Know Thyself – The Importance of Self-Analysis for the School/Community Leader
Summary: In Summer 2007, a Virginia Tech Doctoral cohort completed EDAE 6924, School Community Partnerships. Here is a personal reflection authored by Luke Hartman.
1&2Analyze the findings after completing the Communication Style Survey developed by Gower training and the Listener “Survey developed by Karen Zupko & Associates
The results of the Communication Style Survey indicated that my preferred method of communication is Helper yet that conclusion was separated by a one point differential from Thinker. The total score in the helper category was 16 while the total score in the thinker category was 15. There were many Helper descriptors listed representing strengths which I identified with when looking at my communication style (e.g., optimistic, loyal, helpful, supportive, accepting, polite). I found it interesting that the opposing list to strengths was not the antithesis of strengths but reported as risks. To me this implied and was validated with statements of what one should be on guard against, which is that these descriptors were not necessarily weaknesses. This in and of itself kept me from being defensive and possibly not identifying as strongly with the list of “risks”. As I looked at the list of risk descriptors, I was able to recognize that I can be overly wishful, smothering if an area of great interest, and too self-sacrificing. In many cases this presents itself with the inability to say “no” to the many opportunities that come my way.
When looking at the list of descriptors for Thinker I felt that there were significantly less identifiable strengths and risks considering the one point differential in scoring. I identified much more readily with the helper descriptors than the thinker descriptors. The statements of what I should be on guard against were helpful and brought to my attention several areas of risk. There are times that I am quick to blame anything that goes wrong on my to having been cautious enough, and if I am completely honest I probably do fear that if I say what I really feel, others may see me as illogical and emotional.
When responding to the survey statements I had to work diligently to report what truly was the case instead of what I wanted it to be or how I wanted to be perceived? In order to address my communication desirability I had a second party provide an outside prospective in order to validate my responses and bring greater reliability to my results. The findings were very helpful in my own growth and development. The second party had me as Thinker 18, Battler 14 and Helper 8. After open and honest dialogue I was able to come to a greater understanding of self which made me more aware of both my strengths and areas of risk. I would suggest that having several other persons assess ones communication style be a requirement instead of recommendation for this specific activity.
The score on the Listening Survey indicated that I was in the high average range of listening. The average score was a 70. In order to be considered a good listener according to this survey one must score a 75 or higher. I would suggest that the only reason I scored as high as I did was because I make a specific effort metacognitively to be engaged to the best of my abilities. Listening is a learned behavior and one that I must continually work at. When gaining the perspective of a second party the score came back as an 81 which would indicate good listening skills. The second party raised the issue of presentation of listening versus actual listening. I like the idea of “fake it until you make it.” I would agree that there are times when I am not truly listening but presenting as if I were truly listening, therefore the gap in scoring between the second party and myself.
3. Use the steps in the Reflection Cycle (selecting an issue, describing an issue, analyzing an issue, appraising an issue and finally transforming the issue) andwrite a reflection for each of the following areas: communication, participation and governance.
Communication:
As an educational consultant I do not have as many administrative opportunities as say a building administrator, however, reflection plays an important part in my educational endeavors. In my professional role I work with students, teachers, specialists, administrators, and the parents of many students all who have been identified as having severe behavioral or social skill deficits. I would like to use the Functional Behavioral Assessment and Behavior Intervention Plan process as it relates to Instructional Support Teams within public k-12 schools. As a school division we have learned from previous experience that we are much more successful if we address behavioral issues proactively instead of waiting until after the behaviors are so far along that the response comes from a legal mandate due to the legal requirements that fall under IDEA 2004. In order to address these behavioral needs each of the schools have set up an IST committee made up of teachers, and administration to address the various needs prior to having the child referred for special education assessments or if a child is already identified as having a specific disability, to keep the child from missing academic time via suspension. It is within these meetings that I am invited to not only speak into the various needs but on many occasions facilitate the meeting itself. The communication needs of all parties must be met. For me it consists of hearing the initial concern of the teacher and administrator, being clear on the redefining of the issue in behavioral terms that are observable and measurable. It then requires diplomacy as I share the concern with the parent and ask the parent to meet with the team. The quality of leadership provided as I speak into this process is significantly determined by my personal beliefs about the individual characteristics of all parties involved. As I analyze my participation I must first reflect on my implicit and explicit preferences which can often times sway decision making or have influence on others who make recommendations and decisions. Communication plays a significant role into how these determinations are presented and carried out. At the end of the process the team usually comes up with a behavioral intervention plan to carried it out. It is then when one must appraise the process ensuring that all voices around the table were heard and for me personally reflect on how my own personal judgments of those involved interfered with the development of the behavior plan. As I then reengage with the same group or with a different group I must use what I learned by way of reflection to improve on the leadership, facilitation and especially communication throughout the process.
Participation:
Each school within the division has the ability to structure the IST meetings asthey wish. Many of the Instructional Support meet bi-weekly and to begin a dialogue usually occurs between educators, specialists, and administration. There are some teams who are very reluctant to inform the parent from the onset. It would be my understanding and belief that the parent should be informed from the beginning not only from a professional courtesy but because education is a partnership and all parties should have an equal voice at the table of especially when pertains to the parents child. I am only one voice yet I am a voice and I use it to convey to Instructional Support Teams that it is imperative for parents to be invited from the beginning of the process. I am currently working at formalizing the process so that we have immediate voice from all parties involved at the referral (entry) level including parents. I am working on creating a referral form that asks the teacher not only to provide information from self but parent as well. It will also indicate dates and times when it not only suits the teacher to meet but the parent as well.
Governance:
This is the first year of Instructional Support Teams coming together to create interventions and to walk through the process of walking through Functional Behavioral Assessments and creating Behavior Intervention Plans proactively. Brown and Irby’s reflection cycle is helpful when reflection over the experiences of the last year. We have significant data to demonstrate the success of those students we met to discuss. Reflecting on the data will help us continue to transform this program in order to improve the process. The reflection will allow those in power to continue to support this effort and hopefully tighten up and systematize this process so it can consistently be carried out division wide.
- Based upon the findings from the surveys and the reflections that you have written, write your philosophy of leadership in parent and community involvement and relationships. What is your vision for the school in relation to parent and community involvement? What do you believe your role to be in this endeavor?
According to London Diocesan Board for Schools (http://www.schoolhomeliaison.org/), where school-home links are strong, students motivation, attendance and levels of academic achievement will beimproved. Children are less likely to be excluded from schools where pupils, parents and the school work together. The U.S. Department of Educationshow that family involvement including factors such as parenting style, family participation in learning and activities and parental expectations is a more accurate predictor of student achievement than socioeconomic status. The community involvement beyond home-school relationship is equally important. Networks between home, school and community should continueto be strengthened in order to create student success and to ensure that truly no child is left behind. This vision for school partnerships should include the creation of an environment that invites the residents of the community to actively participate, and the local business and associations of the communityto partner with the school and to bring specific resources into the school. This school partnership vision should also include the school itself reaching back out to the community and homes to serve as a resource to unite the community.
For a home, school, community partnership to exist it takes tremendous leadership. Many times school leaders have attempted to lead their school building and increase their schools’ AYP scores by going it alone. In this day of greater accountability especially with the passage of the No Child Left Behind Act, school leaders feel like the only success that counts are the standardized test scores. I would suggest that there are many other factors to consider when measuring the success of a student and would further suggest that the community and home in partnership can help a building leader achieve these desired outcomes.
I have heard it said that the key to administration is delegation. This is another way of saying that we must share our leadership. We must do so by actively inviting others to exercise their giftedness and areas of expertise whether it’s families, community personnel or your own staff. We must actively identify, recruit, and then support all those who can help make a positive difference in our schools.
If we want to be successful in identifying, recruiting and supporting home and community partnerships we must find a way to share the culture of our school. We must be visible in the community whether that means taking your school choir to sing at local business Christmas parties, or participating in a civic extravaganza where every student spends a day out in the schools volunteering to beautify the local community working along side community partners.
Finally, in order to carry out strong leadership by way of creating home-school-community partnerships one must create an assessment rubric which is correlated with the objectives and goals. With this in place one can assess the progress being made and by way of reflection, make necessary adjustments to ensure the continuation of a successful partnership.
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Last edited by National Council of Professors of Educational Administration on Jun 20, 2007 8:05 am GMT-5.