Course Reflection
A system could be considered as elements structured together because they continually affect each other through time (Senge, 2012). Think of the human body. It is a network of interrelated organ systems derived from organs, tissues and cells working together as one. Individually, each organ may stand alone in its uniqueness of function. However, it cannot successfully help the body to move and survive without the aid of the other parts of the organ systems. School systems work much the same way. A teacher cannot alone affect change in the school within the confides of her classroom. However, the teacher can reach students who are connected to other students and teachers that work together for the positive change in the school environment. It is through a system change in education at the school level, leaders can ignite and initiate revolutionary change to push the success
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As part of professional development, this course has increased my knowledge base on educational content. Additionally, the new behavioral intervention system in place by the city is clearer to my understanding of its purpose and place in the school system. As a developing change agent leader, System’s Perspective, has provided me with tools to discern needed elements in creating an environment for positive change. From Fullan, resolute leadership is a key component to positive system’s change (2011). Keeping focus on the intended goal in the face of adversity and resistance. Often, we give up when times are rough. Negative comments and attitudes begin to reshape our thinking and turn the seemingly possible, impossible. The resolute leader does not give up in those, or any circumstances. That quality is paired with the ability to display impressive empathy. The leader can place themselves in the shoes of others, even when those opinions and views are not matched
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
Change is a double-edged sword (Fullan, 2001). Change is a word that might inspire or put fear into people. Leadership is challenging when it comes to dealing with change and how individuals react within the organization to the change. Marzano, McNulty, and Waters (2005) discuss two orders of change in their book School Leadership that Works; first and second. Fullan (2001) also adds to the discussion in his book Leading in a Culture of Change, with regard to understanding change. In Change Leadership, Keagan and Wagner (2006) discuss many factors of change and the systematic approach to change. Change affects people in different ways. Leaders need to be able to respond to the individuals throughout the change process.
Kouzes, J. M., & Posner, B. Z. (2007). The Leadership Challenge (4th ed.). San Francisco, CA:
" Management in Education (Education Publishing Worldwide Ltd) 18(5), 11-16. Retrieved from EBSCOhost on August 10, 2011. Plotner, A., Trach, J.,(2010), Leadership development perspectives from community rehabilitation program directors, managers, and direct-service personnel, Journal of Rehabilitation, 76(3), 3-9, Retrieved from EBSCOhost on August 10, 2011. Schultz, D., Schultz, S., (2010). Psychology and Work Today (10th ed.).
Dr. Elmore illustrates the first step in cultivating change through the images of a cathedral, an assistance standing behind the boss, ruby red slippers, an old trail, and an assistance standing behind the boss that, in bringing change, a leader must possess a greater perspective than his limited vision. Further, a leader ought to mentor the next generation of leaders by inviting others to join him on the journey. A leader cannot do everything, so he must choose wisely. Moreover, people need a safe place to practice leadership principles.
Leadership which is success oriented and mindful of the people’s welfare should be the one that provides direction and steering change which is beneficial to every person. This implies a leadership with the capacity to make development processes and programs a routine whilst at the same time being reliable and systems. Furthermore, leadership incorporates management practices such as the organization of people and providing alternative solutions to various problems affecting the system. An effective leader should be able to prepare people for change (Bennis, 1989).
Transformational leaders want individuals to make a positive change in their lives and try to help people apply a positive change on a daily basis. The leaders do this by implementing individual considerations which, according to Kendrick (2011), “treats each follower as a unique contributor and provides coaching, mentoring, feedback and growth opportunities.” This makes such an impact on people because each individual is getting different mentoring, feedback, and growth opportunities due to their unique personality. It is very important for each person to have this because everyone has a different learning ability and motivation. This helps each individual with their own distinctive endeavor.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Without a doubt the lessons and exercises on time management were the most meaningful to me. They brought insight into why I seemed to be constantly working yet still never really got anything I wanted to accomplish throughout the day finished. I realized the majority of the activities I had been spending the most time on didn’t reflect my values of hard work and self discipline and long term academic goals to be successful in college. This motivated to completely change the way I managed my time by effectively striking a balance between my maintenance, committed, and free time.
Since August of 2015 I have had the privilege of working with an incredible leader in Andrea Williams, principal of Theresa Bunker Elementary School. She is the epitome of a well-rounded leader who exemplifies all of the qualities of a leader as described by House’s path-goal theory of leadership. Mrs. Williams works diligently each day to create a productive work environment. She is direct when she needs to be and is extremely respected by her faculty as a fair leader. As I have observed her over the past two years I have seen her leadership skills in action. I have been extremely impressed with her drive, passion, fairness, supportiveness and ability to create a positive climate and culture that makes work a positive
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
The syllabus is a commonly created and shared document in the education world (Parkes & Harris, 2010). For some high school, and most higher education courses, it is the first form of contact between an instructor and their students. The organization and content of the syllabus sets the tone of the course and stands as a resource throughout the semester or year. Continual analysis, reflection and refinement helps to maintain the syllabus as a dynamic educational resource for every student in that class (Slattery & Carlson, 2010). An effective syllabus provides, not only an introduction and overview into the course, but also outlines the academic standards and essential questions that are to be covered, shares the course schedule and
Everyone has a different view on how they learn and learning itself. First starting in EXP 105, my understanding of learning was new knowledge and becoming wiser. Taking EXP 105 has truly increased my knowledge of what learning is and the process of it. The most important thing I have learned about learning is that you observe the world around you, make sure it is understandable, and figure out the right way to respond. Learning also provides critical thinking skills. Everyone have different ways of learning and those ways are based on four different learning patterns. The four different types of learning patterns are Sequence, Precision, Technical Reasoning, and Confluence. Learning patterns are very helpful when it comes to everyday life, school work, and your job. Knowing your learning patterns and which ones you should use make
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.