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?

            My desire is to be an instructional leader who promotes a positive school culture, creates a successful, aligned instructional program, and manages curriculum/resources effectively.  Through this course, I have learned that a positive school culture is promoted by one who empowers those that she supervises and creates an environment of interpersonal trust.  To create a more effective instructional program on my campus, I must thoroughly understand the T.E.A. 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.  A curriculum management plan is essential because it provides a strong focus for instruction. 

I have also become familiar with curriculum audits, which before this course I had no prior knowledge of.  Understanding the value of it, I will now be willing to lead my campus through such a process.  Since an audit will definitely bring change to the way things are done on my campus, it is helpful to be aware of the stages which teachers go through as they adapt.  It has also been beneficial to plan a learner-centered staff developments 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.  I have definitely learned much from this course which will help me be the best instructional leader that I can be on my campus.    

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 groups 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 regards to curriculum and instruction, I must remember to first introduce the proposed changes to the teachers using data.  I must let them examine the data and see for themselves why the changes are needed.  Once they see the need, they can begin going through the four stages of change described in the lectures.  As an instructional leader, I will need to lead them gently through these stages until finally they embrace the changes and work together towards successful implementation.  I learned that conflict is good because it means that teachers are moving through the stages of change.  Research has also shown 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).  I will need to ensure that the teachers feel comfortable sharing with each other and know that they are being listened to.  Collaboration is important for buy in as well as the fact that two or minds put together is always better than one. 

As an instructional leader on my campus, I will also model the use of learner-centered stratagies in staff development programs.  I can’t expect the teachers to do something that I wouldn’t 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.  Collaboration is not an option, it is a must.           

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?

In the area of curriculum management, my duties are affected daily 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 through this course that the school board needs to adopt strong, clearly written policies concerning curriculum.  I, then, 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. 

Ways that I can influence decision-making  beyond my campus are to be involved and develop a good rapport with the school board members and district administration so as to work collaboratively with them to make data-based decisions for improvement on my campus as well as the district.  I can 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 also 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.  There are many ways that I could be involved as an instructional leader to help effect change at the campus, local, and state level.

Collaboration at all levels is the key, as working towards continual improvement in education and student learning is not something that can be successfully achieved alone.