Module 2 Comments

Walesca: “I build trust by living by what I say I am going to do and by being accountable for my actions whether right or wrong. I need to improve on trusting others, I know that if I expect people to trust me then I must learn to trust others more.”

Mary Jo:  I couldn’t agree more with your statements.  Since I have relocated to a new state, county, and school district, I’ve had to prove to my administrative team and colleagues that I can be trusted and accountable.  At times it can be frustrating, but I’ve found perseverance and hard-work will be noticed and valued.   I have to conscientiously take a step back at times, and delegate to others and trust it will be taken care of because my personality lends itself to being “in-control”. 

Walesca:  “A good leader in my opinion is a person who is full of positive energy, integrity, motivates,…”

Mary Jo:  I gravitate towards leaders and people in general with a positive outlook and the ability to motivate and inspire. I appreciate a leader/administrator that recognizes your strengths and has a true understanding of how to develop teacher leaders.  Sometimes, the structure of a school setting hinders the development and sustainability of teacher leaders.

Diana:   “I’m direct and to the point and expect everyone to work as hard as I do and I‘m not good with people that don’t follow the rules.”

Mary Jo:   I consider myself a rule follower too, and often would like everyone to be transparent, and on the “same page”.  I had an administrator that said, “Work smarter, not harder”, and I realize he meant find the best way to do something without wasting time, but I’m unable to consistently accomplish this feat.  Educators work hard and struggle with so many demands, thus the need for effective leadership and meaningful professional development.

Diana:  “He worked with them and because he was so positive and had such high expectations, they started to produce at a higher rate.”

Mary Jo:  I believe when a leader/administrator makes the time to be visible and engages with team members, it not only shows support, but helps a team member feel valuable.  Personally, when I feel valued, my output is much higher. Too, I’m sure your leader presented the actions he desired in his team members.

Adam:  “ My principal is always open for teachers to ask him questions, provide his insight into a problem, and also asks us for suggestions and makes us feel a part of the bigger picture in the school. He leads by example, mentorship, and companionship.”

Mary Jo:  Your principal seems to be establishing a democratic environment between administrators and teachers  - sharing in the decision- making process which promotes positive relationships within the school environment. 

Adam:  “His style is very much “team-player” and “companion,” than it is “sage-on-the-stage” and overbearing. “

Mary Jo: I’m elated that you have the opportunity to work with the principal you have described! 

Working for an administrator that is a “sage-on-the-stage” is not only disheartening it creates a negative, isolated atmosphere. For example, when teachers are not acknowledged for their expertise or their ability to share ideas, then isolation may occur and the wonderful, meaningful ideas never get shared.