Summary Report

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School

Masinde Muliro University of Science and Technology *

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STRATEGIC

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Management

Date

Nov 24, 2024

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docx

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Uploaded by nobertbulinda

Running Head: PRACTICUM SUMMARY REPORT 1 PRCATICUM SUMMARY REPORT Name Student affiliation Course Instructor Date

Running Head: PRACTICUM SUMMARY REPORT 2 Summary Report: The role of an educational leader is invaluable in setting the tone of the environment and the vision for the school. In the literature, leadership is described by numerous theories that attempt to explain what leadership is, in terms of distinct standpoints. However, the real world is very complicated and cannot be prescribed in some given pattern. This is the very fact leaders realize once they enter into professional practice. How can leaders be effective in an environment so different from those portrayed on paper? The answer is the grail that many if not all that practice educational leadership had committed themselves to following of it. Unlike other forms of educational leadership training, this course goes far beyond, leadership described on paper to link the philosophical and theoretical frameworks of educational leadership to practice in the field. Reflecting on the entire course I must admit that although the going hasn’t been easy, it turned out to be an experience of a lifetime. Through the readings, and my experiences in this course, I have got to develop my leadership skills to a great extent. This course has helped me develop rhetorical knowledge by analyzing and compiling multiple forms of readings, research as well as case studies on educational leadership. To begin of, this course has been key in helping me understand the practical roles of a school leader. Although different people may have different perceptions, scholars who have examined education leadership agree that effective school leaders are responsible for establishing a schoolwide vision of commitment to high standards and the success of students. Like any other newcomer to this course, I found this puzzling at first; Afterall hasn’t concern with the academic achievement of every leaner always topped the agendas of every school leader? Well, the short answer to this is not at ll. As I went through the modules of this course, I realized that the role of school leaders extends far beyond student academic

Running Head: PRACTICUM SUMMARY REPORT 3 achievement. according to studies, the leadership that makes a difference is both distributive (administrative team and educators) and position based (position). Leadership contributes to organizational learning which in turn influences what happens in the core business of the school-the learning and the teaching. It influences the way leaners perceive educators, how teachers organize and conduct their instruction, and their educational interactions with, and expectations for their leaners. One assignment that comes to mind that I found quite useful for my career as an early childhood educational leader involved using the Florida Early Childhood Leadership Competencies to assess our characteristics as aspiring educational leaders. The assignment was based on the standards noted in the course and required one to provide reflections and artifacts on each standard to describe and document their competency level. In general sense, the Florida Core Competencies for Early Care and Education Practitioners is a set of skill and knowledge standards that define what early education practitioners who work directly with kids should know and be able to do so as to facilitate child development and growth and partner effectively with families. Through class lessons, assignments and practicum experience, as both an educator and a director, I have been able to utilize the key competencies and standards to guide the development of individualized development plans for my staff and evaluate professional development and course opportunities in alignment with their identified needs. Knowledge of the Florida Principal Leadership Standards has also proven o be useful. As posited by research, the standards are set forth in rule as Florida’s core expectations for effective school administrators. The ten standards form the foundation for the school leader personnel evaluations and professional development systems, educator certification requirements and school leadership preparation programs. With the knowledge of this standard, I have been

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Running Head: PRACTICUM SUMMARY REPORT 4 able to design a curriculum map for my school. I am also well versed in standards and data. I spend a lot of time assessing student performance as well as collaborating with my fellow teachers. Unlike the previous years, I now enjoy data and often use it to drive instruction. I collaborate with educators towards cross-curricular objectives and have experience training teachers. I feel firm in my ability to recognize the correlation among student performance, instruction and standards. Furthermore, I have gained a vast amount of knowledge relating to professionalism and what actions to take in distinct work-related situations. Professionalism is a quality every teacher as well as school employee should possess. Teachers and administrators represent their school districts and should do so at all times in a professional manner. A school leadership position is directly linked to individuals and impacts the lives of young individuals. A school leader’s major responsibility encompasses all activities and works in the school. While he/she focuses on the academic achievement of leaners on one hand, on the other he/she is obliged to provide a healthy and safe environment that would enable them to continue with their psychological, physical and mental growth. School leaders hoping to realize these objectives are in constant relationship with their teachers, students, superiors, parents and the community at large. A school leader without knowledge on professionalism is likely to find this a difficult task and odds are that he/she is likely to compromise the vision of school by their unprofessional conduct. Through the review of the Principles of Professional Conduct for the Education Profession in Florida discussed in the course materials, I can boldly confirm that I display a wide range of professionalism while conducting my leadership roles. Away from class readings and assignments, my practicum experience at the H.L. Johnson Elementary School has been a good training ground for me. Through the practicum I

Running Head: PRACTICUM SUMMARY REPORT 5 was able to experience and experiment with new ideas, strategies and approaches to educational leadership. For instance, during my practicum experience, I was known to champion extracurricular activity across the school. Countless research indicates that student involvement in extracurriculars is directly beneficial to their personal perseverance and academic success. I took the initiative by starting clubs and hosting leaners after school or during lunch for meetings. Through this I was able to experiment some major ideas and strategies I have always thought of and to my surprise most of them turned out to be quite successful. In addition, I gained more awareness on practicing childhood education leadership theories strategies and techniques. It is important to note that leadership in early education is crucial for enhancing pedagogical quality thus, educational leaders must not take this for granted. Through this experience I was also able to gain effective time management strategies, learn how and when to apply knowledge and skills learned in class, gain professional experience in early childhood educational leaderships, apply classroom knowledge to actual working conditions and environment, expand knowledge and develop my acquired skills and most importantly interact with the professionals in the field. For example, at one time during the course we were required to interact with our superiors to identify some of the data chart that he/she uses in leading the school as instructional leader. After conducting talks with my supervisor about what the data chart show, strategies for improvement, and how actions plan related to the data are formed, I gained a tone of knowledge about how to strategize data and the use of data from a leadership perspective. As the list is endless, I see no need to continue stating the great improvement the course has made not only to my leadership style but also to my personality. Switching gears, it would be unfair not to look at some of the areas I still find challenging and look forward to

Running Head: PRACTICUM SUMMARY REPORT 6 improving as I continue with my educational leadership path. Among my greatest weaknesses in educational leadership is the issue of school budget allocation and planning. creating and implementing a school budget is not as easy as one would imagine. Creating an institution’s budget is probably the single most labor-intensive project a school educational leader undertakes every fiscal year. Perhaps, unsurprisingly, creating the school budget is also the most essential annual project a school leader is responsible for. As essential as the school budget is to achieving the educational objectives, I still find the process for developing a good budget a bit complicated. Various projects in the course have helped me feel more confident for this task but I still feel I need more experience in the field. As a future improvement plan, I look forward to network with professionals in the area of budget allocation and planning to ensure that I gain a grasp on this challenging area. Another area that needs improvement is the that of faculty development and management. During my practicum experience, I was lucky enough to witness a recruitment process for one of the classes. I must admit that it was a great experience. Faculty relations has ever been my strong suit. I am not a skilled athlete, but I have watched enough sporting events to know that the fundamentals are important to both team and player success. Coaches can most of the time be heard repeating such maxims as ‘’hold your position’’ or ‘’keep your eyes on the ball’’. Faculty development has its own set of fundamentals. However, I still lack enough skill to conduct this activity. Over the coming years, I hope to serve as either faculty coordinator, co-director or even director. By this I would gain more experience and my experiences in turn will benefit others who are working with me. Having completed the modules of this course, as I continue with my leadership path, I hope to move away from a traditional method of leadership to a more contemporary educational leadership method. I hope to use the knowledge of this course to lead the creation

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Running Head: PRACTICUM SUMMARY REPORT 7 of a new education narrative and make a difference in early education. I hope to lead with equity as one of my core-values. While individual and collective well-being and equality have long been objectives of our educational systems, these cannot be achieved without addressing equity at a deep level. As posited by Hannon and Mackay, Educational leaders of the future must, at the very least be agents of change and firm advocates for diversity and inclusion. To sum up everything that has been stated so far, this course has ups and downs but the general comment is that it has been of great significance through my journey as an early childhood educational leader. With the experience gained from this course, I hope to implement a great difference even as I move forward with my leadership path. I would enjoy developing and supporting leaders within staff. I have learnt the significance of building relationships. As an educational leader I hope to encourage others to take on leadership roles and engage in professional development training so as to gain more knowledge on educational leadership.

Summary Report

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