My practicum experience has truly helped me to define who I am as a leader in education. The reason I began this journey in the first pace was because I knew that my life was to be spent serving others. Grace (1999) writes, “Ethical leaders do not exist for their own sake… their calling is to leadership which advances the common good… Leadership for others is leadership that matters” (Loc. 58). I lead for others by supporting them and encouraging them to reach their full potential. People naturally look to me for guidance, firm decisions, and ideas for continual growth. My experience throughout the course of this year has made me realize that my leadership role in education has just begun, and I look forward to both the challenges and successes ahead.
I learned from our exploration of Strengths-Based Leadership that I am an influencer, and I have a responsibility to my followers to provide trust, compassion, stability and hope (Rath & Conchie, 2008). I also learned that I am better as a leader when I am surrounded and supported by a team that complements both my strengths and weaknesses. According to Bolman & Deal (2013), wise leaders understand their own strengths, work to expand them, and build teams that offer an organization both diversity and strength in leadership. Finding team members with the strengths that I am lacking will always be essential to my success as a leader. Rath and Conchie (2008) further explain, “those who strive to be competent in all areas become the least effective leaders overall” (p. 7). I used to think that I would need to make up for the areas that were lacking by forcing myself to become those things that I am not. However, after this year of leadership experience, I have found it much more rewarding, effective and efficient to focus on leading with my strengths and let the rest of the team lead with theirs.
When it comes to my work in education, there is nothing I am more passionate about than equity. I truly believe “every student deserves the same opportunity for high standards of teaching, available resources, and equal expectations of academic results” (Childress, et. al., Loc. 448, 2009). This quote from our text puts into words the motivation behind everything I do as an educator. As an ESL specialist, my job has always been to hold our non-English-speaking students to the same high standards as their English speaking peers by giving them the tools they need to not only access, but also master the content.
Our group book study, Why are All the Black Kids Sitting Together in the Cafeteria?, was an incredible way to reflect on our own experiences related to race and equity. In fact, I asked our administrator to purchase twenty copies and started a book group at our school to start the kinds of conversations that we far too often avoid. Tatum (1997) included a quote by James Baldwin stating, “Not everything that is faced can be changed. But nothing can be changed until it is faced” (loc. 242). Racism is real, and we simply cannot continue to teach how we’ve always taught. We must continually reflect on our own practices as individual educators and lead the fight for systemic change.
Another part of my practicum experience this year was taking on the challenge of being our school behavior specialist. I was often reminded of Greene’s book, Lost at School, and my belief that all students want to learn and can learn when given the right tools and opportunities to succeed (Greene, 2008). I was able to use the ALSUP tool to help facilitate conversations with teachers and parents about several of our challenging students this year. Greene’s book together with my practicum experience taught me the importance of forming relationships – built on trust - with teachers, parents and students for the best possible outcomes. Coming up with practical solutions that everyone can agree to and working together as a team is key to student success.
This team mentality has helped us this year to strengthen inclusionary practices at our school and our ability to keep all students engaged and present as much as possible in the classroom. I completely agree with Frattura and Capper (2007), “When the same student or group of students is routinely removed from the classroom to receive instruction elsewhere, the classroom teacher is released from responsibility for learning how to teach not only these students, but all future students with similar needs over the rest of that teacher’s career.” This applies to all of our students who need extra support, including our ESL students, our students with challenging behaviors, and our students on IEPs. We need our administration, specialists, and teachers to carefully consider the individual child and determine what kinds of specific opportunities and resources that student needs to be successful, and preferably without removing him/her from the classroom. This year, I was able to lead staff development workshops that focused on meeting the needs of our students within the classroom, including topics from classroom climate to implementing an effective co-teaching model with other support staff.
My main focus and push during this practicum experience has been my interactions with our ESL families and creating a culture that welcomes our community as an important part of our school. I have learned through my community service project to not just treat every student as an individual, but to treat every family as unique, with expectations and beliefs equally as relevant and valuable as my own. I was reminded of a quote from Geneva Gay’s work, suggesting that the “standards of ‘goodness’ in teaching and learning are culturally determined and are not the same for all ethnic groups.” This helped me to approach my interactions with parents in a way that encouraged them to teach me, and by learning from them I was better able to support them in their role as the primary educators of their children. The ESL parents that attended my monthly meetings felt that their input was not only valued but pursued, and that their participation in the educative process is not only welcomed, but considered vital in the success of their child at school.
During this year of classes and practicum experience, I have met many remarkable people and read several books that have changed the way I think about leadership in education and administrative responsibilities. One of my favorite quotes by Charlie Jones states, “You're the same today as you'll be in five years except for the people you meet and the books you read.” The texts we explored, the speakers we heard, and the interactions I have had with our cohort teachers, my practicum supervisor and my peers, have undoubtedly made me a better leader. I have learned more about myself as an administrator this year that I ever thought possible, and I am so grateful to have experienced this journey with such a passionate group of people.
There are many things that I will do differently because of what I have learned this year, but most of them are simply because I have had a change of both heart and mind. I will look at situations differently and approach them with a boldness that I didn’t have before. I will make better decisions as a leader and then stand by them confidently. I will lead with my strengths, supported by the strengths of my team. I will take time and make time to communicate with our staff, parents and community. I will follow my heart and do what is right and what is best for our youth and their future.
As a result of my field experience, I have a new respect for the bigger picture of education. I spent time at district level meetings and witnessed the interactions and accomplishments of our district leaders. I observed teachers and administrators at the elementary, middle and high school levels, which gave me a more complete perspective of our role as educators. I watched my own school administrators in action and developed a much deeper appreciation for everything they do. Throughout the course of this year, I feel that I have learned from many of the very best, and I look forward to implementing my new knowledge in this exciting new season of my career in education.
REFERENCES
Bolman, L., & Deal, T. (1991). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
Childress, S., & Doyle, D. (2009). Leading for equity: The pursuit of excellence in Montgomery County Public Schools. Cambridge, Mass.: Harvard Education Press.
Frattura, E. M. & Capper, C. A. (2007). Leading for Social Justice: Transforming Schools for All Learners. Thousand Oaks, CA: Corwin Press.
Grace, W. (1999). Ethical leadership: In pursuit of the common good. Seattle, WA: Center for Ethical Leadership.
Greene, R. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.
Rath, T., & Conchie, B. (2008). Strengths based leadership: Great leaders, teams, and why people follow. New York: Gallup Press.
Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? and other conversations about race. New York: BasicBooks.
I learned from our exploration of Strengths-Based Leadership that I am an influencer, and I have a responsibility to my followers to provide trust, compassion, stability and hope (Rath & Conchie, 2008). I also learned that I am better as a leader when I am surrounded and supported by a team that complements both my strengths and weaknesses. According to Bolman & Deal (2013), wise leaders understand their own strengths, work to expand them, and build teams that offer an organization both diversity and strength in leadership. Finding team members with the strengths that I am lacking will always be essential to my success as a leader. Rath and Conchie (2008) further explain, “those who strive to be competent in all areas become the least effective leaders overall” (p. 7). I used to think that I would need to make up for the areas that were lacking by forcing myself to become those things that I am not. However, after this year of leadership experience, I have found it much more rewarding, effective and efficient to focus on leading with my strengths and let the rest of the team lead with theirs.
When it comes to my work in education, there is nothing I am more passionate about than equity. I truly believe “every student deserves the same opportunity for high standards of teaching, available resources, and equal expectations of academic results” (Childress, et. al., Loc. 448, 2009). This quote from our text puts into words the motivation behind everything I do as an educator. As an ESL specialist, my job has always been to hold our non-English-speaking students to the same high standards as their English speaking peers by giving them the tools they need to not only access, but also master the content.
Our group book study, Why are All the Black Kids Sitting Together in the Cafeteria?, was an incredible way to reflect on our own experiences related to race and equity. In fact, I asked our administrator to purchase twenty copies and started a book group at our school to start the kinds of conversations that we far too often avoid. Tatum (1997) included a quote by James Baldwin stating, “Not everything that is faced can be changed. But nothing can be changed until it is faced” (loc. 242). Racism is real, and we simply cannot continue to teach how we’ve always taught. We must continually reflect on our own practices as individual educators and lead the fight for systemic change.
Another part of my practicum experience this year was taking on the challenge of being our school behavior specialist. I was often reminded of Greene’s book, Lost at School, and my belief that all students want to learn and can learn when given the right tools and opportunities to succeed (Greene, 2008). I was able to use the ALSUP tool to help facilitate conversations with teachers and parents about several of our challenging students this year. Greene’s book together with my practicum experience taught me the importance of forming relationships – built on trust - with teachers, parents and students for the best possible outcomes. Coming up with practical solutions that everyone can agree to and working together as a team is key to student success.
This team mentality has helped us this year to strengthen inclusionary practices at our school and our ability to keep all students engaged and present as much as possible in the classroom. I completely agree with Frattura and Capper (2007), “When the same student or group of students is routinely removed from the classroom to receive instruction elsewhere, the classroom teacher is released from responsibility for learning how to teach not only these students, but all future students with similar needs over the rest of that teacher’s career.” This applies to all of our students who need extra support, including our ESL students, our students with challenging behaviors, and our students on IEPs. We need our administration, specialists, and teachers to carefully consider the individual child and determine what kinds of specific opportunities and resources that student needs to be successful, and preferably without removing him/her from the classroom. This year, I was able to lead staff development workshops that focused on meeting the needs of our students within the classroom, including topics from classroom climate to implementing an effective co-teaching model with other support staff.
My main focus and push during this practicum experience has been my interactions with our ESL families and creating a culture that welcomes our community as an important part of our school. I have learned through my community service project to not just treat every student as an individual, but to treat every family as unique, with expectations and beliefs equally as relevant and valuable as my own. I was reminded of a quote from Geneva Gay’s work, suggesting that the “standards of ‘goodness’ in teaching and learning are culturally determined and are not the same for all ethnic groups.” This helped me to approach my interactions with parents in a way that encouraged them to teach me, and by learning from them I was better able to support them in their role as the primary educators of their children. The ESL parents that attended my monthly meetings felt that their input was not only valued but pursued, and that their participation in the educative process is not only welcomed, but considered vital in the success of their child at school.
During this year of classes and practicum experience, I have met many remarkable people and read several books that have changed the way I think about leadership in education and administrative responsibilities. One of my favorite quotes by Charlie Jones states, “You're the same today as you'll be in five years except for the people you meet and the books you read.” The texts we explored, the speakers we heard, and the interactions I have had with our cohort teachers, my practicum supervisor and my peers, have undoubtedly made me a better leader. I have learned more about myself as an administrator this year that I ever thought possible, and I am so grateful to have experienced this journey with such a passionate group of people.
There are many things that I will do differently because of what I have learned this year, but most of them are simply because I have had a change of both heart and mind. I will look at situations differently and approach them with a boldness that I didn’t have before. I will make better decisions as a leader and then stand by them confidently. I will lead with my strengths, supported by the strengths of my team. I will take time and make time to communicate with our staff, parents and community. I will follow my heart and do what is right and what is best for our youth and their future.
As a result of my field experience, I have a new respect for the bigger picture of education. I spent time at district level meetings and witnessed the interactions and accomplishments of our district leaders. I observed teachers and administrators at the elementary, middle and high school levels, which gave me a more complete perspective of our role as educators. I watched my own school administrators in action and developed a much deeper appreciation for everything they do. Throughout the course of this year, I feel that I have learned from many of the very best, and I look forward to implementing my new knowledge in this exciting new season of my career in education.
REFERENCES
Bolman, L., & Deal, T. (1991). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.
Childress, S., & Doyle, D. (2009). Leading for equity: The pursuit of excellence in Montgomery County Public Schools. Cambridge, Mass.: Harvard Education Press.
Frattura, E. M. & Capper, C. A. (2007). Leading for Social Justice: Transforming Schools for All Learners. Thousand Oaks, CA: Corwin Press.
Grace, W. (1999). Ethical leadership: In pursuit of the common good. Seattle, WA: Center for Ethical Leadership.
Greene, R. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.
Rath, T., & Conchie, B. (2008). Strengths based leadership: Great leaders, teams, and why people follow. New York: Gallup Press.
Tatum, B. (1997). Why are all the Black kids sitting together in the cafeteria? and other conversations about race. New York: BasicBooks.