Reflection on Course

Although this class took place more online than in person, I feel that I still learned a great amount of valuable information that will benefit me in the future as an educational leader.  Providing great classroom speakers during our class meetings was a very good way of teaching us all of those aspects that we will encounter throughout our career. 

            I personally enjoyed my mock interview with Mark Sutten, Superintendent of Selma Unified.  We had a very meaningful meeting in which he discussed five certain areas that interviewers will focus on in the future during an actual interview.  Among these were the topics of curriculum and instruction, leadership styles, and the importance of relationships.

            Lastly, I believe the assignments that were required in this class prepared me for a position in educational leadership.  The assignments required us to meet with our principal regularly and to have meaningful discussions regarding the day-to-day duties that principals experience on a daily basis.

Reflection on Assignments

The Professional Growth Plan helped me to reflect on my strengths and weaknesses and how those can be contributed to attaining an educational goal.  Throughout this program, I felt that I experienced some difficulty and challenges due to not having a teaching background or possessing a teaching credential.  However, after meeting with my principal and discussing my concerns, it was easier for me to decide on what improvements I need to make within myself, and what areas I know require much more knowledge.  Completing this plan provided me with an opportunity to brainstorm various ideas on how I can gain the knowledge needed in the areas of curriculum, instruction, and PLC’s. 

            The capstone assignment also provided me with a chance to view my elementary school site from various positions and to determine what specific actions need to be completed in order to achieve academic success at our campus.  Being an effective educational leader means knowing in depth all of the information regarding best practices, best techniques, and being capable of analyzing student data to discuss what changes, if any, need to be in effect.

Budget/Funding Activity

Completing this budget assignment was very helpful to me.  Before this program, I was very unfamiliar with school budgets and how they are used.  After meeting with my school principal about this, I learned about the different types of budgets that a school has, and how/where that money needs to be spent.  I understand that if money comes from a certain budget, then it must only be spent on specific needs relating to student achievement.  I also learned this from attending my school’s School Site Council meeting where funding was discussed and where those monies should be allocated.  Having this conversation with my principal reminded me of how a school can somewhat be compared to running a business.  The end goal is high student achievement, but you need to know what that will take.  Spending the money in certain areas such as supplemental materials, resources, or even using it for substitute teachers so that the school’s teachers can have professional meetings with the principal throughout the day all contribute to student learning. 

Nov. 4-5 Class Meeting

I was somewhat surprised by the listening activity that we did during this class meeting.  I know at times it felt a little hard to listen to everything that the other person was saying, because usually, we always want to respond to them right away.  However, I felt that this activity was not too difficult for me, since I am a counselor, I am used to listening way more than speaking.  Confirming with body language to the other person that I am listening comes very easily for me.  This exercise forced us to really pay attention to what was being said and to wait until the very end to ask questions.  This is crucial because oftentimes in scenarios at school, we need to listen to each aspect of a situation before we can act in a professional manner. 

The other activity where we all got into a group circle with our guest leaders was also beneficial.  It was great to hear other group members ideas’ from other districts who I had the pleasure of meeting.  One uncomfortable area that my group members experienced was that after they had shared a story or idea, the group leader was not giving any confirmation or feedback. 

Ch. 7 Putting it all Together

Reading this last chapter in Leadership Connectors was very touching.  It was very nice to read the impact that Jeff had over so many people as a principal for 35 years.  I have to agree with the statement in the chapter that discussed how relationships are so important in every aspect.  You can have great abilities as a leader.  However, if you are not capable of establishing and maintaining professional working relationships with your staff, you will not be an effective leader.  Many of the employees who spoke at the retirement dinner shared stories of their experiences with Jeff.  It was clear to see that although he was a principal, he also took the time out of his day to be compassionate and considerate among his staff.  He made sure they felt respected and appreciated.  It is important to realize that although many issues arise on a campus daily, it is crucial to remember that your staff continues to need your support.  Knowing that you as a leader are there for them as needed will only contribute to their belief in you, and their belief to make their campus an exceptional one.

Oct. 21-22 Class Meeting

I really enjoyed listening to the panel of educational leaders that spoke at the beginning of our class meeting.  Each one of them brought in their own area of expertise, as well as advising the class of issues that will arise and how to handle those in a professional manner.  It was very nice to see one of our own district’s representatives there because I learned insights from him that I wouldn’t have learned by having an everyday conversation with him in Sanger.  It was very interesting to hear the differences and challenges that each of those school districts face, but also great to hear how they all work collaboratively with their colleagues to reach the ultimate goal of student learning and achievement.

            I felt Dr. Hauser’s presentation on holding effective meetings was very useful.  Her discussions on making sure there is an agenda given out in advance, documentations of meetings held, and copies of the minutes were very helpful and can be used to ensure efficient meetings are taking place at our sites.  One key theme that I was reminded of during this presentation was the need to be very organized and thorough when conducting meetings with your staff.

            Dr. Torosian’s presentation on Child, Welfare, and Attendance was very beneficial for me.  In the future as a school leader, it is crucial to be knowledgeable in the many different aspects of student discipline, educational codes, and no tolerance policies.  Working with my principal at times during student discipline issues, I see how often they rely on our district’s CWA official, Dr. Wiechmann.  I am very grateful that our district has this leadership position who we know we can discuss any student issues that may requires suspensions or expulsions. 

            The discussion on writing a FRISK letter was very helpful to me as well.  As educators, we all want our school staff to succeed in a professional manner.  I know there will be times where staff may engage in unprofessional conduct that will need to be immediately discussed and reprimanded.  I feel the purpose of a FRISK letter is to make it very clear to the employee what was done wrong, what the consequences will be, and how to support them if they should need it.

Ch. 6, Trust

This chapter thoroughly discussed the importance of trust.  As everyone knows, it takes such a long time to develop and maintain trust, then it can be gone almost instantly by the actions of one person.  Trust is important because it allows us, as leaders, to delegate duties to our staff with the expectation that those duties will be carried out in an effective manner.  Trust is different from having respect for someone, since as professionals, we should respect everyone that we come into contact with in the workplace. 

When you have developed trust in certain individuals, they feel very comfortable with you and will feel a sense of belonging.  They will feel that you honestly care for them and that they too can also trust you with certain issues pertaining to the school.

Ch. 4 Competence

Post 5, Chapter 4: Competence

            This particular chapter on competence helped me to realize that even school

administrators can feel incompetent at times when placed in a difficult situation, especially

when they are unsure of how to proceed or what appropriate action should be taken.  Hensley

shared an example of an employee who excelled at his occupation while utilizing specific

techniques.  These techniques can definitely be applied to the educational field as well.  As

school leaders, it is our job to not only be involved in every important aspect of the campus,

but to also listen and observe what is occurring among teachers, students, and staff.  Developing

a positive professional relationship with a trustworthy colleague is also very crucial when

guidance is required in certain situations regarding students and teachers.  As Hensley states, as

school administrators, we cannot expect ourselves to be perfect in every area.  We need to

understand that mistakes are inevitable; but most importantly, that we are able to learn from them

and they can help us determine how to handle the situation in a more effective way in the future.

            Hensley’s discussion on using the “I don’t know” defense really helped me to reflect on

how using that excuse can make you seem unreliable to your staff.  At times as school leaders,

we are going to encounter situations or questions when we honestly do not know the answer. 

However, by having a clear understanding of what a teacher may need, obtaining all of the

necessary information, then using it to make a decision is how you can always reply to a teacher,

“I don’t know the answer yet, but I will find out and inform you soon!”

            Lastly, it is important that educational leaders surround themselves with positive mentors

who can provide guidance and direction when the need arises.  Leaders need to establish and

maintain strong professional relationships with other leaders to ensure their confidence in

handling difficult situations.  This is necessary due to the fact that, as Hensley states, we tend to

be more influenced by the negative perceptions of others more than the positive ones.

Ch. 3 Safety

Post 4: Reflection on Ch. 3 Safety

            While reading Chapter 3 about Safety, it allowed me to reflect on the work I do now

in our schools regarding keeping our students and staff safe from harm each day.  One issue

Hensley discussed was the feelings that most perpetrators possess when they have engaged in

school attacks.  He stated that the students who engage in these negative behaviors often feel

like social outcasts among the other students on campus.  These students have not quite

developed many positive, healthy relationships among their peers.  As a school counselor, I

completely agree with this statement, as it is one of the issues I address when conducting threat

or suicide assessments at Sanger High School.  After gathering my information from the student

and other sources, I determine if the student has a healthy, trusting relationship with at least one

adult.  This particular section of the assessment just proves that establishing and maintaining

social relationships with others is crucial for students to possess the positive feeling of

acceptance.

           

            Another key issued discussed is the need for school leaders to take time for themselves

when they feel overwhelmed.  As with any person no matter what the occupation, we have all

experienced feelings of exhaustion, frustration, and worry.  It is wrong to become upset with

the first person who comes into contact with us when these emotions are very evident within

ourselves.  As administrators, it is critical to allow these negative emotions to wear off which

will then result in a better ability to bring together the staff to continue to reach common goals.

            Finally, a situation that is inevitable in the educational system is the issue of discipline.

Hensley proved a good point by stating that each discipline incident can be used for positive

reflection and learning, rather than not having a discussion with the student and imposing a

consequence immediately.  It is important to discuss with the student the reasoning as to why an

incident occurred, what rule was broken, and to provide an opportunity for a teaching moment

before the consequence is given.  Taking the time to have this discussion with students can

prevent the same incident from happening in the future, once they have a full understanding of

the actions and responsibility.

Chapter 2: Support

In this chapter, Hensley addressed the importance of support in the educational system

and how it is needed by each employee on a school campus to feel valuable.  Support can be

offered in many ways, including emotional, physical, moral, and even in a financial sense.  When

a school leader offers support to teachers in a variety of ways, that support can lead to

appreciation and encouragement.  When teachers feel that their school leader has a positive and

effective support system in place, it can all lead to the ultimate goal of achieving high student

success.

            One of the most important topics addressed in this chapter that I hadn’t considered before

is visibility.  Great school leaders make themselves available and visible to not only teachers, but

to students, parents, and classified staff members as well.  Hensley provided great insight by

stating that great leaders schedule their duties and obligations around times that may interfere

with their ability to be visible on campus at times when there are high numbers of people outside

the classrooms (lunch time, recess, before and after school, etc.)

            Another way that school leaders can offer support to teachers is by offering the feeling of

protection.  This can occur when a teacher needs to schedule a meeting with an irate parent, or

whenever the teacher feels that some guidance is needed regarding any student matter or

important decision.  Teachers understand that their school leaders have a great amount of

expertise in certain areas and need to feel that their principal can offer that type of support to

them during situations that will arise when the teacher feels hesitant on how to move forward.