In
reflection of this course, my journey begins with knowing that I have sustained
the passion and drive that it takes to be a strong, effective leader. My
experienced gained has been vast. This course has guided me to develop,
monitor, and evaluate all aspects of leading an organization for the benefit of
many stakeholders. It has been a challenge, but an essential learning tool that
I have greatly enjoyed.
We began
our studies by learning about administrator inquiry. I learned that simply
stated, administrator inquiry refers to the process of a principal engaged in
systematic, intentional study of his/her own administrative practice and taking
action for change based on what he/she learns as a result of the inquiry (Dana,
2009, p. 2). I truly enjoyed learning about this and knowing, that as a leader,
I will have to manage my time to incorporate this transforming tool into my
daily plans. I have to sustain the understanding that as a principal leader, my
job will be “focusing on the routine management jobs that must get done...the
constant demand for time and attention” (Dana, 2009, p. 2), but that I must
also sustain the aspect of making time for inquiry and reflection. This will create a more
balanced leader in me and one who can lead to success of my organization.
We next
explored our passions as administrator inquirers. Charting new territory can be
exciting but also quite frightening when beginning a journey in which you are
unfamiliar with both the terrain and your final destination (Dana, 2009, p.
29). I explored my own growth and development in this study area. I felt a
sense of validation for all my wonderings as an educator. I gained insight into
passions that can drive me. I learned
that these occur in real-world observations as an administrator and they
materialize within us as leaders. I gained knowledge knowing that I cannot
focus my wonderings on controlling people or situations. It takes time to
discover true passion to sustain a process and share it. That’s what is so wonderful
about the inquiry process—it keeps us constantly looking for better ways to
serve our students and help them become successful (Langford, 2008, p. 181).
As we
progressed in this course, we began to develop our road maps. We explored
options for data collection and confronted ways of navigating and analyzing
that data. I learned in this journey of study that there are so many means of
exploring the many possibilities available for data collection and selecting
those data collection strategies that give you the best insights into the
wondering(s) you wish to pursue (Dana, 2009, p. 71). When the word “data” is
presented, most people think of number crunching and statistical analysis. I
learned this personally from my first meeting with my site manager. He heard
the word “research” and immediately thought of all the “data, aka numbers” I
was going to have to collect as he shared his own stories of his research plan.
But in exploring this in this course, I learned data is more than just numbers.
There are many facets that I want to try when I explore my data and this course
opened some of those doors that I could use. I tried to incorporate a variety
of data collection tools in my action research plan, so that I can learn more
about this. That was my first step in wanting to learn more about these
collection tools. I also know that as I begin to implement my plan, I will want
to refer back to the many ways to collect data because, depending on the
source, there will be a data tool to match it to collect the best results for
me. I will also take notice of the data tools that are being implemented on my
present campus and analyze those. This will help to grow my knowledge of what
works best and when. Good principal researchers invoke multiple sources of data
to accomplish what qualitative researchers refer to as “triangulation”
(Creswell, 1998; Patton, 2002). Using multiple sources of data can enhance my
inquiry and help me to gain different perspectives from different strategies. I
am excited to know that “data” doesn’t have to be just “numbers”. Developing
this road map of different data collection tools will be so powerful for me as
a leader. Gaining the knowledge now and then enabling it and sharing with
others the many aspects of data collecting can help them to learn and develop.
I want to see where I can explore gaining more knowledge of this specific area
in my daily world as an educator. I will work to attain aspects for this and
then reflect on what I see. In doing so, I will be able to sustain information
that can help me to build into a stronger understanding of this specific area.
I want to capture the action within my school, dialogue, analyze, and share. I
want to develop the confidence to know what data collecting and analysis truly
is for the success of my campus and my future learning.
This leads
to one final area we learned in this study and that is the aspect of sharing
our work with others. I can say that I really experienced some enjoyment with
this. It was sharing, discussing, and dialoguing with people outside the realm
of my building and in many forms. The blogging, for example, was so powerful a
tool. I began to develop trusting relationships with people who have the same
passions and desires for success as leaders. Action research is collaboration
on many levels. As a leader, one can be a part of many experiences; it is not a
one-man show. All these benefits can facilitate change for an organization and
as a leader it becomes reflection in action. I really gained a multitude of
insight in this class about my own leadership aspects in dealing with this new
learning. I reflected on my own leadership style and looked at my strengths and
my weaknesses. I take away knowing that principals are, first and foremost, the
leaders of their school building, and they have thus accepted the leadership
challenge to get extraordinary things done in their organizations (Dana, 2009,
p. 52). I have gained insight to the fact that I want to accept these
challenges. I want to model the way, inspire to share my vision, challenge the
process, enable others to act, and encourage the heart (Kouzes & Posner,
2002). All these little intricate reflections reflect my passion to want to be
a leader and they will only help me to grow and engage in becoming a more effective
leader with great confidence.
My journey concludes with knowing that I have
to continue this journey as “head learner”. The old adage, “It’s the journey,
not the destination” (Dana, 2009, p.172) holistically describes my viewpoint as
a principal inquirer. I have to know that engaging in inquiry is not about
solving every educational problem that exists; rather, it’s about finding new
and better problems to study and, in doing so, leading a continuous cycle of
self and school improvement. It will be important for me to asses the quality
of my work and guide the transferability of my work for the success of my
plans. All these aspects will be the enhancers of my success as a “head
learner” and result in me being a “head leader”. Overall, as I reflect back over
the course of my five weeks in this program, it has taught me a lot. My
passions have expelled and I am excited to embark on this journey as a leader
with passion and knowledge. I will continue to cultivate and engage in my
learning to enhance my professional growth and to sustain the benefits of
becoming a strong, effective leader...hence, truly becoming the best that I can
be and an inspiration for others.
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