Writing Assignment
EDD 8103
Presented to Dr. Connie Kiefer
Lisa Marvel
June, 2010
Table of Contents
Table of Contents ............................................................................................................................ ii
Leadership and the Standards ..................................................................................................... 2
Plans for the near future .............................................................................................................. 5
Connections between internship activities, coursework and my leadership plan ....................... 8
The Standard with which I am most confident ......................................................................... 10
The Standard with which I need to become more familiar ....................................................... 12
References ..................................................................................................................................... 14
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Leadership and the Standards
Leadership occurs when one or more persons engage with others and
everyone involved is raised to higher levels of motivation and morality. Evidence
of this concept is found in Standards 2.1, promoting a positive culture and 2.4,
demonstrating knowledge of adult learning strategies, collaborative reflection and
personal professional growth patterns which reflect a commitment to life-long
learning. Likewise, leadership takes form in a plethora of situations and locations
and is demonstrated by members from many diverse groups. Leadership can be
witnessed by a very young pre-school child taking charge of other young learners,
the captain of the baseball team, the class president, the troop leader of Girl Scout
Troop 25, the owner of a small business or the CEO of a major corporation.
Standard 6 states that educational leaders have the knowledge and ability to
promote the success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and cultural context.
My personal philosophy of leadership centers around but is not limited to
public education. It is my belief that, within the public school as well as within
any organization, leaders have the greatest influence on those with whom they
have contact and contribute to the organization’s overall achievements and
failures. Good leaders are able to adapt to situations, are dependable, energetic,
persistent, tolerant of stress, ambitious, cooperative and willing to assume
responsibility (Stogdill, 1974). Standards 3.1, 3.2 and 3.3 which revolve around
managing the organization, managing operations and resources in a way that
promotes a safe, efficient, and effective learning environment is closely aligned to
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this particular aspect of leadership. Passages from Soder, Bennis and Goldsmith,
Kouzes and Posner, and Kotter, authenticate my perspective that today’s true
leaders are not afraid to take risks and frequently encourage other staff members
to become risk-takers as they promote the belief that learning comes from making
mistakes. Throughout text assigned readings, it becomes more apparent that
genuine leaders have a clear vision and with that vision in mind, they secure a
mission which ensures that the vision aspires toward reality. Standard 1 states
that educational leaders have the knowledge and ability to promote the success of
all students by facilitating the development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school
community. An organization with real leadership succeeds because all members
of the organization are aware of and continually strive to reach the vision and
mission. Continuous reading focusing on leadership portrays that leaders are the
empowering force that provides others with the necessary motivation and desire
to commit to the organization’s vision and mission. As quoted by Bill Gates, “As
we look to the next century, leaders will be those who empower others.” Leaders
encourage self-reflection, promote change, and have the ability to see beyond the
now and continually focus on the big picture. According to Bass, leaders help
followers see the big picture and how they connect to the leader, organization,
each other and the overarching goal. Leaders also must have the ability to
promote the success of all students by collaborating with families and other
community members, responding to diverse community interests and needs, and
mobilizing community resources (Standard 4).
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With sincere conviction, I believe that leaders instill a sense of trust with
their colleagues and possess genuine integrity while exhibiting high moral and
ethical standards. This part of leadership is reflected in Standard 5: Educational
leaders have the knowledge and ability to promote the success of all students by
acting with integrity, fairness, and in an ethical manner. Indisputably, leaders set
the standards and expectations for all others within the organization. Without
leadership, organizations are like a lost vessel floating aimlessly in the dark,
empty, endless ocean without a captain. Leadership evolves through professional
development, mentoring, coaching, and by providing opportunities for achieving
personal growth.
Thus far, I believe that I am on the road to becoming a successful leader
because I possess the following traits. I am not afraid of change; in fact, I
embrace it. Change keeps me motivated and inspired even thought it fosters the
road less traveled and in many instances is not the easiest route. Change is
essential for growth to occur. I strongly believe that a true leader has a clear
vision for growth, has the ability to create a climate in which all stakeholders
commit to the vision, are skillful in being able to manage the organization, are fair
and ethical and always act with integrity and have the gift of being able to work
collaboratively with a diverse group of people. Undoubtedly, I will continue to
amend my philosophy of leadership as I continue to grow professionally and
personally through experiences and course content.
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Plans for the near future
During the next six months, I plan to take on tasks in order to further develop my
leadership skills. First, during the summer months, I have assumed the role of the leader
among my district’s middle school math teachers. I was given the following two
Essential Questions. First, to what extent can students demonstrate their mastery of the
Essential and Important Grade Level Expectations (GLE) and What data can I use to
show student progress toward mastering the standards? The first task is to lead our math
teachers in developing a vision for overall math instruction for students in grades seven
and eight (Standard 1.1). It is my responsibility to ensure that that the vision is based on
relevant knowledge and theories and is applied to the district’s mathematical content (1.1
b). By the end of the assignment, I must have a master document of the GLE statements
with numbers assigned to each standard. This part of the project covers Standards 1.1b:
development of the vision will be based on relevant knowledge and theories applicable to
school-level leaders and applied to the school district content. 1.1c: data-based research
strategies will be used to create a vision that takes into account the diversity of learners,
1.1d: the district’s vision will be used to mobilize additional resources to support the
vision, 1.2b: data-based research strategies and strategic planning processes that focus on
student learning must be used to develop the vision drawing on relevant information
sources such as student assessment results, student and family demographic data, and
analysis of community needs, 1.3a: a program will be planned to motivate staff, students
and families to achieve a school district’s vision, and 1.4b: an understanding of the theory
and research related to organizational and educational leadership will be evident and
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engagement in the collection, organization, and analysis of a variety of information,
including student performance data is required to assess progress toward a district’s
vision, mission, and goals.
The second part of my task requires the use of the new Prioritized Curriculum to
determine which GLEs should be assessed in each quarter keeping in mind that the new
Delaware Comprehensive Assessment System (DCAS) will only assess the Essential and
Important GLEs. The GLEs that will be assessed must be listed on the matrix and the
process stands must appear in each quarter of the matrix. Completion of this part of the
project will cover Standards 2.1a: demonstrating an understanding of a variety of
instructional research methodologies and analyzing the comparable strengths and
weaknesses of each method, 2.2b: using qualitative and quantitative data, appropriate
research methods, technology, and information systems to develop a long-range plan for
a district that assesses the district’s improvement and accountability systems, 2.3a:
facilitation and engagement in activities that use best practices and sound educational
research to improve the instructional program, 2.3b: assisting school and district
personnel in understanding and applying best practices for student learning, 2.3c:
applying human development theory, proven learning, and motivational theories, and
concern for diversity to the learning process, and 2.4a: demonstrating knowledge of adult
learning strategies and the ability to apply technology and research to professional
development design focusing on authentic problems and tasks, mentoring, coaching,
conferencing, and other techniques that promote new knowledge and skills in the
workplace.
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The next part of the project is to begin constructing common quarterly
assessments and determine an assessment window during which all grade 7 and 8
students will take the assessment. Effective construction of this part of the project will be
ongoing and continue throughout the 2010-2011 school year. Standard 3.1a:
demonstrating the ability to use research-based knowledge of learning, teaching, student
development, organizational development, and data management to optimize learning for
all students will be addressed at this phase of the project. Likewise, Standard 3.2a:
involving stakeholders in aligning resources and priorities to maximize ownership and
accountability, 3.2c: developing staff communication plans for integrating divisions and
3.2d: promoting and supporting community collaboration among district personnel is also
addressed with this part of the project.
The final part of this activity includes establishing a calendar for delivery of
CMP-2 units of instruction and creating Assessment Probes to indicate progress at
measured intervals. Standard 4.2d: effectively and appropriately assessing, researching,
and planning for diverse district and community conditions and dynamics and
capitalizing on the diversity for the community to improve district performance and
student achievement will be addressed at this phase. Throughout all aspects of this
particular project, it will be essential for me to demonstrate a respect for the rights of
others with regard to confidentiality and dignity and engage in honest interactions (5.1),
combine impartiality, sensitivity to student diversity, and ethical considerations as I
interact with others (5.2) and to make and explain decisions based upon ethical and legal
principles (5.3).
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During the summer, I will also be a part of the professional growth for a new
Algebra I curriculum. The goal of this professional development will be to develop a
vision for success for Algebra I students, become an expert in both content and pedagogy,
align assessments with the Standards and utilize data to assess student performance.
Connections between internship activities, coursework and my leadership plan
From completing internship activities, coursework, and from scripting various
leadership plans I have discovered a great deal of lessons with regards to leadership. A
powerful lesson that I acquired last year is that leadership is essential to complete the
triangle of Content, Instruction, and Assessment. I learned that components of high
poverty and high achieving schools include: sound administrative practices, aligned
curriculum, ongoing assessment, differentiated instruction, and support. To promote
student achievement, there must be high expectations for ALL students, early warning
systems must be in place, and there must be deliberate use of instructional time.
Administrators must support increased teacher content knowledge, common aligned
assessments, common planning times, coaching and professional development, the use of
technology to motivate students, curriculum integration and increased parental support.
After attending the Aspiring Administrator Program, I realized that an
instructional leader must define roles, set clear goals, and narrow the focus between
curriculum and instruction. I learned several ways to deal with teachers who are stuck
and/or are experienced which include: create a level of discomfort, provide coaching and
evaluation with the focus on students, set expectations early, provide a level of patience
and if they are lead, age and experience will not matter.
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I was blessed with the opportunity to attend the National Council of Teachers of
Mathematics (NCTM) conference in Washington, D.C. last spring. Upon returning to
school, there were many views that absolutely had to be shared with other teachers. As a
leader, I reminded teachers that they teach students. Of course teachers have content to
teach; but ultimately, they teach students. Teachers must be aware that they play an
important role and have an affect on students during middle school. Attending NCTM
helped me to understand that the most common tool of Influential Teacher Leadership is
verbal persuasion. In order to master sources of influence on vital behavior, there are
three types of motivation. Personal Motivation- make the undesirable desirable, Social
motivation – peer pressure, and Structural Motivation – design rewards and demand
accountability.
During the summer of 2009, I spent a week at the Cape Henlopen 9th Grade
Campus where I applied research on instruction that works in classrooms. It was my
responsibility to share with others that teachers must be cognitive as they plan lessons to
include authentic lessons in which students have opportunities to take ownership. An
increase in student engagement presents an increase in student achievement. With tthat
said, collaboration is the key to success.
From October 2008 through June of 2009, I served as the Lead Teacher for the
Numbers 2 Grant (a partnership with Salisbury University) where I reviewed lessons
produced by a lesson study group. The study concentrated on the Third International
Mathematics and Science Study (TIMMS). Part of my task was to view video of typical
lessons taught in Japan. From the study it was noted that in Japan, collaborative lesson
planning is a regular part of the school day, while such planning seldom takes place in the
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United States. Lesson Study is based on educational research and theory that originated
in the U.S. yet is implemented primarily in Japan. It was my responsibility to set up and
facilitate meetings with Salisbury State University, Laurel High School teachers, and
district office personnel. The goal was to persuade teachers to consider more
collaboration among peers and to develop a thirst for continuous learning.
The varying assignments which I have participated as part of the Internship
process for the Doctoral Program have been rewarding and beneficial in assisting me to
grow both personally and professionally with respect to leadership. Each activity gives
me more confidence as I accept further leadership challenges. It is quite interesting how I
now analyze those in leadership positions and how I constantly relate leader’s decisions
and philosophies to the standards. Oddly, I am finding that there are not that many
authentic leaders. Quite a few I have found are simply leaders only by their title. More
and more I come to believe that all leaders should continue personal and professional
development focused on leadership skills, traits, and theory. The Doctoral Program has
surely changed my views and beliefs from what I once thought made a true leader.
The Standard with which I am most confident
As a leader, I feel most comfortable and confident with Standard 2: School
District Culture of Teaching and Learning. During the past school year, I had the
opportunity to assist my fellow team members in developing and carrying out a plan of
action which promoted a positive school culture. Before our students came in August, we
developed a rigorous plan of action which included high expectations and accountability
for all students. We found that our plan which was supported by all team members
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showed our students that we were a cohesive unit striving to assist each student to reach
his/her potential. Moreover, I am very involved in learning about and providing an
effective instructional program via applying best practice to student learning. During the
course of the 09-10 school year, I served as a co-teacher leader through the Delaware
Mathematics Coalition. My role as a teacher leader involved leading middle school
mathematics teachers from all districts within the state of Delaware in mathematics
instruction via content and pedagogy. Lessons were planned so that Delaware’s math
teachers were engaged in activities using best practice and sound educational research to
improve instructional programs (2.3 a). The professional development provided was
based on a variety of instructional research methodologies including Learning Focused
Strategies (pedagogy) and the Connected Mathematics Program (content) which is the
States’ recommended mathematics curriculum (2.2 a). Resources were provided to all
teachers to sustain the instructional program (2.2 d). Throughout the year, my goal was
to ensure that as a teacher leader I demonstrated a knowledge of adult learning strategies,
applied technology and research to professional development focusing on authentic
problems and tasks, provided assistance as a mentor and/or coach and provided
opportunities for conferencing with teachers to promote new knowledge and skills (2.4
a). Part of my task was to focus strategies such as observations and collaborative
reflections to help form comprehensive professional development plans with each district
within the state including professional personnel (2.4 b). In many instances, district
administrators attended the professional development. It was also my duty to instill a
commitment to life-long learning and best practices (2.4 c). Professional development
sessions took place on a monthly basis and continue throughout the summer; therefore, I
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remain committed to promoting the success of all students by upholding a positive school
culture by providing an effective instructional program, applying best practice to student
learning, and designing comprehensive professional growth plans for the staff.
The Standard with which I need to become more familiar
In order to become a more effective leader, I am aware that I need to become
more familiar with Standard 3: School District Organization, Operations, and Resources.
Thus far, I have had only a few opportunities to use research-based knowledge of
learning, teaching, student development, organizational development, and data
management to optimize learning for all students in a manner which has an impact on a
large population. It is my goal to work with administrators this summer to assess
student’s Delaware Student Testing Program (DSTP) scores in order to involve
stakeholders in aligning resources and priorities to maximize ownership and
accountability (3.2 a). In addition, I need to find opportunities to organize fiscal, human,
and material resources, giving priority to student learning and safety, and to demonstrate
an understanding of the district budgeting processes and fiduciary responsibilities (3.1).
It is my hope to work with administrators to better understand the district finance
structures and models to ensure that adequate financial resources are allocated equitably
for the district (3.3 c). Likewise, I have only had minimal options to involve stakeholders
in aligning resources and priorities to maximize ownership and accountability (3.2 a).
Thus far, I have been able to use appropriate and effective needs assessment, researchbased data and group process skills to build consensus, communicate, and resolve
conflicts in order to align resources with the district’s vision (3.2 b). However, I need
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experience using problem-solving skills and knowledge of strategic, long-range and
operational planning (including applications of technology) in the effective, legal and
equitable use of fiscal, human, and material resource allocation that focuses on teaching
and learning. It is evident that I become much more involved in managing the
organization, operations, and resources in a way that promotes a safe, efficient, and
effective learning environment.
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References
Bass, B. M. (1990). From transactional to transformational leadership: Learning to
share the vision. Organizational Dynamics, (Winter): 19-31.
Bennis, W., & Goldsmith, J. (2003). Learning to Lead: A workbook on becoming a
leader (3rd ed.) New York: Basic Books.
Kotter, J. P., (1996). Leading Change. Boston: Harvard Business School Press
Kouzes, J. M., & Posner, B. M., (2007). The Leadership Challenge (4th ed.) San
Francisco: Jossey-Bass
McCall, M. W. Jr. & Lombardo, M. M. (1983). Off the track: Why and how successful
executives get derailed. Greensboro, NC: Centre for Creative Leadership.
Soder, R., (2001). The Language of Leadership. San Francisco: Jossey-Bass.
Shead, M. W., (2007). Leadership Trait Theory. Retrieved March 16, 2009, from
http://www.leadership501.com/leadership-trait-theory/22/.
Stogdill R. M., (1974). Handbook of leadership: A survey of the literature. New York:
Free Press.
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