CEDo 565 -Week 6 What I Have Learned

When I think about my definition of leadership, it has never been a definitive one. However, throughout this program and this particular course, I have a better understanding of what leaders do. Leaders have the ability to lead others in a way that helps them find their own leadership potential. Leaders are not threatened by sharing their vision with others and asking for input, or even allowing those under their leadership to have a vision of their own. As a teacher this is what I do on everyday in my classroom and in the building.

In our building I carry a great number of responsibilities along with colleagues in my assigned building, but I never really thought of myself as a leader or even a teacher leader. What I have learned is that I am a leader and that I have been acting in this capacity for quite some time. I thought that if I didn’t accept the title, it would help shape how I was viewed by my peers. I wanted to continue to be viewed as helpful, approachable, reliable and as a confidant.

As I reflected on the tasks I have had to manage and the interactions between my co-workers and myself, I realized that how they viewed me didn’t change. We worked together without them feeling uncomfortable. We continued to have open and honest conversations about issues. We continued to respect each other and share our input about solutions. Recently, I had the opportunity to have one of those conversations with some colleagues about what must be done to change education as it stands today.

We all agreed that we must bring more people into the discussion about education and be honest about what takes place in the classroom. With all that we are expected to teach our students, and all of the hats that we have to wear, we agreed that we could not continue trying to do it alone. We all agreed that although we were the agents of change, we need parents and district and government leaders to listen to us. We need the people outside of the classroom to be honest with themselves and admit that as long as they want to blame educators for all of the problems and ills of society they handicap us from moving our students forward. Educational system changes can come from within, but I believe that our society must learn to value it more, so that necessary change happens without throwing the baby, bath water and tub out together. Just throw out the dirty bath water and keep what is good.

When our leaders of today stop feeling intimidated by the voices of educators and join us in our mission, they can help create the 21st century learners that will tomorrows leaders.

CEdO 565 - Week 5 What I Learned about Resistence to Change and Instructional Leadership

While many would debate what the characteristics of an effective classroom are, I would say it is relative to the objectives of the individual leading it. I faced this very issue at the end of September and have struggled to define and redefine what this meant for my students and myself throughout the year. When I think sbout our learning experiences this week, the change game and reading chapter six of How to Thrive as a Teacher Leader, there was a collision. I felt resistant to change when I was told that I would have to teach all subjects including MATH (a subject, I have dreaded and prayed I wouldn't have to teach for as long as I have been a teacher). This came at a time when the district introduced a new reading adoption and instructional model. My resistance came from a fear of how uncomfortable it would be teaching myself math concepts and being able to effectively teach these same concepts to my students. My resistance came from the fear of being in a constant state of learning without reaching a state of mastery in all of those subjects I was going to have to teach.

How do I feel now? I feel that I was justified in my concerns, but that I have done pretty well. When I reflect on my math class, I see an effective classroom. When I look at my reading class, I see an effective classroom. This year has helped me understand that although I have felt like I was in survival mode in my classroom, I really am a thriving educator. Before I began reading the text for this course, I was already doing some of the things the author mentioned as features of effective classrooms. I map my curriculum, to help me plan for the long and short term goals for my instruction and student learning. I differentiate instruction, keeping in mind the abilities if students in my class, use assessment data to guide my instruction and I reteach and retest. In addition, I model strong study skills and habits while also helping with homework after school.

What did I learn this week? It took the changes that I resisted the most to show me how I effective I really am as a teacher.

CEdO 565 - Week 4- What I Learned about Motivational Leadership

Being a leader can be a complicated matter, especially if you genuinely care about those you are leading. Being a leader during a time of challenge and difficult times for any organization requires wisdom, compassion, understanding and the ability to think outside of the box. How does an effctive leader accomplish this? I learned that as a teacher leader, I can be instrumental in helping by small gestures or words on encouragement and sometimes lending a listing ear.

As my co workers and I continue to work hard and struggle in our classrooms to overcome the challenges to increase student achievement, we become increasingly frustrated by the events taking place in our state capital. Many of us including myself on a regular basis work ridiculously long hours preparing lessons, contacting parents, grading student work, participating in meetings and professional development. We continue to do this although many of us do not know if we will even have jobs at the end of the school year. We are professionals who care about children, however I am increasingly realizing that many in our community including state leaders do not seem to view us as such.

Like CEO's, office managers, work teams and many in corporate settings work to make sure their organizations can function so do we as educators. We manage our classrooms, volunteer in our building after school to do whatever we need to do improve or maintain the building's environment. What would be a challenge for leadership? The morale of all teachers and teacher leaders is down, most feeling unappreciated and overwhelmed.

After reading chapter 5 of How to Thrive as a Teacher Leader, I learned some ways to help motivate and hopefully prepare a team for change or to build and maintain unity of a staff. One method is to strengthen morale by recognizing individuals for their efforts. Sometimes simply acknowledging that staff have a lot on their plate by canceling meetings during hectic times for teachers or every now and then releiving teachers just so they can take a quick run to the restroom shows your concern for your staff. Showing your staff that or co-workers that you are concerned for their well-being can boost their morale and be an encouragement for them to endure in challenging times.