Personal Reflection Cycle Project
Summary: In Summer 2007, a Virginia Tech Doctoral cohort completed EDAE 6924, School Community Partnerships. Here is a personal reflection authored by Kim M. Allen.
Personal Reflection Cycle Project
Kim M. Allen
Through this Personal Reflection Cycle Project, I was given the task of examining my philosophies and beliefs concerning parent and community involvement and relationships. I completed the Communication Style Survey, developed by Gower Training, and the Listener Survey, developed by Karen Zupko and Associates. I analyzed my personal findings from each. Next, I utilized the steps of the Reflection Cycle to reflect upon my beliefs concerning school community relationships. Finally, I used my reflections to develop my philosophy of leadership in parent and community involvement and relationships.
Communication Survey Results
Communication is an important component of school community relations. It allows one to build cooperation and a mutual exchange of ideas. Based on the Communication Style Survey that I completed, my communication style is “thinker”.
The strengths of the “thinker” are: cautious, practical, economical reserved, methodical, analytical, orderly, fair, persevering, conserving and thorough. I did agree with the analysis of the survey. Others find me to be a thoughtful, clear and concise writer, a profound thinker and a person who produces a very high quality of work. My most recent compliment aimed at my communication skills, came from a colleague who recently met me this year. She brought to my attention an employment opportunity. Her rationalization for why I would be a great match for the job was my ability to communicate and to work with the stakeholders that would be involved. This person over the last year had observed by ability to communicate with others and found those skills to be exceptional and able to improve the work environment and climate.
Personal assessment of areas to improve- In the area of communication skills, I prize myself on my ability to talk to my students. I think, however, that I can always advance my dialog with the students I serve in helping them make good decisions. I have to constantly stay in touch with the many trends that often intrigue and motivate today’s teenagers. I also have to remember that every student is unique and not make generalizations. I practice these skills daily and strive to stay open minded to new ideas and new students’ and parents’ beliefs systems. I complete this task, while staying true to my own core value system and beliefs system.
Listening Skills Survey Results
One of the activities I completed for this paper was a listening skills survey. This survey asked one question: Are You a Good Listener? It reviewed your attitude and actions towards listening to others. My score on the survey was an eighty-nine (89). According to the survey results scale, if your score is seventy-five (75) or better, you are a good listener.
I did agree with the analysis of the listening survey. My strengths as a good listener are: I like to listen to other people talk, I listen equally, I encourage other to express themselves, I think about what I say, I make sure I understand what the other person is saying, I restate what the other person said, I ask questions, and I listen regardless of the manner of speaking and choice of words.
I have managed to build a good communication system with my students, parents, teachers, and the community. When a parent wants information or has a problem they call me. They often express to me that they knew I would listen to them and help them resolve or solve their problem.
Personal assessment of areas to improve- I also utilized the survey results to look at ways I can improve my listening skills. I have two areas I would like to improve upon. One is to contain my excitement about a topic until the person has completed their entire thought. Second is to improve my ability to remember names. These two listening habits will allow me to ultimately reach other communication objectives in my daily routine.
I like to listen to people and their ideas, views, problems, and concerns. Often in an effort to encourage the person or to express understanding, I find myself jumping in with a comment. I have come to realize that this form of enthusiasm is viewed by some as if you had just cut them off on the highway, a form of what I humorously refer to as “conversation road rage”. Of course this behavior it is not intended to be offensive, I am usually truly into what the person if talking about. I now strive to train myself to give wait time, as if I asked the person a question, to ensure that they have completed their entire thought.
I am not good at remembering names. I have a very short and easy name to remember and people usually do. I on the other hand, often can not remember. When I do grasp a name I may remember you first or your last name but not both. Name cards and name tags work well for me because they allow me to visually put a person’s face to their name repeatedly. I have also started to practice several new habits I learned about in a magazine article, to assist me with this listening and communication issue. The habits I am employing are: to repeat the person’s name during the conversation, to draw an association between the first letter of the person’s name and a facial feature, and to bridge the new person to a person I already know with the same name, such as a celebrity or a current friend.
Personal Reflection Cycle
Communication
Select- I set goals to work with all of the stakeholders in my school community. I know that a large part of a comprehensive high school is to be an integral part of the community. I am a big advocate for keeping all parties informed. I once read that in the absence of an informed population people will make up what they do not know. I have adopted this as part of my communication style. If it is within my purview to disclose the information, I will always lean towards giving as much information as possible, as opposed to keeping people in the dark. I do stand firm on confidentiality and legal issues that should not be discussed in a public or semi-private forum.
School Community Relationships are one of the most important relationships that one can build. These relationships must be nurtured and developed. It goes beyond the basic school partnerships but extends to community service providers, churches, media services, and stakeholders in the community. School Community Relationships include from wrap around services that meet student’s basic needs, activities that build school spirit, to activities that promote the school.
Describe- My communication style varies by the audience I am speaking with. It is imperative that the person you are working with and communicating with is able to understand your point of view, as well as, you understand theirs. When working with community partners it is important to be specific about what your needs are and what you want to accomplish through the partnership. Once partnership goals and objectives are established then programs can be developed. I never want a person or group to feel as if they are wasting their time.
Appraise- I feel that my actions are appropriate. I function within the guidelines of school board policy and rules. If needed, I will refer to the school division’s manual or to the school division’s lawyer to ensure proper protocol. An example of this was, when a partner wanted to give a car away as a student incentive. A lawyer was consulted to make sure that the incentive could be given and that all parties where protected legally. I try to always make a person feel welcome in the building, even if they may be there for business that is not pleasant or trying. I try to assist every person in being a part of the decision making process.
Transform- There is always room for creating program “buy-in”. I find that a lot of stakeholders in school community partnerships do not understand that schools tend to move at a slower pace than private industry. They want immediate gratification and often have very little regard for school schedules and financial timelines. When working on program development it is imperative to develop a timeline that reflects the programs goals and strongly communicates to everyone a clear length of time from the program start to when results can be seen. On-going feedback will also keep everyone apprised of the program timeline.
Participation
Select- When it comes to participation in school community relationships I demonstrate excellent organizational skills and superb leadership skills. I am acutely aware and concerned about the future and education of the population and community that I serve. I want students to have valuable options that lead to student success. I diligently seek creative and innovative ways to meet the school community’s needs.
Describe- I participate on school and community-based meetings and committees. I support the activities that the group agrees upon. I ensure that all of the items the school is responsible for is in place and ready for the activity. I participate in Parent Teacher Association Activities and encourage others to become involved. I also work to help various groups co-exist in the building and work collaboratively together. I ensure that everyone feels welcome when they visit our school.
One of my mentors has always expressed to me the importance of making all stake holders feel that they matter to you beyond the daily work day. I often have attended funerals, weddings, and other activities that affect the personal lives of co-workers. I have often made expressions of sorrow and joy on behalf of the “school family”.
Appraise- I know that part of the communication process is not only what you say but what you do. People read your nonverbal clues and your everyday actions. I have come to realize that in order to maintain positive school community relationships a personal commitment of time is required. I function daily on an open door policy. I am available to listen to others when they need to talk or have a question. I recognize the need to be present at activities that are important to the school community members. I acknowledge the gains that I have experienced by keeping people informed. It is important to be truthful when presenting all information or data. Sometimes this feedback may include negative information, but it is imperative that one communicate information to allow others to collaborate and look for ways to meet the needs of the school community.
I try to attend as many community events as possible so that students, parents and partners see me activity involved in the community. Attendance at community events often gives others an opportunity to learn about what is going on in the school. I also gain a feeling for the issues and concerns of those in the neighborhood.
Transform- People feel that they are a viable part of the solution when they are included in the decision making process and are kept informed of the program’s/project’s progress. Because the internet is increasingly integrated into our daily lives, I feel that I could do with additional internet strategies to communicate with members of my school community via web pages, notices, audio, video, electronic forms and responses, and e-mail.
Governance
Select- One of the vital steps in carrying out a comprehensive school community program is an constant process of review, feedback, and assessment, which is applied during the planning and implementation stages of a program and at the closing stages of the program. It allows individuals to know if one is accomplishing the program’s goals and what should be modified to improve the activity or the overall program.
Describe- I always maintain exemplify judgment, impeachable integrity and sincerity for those that I am working with on all projects. I strive to always exhibit a quality of professionalism, vision and compassion for stake holder on every project I implement or aid in developing. I back programs that support the goals and vision of the organization.
Appraise- In the governance of school community relationships I work to stay within school division policy and protocol. I welcome new partners and evaluate how we can best work together. I calculate how to develop a win-win situation. Above all else I ensure that the integrity of the school is always maintained.
Transform- I constantly look for financial opportunities through grants and professional rewards that support the building’s school community partnerships. I also work to location other early post-secondary educational opportunities for students through colleges and universities, and private industry. I strive to build partnerships with other institutions, businesses, and non profit organizations.
I also look for opportunities that build upon the school’s legacy, character, and school spirit. Students, parents, teachers and alumni buy into what makes the school a stable, consistent member of the community. They often speak of sporting events and long ago days spent in the halls of the school. They share their memories and encourage others to build and create memories of their own. When these same groups have a sense of legacy and school pride they share this information along with their strength of mind with others and help to build and carry on the current mission and vision of the school.
Philosophy of leadership- My primary philosophy of leadership in school community involvement is the long known “golden rule”; do unto others as you would have them do unto you. I look at each school community relationship as unique and I strive to treat all parties that come to the table fairly and with a sense of mutual respect. I know that each of the groups is dependent on the other to create effective programs and projects. Leadership is the ability to share your inner self and create a vision and the ability to bring collaborative efforts together to benefit the whole. Leadership also includes the ability to allow others to share their ideas, while maintaining an organized forum and environment.
Vision -My vision for the school in relation to parent community involvement is that the students and parents that I serve experience a comprehensive experience that most of us remember when we were growing up. The sporting activities, parades, dances, proms, community service projects, fund raisers, recognition for achievements, and high academic expectations. I want students to be able to look ahead and set their eyes on the many options that may create the future they desire.
Personal role in this endeavor- I strive to create an environment that empowers students to meet with overall academic and social success via the assistance of both school and community resources. I work to teach students to solve problems and resolve conflict. I aspire to instill a sense of responsibility and the ability to advocate for self and others. I want all students to have a positive high school experience that leaves them with numerous options for their future endeavors.
Comments, questions, feedback, criticisms?
Send feedback
- E-mail the author of the module, Personal Reflection Cycle Project
Footer
More about this content: Metadata | Version History
This work is licensed by Kim Allen under a Creative Commons Attribution License (CC-BY 2.0).
Last edited by National Council of Professors of Educational Administration on Jun 14, 2007 4:17 pm GMT-5.