The leadership/teaching, mindset, and collaborative experiences in the first year Concordia doctorate program have significantly influenced my personal and professional life in a positive way. Upon reflection of the last year’s work, a matrix revealed several themes that emerged as significant in my worldview: leadership/ teaching, mindset, and collaboration, and through the application of these themes, communication and organization styles have flourished, leading to a less undivided life (Palmer, 2008). Incorporating transformative learning styles and growth mindset into teaching resulted in earning tenure. Integrating new leadership skills and collaborative working style with enhanced communication and organizational tools resulted in a new faculty/administration role, which is teaching the faculty about assessment at Southwestern Oregon Community college. Indeed, increasing the effectiveness of teachers is the ultimate goal of completing the program; thus, using …show more content…
Immediately integrated into everyday life actions and choices was Palmer’s (2008) circle of trust concept as a leadership tool, which created a positive change in the relationships between administration, students, staff, and myself. Indeed, the circle of trust leadership approach “. . . provided me an opportunity to examine the classroom failure in a new light” (Ashpole, 2016b, p.2). Another positive leadership change was the realization that distorted assumptions influence learning styles, which led to a different teaching approach. Reframing ideas and using transformative teaching techniques learned this first year, have helped me to assist students in seeking their authentic self (Ashpole, 2017a, p. 4). Using the transformative stages of learning and breaking though distorted assumptions resulted in better communication with students and increased their academic
The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.
I whole-heartedly agree with Moran when she states that, “the absence of trust impedes effectiveness and progress” (99). People need to be able to rely on one another and feel that what they are saying has value. Also, teachers want to know that administrators are going to put into place the steps in order to reach a goal if that is what they say they are going to do. Finally, parents and students need to have trust in the system which is often difficult when the system has failed them in the past. Therefore, establishing and maintaining this trust in each other is paramount to running a successful student-centered school.
I have been working on growing from a lecturer to an educator, and over the last three years, I realized that teaching can be very rewarding, but can also be intimidating as there were many instances where I had to extensively read to be able to respond to some of the seemingly easy questions that I had no answers to. I want to be able to facilitate learning by creating an environment that fosters critical thinking, collaboration, and active engagement while continuously reflecting and adapting to improve my teaching practices. Besides education, my aim is to be a good leader, one who inspires others with a clear vision, challenges the status quo, and fosters a positive culture that enables others to act. My main message involves empowerment, which started with a small project I led called “Lokmat Aysh”, a bakery in a small village in Lebanon, for women who lost their partners during the war, currently supporting around twenty women for eight years, to organizing three national, free medical days that offered basic health screening and physical examinations for the underserved population in my country. During my second year of residency, I was at cross-roads on what comes after, until I was called for an impromptu meeting with my program director informing me that I was selected as a chief resident for the upcoming academic year.
So, in my following reaction I am analyzing the movie “Hard Lessons” according to the book chapter Becoming Trustworthy Leader, and find out to what extend Mr. McKenna could be considered trustworthy leader. The movie “Hard Lessons” is based on the real story where new principal Mr. George McKenna of Washington High School is appointed to fight against violence, gangs and drugs users at school. He is aimed to change all the inner system of the school reforming learning and teaching styles, and inviting parents to contribute to the school change. Despite all hardships he faces, Mr McKenna does not quit, moreover he meets his goal establishing safer environment, school disciplinary and improving the education. If we compare McKenna’s practices to the book chapter “Becoming a Trustworthy Leader” where the central idea is building trust to make a successful school , it is clearly seen in the movie that he is trying to use different ways to foster trust among teachers, students ,parents and him to make better and effective school.
Leslie Talbot is the Founder and Principal of Talbot Consulting, an independent education management consulting practice. Throughout her career Ms. Talbot has established herself as a strategic partner with educators, schools, state and local education agencies, charter management and other nonprofit organizations, school design teams, foundations and philanthropic institutions. Always seeking to work collaboratively and to provide customized and sustainable solutions, Leslie supports both existing and start-up education ventures in the areas of program design and strategic planning; site reviews and evaluations; program model expansion and site replications; staffing models and retention plans; board recruitment, development and training; guidance and technical assistance in distributive leadership and professional learning community structures and approaches; leadership coaching; and assistance in student assessment and professional development systems. Over the years, Ms. Talbot’s work has earned her projects supported by federal, state and local governments, the Bill and Melinda Gates Foundation, the Walton Family Foundation, the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, The Edna McConnell Clark Foundation, Daniel Rose, Rose Associates, Inc., the Board of Elementary and Secondary Education for Louisiana, and the school districts of Newark, NJ, New York
This desire manifests itself in many ways, yet at its core is building relationships with students and teachers and then extending these relationships to families and the community. With students, I seek to be visible, greeting the students at the door and working to learn their names. When discipline is necessary, I believe that restorative correction is the best avenue to change behaviors while maintaining relationships. As teachers spend the most time with students during a typical school day, they are essential team members in improving educational outcomes and promoting an inclusive culture. I detail my strategies for working alongside teachers in the subsequent question; however, I strive to support them by creating a culture of trust, safety, training, and collaboration through professional learning communities.
I have participated in Faculty Development for almost five years. I have applied Outcomes-based Practices, Learning-Centered Strategies, Alternative Delivery Methods, and Student Assessment to my courses, making every effort to ensure my students’ success. In 2014, I attended Valencia College’s Destination: Great Teachers in Action and hope to be there again this summer. In 2012 and 2015, I was awarded Valencia College’s Russia Summer Institute, and The Chesley G. MaGruder Foundation & First Union National Bank of Florida Humanities Fellowship. These awards, along with attending College Art Association’s 2015 annual meeting, have helped me to stay current in my field and bring a global perspective to my
In Katherine Hawley’s “Trust a very short introduction” she brings up the idea that trust is an interpersonal connection and that the difference between trust and reliance is the ability to uphold a commitment. Teachers and students should have trust and need this idea for trust. A teacher and student make many interpersonal commitments to each other. Following the ideals of servant leadership they have committed to the growth of people (aka the student). Attending a particular university they have committed to certain learning outcomes; at kettering including “leadership that motivates others to follow”, and a commitment to fulfilling one’s ethical responsibility (ku learning outcomes).
What is learning? – A review of Learning Theories”. The issue includes range of research approaches, categories of learning, learning strategies and stages and levels of learning. The article reveals the issue of the critical transformatory impact on higher education and how the learners could become reflective learners. Which is closely connected to the to the main purpose of the course, as it was indicated in the syllabus, is to improve critical and collaborative skills needed to be an educational leader.
To begin with, it is extremely important that our educational system stops promoting false confidence and allowing students to unlearn their current outlook on life. Both Davidson and Twenge touch upon the flaws in the current education system. As Davidson describes, “Confidence in your ability to learn is confidence in your ability to unlearn, to switch assumptions or methods or partnerships in order to do better. This is true not only for you, as an individual, but for whole institutions” (Davidson 67). Davidson believes true confidence, allows one to not only learn important ideas, but also forsake the ideas that may harm him or her from reaching a goal; she also mentions that this notion does not apply just to an individual person, but also applies
I had the pleasure of visiting with Mrs. Cooke’s fifth grade class during my clinical experiences. Mrs. Cooke has a great rapport with her students and has very little difficult actively engaging students in learning. One of the “takeaways” from my visit references the students’ and teachers’ commitment to the principles of “The Leader in Me”. From a school-wide perspective, East Elementary School does not practice the traditional positive behavior interventions. Instead, the administration has adopted the ideals and principles behind “The Leader in Me”.
According to Eisenman, Cushman, & Edwards (2015), the biggest concern of cycle 2 teachers is involves management of the classrooms. Some teachers argue that disruptive students and classroom management are the greatest challenges that they face when teaching. These challenges prevent the Cycle 2 teacher from being a successful teacher. Many teachers tend to push the blame to the teachers preparation programs for not prepare them properly for the classroom experience and more specifically classroom management. Eisenman, Cushman, & Edwards (2015), concentrated on the point that some Cycle 2 teacher tend not to be focus at classroom management.
In fact, leadership is an art rather than a science. The process of learning leadership is a hand-on experience, which focuses on practice instead of concepts itself. This course provides me a chance to gain more insight about leadership and it helps me develop my new image of leadership. Meanwhile, I also use the theories in our textbook as a framework for self-assessment of my leadership skills and try to develop my own leadership style during the
Teaching is not controlling, but rather working with the students to learn, grow, and succeed together. By having strong student-teacher relationships with students, the classroom will be a place for each member to express their feelings and work together. Academic success depends on these close relationships and guidance that teachers and students have with one another. Classroom management aims at establishing student self-control through a process of promoting positive student achievement and behavior. Thus, academic achievement, teacher efficacy, and teacher and student behavior are directly linked with the concept of classroom management.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.