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Sarah J. Koonce
Leadership Map
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
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
The University of St. Mary Conceptual framework states that; our conceptual framework
REFLECTION 3
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.
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
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
REFLECTION 4
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.
REFLECTION 5
References
Marzano, R. J., McNulty, B.A., Walters T. (2009). School Leadership that Works: From
Development.
Reeves, D.B. (2006). The Learning Leader: How to Focus School Improvement for Better