Allison Nelson

Synthesis of Major Lessons Learned

Over the course of the past four months, I have learned more about myself as a
teacher, leader, and future administrator than I ever could have hoped before beginning my
clinical experience. Through engaging class sessions, exciting job shadow and competency
experiences, and eye-opening reading assignments, my understanding of what it means to
be an effective administrator in todays schools has been molded, shaped, challenged, and
rebuilt: stronger than ever!
The stimulating class sessions, lectures, and Blackboard discussions provided
numerous topics on which I could reflect throughout the course of the semester; but the
most fascinating issues actually came from the learning that I did alongside my classmates
and colleagues. For me, the most intriguing topic this semester was the role that context
plays in school leadership. During this semester, I came to a much deeper understanding of
how important context is when debriefing or analyzing administrative experiences, and
when making leadership decisions. As I communicated and collaborated with my fellow
cohort members, I was amazed to learn how very different one school setting can be from
another. When sharing in class, commenting on a discussion board post, or reflecting on a
completed competency, I quickly realized the importance of reminding the audience (my
classmates) of my context.
Effective school administration does not happen in a vacuum, and what works in
one setting may very well fail in another. In administration, as in teaching, it is absolutely
critical to know and understand your audience. In their recent article, Inviting Students to

Learn, Dack and Tomlinson (2015) stated that excellent teachers have always been
students of their students, understanding that they cannot teach well unless they know
their students (p. 12). The same can be said for excellent principals. This past semester
has shown me just how important it is to fully understand the mission, vision, and values of
a school and to experience its staff, students, and surrounding community before taking on
the position of an administrator in that area. In my current district, Zeeland Public Schools,
we have had three superintendents over the course of the past three years; one lasted less
than a year before relocating. This unfortunate scenario was a perfect example of a strong,
experienced leader who didnt take the time to get to know his audience before making
drastic changes within the district and burning bridges that he didnt even know existed. In
any successful and effective leadership preparation program, it is important to
communicate that context is critical!
During my clinical experience, I have been able to see my school and my principal in
an entirely different light. The perspective of an administrator is quite different than the
perspective of a teacher, and I appreciated the opportunity to experience both roles in a
safe and supportive learning environment. While completing my competencies on staff
personnel, organizational management, and especially curriculum, instruction, and
supervision, I experienced what a mental shift it can be to think like an administrator. As
a teacher who also holds many leadership roles within my district, I am familiar with
approaching situations from the perspective of an instructional leader; however, seeing
through the lens of a building manager was new for me. Hiring new staff members,
overseeing facility concerns, and evaluating teachers were all areas where I felt grateful to

be completing my clinical practice, rather than learning on-the-fly in my first year as a

building principal.
Over the course of the past few months, I have also appreciated the opportunity to
learn from other skilled, experienced, and humble administrators in my area. I completed
the majority of my competencies side-by-side with my building principal, but I was also
fortunate enough to work with other strong leaders in my district during the semester. One
surprising take-away from observing multiple administrators with very different
leadership styles was experiencing the role that relationships play in every setting. As a
teacher, I know that strong relationships are paramount in my classroom; few things are as
important or valuable as the bonds that teachers build and maintain with students,
families, and colleagues. However, I have learned that relationships are equally as
important for administrators.
Combs, Harris, and Edmonson (2015), recently wrote about how administrators can
communicate in a way that inspires trust. They stated, Leaders hold challenging positions
in todays schools. Often hired to initiate change and increase student performance, leaders
can find it difficult to build trustyet we know that trust is the one thing that changes
everything (p. 18). They go on to say, The presence of trust can enhance an
organizations efforts to fulfill its mission, and the lack of trust can constrict those efforts
(p. 18). I could not agree more. The leaders that I learned from during this clinical
experience had all invested significant time, effort, and energy into developing a healthy
school community that is built on trust and supported by strong relationships. My principal
(and clinical supervisor) listens well, commits carefully, and follows through with whatever

she starts. She doesnt overshare information or gossip, and she demonstrates genuine
respect for her schools staff. Witnessing the power of trust and relationships in a school
setting has greatly enhanced my understanding of effective leadership this semester.
The required readings for this course have also had a profound impact on my
growth and development as a teacher-leader and future administrator. Prior to this
program, I was not a member of any educational organizations, I didnt use Twitter, and I
did not subscribe to any journals (print, email, or otherwise) that would help improve or
advance my practice. Now, my eyes have been opened to the world of professional
development in the area of educational administration and I am a much better student,
teacher, and leader because of it. Through the advice of my professors, I have joined
Twitter and now follow strong school leaders who point me to articles, studies, and growth
opportunities on a daily basis. I have also joined ASCD (Association for Supervision and
Curriculum Development) and I receive Educational Leadership magazine on a monthly
basis. Through the MPA program, I have grown to understand the importance of an
administrator who presents herself as the lead learner in the building, and I am confident
that I now have the knowledge and professional resources to put myself in that position.
As I reflect back on my clinical experience this past semester, I am profoundly
grateful. I have grown and developed into the type of leader that I have always admired,
and I am confident in my future. Through my classes, observation experiences, and
channels of professional development, I have learned what it takes to become a successful
and effective leader in the field of education; and I am both proud and humbled to realize
that I am on my way!

References

Combs, J., Harris, S., & Edmonson, S. (2015, April). Four Essential Practices for Building
Trust. Educational Leadership, 72(7), 18-22.

Dack, H., & Tomlinson, C. A. (2015, March). Inviting All Students to Learn. Educational \
Leadership, 72(6), 11-15.