Leadership+for+Accountability+5333

Course Embedded Assignment Reflections EDLD 5333 Leadership for Accountability Human nature is such that most people would like to be unaccountable for their actions, preferring to do whatever they wish with no adverse consequences. That districts have graduated non-reading and skill-poor students in the past shows that the lack of accountability in schools has been detrimental for our educational system and our society. We now have everything from state and federal regulations to local rules and policies to hold districts, schools, administrations and faculties accountable for student success and achievement. Richardson (2005) comments that “Success in today’s K-12 environment often hinges on improved test scores. But success should be defined more broadly to recognize the overall learning environment that is created by students, teachers, staff members, administrators, and parents” (p. 32). Therefore, we have two definitions of success, but we are labeled and measured by how we perform on statewide tests. Assessment is addressed in ISTE Standard IV.
 * Self Assessment**

As a teacher in public high school I served on the Site-Based Decision Making committee one year. Leadership and vision are included in ISTE Standard VIII. Our principal had high expectations and lofty goals for the committee at the beginning of the year, but the “tyranny of the urgent” (Hummel, 1999) crowded out the fulfillment of his goals. We only met about three times that year and it was not for long-range campus improvement planning. After taking Leadership for Accountability I can see that we could have done so much more toward building our school culture and our vision. “The idea of collaboration and ownership in developing a school vision is the foundation for establishing a broad-base of support.” (Fridell, 2006)

Our weekly assignments were quite germane for me in my school situation. Discussion of school culture and the effects of No Child Left Behind were topics that are familiar to me. Our district has encouraged us to use data to drive curriculum and instruction and has provided the tools and very brief training to accomplish it, so the effective use of data discussion was particularly helpful to me. We have not tried using professional learning communities on our campus and I appreciated learning about how to establish and use them effectively.

It was veryuseful to me to talk with our campus principal and assistant principal from time to time as we progressed through this course. Their insights into the processes of campus improvement and school leadership were valuable and helped me to see school life from an administrative point of view. Reading and learning about Professional Learning Communities was particularly interesting and informative for me. Perhaps it is an “ivory tower” concept, but I can see how a group of motivated, concerned and dedicated teachers could use a PLC to benefit themselves and the learning community. McTighe (2008) says, “Honest, specific, and descriptive feedback from peers can be invaluable to beginners and support even effective teachers in moving from good to great” (p. 4).
 * Learn as a Learner**

This course helped me become much more aware of how the good use of data can drive classroom instruction and learning goals for individual students. I had never given thought to becoming involved in a Personal Learning Community and there are not any on our campus, but the collaboration and feedback from such a group would be excellent for both holding me accountable and encouraging me to higher levels of achievement.
 * Lifelong Learning Skills**

If I become a district technology leader I would establish a voluntary PLC for teachers who wanted to learn more effective means of using technology in their classrooms. Even as a classroom teacher I could volunteer to lead one for anyone who wanted ongoing collaboration and encouragement in integrating technology into their lessons.

Fridell, M. E. (2006). //The new principal's role inestablishing a collaborative, progressive vision.// Retrieved June 19, 2009, from Connexions: [].
 * References**

Hummel, C. E. (1999). //Tyranny of the urgent.// Downers Grove, IL: Intervarsity Press.

McTighe, J. (2008). Making the most of professional learning communities. //The Learning Principal//, 1-7

Richardson, M. K.(2005). Consensus Leadership. //Principal Leadership//, 32-35.