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My Reflections

My Reflections. Educational Leadership: Reflective Journal Jennifer L. Ceville ED552-EC01--Dr. Friestad-Tate Unit 10—March 08, 2006 Kaplan University. Educational Leadership. " If you do not know where you are going, every road will get you nowhere ." - Henry Kissinger

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My Reflections

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  1. My Reflections Educational Leadership: Reflective Journal Jennifer L. Ceville ED552-EC01--Dr. Friestad-Tate Unit 10—March 08, 2006 Kaplan University

  2. Educational Leadership "If you do not know where you are going, every road will get you nowhere." - Henry Kissinger This quote sums up my journey with this course as it guided me on my path to educational leadership. Knowing the reasons behind the Teacher Change Proposal, knowing how to perform a research analysis, knowing how to do a leadership self-assessment project helps me achieve the outcomes designed for this course. I believe I have met these outcomes and the intent of this reflective journal is to illustrate this fact.

  3. 1. Improvement in Teaching Practice: • Using course theory and independent research, describe how your teaching practice has been improved. The artifact of your choice should show a direct relationship between practice and outcome. It should demonstrate your deep understanding of concepts/strategies and your improved knowledge, skills, behaviors. • The Artifact: • Teacher-Leader Change Proposal: Enhancing Lessons with Technology Integration

  4. 1. Improvement in Teaching Practice: • The Artifact: • Teacher-Leader Change Proposal: Enhancing Lessons with Technology Integration To view this document, click the picture or the following link: http://ceville4life.com/TeacherChangeProposalCorrected.doc

  5. 1. Improvement in Teaching Practice: I have been able to demonstrate my deep understanding of concepts/strategies and my improved knowledge, skills, and behaviors in Educational Leadership by developing a Change Proposal that I can use in my school. Before taking this course, I had no desire to lead outside of my classroom. I thought that in a school environment the leaders were only the administration. After reading the articles presented in this course and doing further research to complete this assignment I changed my views. I see the value of becoming a teacher-leader and how I can influence the culture of my school.(Program Competency 4)(Knowledge Indicator 4K1).

  6. 1. Improvement in Teaching Practice: By implementing the proposal to integrate technology, I am able to help fellow teachers by providing technology training and strategies that will enable teachers to effectively integrate technology into their lessons. In doing so, they can use technology that facilitates teaching and learning across the entire curriculum.(Program Competency 4)(Performance Indicator 4P3) .

  7. 2. Mastery of Program Competencies: • The artifact of your choice should match one or more of the five program competencies. Thoroughly describe how the artifact displays your mastery in the specific program competencies. • The Artifact: • Leadership Self-Assessment Project

  8. 2. Mastery of Program Competencies: • The Artifact: • Leadership Self-Assessment Project To view this document, click the picture or the following link: http://ceville4life.com/LeadershipSelfAssessmentProject.doc

  9. 2. Mastery of Program Competencies: By doing this assessment (Ceville, 2005, March 8) I gained a clearer understanding that developing a mission statement gives me a clear vision or focus; an indicator of leadership. I never did a mission statement before this and the amount of trouble I had made me really frustrated. I kept going back to that first view I had. I don’t want to be a leader; I just want to teach in my classroom. Of course that was the frustration talking. I actually found an online mission builder (Covey, 2005) that helped me gather my thoughts to create my mission statement. It’s free and would probably benefit future students if Kaplan were to list it as a resource.(Program Competency 4)(Knowledge Indicator 4K1).

  10. 2. Mastery of Program Competencies: Additionally, the assessment portion of this assignment allowed me to reflect on my current leadership practices and recognize my strengths and weaknesses. I was able to develop action plans for each benchmark statement of excellence. These statements of excellence referred to Fullan (2001) and other researchers views on leadership. I was able to draw on Goleman’s (2000, 2004) research to develop my opinion of self-awareness and self-control. I found that leaders are not limited to the principal of a school. Nowadays, teachers can demonstrate their leadership beyond the classroom.(Program Competency 4)(Performance Indicator 4P3) .

  11. 3. Impact on Student Learning: • Reflect on how your K-12 student learners clearly exhibit vast improvement in critical thinking skills, subject matter and/or behavior. Describe how the artifact documents evidence of specific classroom tools used to show a positive impact on student learning in the short-term or long-term. The artifact proves a direct relationship between practice and impact. • The Artifact: • Research Analysis: Principals’ Instructional Leadership and Teacher Development: Teachers’ Perspectives.

  12. 3. Impact on Student Learning: • The Artifact: • Research Analysis: Principals’ Instructional Leadership and Teacher Development: Teachers’ Perspectives. To view this document, click the picture or the following link: http://ceville4life.com/RA552.doc

  13. 3. Impact on Student Learning: The research analysis was based on a study assessing the prescriptive models of instructional leadership, general studies of instructional leadership, studies of direct effects on teachers and classroom instruction, studies of direct and indirect effects on student achievement, and research reported in administrator preparation textbooks. The information I gathered from Blasé and Blasé (1999) will help me with my own instruction. (Program Competency #5) (Knowledge Indicator 5K1).

  14. 3. Impact on Student Learning: I can use the RG Model described in my own practice with my students. Although the model’s first theme is used for principals when working with teachers, I can do the same by putting myself in the principal’s role and my students in the teachers’ role. The first theme of the Model is that I would be effective with my students if I were to (a) make suggestions, (b) give feedback, (c) model, (d) use inquiry and solicit advice and opinions, and (e) give praise. I will continue to lead in my classroom and adapting this model to my instructional needs will only serve to make me a better teacher.(Program Competency #5) (Knowledge Indicator 5K1).

  15. Thank YOU! • Background music playing, “Stand by Me” by Ben E. King. • That lovely future leader to your right…one of my reasons for teaching! • Solana Ceville, age 9 • Any comments, questions, concerns? Email me! email@ceville4life.com

  16. References Blase', J., & Blase', J. (1999, August). Principals' instructional leadership and teacher development: Teachers' perspectives. Educational Administration Quarterly, 35(3), 349-378. Retrieved January 18, 2006, from University of Alabama-Huntsville database. Ceville, J. L. (2006, January 24). Research analysis: Principals’ instructional leadership and development: Teachers' perspectives. Retrieved March 11, 2006, from http://Ceville4LIFE.com/RA552.doc Ceville, J. L. (2006, March 1). Teacher-leader change proposal: Enhancing lessons with technology integration. Retrieved March 8, 2006, from http://Ceville4LIFE.com/TeacherChangeProposalCorrected.doc

  17. References Ceville, J. L. (2006, March 8). Leadership self-assessment project. Retrieved March 11, 2006, from http://Ceville4LIFE.com/LeadershipAssessmentProject Covey, F. (2005). Mission builder. Retrieved February 28, 2006, from http://www.franklincovey.com/missionbuilder/index.html?c=Keyword-Overture&n=missionstatement Fullan, M. (2001). Leading in a culture of change (1st ed., pp. 51-76). San Francisco, CA: Jossey-Bass.

  18. References Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90. Retrieved February 16, 2006, from Business Source Elite database (AN 2839618). Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 82-91. Retrieved February 16, 2006, from Business Source Elite database (AN 11800993).

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