Reflective Practice

Jennifer Steadham


Reflective Experience

Throughout the coursework completed for this internship, the practice of reflective writing is expected of students. Prior to this course, I have not spent much time writing reflectively. As a mathematics teacher, my tendencies lie in analyzing data and programs for effectiveness. My reports have been technical and data driven. I have learned that reflective writing is an important skill and must be used by leaders and educators in general to develop an understanding of knowledge gained and what still lies ahead.

Writing reflections was a difficult task for me at the beginning of this coursework. Reflections should be personal in nature, scholarly in writing, and accurately demonstrate the skill or knowledge gained. A reflection should also include insight gained or insight sought. Insight gained is easy to reflect upon in writing. One can always find ways to describe what has been learned and proved useful by learning. Insight sought is altogether different mode of writing. Part of learning is to understand one’s weaknesses or deficiencies and identifying ways to correct the weakness or deficiency. I do not have a problem recognizing what I do not know, but in writing what I have learned, I usually find that I have found a source of information to combat the weakness. This is the greatness of reflective writing.

In the beginning of this superintendent internship, I wanted to record the facts about whatever I had done or learned, list something that I had learned, and move on. Very quickly, I realized that not only in the internship were professors expecting reflective writing from me, but every book I read about leadership, principals, or schools has a reflection portion at the end of each section or chapter. Gray (2008) states that reflections are a part of learning and what is required for good schools to become great. My own experiences with reflective writing before this internship were limited to devotional books and study.

In completing the reflections for the logs of each activity completed during the internship, I learned that in order to become a great leader, I must model the practices of other great leaders. Business executives reflect on progress and deficiency in order to manage successful corporations; principals should model this behavior according to Gray (2008). I have learned that I can identify a solution or source of information through reflection of knowledge gained. I am able to strengthen my skills and find reflective writing to direct my path to success. For example, I felt that I was not knowledge in certain areas of school law. After reading and reflecting, I found that I knew more than I realized about school law, and I could find the answers to questions using my research skills.

Prior to writing reflections during this internship, I thought that my conflict resolution skills were fairly good. In working through a situation on our campus as a part of my internship, I realized that my skills were tested. Upon reflection, I found a weakness that I did not know existed. After writing about this experience, I found that I would need more experience in this area, and I sought other opportunities to hone my skills in the area of conflict resolution. I thought that I could handle adults in the same manner as I did when I worked in my own business. Public school leaders must resolve conflict is a more diplomatic manner, and I developed strategies to add to my repertoire.

Through my major project for this internship, I have worked with many stakeholders in our district. Our Chapter 41 and bond elections have developed consensus building skills; working as an administrator, I employ conflict resolution and consensus building every day, but during this internship project, my skills have been honed. If I had been asked about my skill in these areas two months ago, I would have stated with confidence that these were an area of strength for me. In the previous two weeks, an organized PAC has developed in opposition to our Chapter 41 and bond elections, and I have attended more meetings than I thought humanly possible in the midst of TAKS/STAAR testing. I have been quoted in the local newspaper and by the local radio station more than I ever thought I would be. My skills have been polished as my patience has been tested. After spending years working with students and parents, this project has forced me to deal with adults not interested in our school or its future. This has been a transition for me, but I have been commended by my superintendent for my diplomacy. My blood pressure has seen new highs while two of my staff members have been amused watching me work to build consensus.

Creating research based professional development for our staff has been a challenge on a limited budget. In working with the school board, SBDM committee, and other staff members as well as outside consultants, I have spent time reflecting and researching my prior reflections to discover new professional development opportunities for our staff. As a small, rural school district, FISD is limited by funds and location so distance learning and the use of educational service center has been vital. In reading my prior reflections, I remembered some collaborative groups available at our educational service center and have worked with them to provide some training for our staff. Our local community college has also helped to provide some professional development with supplies from grant funds. Reflecting in my journal brought this to mind for me; it has been a great boom for our staff.

Work smarter, not harder, has become my mantra so that also applies to reflective writing. By spending time reflecting on my own practice each week, I can recognize ways to work smarter. I still work long hours as an administrator and educator, but I now try to find sources to provide me with the skills needed to create an exemplary school rather than forcing the exemplary model upon my students and staff. In reading what makes a great leader, I have found that many sources agree that reflection is vital. When a task is vital to success, one must make time for the task. I will make time each week to reflect on readings, work, and situations in order to better my practice. Without reflecting upon learning, I will only work harder which contradicts my mantra. Working smarter involves reflection on a timely basis; my intention is to spend each Tuesday afternoon in a reflective mode as an administrator. As a competitor, I want to win; reflecting is practice for winning.

While completing the self-assessment and reviewing previous responses, I
found that I still included competency 1 as an area of strength. Working as an administrator for the past
three years and an educator for twelve years, I feel acting with integrity, fairness,
and in an ethical manner to promote the success of all students is not only a
strength, but an area that I strive to lead students and staff as an example.
Without integrity, no educator can hold the respect of stakeholders The respect
of stakeholders is vital to the success of any educator or administrator.
For competency 2, I have established strengths as supporting a district
culture that promotes learning, facilitating the development and implementation
of shared vision, and facilitating the development, use, and allocation of
available resources. I also feel that I
am strong in recognizing and celebrating the contributions of staff and
community members, maintaining awareness of emerging issues, and have gained
strength this year in promoting awareness and appreciation of diversity. In
looking at areas that I feel competent, I have found that I have still listed
implementing strategies for involving all stakeholders, using formal and
informal techniques to assess school climate, and instituting procedures for
monitoring accomplishment of district goals. I did not list any areas for
improvement as I moved encouraging and modeling innovative thinking and viewing
problems as opportunities to a competent area. In the past year, I feel that I
have worked on these areas listed as competent and needing improvement as this
has been a year of change as we are trying to pass a bond and have a Chapter 41
election in May. I have worked with more stakeholders and had to learn to view
problems as opportunities many times in recent months.
Regarding competency 3, I have not listed any areas as needing
improvement. I did change three indicators to competent from the first
self-assessment; these include developing and implementing a public relations
program, gathering input from stakeholders, and communicating and working
effectively with diverse groups. In the past year, I have worked in this area,
but I will not call this area a strength until I know the results of the bond
and Chapter 41 elections. The outcome of the elections may sway may confidence
in this area. I moved several competent areas to strengths; I feel capable of
teaching others about articulate communication, gaining an accurate view of the
perceptions of others, using conflict management skills, articulating the
school’s vision, using proactive communication, and using effective writing,
speaking, and active listening skills.
As I reviewed my responses to competency 4 from the first assessment, I
found that I had no areas listed for improvement. I did not list any this
second time, but I changed some competent to strengths. I feel confident in
analyzing and responding ot factors affecting students and education,
communicating and working effectively with board members, using legal
guidelines to protect rights of students and staff, and preparing and recommend
district polices to improve student learning. The areas listed as competent
only were providing leadership in defining superintendent-board roles as I have
not had enough experience with this. I attend every board meeting and work with
the board, but I am not in a position as a principal to establish the role that
a superintendent does with regards to the school board. In accessing and
working with local, state, and national political systems to elicit input on
critical educational issues, I still need work to establish strength.
Competency 5 holds several strengths as I feel that I can facilitate
effective curricular decision making, implement planning procedures to develop
curricula, implement curriculum design and delivery systems, as well as use
assessment to measure student learning. I work as a principal with these
concepts on a daily basis along with evaluating curricula, facilitating the
integration of technology and effective communication, and ensuring staff
members have a working knowledge of accountability systems. These are included
in my current job description. However, I feel only competent in developing
collaborative processes for assessing and facilitating effective coordination
of creative thinking. I have a tendency to analyze and then seek input, rather
than seeking collaboration.
Strengths for competency 6 include facilitating the implementation of
sound, research based techniques, the ongoing study of current best practices,
and establishing a comprehensive program for student assessment for
accountability along with applying knowledge of special programs. I also
analyze organizational factors for teaching and learning. Areas of competency
are applying knowledge of motivational theories to all stakeholders,
implementing services and programs to address all needs, and using change
processes to improve adult learning. I still feel I need to improve
responsiveness to diversity as I do not have much experience with diversity.
For competency 7, I listed strength in improving teaching and learning
by professional development, implementing a comprehensive professional
development plan, working collaboratively to evaluate professional growth
programs, and delivering effective presentations. I feel only competent in
facilitating the application of adult learning principles, implementing
strategies to enhance the skill of all staff members, developing staff
evaluation models, and assessing organizational health. In the past, I felt confident
in diagnosing the health and school climate, but bond election can change
perceptions quickly. I have learned to be a more active listener, but I have
been surprised by some staff member comments regarding the school in recent
days.
In reviewing competency 8, I listed strengths in all areas except
managing my own time, implementing information systems to enhance efficiency,
and using revenue forecasting to address budgetary needs. My own time
management skills are lacking as I have a tendency to take on too many
responsibilities. Revenue forecasting should be a strength for me as I worked
as an accountant for many years, but our rapid ascent (or descent) to Chapter
41 has caused some doubt for me and my forecasting skills.
Competency 9 addresses the principles of leadership and management to
the district’s physical plant and support systems to ensure a safe and
effective learning environment. I listed each of these as a strength; my duties
as a principal require me to have the skills and to use them throughout the
year. Without emergency planning, I could not have managed this school year.
Our district has encountered two emergency situations this year, and both
times, I have been the only administrator on campus. My knowledge of our
planning and procedures were vital at these times.
Strengths for competency 10 are using appropriate problem solving
techniques, encouraging positive change, and analyzing political influences to
benefit the educational organization. I find that I feel only competent in
delegating effectively, implementing processes for gathering data, and using
collaborative decision making. In other competencies, I have stated that I take
on too much and do not delegate well. This is a skill that I must develop and
must work more collaboratively.