Reflections on Readings

As I have read and researched, I keep asking myself where I fit into this change process as we work to reinvent our educational goals. I am fairly new to my position as an instructional technology facilitator and am still defining myself as a leader- to myself, my department, and to the staff at the schools I serve. Before I can be a leader in this change process, I need to be confident that I have an understanding of what is necessary for change to occur and be sustainable. I definitely have a lot more to learn. I considered some of my strengths and weaknesses in relation to my personal 4Cs.

Competency:

• I am competent with technology tools and some of the curriculum expectations in K-5.
• For the curriculum knowledge I don’t have, I am willing to learn new things. I know how to find information that I need.
• I have an understanding of the need to use instructional technology effectively.
• I understand that teachers have different competency levels in relation to effective tech use.
• I work to be sure lessons I model include rigor, relevancy, and relationship to other content areas.
• I am still learning my job and have limitations in solving hardware/software issues that occur when modeling lessons or PD.
• I sometimes lack confidence in my leadership ability.

Culture:

• I am positive. When teachers say they “hate technology” I don’t take it personally and work to give them positive reasons why effective technology integration is needed for our students.
• I respect the work that teachers do and have a desire to support them.
• I don’t like conflict and sometimes “sidestep” issues I see to avoid it. (When I see lessons that have no rigor or relevance.)
• I am working diligently to build relationships with the staff at the schools I serve.

Conditions:

• I feel helpless in relation to conditions at the school. Teachers are so busy and giving them more planning time or smaller class sizes is beyond my control. I find myself working hard to not encroach on their planning times and if they don’t show up for afterschool PD opportunities, I make excuses for them even though I see the importance of learning.

Context:

• I understand that students come from different backgrounds and yet they are all going to the same place: the 21^st century workforce.
• I am willing to work with parents and community members, as well as the staff and students to improve student achievement.

Other reflections:

• The visuals and case studies that are presented in Change Leadership are very helpful to me in understanding the change process.
• Culture is so important but is very dependent on conditions.
• I usually see change “come down” as directives instead of an opportunity for discussion.
• We gather lots data and do nothing with it.
• I hear a great deal of talk about “my students.” We need to consider “our students” across the district. I think pay based on test scores has a negative impact and thus creates a competitive nature between teachers instead of one of collaboration.
• Learning walks are a great idea. I am hoping to get the schools I serve to participate in these at their school and to visit other schools as well.
• Without trust- change will not happen.  However, trust is something that is earned and evidence is needed to trust and be trusted.
• The materials display that was mentioned in the Change Game could be a “game changer.” I am planning on getting some information together about effect instructional technology and also include some student work. Hope to make it available to parents/community/students/staff.
• Almost every meeting I attend is primarily a list of announcements. There is little discussion, collaboration, or problem solving. I can change my PD sessions to make them more interactive and encourage collaborations. I need to ask more questions.
• Change is a process, a journey- not a destination. When changes occur, whether the impact is positive or negative, constant reevaluation is needed.