My Philosophy of Educational Leadership Gretchen Watznauers Philosophy of Education -Critical Element Paper #1 Presented to the Department of Educational Leadership

and Postsecondary Education University of Northern Iowa -In Partial Fulfillment of the Requirements for the Master of Arts in Education or Advanced Studies Certificate -by Gretchen Watznauer North High School Des Moines, IA November 19, 2012 -Dr. Charles McNulty

I am pursuing an Advance Studies Certificate in educational leadership on my lifelong learning journey. Why educational leadership? I have enjoyed the opportunities to be a teacher leader over the past few years. A few of the leadership experiences I have enjoyed are being a teacher mentor, faculty advisory committee representative, department head, and leader of multiple professional learning community groups. I currently work with a strong administration team leading a reform effort in our building. Their new and innovative ideas are challenging, refreshing, and good for kids, and an inspiration to me. Learning excites and energizes me to try new things in my classroom and in professional development I lead. I believe that we become stagnate in the absence of lifelong learning. Research by Robbins and Alvy (2009) states, Some of the most essential behaviors a principal can model is a devotion to lifelong learning and a willingness to dialogue with members of the learning organization about how new learning can reshape existing knowledge. (p. 7) I enrolled in educational leadership courses to be a stronger teacher and an educated leader. It is important to lead by example for both staff and student. One must be current on education trends and provide direction in furthering the education of students with cutting edge research. I demonstrate my belief in the importance of education through continuing education efforts in an attempt to improve personally as a teacher and leader. Principals should educate themselves not only through educational courses, but also the happenings and the undercurrents of events affecting learning for their students and staff. The connection between research and current school environment allow the principal to guide the vision of the school through data driven decisions. Principals have a core set of practices they initiate to be successful. One must be true to the values they can live by and guide their practices

around these values. McKenzie et al (2008) identifies These core set of strategies and practices that are indicators of successful leadership are setting direction, managing the instructional program (teaching and learning program), understanding and developing people, and developing the organization (or redesigning the organization) (p.111) . As a principal, I will focus on the vision and mission statement of the school while creating an environment for student achievement. Teachers, students, administrative team members, parents, and community members, will come together and work as a team, to create a powerful vision and meaningful mission, which can be supported by all to increase student achievement. These statements will then guide all decisions made in the school. I will be an instructional leader. Although I will not teach daily in the classroom, as the instructional leader I will have an indirect effect on student achievement (Leithwood and Seashore Louis, 2012). As often heard in education, a student must know you care, before they will care what about what you know, even applies to the principal. This applies to teachers as well. I will use my teaching experiences and the experience of continuing education classes to guide teachers on effective teaching practices to educate and guide all students in the classroom. I must work with others to create an atmosphere within the school where teachers create and teach motivating lessons, students engage in learning opportunities presented to them, parents support teachers and students on the learning journey. I must provide our staff with continuing education of new and innovative ways to enhance student learning. I must afford teachers the opportunity of time to collaborate and use the strategies taught in professional development. We must spend time discussing, evaluating, and assessing use of the strategies to make modifications where necessary. We cannot continue to offer different strategies, like a flavor of the month, if we want teachers to develop relevant skills to use consistently throughout the building.

Focused, concise professional development that continues throughout the year to build on these skills will produce the best results. I believe climate and culture are essential to positive growth of pedagogy and academic success. I will have an indirect effect on learning for both teachers and students. My attitudes, beliefs, and values will be portrayed in behaviors I exhibit and decisions I make. If principals are to have an impact on instruction by building a positive school culture, they must foster collaborative and effective working relations among teachers (Leithwood and Seashore Louis, 2012, p. 32-33). I will have an open door policy, where all stakeholders are welcome. I will work with others in building a positive and proactive learning environment. A principal must be willing to coordinate efforts on many fronts. They depend on teams of people to fulfill the duties and responsibilities schools have to their students. Principals and teachers must collaborate on classroom initiatives, curriculums, building climate, family commitment, and community relations. No one person can fulfill all of these roles. A principal fosters a relationship with each of the teachers and uses their strengths to support the team effort moving forward. When teachers are tired, weak, or unprepared, the students notice and learning is affected. We will create teams of motivated, positive and encouraging teams to sustain the system. Principals also need to realize their direct impact on students through decisions effecting student achievement. When students know they are expected to be to class on time, they will be motivated to do so. Protecting instructional time by limiting interruptions of the daily schedule such as assemblies, announcements, fire and tornado drills, having clubs meet before of after school increase instructional time. This sends the message consistently that class time is important. When students see principals in the classroom, they know teachers are being assessed

and held to high expectations. They also begin to see the principal is interested in what they are learning. I believe that the climate and culture of the building are one of the biggest indicators of student success. A positive environment leads to richer learning experiences. Personal relationships are the foundation of being a successful person and leader. It is imperative to have positive relationship with those you guide. I feel this statement by Dunklees (1999) from his book, You Sound Taller on the Telephone, parents send us the best they have reinforces the desire to create positive relations with families. Student success begins at home. Principals need to build strong relations with the community, especially parents. Schools may need to teach parents how to be involved and have a positive impact with the school. This is done through parent meetings held several times a year, before school begins, or on an as needed basis. Studies confirm that when families are involved, more students earn higher grades in English and math, improve their reading and writing skills, complete more course credits, set higher aspirations, have better attendance, come to class more prepared to learn and have fewer behavior problems. (Robbin and Alvy, 2009, p. 178) These meeting can be open house events for parents and teachers to meet, expectations to be shared and questions to be answered. They can also include a variety of special event meetings, going beyond conferences, sporting events and graduation events. I have seen first hand the benefits of working together towards the goal of common good. A team that works together may have great minds that think alike, or members who think outside the box to make diverse decisions. I believe in distributive leadership in education. I work well with others. In my school, as Cub Scout and Boy Scout leaders, and a PTO member of my childrens school, and as a school board member, I have had the opportunity to work with many

teams of people. Working together as a team, fulfilling weak voids of others with strong traits of your own, seeing issues from multiple points of view leads to making well-rounded decisions. Distributive leadership does not mean less work, it means more focused work on more important issues. If each person or group of people focus on their task and do them well, the learning environment will be stronger. According to Leithwood and Seashore Louis (2012), distributing leadership more widely in schools does not reduce the principals work load (p.55). I will enable decision-making teams whose skills compliment one another and monitor their individual and collective successes that support the common goal. This team will work together to guide the school decision in the direction of fulfilling the mission statement. Divergent opinions will be acknowledged with respect and allow many different points of view on school issues. These groups can work together to develop creative solutions. As I consider myself becoming a principal, my mind swims with many I will statements. I will be bold. I will be fair and open-minded. I will work hard. I will be dedicated and not ask others to do anything I would not be willing to do myself. I will continue to learn. I will continue to support teachers. I will be an instructional leader. I will use distributive leadership to include many stakeholders. I will provide feedback to others and be reflective myself. I will create an environment where teachers are motivated and students are engaged. I will believe that each day can better. I will reach out the role models and those with wisdom to share. I will rely on teachers who are experts in their field and with children. I will let me values guide my decisions. I will be a team leader. I will be open to others and ask for assistance in areas where my skills are lacking. I will ask others to do their best. I will build positive relationships. I will encourage community support. I realize I cannot do it all alone, but with the assistance of others stakeholders we will all thrive. I will be the best education leader I

can be. I will continue to develop my leadership skills. I will be the best leader I can be. I will inspire others.

Works Cited

Dunklee, D. (1999). You sound taller on the telephone. Thousand Oaks, Ca: Corwin Press, Inc. Leithwood, K., & Seashore Louis, K. (2012). Linking leadership to learning. San Francisco, CA: Jossey-Bass. McKenzie, K. B., Christman, D., Hernandez, F., Fierro, E., Capper, C. Dantley, M., Gonzalez, M.L., Cambron-McCabe, N., & Scheurich, J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly 44(1), 111. Robbins, P., & Alvy, H. (2009). The principals companion. (4th ed.). Thousand Oaks, CA: Corwin Press, Inc.