" I made a difference to that one." Eisley (1979)
Leadership
a. Collaboratively assessing and improving culture and climate
b. Provide purpose and direction for individuals and groups
c. Model shared leadership and decision-making strategies
d. Demonstrate an understanding of issues affecting education
e. Through a visioning process, formulating strategic plans and goals with staff and community
f. Set priorities in the context of stakeholder needs
g. Spokesperson for the welfare of all learners in a multicultural context
h. Understand how education is impacted by local, state, national and international events
i. Demonstrate the ability to facilitate and motivate others
j. Demonstrate the ability to implement change and education reform
Reflection: 1 - Leadership
If your actions inspire others to dream more, learn more, do more and become more, you are a leader. (John Quincy Adams) As Dr. Robert Perdaem related in my course on educational leadership, a leader is not just an information dispenser. A leader is a person developer aspiring to teach what they know offering individuals the motivation and ability to translate visions into reality.
The role of the educational leader today is complex. To cultivate a learning environment that identifies the importance of research-based instructional practices in an effort to promote learning for all students, the educational leader needs to foster a shared belief among stakeholders in the power of collective efficacy. Believing that teachers can make a difference and influence student success is essential. The educational leader motivates the learning environment’s web of stakeholders to support instructional practices and act on values that perpetuate an unwavering belief in student achievement.
My leadership experience demonstrates a commitment to the belief that optimal teaching and learning is facilitated through a fluid series of partnerships working together rather than in isolation in an effort to positively impact student achievement. One of my best leadership qualities is the ability to work with teams, valuing ideas and opinions and using collaborative opportunities to contribute my knowledge base and gather information to make informed decisions. The staff development artifact illustrates this. As a Special education representative to staff development I initiated conversation around crisis prevention and behavior training. I continued over the course of 2 years to frame the issue as a district value. My artifact reflects work completed on this committee to collaboratively analyze need, time and staff development connections to identified guiding questions. Members represented all areas of the district learning community, contributing what they felt were the most important needs. I recognize the partnerships that must occur between educators (special education and regular education) as needs relate to student achievement. As a special education director I will be cognizant and encourage partnerships between the special education and regular education staff. I will be able to model this to staff as I have on various committees including staff development. Articulating purpose and direction is a skill I have as shown in the staff development schedule artifact that includes behavior support training.
Being a member of the Special Education Secondary Leadership team I educate, empower and motivate not only myself but also others around the strength and skills of a diverse group. As demonstrated in the leadership team artifact, topics discussed are varied. Team members have differing opinions and do not always agree. I recognize that when individual potential is tapped in an atmosphere of a positive team environment, I facilitate recognition of past accomplishments as launching points for future innovation and decision making change. I practice open communication and input between the leadership team and staff during department meetings answering and asking questions in a constant effort to accomplish desired goals.
During fieldwork I led the district CIMP (Continuous Improvement Monitoring Process) team in identifying due process corrections and an action plan for compliance following MDE file review. Formulating plans for correction and communicating them to staff required timely action. It also involved developing partnerships between me, the CIMP team, and case managers that fostered a level of mutual trust working together to rectify past due process actions. Included in my artifacts is a Power Point I presented to communicate the process, timelines and importance of CIMP as it correlates to due process, staff and the district improvement plan. This experience is valuable to me as a special education director when I provide purpose and share goals and visions with a district department, parent groups, the administrative team and the school board.
As a leader, my impact on the outcomes of students will be accomplished by providing clear communication. Actively pursuing shared partnerships as I have will help guide others through the shifts required as educators including myself commit to new ways to impact student achievement.
In a recent work by Jim Collins he refers to enabling supporters to not only believe in a mission but also in the capacity to deliver on that mission. He references the work of Frances Hesselbein, CEO of the Girl Scouts of America and her belief in the power of inclusion, language, shared interests and coalition. As a Special Education Director my past and present actions and continued passion for the collaborative work of partnerships will impact the achievement and outcomes of the students, staff, family and greater community that I serve.
References
Collins, Jim (2005). Good to great and the social sectors. San Francisco. CA: Elements Design Group.
Artifacts
Special EducationTeam Leadership Meeting.jpg (98,8 kB)
CIMP Actions PP.ppt (699,5 kB)
