Online Conversations on Leadership and Learning - Assignment Example

A Report on Online Conversations on Leadership and Learning In a span of many weeks, multiple conversations transpired over the internet ranging on a wide spectrum of topics on leadership and learning Entries were impressively rich with intelligence and wisdom, apparently, the fruit of careful study and reflection. I myself found it stimulating to be part of this learning community online. Reading the posts gave me a lot of insights and formed my personal perspectives. I was encouraged to read up so I could contribute equally thought-provoking posts. It would be impossible to consolidate everything I have learned in the posts in a mere 1,250 words, so I will just write on those that deeply struck me. Discussion Box 1: Leadership The posts were mostly critical of Ingram’s leadership style. Where on first reading, he seemed to be an ideal leader because he was successful in lifting up the flagging camaraderie in the school, he concentrated on the things that he thought he was needed in and failed to prop up those that were likewise in need of improvement, but he did not seem to have the expertise for. Take the curriculum, for instance. He was unsuccessful in improving it in the early stages of his leadership, without realizing that this should be the main thing he needed to work on. I contributed a post on leadership that attracted responses from the mob. It was about the leader’s awareness of his own fallibility and humanity. He possesses humility that he also needs to be helped by his members. Tracy’s comment on people who ‘lionize’ leadership and set up ultra high standards which they or their members cannot uphold with the intention of gaining a reputable impression rings through in many organizations. Ingram’s position of leadership was that he had very good intentions for Heronwood, however, he spread himself too thinly, thereby holding on to his many roles. Being a good leader means empowering his members to likewise be good leaders who are trusted enough to act on their discretion for the good of the institution. Tracy’s example was her very dynamic principal who can let go of some of his leadership roles and allowed some of his senior students to implement their creative ideas in celebrating the school’s 40th anniversary. There is an exhilarating feeling of fulfillment at being successful in the tasks they were trusted with. Neville remembered the “unheroic” leaders described in one of our readings. These are the people who are more after the good of the group rather than the glory of leadership they can claim for themselves. Discussion Box 2: Chapter 5 of Stoll, Fink and Earl In light of Stoll, Fink and Earl, the posts kept on analyzing Ingram’s leadership style. He seemed to have very good intentions, but unfortunately, he did not get around to fulfilling much of his goals. He dwelt on establishing harmonious, positive relationships and left the business of running a school hanging. Many of the posts agreed that he would have benefited from reading Stoll, Fink and Earl. Jennifer posted an interesting quote from one of her readings. It says achieving the right balance between management and educative leadership is truly difficult, as the leader needs to display an ability to read “their school’s local and system-wide context to improve its resourcing and positioning by drawing on their observations” In short, the job of a leader includes finding out what the culture of the school he is leading is and maximizing the available resources to uplift it. Christine’s post on schools allowing parents to get involved was truly stimulating. Parents have the inherent right to be involved in their children’s lives especially in the area of Education. My own posting about letting parents be involved in school attracted reactions. I shared my insights that there are pros and cons to parents getting involved in their children’s schools. Andrea agrees that parents should be welcome to take a stronger position in their children’s schools, however, what is required is a strong leader who can quell any controversies this may cause. My readings on the Reggio Emilia approach in some progressive schools made me think of how parents and the whole community can be a valuable resource to schools, especially if they all hold the same philosophy of letting their children construct their own learning through a variety of projects. In this way, the whole community learns and grows together with the children. Of course there are risks that giving the parents an opportunity to take part in the school system may backfire, as they might take on more authority than necessary. Neville’s thought provoking comment on parents knowing what to teach the kids, and teachers knowing the “how” part is interesting. Of course it is the parents who know their children best so they have knowledge of how their children are and what their children need to know to survive life’s challenges, but it is the teachers who know the strategies in making the children learn what they need to learn. Each party should know their place. Discussion Box 3: Problem Statement Carolyn’s post on students getting involved in their own communities and actually making changes may be related to the previous postings of leaders looking into the culture of the school and the community it belongs to. Synergy of leaders, teachers and students with regards to making changes instead of maintaining the status quo is a necessary element for progress. It made me think of my own PBL scenario of giving students learn by doing and making use of community resources. Discussion Box 4: Community Capacity Building Tracie discussed her reading on the collaboration of schools in community building. She enumerated some factors necessary in ensuring success. Foremost is understanding of and commitment to collaboration and inclusion. An environment of openness, trust, mutual respect and sincerity in relationships is also key. Effective leadership is a must so members are kept in check on their tasks and possible negative emotions, dissipated or well-managed. Good esteem is encouraged when there is recognition and celebration of the diversity of knowledge and talent within the community especially if there are tangible results or products gained from hard work. Responsibility and accountability of all participants are called on to sustain the collaborative nature of community building. Discussion Box 5: Needs and Background I posted a controversial observation on students being monitored by their parents via webcam. This way, parents have access to their children in schools anywhere, anytime they wish. Anne-Marie Claire felt uncomfortable with this scenario, saying it sounds “Big Brotherish” and students may not behave as natural as they would have if their parents could not see them. Parents’ presence/monitoring in their children’s lives should be eased out as their children grow older and more independent. However, their support and involvement in their children’s schooling must always be available as called on. Kim’s witty insights on the installation of webcams in classrooms may be a sign of paranoia rings true in most cases. Giving children freedom to be, is a gift that we adults usually take for granted, as we think we always know what is best for the younger generation. Neville agrees that there are better ways to involve parents in the education of their children than “eavesdropping” on how their life goes without our presence. Discussion Box 7: Recommendations At the end of the day, reflection on how we were as teachers, parents or plain human beings, brings about changes in how we think and behave in the following days. I did a post on how teachers need to be reflective so they become self-aware and know their core skills and also limitations. Tracie focused on being reflective in communication with others. Kim’s response impressed me and she gave the gist of her reading on David Tripp’s book on teachers’ reflections. She says, “the majority of teachers tend to make practical and reflective judgments as a matter of course and that as they become more ‘expert’ in their profession their decisions tend to reflect this. He also maintains that teachers are to a certain degree less involved with diagnostic and critical judgments.” Our reflections on our teaching forms our professional judgments, and these are what truly affects our students. That is why it is critical to reflect on our actions and words as all these project the kind of learning we would want for our students. Neville’s point of self-dialogue as a way of reflection is helpful. He claims that this Vista facility which all of us are benefiting from, is one important resource in helping us all reflect about the perspectives and every-changing opinions we have on a variety of things. Read More