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Teacher as a Leader Reflection

Sarah J. Koonce

University of St. Mary

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Teacher as a Leader Reflection

Leadership Map

Leadership has long been perceived to be important to the effective functioning of

organizations in general and, more recently, of schools in particular (Marzano, McNulty, Walters

2009). The Leader enjoys the optimal combination of high results and deep understanding of the

antecedents of excellence, yet is perpetually seeking opportunities to improve (Reeves 2006).

Creating a leadership map helped me to look at our school retention, think about if our current

practices were effective, and what we could do to improve. The four main points on the map

were implement, manage personal transitions, monitor and evaluate, and create demand. I plan to

implement a study on our school retention by monitoring students retention over the last three

years, and continue to monitor retention each fall. I also plan to implement annual Likert surveys

to students, teachers, and parents at the school to monitor how they are feeling about things so

that our principal and school board can address problems or perceived problems through

marketing. After we get the results of retention and the surveys we have to evaluate any

information that was brought up and think about if there will be any first or second order changes

and how we will manage personal transitions. We will need to continue to monitor and evaluate

each year so that we can address problems as they arise with retention dropping between certain

grades, or problems that come to light on the annual surveys. The last point is to create demand

by focusing on the beliefs and ideals of our school, create opportunities for intellectual

stimulation and learning about how to increase student retention, and to be a change agent in

how we monitor and improve retention each year.

USM Conceptual Framework of Knowledge in Action

The University of St. Mary Conceptual framework states that; our conceptual framework
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build upon the belief that teachers are leaders who shape change though research and reflective

practice. Creating a leadership map followed this framework through research of best practices

and reflecting about our school and what we can to continually make it better. Creating this map

meets the second disposition in the framework which state that candidates in the program will

dedicate themselves to life-long learning and professional development, and the third disposition

that states that I will provide leadership in shaping change within learning communities.

Monitoring retention and looking at changes that may need to happen meet the fifth and sixth

dispositions to perform critical analysis and reflective practice with honesty and integrity.

National Board Professional Teaching Standards

I feel that this leadership map incorporates the third, fourth, and fifth core propositions of

the National Board of Professional Teaching Standards. The third proposition state that teachers

are responsible for managing and monitoring student learning. By implementing an annual

survey to monitor how the students are feeling about the school I will be better able to monitor

how students are feeling about the school and their learning experience. The fourth proposition

states that teachers think systematically about their practice and learn from experience. By

monitoring retention and the surveys I will be able to think systematically about retention and

use the information to plan what to implement next. Being a part of this class meets the fifth

standard that states that teachers are members of learning communities. Being a part of this class

has helped me to learn and grow as a professional.

USM Graduate Program Outcomes

This leadership map meets the first graduate program outcome which states that

candidates will draw from their knowledge of education theory and research to undergird the

form and informal education processes that impact p-12 students learning and learning
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environment. I used my research to create a plan for improving students retention which affects

the learning environment when students choose to leave the school each year. This project me the

third outcome which states that candidates critically reflect on ethical and moral implications of

actions as they relate to all learners. This was addressed when I submitted my certificate from the

National Institute of Health tutorial on the Protection of Human Research Participants, to the

University of St. Mary Institutional Review Board. This project meets the seventh outcome

which states that candidates apply quality principles of leadership, including skills of effective

communication, collaboration, and motivation to shape change and improve the learning

community. Our school focus this year is retention and I have shared this project with my

principal, co-workers, and school board. All together this course has met the eighth outcome

which states that candidates demonstrate the ability to be reflective practitioners by identifying a

problem, examining research, advocating a plan, and measuring and evaluating outcomes.
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References

Marzano, R. J., McNulty, B.A., Walters T. (2009). School Leadership that Works: From

Research to Results. Alexandria: Association for Supervision and Curriculum

Development.

Reeves, D.B. (2006). The Learning Leader: How to Focus School Improvement for Better

Results. Alexandria: Association for Supervision and Curriculum Development.