Readings Journal about Leadership in School - Literature review Example

Readings Journal The following entries are summaries of the learning I have absorbed in my readings. It highlights the points that have resonated with me, those that moved me to reflect and ponder on my own learning and leadership style. Chapter 2: Learning about Learning Chapter 2 discussed different theories on Learning. It emphasized that it is something that happens to the learner and not merely transmitted from one source to the learner. The chapter mentions great minds who conceptualized theories on learning, but personally, I related most to the five year old girl mentioned in the examples who came up with her own conclusions that cats are girls and boys are dogs. It was such an amusing story! More often than not, that is how I tend to learn – theory before practice, so the theory gets tested and validated. I am an advocate of the belief that learning ensues by doing. Deep learning is something that more experienced learners become aware of. It entails “having a grasp of the structure of a discipline, seeing how things are related, using the ideas in novel situations and evaluating, even challenging the knowledge claims embedded in the discipline”. This is far different from rote learning most children are exposed to – memorizing facts, formulas, etc., which is more of surface learning that goes with an unreflective attitude. Deep learning comes out of sense-making activities, which are made up of conscious attention, organizing and reorganizing ideas, assimilating or accommodating to new ideas and constant reshuffling and reorganizing in efforts to connect ideas to coherent patterns. Reflecting on this principle makes me imagine how complicated and utterly dynamic the human brain works, with all the synapses sizzling with new ideas and connecting it to past learning. It leaves me truly amazed at how blessed we are of possessing such an organ that no computer can ever replicate. The chapter also differentiated performance orientation with learning orientation. It made me evaluate my own preferences with regards to how my school or work environment promotes the kind of orientation that motivates me. Environments which promote performance is more after the product and results more than the process of learning while those that promote learning emphasizes the process of learning more. I believe schools should be more learning oriented, while workplaces should be more performance oriented, without neglecting support for continuous learning. This has something to do with building up a persons self-esteem. If a person grew up in environments that are conducive to successes, then that individual is more prone to try more tasks and in effect, develop more competencies. The motivation to learn is affected by the reinforcements to learning namely intrinsic motivation or the inner drive to learn which leads to personal fulfillment; extrinsic motivation, which consists of rewards such as high grades or a prize for performing well; social reinforcement, an example of which is praise and approval from significant persons in an individuals life; and achievement, or the attaining of the learning goal. Having an interplay of the four kinds of reinforcement is the most effective way to motivate a learner to pursue more knowledge and acquire more skills. Howard Gardner conceptualized that we have multiple intelligences, and each one of us gear towards one kind or more. The eight intelligences are musical, logico-mathematical, linguistic, bodily-kinesthetic, spatial, interpersonal, intrapersonal and naturalistic. Teachers aware of Gardners multiple intelligences theory are keen to discover that their students have special abilities and those that are not overtly manifested must be encouraged to surface. For example, a seemingly dull student might have hidden talents in the arts, so a sensitive teacher may encourage him to shine in his own way by delegating more arts-related tasks to him. That way, he has an opportunity to further hone his intelligence in music, dance or visual arts. It became clear to me that learning takes time, in fact, it should be a lifelong journey. It felt wonderful to be assured that even as we age, we do not stop learning and we must be humble enough to accept that we never reach a point when we know everything that we simply resist learning more. Chapter 5: Leadership for Learning and Learning about Leadership for Learning Chapter 5 discusses how essential effective leadership is in learning. A teacher is considered a leader who shepherds his students on their learning journey. Instead of the usual 3 Rs we were used to hearing as the essential things children should learn in school, teachers have 7 Rs for teachers to enhance and further equip themselves with new learning, namely reading, riting, rehearsing, relating, reflecting, researching, risking. Although the chapter does not fully elaborate on each of these processes, it was clear to me that for a teacher to be a good leader, he should really make an effort to model that he himself is an avid learner. Although he cannot change his members/ students in their attitude towards learning, he can influence them by showing how learning benefits him. As the saying goes, one cannot change others, only oneself. If a leader wants change in an institution he is leading, then he should start with himself, and all else will follow suit. Heronwood The article on Heronwood can be considered as a classic tale of an idealist going against all odds to fight for his ideals, seeing that his vision will benefit everyone concerned. Such was the case with Andrew Ingram, a newly-installed principal in the local school in Heronwood. Heronwood is one sleepy town, complacent with its mediocre standard of living. Most of the residents worked for low remuneration, and did not exhibit a drive to migrate to other towns for better income. The school reflects the same mediocrity, with teachers not showing much progress in terms of their teaching and learning methodologies. Ingram observed that students were not turned on with their learning. Ingram attempted to enjoin the teachers in re-creating a vision for the school and involved them in decision-making to let them “own” the vision so they are better motivated to pursue it. Being a mover, Ingram began the process of change in the system. Initially, teachers and staff were hesitant to leave their comfort zones, with their new principal instilling changes here and there, but they indeed saw positive changes. Professional development became one priority that the teachers welcomed. They relished the fact that they were supported in their need to grow more in knowledge and in learning updated teaching methodologies. A lot of people who were initially skeptical about Ingrams dynamic style eventually yielded to his charismatic leadership. Over the years, teachers came and went, but they all felt that the working environment at Heronwood was very supportive. Another impressive feat Ingram was able to do was to create a caring environment for the children. He talked to them and used positive discipline, which eventually worked to everyones advantage. Ingram was successful in instilling in them excitement in learning and propelled them to develop their potentials to optimum level. Reading the article inspired me. Ingrams example should be emulated by teachers, school administrators, parents, and everyone else involved in the learning of children. Having very good intentions, backed up by professional expertise and well-developed interpersonal skills is the best way to lead and influence others to move towards a noble goal and attaining it. In doing so, everyone benefits, and such success usually snowballs into more successes. Harris: “Teachers Perspective on Effective School Leadership” Harris article delved into teachers perceptions on leadership and management. It distinguished the two concepts this way: “Leadership is giving the school direction, having an overview, setting standards and making tough decisions” while “management is concerned with setting up and managing systems”. One teacher summarized the majoritys perception as thus: “A good leader has vision whereas a good manager has organization for the establishment.” Another teacher eloquently said, “A headteacher is both a leader and a manager. Leadership is about development, vision and growth. Management is about attending to the status quo and ensuring that systems work.” I share in the teachers common perspective on effective school leadership. If this article serves as a foundation of beliefs or perspectives of how a good leader should be, then the reading on the Heronwood case was the evidence that it can (and has been) done. Not only are the teachers perceptions idealistic, but there are some people like Andrew Ingram who embody those ideals in the real world. For me a good leader has a clear vision of how an institution should be. He is equipped with the knowledge and skills of how to get there, complemented by a positive attitude and high emotional intelligence in handling people. He does not see himself as central in the process of change but shares his leadership with key people like the teachers who directly affect the members of the institution. His caring, considerate and sensitive attitude is oriented towards the growth and development of the members and the institution itself. Mulford: “Leadership for School and Student-Learning: What Do We Know?” This research on how leadership, school practices and student outcomes provides enlightening insights on how such factors affect the schools attainment of its goals, specifically, student-learning. It identified factors essential for successful school reform, namely: distributed leadership, development and learning, context, and a broader understanding of student outcomes. As the name implies, distributed leadership does not centralize decision-making powers on the head of the school but engages the inputs of teachers and the studentry. This promotes motivation for all to participate in the process, because it acknowledges that everyone is a stakeholder in the institution. Once a collaboration of decision-making is successful, then the whole school can see one vision for the school and agree on implementing its mission towards that vision. Then, everyone becomes open to more learning, thus, development takes place. Decisions made should not forget to consider the context from where the teachers and students are coming from. It should be customized to the institutional members backgrounds and culture. Lastly, effective educational reform should include not only academic excellence in the students but also development of their self-confidence. A successful person is not necessarily intelligent, but his key quality is having a great and confident personality and an ability to deal with different kinds of people. In other words, education should not only focus on mental development, but the holistic development of students, and that includes socio-emotional and physical development as well. Leithwood & Riehl: “What We Know About Successful School Leadership” This article echoes what the other readings have already established about school leadership. What resonated with me are the words vision, direction, collaboration, empowerment, challenges and opportunities, development,. A good leader has a clear vision of where he is going and sets directions to others towards that vision. He collaborates with other people on ways and means to reach their goals and not focus the authority on himself. In doing so, he empowers them to be confident in their abilities and motivates them to welcome challenges and opportunities. Because of his positive influence, he gains the respect of everyone to follow his lead while pursuing a common mission for the growth and development of the school. My readings have been very enlightening and have ingrained in me a more refreshed perspective on school leadership. Not only will I be able to apply what I have learned in my work, but also in my personal life, as I encounter different learners with different backgrounds and personalities. These readings are recommendable not only to those pursuing careers in school leadership but to everyone who aim to have a clearer vision, organizational skills and a better understanding of how to inspire, influence and empower people to be life long learners. Read More