THE LEADERSHIP CHALLENGE

The Leadership Challenge Ashley Singer New Haven, CT

THE LEADERSHIP CHALLENGE The Leadership Challenge The leadership role I would like to undertake would be a vice principal in a

small school, where my role would extend beyond student and discipline issues. The issue I will be addressing is updating technology in the older building, as well as training all teaching staff on the new technology. The training would not have to wait for professional development days; I would sacrifice precious staff meetings in order to get moving on the new technology. I will be utilizing motivational factor 5 Self-actualization needs are expressed through an individuals desire to reach his or her full potential. (Green, 2009) Every teacher would like to be more efficient and knows that technology increases student engagement. Motivating teachers by pointing out the possible positive outcomes will help get them on board. This is a much needed update in the building for several reasons. The school does not have up to date information on student grades or attendance, which is a major problem and allows students to fall through the cracks more than if an up to date information system were in place. We also do not have a computer lab or library, so having student computers in each classroom is a must for any type of research or word processing. Lastly, as is the case in most schools, we struggle with 100% student engagement, which can be remedied with things like Smart Boards and projectors. The last major update would be a new grade book program. The program I have in mind would make grades accessible to parents, and would make report card time much easier on our guidance councilor and teachers. The program would be internet based, instead of network based, so teachers would be able to input grades from any computer, even if they arent in the school building. The

THE LEADERSHIP CHALLENGE grade book also offers a way to track attendance by class period. Currently there is no method in place to input attendance, allowing students to avoid class, either by cutting or by finding staff members to excuse them.

I would ask staff members to identify problems they are having with current technology. I would expect to hear about how outdated the grade book program is, lack of regular attendance during every class period and parental complaints about access to information. I would also expect to hear about a general lacking of technology in all classrooms, like Smart Boards and student computers. I would then poll staff members on how willing they would be to learn about the new types of technology, as well as the type of training that they feel would best help them learn. I am expecting some teachers to not want any change and fear technology and others to be very excited. From my experience I would expect the survey results to be that an initial training would be welcomed as well as a return visit to further explore all the possibilities for new programs and equipment. Many times after getting something new and having training on it, I try out the new thing, whatever it may be, and have more questions that I did not previously know enough to even ask. Because Empowerment cannot be practiced successfully apart from enablement (efforts by the school to provide support and remove obstacles). (Sergiovanni, 2007), we need to enable teachers to be more efficient and help to maximize students engagement; then teachers can begin to feel empowered by the support and access to new equipment. The biggest challenge I expect to face is staff members who are resistant to change. Usually older teachers are kind of set in their ways and teach in the same

THE LEADERSHIP CHALLENGE format year after year. Often times, at least in the urban district I work in, also have very low test scores. To over come this hurdle I would present the individual with data from their own classrooms as well as data showing how much better student do when they are more engaged. I would also reassure the resistant staff members that they would get all the support they need with returning visits from trainers. Another challenge I would have is making sure that staff is using all the new things to the highest potential. Often times in the building I am in, I see people getting new things and then never putting in the time to change their plans to use

them. I would provide extra planning time for staff to develop lesson plans and units that include new classroom technologies, with our technology personnel checking in on periodically to answer questions. I would point out the importance of keeping in touch with families and keeping track of students. Teachers would be mandated to take attendance every class so that the office would be able to keep track of attendance or tardy issues, which can be major problems in urban districts. If the office were constantly up to date about students whereabouts, the school would be able to relay more up to date information to our truancy officer and students probation officers, as well as our PPT chair for PPT meetings. Teachers would also be required to keep grade books up to date so that parents could check in on their students. This would also help teachers from getting behind on grading. ISLLC standard 2 states that A school administrator is and educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to students

THE LEADERSHIP CHALLENGE learning and professional growth. (Green, 2009) By creating a movement towards

technology I would be keeping the culture of the school current, giving students and staff members the opportunity to keep up with the latest school practices and technology. The teacher would be able to attend professional development on new ideas and technology that they could transfer into their classrooms as well as take with them if they advance to leadership positions. By utilizing a new grade book with attendance capabilities I would be enabling teachers, secretaries and the guidance councilor to be more organized with student records. I would also be supplying teachers and students with new resources. Teachers would be able to use new skills in the classrooms and students would be able to continue their educations with computer skills they may not have acquired by other means. These attributes of my initiative satisfy standard 3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.(Green, 2009) The third ISLLC standard that apply to my initiative is standard 4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.(Green, 2009) By using the new grade book program families will be able to keep up with their students. They will be able to access current, up to date grades in each class with their students user name and password. A major complaint we get is that our school website is never up to date so parents cannot rely on it.

THE LEADERSHIP CHALLENGE References Green, R. L. (2009). Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards (3rd ed). Boston, MA: Pearson. (Original work published 2001)

The Jossey-Bass reader on educational leadership (2nd ed.). (2007). San Francisco, CA: John Wiley & Sons.