Running Head: SELF REFLECTION 1

Inward and Upward:

Self Reflection as a Catalyst for Change
Sara Palmosina
Old Dominion University

SELF REFLECTION 2
Inward and Upward: Self Reflection as a Catalyst for Change
Education reform is a nationwide buzzword. This topic is usually paired with statistics of
poor performance and blame placed upon teachers, schools, and districts for failing Americas
children. Todays mandated standards of learning, call for a more skilled workforce, and strong
emphasis on data-driven education through research-based methods are far cries from the
prospects of the one-room schoolhouses of yesteryear. In a world full weighty demand, there is
no room for half-hearted efforts. Today, institutional growth and advancement depends upon the
realization of a need for change and the people responsible for bringing it to fruition.
Synthesis
The need for education reform stems from the rapid pace of societal change. Individuals
and organizations make millions of dollars peddling the latest academic programs promising to
make learning more engaging and achievement more likely. However, according to Glickman,
Gordon, & Ross-Gordon (2014), We cannot become more effective as supervisors unless we
know what we are doing (p. 105). School leaders cannot venture to make changes in their
buildings unless there is a clear understanding of what is already going on. They must also
apply this concept to their own influence on the people they lead. Therefore, a most critical
aspect of being a strong leader is being aware of personal beliefs, attitudes, and actions and being
open to exploring the cognitive dissonance that arises from a comparison between these, the
insights of others, and hard facts (Glickman, Gordon, & Ross-Gordon, 2014). Unrest created by
the disparity in performance and perception is often catalyst enough to spur growth and change.
With a whirlwind of initiatives that seems to grow fiercer by the minute, it is imperative
to have a solid foundation upon which schools can build success. Accordingly, strong teamwork
is paramount to educational reform. Although supervisors must be confident in their abilities
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and make decisions regarding action steps based on position, credibility, and authority, they
must also clearly understand the importance of working with other staff members (Glickman,
Gordon, & Ross-Gordon, 2014, p. 115). In fact, a critical step to becoming an effective leader is
mastering a variety of supervisory behaviors and knowing when best to employ them.
According to Roth, Assor, Kanat-Maymon, & Kaplan (2007), as quoted in Glickman, Gordon,
& Ross-Gordon (2014), The more self-determined teachers are, the greater their sense of
accomplishment and the greater their students self-determination (p. 122). Therefore,
identifying situations that require concentrated support and concrete assistance as opposed to
other instances in which shared responsibility may be enough to facilitate change is key to
appropriately fostering student and teacher growth (Glickman, Gordon, & Ross-Gordon, 2014).
Reflection
Our beliefs guide our actions, and our beliefs provide us with the best guidance
when they are informed by accurate knowledge about the effects of our behavior on those
around us (Glickman, Gordon, & Ross-Gordon, 2014, p. 111). It is human nature to look for
reasons for failure in things beyond our control. Parents blame teacher ineptitude for students
failing grades. Teachers blame the lack of parental support for the increase in unmanageable
students. However, Glickman, Gordon, and Ross-Gordon (2014) assert that change is only
possible when pointing our gaze both forward to the future and inward on our influence.
Applying this view to the teacher evaluation system provides a concrete representation of
its undeniable truth. Although it is a school leaders job to evaluate the effectiveness of his or
her teachers, it is of equal importance for leaders to evaluate themselves. Knowing that actions
produce outcomes (positive and negative, seen and unseen), understanding influence is critical to
finding the pulse of a school community. Using 360 feedback, looking at personal perceptions,
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staff opinions, and hard facts gathered through observation, a leader forms a more
comprehensive view of his or her influence within a building. Furthermore, as leaders learn
themselves, they can more effectively employ techniques to evaluate and grow staff members.
Although it is desirable to find commonalities between the various data sources,
indicating harmony between intended and received messages, it is in the differences that one can
truly find opportunity for growth. My principal once informed me that I reminded him of a
teacher in our building. Knowing the teacher, I was taken aback that my principal would
compare me to someone with such a hard exterior and dry sense of humor. Later that evening, I
replayed the conversation and compared my principals perception to my own collection of
memories. In examining the two, I realized that my demeanor changed when I was around
people of authority. Wanting so badly to make a good impression, I stepped out of my typical
jovial persona and into a more professional skin. Not only was I unaware of this switch, but also
its potential to alienate others who could view me as unapproachable. Although it made me
uncomfortable at first, embracing the cognitive dissonance and examining its structure afforded
me the opportunity to learn about myself, unveiling actions concealed by my unconscious Johari
Window pane, and aided in the formation of a plan to improve myself and my job performance.
Conclusion
Change is inevitable. Improvement is necessary. Still, we can only change and improve
the things we are aware of. Although it is important to be reflective on our own actions, to
believe only our own self-perception is to court disaster (Glickman, Gordon, & Ross-
Gordon, 2014, p. 105). Reaching outward, being open to hearing the opinions of those around
us, and seeking the guidance of others can help school leaders to gain a more comprehensive
understanding of themselves and what they need to do to foster the change they strive for.
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References

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and instructional
leadership: a developmental approach (9th ed.). Boston, MA: Pearson.