EDLD 5333 Leadership for Accountability Course Reflection

EDLD 5333 Leadership for Accountability

Course Reflection

            During this class I learned about many aspects of my campus, some topics were familiar to me, others weren’t.  Most of the articles were interesting but there were a few I could relate to.  The article concerning NCLB was probably the most relevant to me because of my current position and my experience with testing.  “Students are taking more tests as a result of NCLB.” (Jennings & Renter, 2006)  In the districts I have been employed with, benchmark testing occurred frequently.  The problem was we were never trained properly on how to use the results of the data to guide instruction.  “Determining readiness involves assessing the data knowledge and skills of school administrators, teachers, and staff members, as well as their attitudes toward and commitment to using data.” (Parsley & Miller, 2006).  As far as the other topics discussed during this class, I liked the information regarding the site base committee and the principals’ role in campus planning.  At work, each year I see announcement concerning site base but I never really knew what went on.  Because of this class, I understand the importance of what the committee brings to the campus and how they can aid campus improvement.  In this class we also discussed goal setting and using the S.M.A.R.T. acronym.  This was the first time I seen this acronym used in an educational setting.  This acronym is also used in the fitness industry when setting goals for clients.  It was interesting to see the parallel when dealing with education and fitness goals.

I had to use some input from co-workers when completing some of the assignments for this particular class.  It was good because I got a totally different perspective from teachers of other subjects and administrators.  It was also good to see that there isn’t such a wide communication gap between the administration and teachers.  All of my questions were answered without any problems.  In this class I struggled slightly because many of the assignments were not tactile or kinesthetic.  I learn best by movement and doing.  I still completed all of my assignments, but it was difficult trying to coordinate schedules to talk with my administrator and other teachers.  I thought about sending the questions via email but I wanted to conduct the questioning face to face.  I don’t think I would do it any differently; there is no replacement for face to face communication.  For this class, the discussion board didn’t really have any affect on my overall learning.  I gathered more input from my colleagues at work.

“Teachers are more likely to reflect a “go it alone” ethos where “academic freedom” translates into “let me close my door and do my thing.” (McTighe, 2008)   That statement described me for much of my teaching career.  Mainly because I was use to doing things by myself as an only child.  Even as I completed several classes in this program it still took me awhile to buy into collaboration.  As a result of my collaboration during this class, I am now more apt to discuss issues with my administrators because we really do have a common goal.  As I continue to grow professionally, I like to research best practices by new principals.  This upcoming school year we will have a new principal and there is already talk of a mass exodus.  The new principal that is coming is the exact opposite of the current principal.  Many of the veteran teachers are the main complainers to the change he is trying to bring about.  I’m interested in learning how principals come into a building and bring about cultural change on a campus.

References

Jennings, J., & Renter, D. (2006). Ten big effects of the No Child Left Behind Act on public schools. Phi Delta Kappan, 88(2), 95

McTighe, J. (2008). Making the most of professional learning communities. The Learning Principal, 3(8), 1, 4-8

Parsley, D., & Dean, C. (2006). Selecting the right data. Principal Leadership, 7(2), 38-42.