, and the school board to make sure policies are followed on my campus. 

I can influence decision-making  beyond my campus and be involved and develop good rapport with school board members and district administration in order to work collaboratively to make data-driven decisions for improvement on my campus as well as the district.  I must stay informed, and in turn inform the teachers of current research through reading journals and attending trainings/conferences to stay on the cutting edge of education.  I can become involved in policy making at the state and local level. I can conduct/encourage action research and share campus findings with other campuses and districts concerning curriculum.