Post-Conference Analysis

After reviewing the observation, I realized that the location should have been in an office instead of a classroom. An office would have been a more appropriate setting for a person in leadership as the teacher being observed should take the post observation seriously and recognize the authority of the administrator. A classroom was more comfortable for me as I still conduct myself as a teacher and not an administrator. Although my notes were well-organized and thorough, I read them directly from from my observation notes which caused me to look down or at my computer instead giving the teacher eye contact. I gave my results in a structured manner and not in a conversational tone. I gave feedback as if it were a tape recording instead of talking to the teacher. I did however compliment the teacher and I allowed her to provide feedback. I also gave the teacher a copy of the observation tool which caused her to read along with me. In the future I would prepare bullet points on strength areas, challenges, and recommendations. I would pause after each in order to engage the teacher in the discussion and ask questions. I would begin the post observation with compliments and ask the teacher their opinion of how the lesson went.

The teacher integrated the objective throughout the lesson as requested. Instead of working on the skills separately, throughout the lesson she went back to the main objective and. The sight words introduced in the beginning of the lesson were addressed throughout instruction. She used a suggested technique given during a previous post observation. I told her to use "listen-up cards" throughout the lesson. Each student was given a card with a sight word. When the word was mentioned throughout the lesson, the student would stand up and state the word.
The teacher made instruction and assessment plans for each student in her class and was well-versed on her their individual needs. The teacher was well prepared as she had a copy of the previous observations and tried to address her challenge areas. The teacher was able to address questions related to specific students and she did not appear confused. She was more prepared for push back opposed to other post observation discussions.

I used a Directive approach incorporating Presenting, Reinforcing, and Clarifying. I stated the results of the observation by listed strengths, challenges, recommendations, what worked, and student/teacher engagement. Afterward, I gave the teacher specific instructions on how to improve and what should take place in the future. I also allowed the teacher to clarify and explain why she used certain strategies with specific students. I reinforced by stressing the need for implementing best practices while teaching and exposing students with special needs to the VSC regardless of their ability level.
I think I could have also Incorporated Collaborative behaviors in order to give the teacher an opportunity to develop effective strategies and share them. This teacher seems to be dependent upon others for help therefore collaborating would allow her to create instructional tools to share with colleagues and become more confident in her work. She could possibly collaborate with other colleagues as well as an administrator to develop effective instruction tools and work on implementation.

Classroom Arrangments

Classroom arrangements help create an atmosphere for learning that is comfortable for students and that aid in classroom management. If staff members are given a standard outline of how a classroom should be arranged, teachers will be on one accord and they will have a common baseline as to how their classes are presented to students and parents. Although each teacher is able to add their own creativity, each class should have a baseline for uniformity.

During my walk through, I noticed that the common classroom setups hosted general education students and unique setups were inclusion rooms or self-contained classrooms for students with Autism. The classrooms were all setup based on the needs of students.

Some commonalities found in the classrooms were computer centers, word walls, and teacher's desks in the far back corners. All of the classrooms have computer centers with at least 2-3 computers. The computers are set up with the screens facing the wall which allow students to use the computers and not distract others. Smart boards are mounted to the chalkboards with a projector and laptop facing them. The teachers


When viewing the classrooms I noticed that most teachers have designated centers for reading, a lounge area for reading, and a word wall. The classroom chairs are set up to allow the teachers to walk through the students with the students facing inward. This is an effective strategy because it gives the teacher access to the students and it integrates the stakeholders. The teacher is not on one end while the students are on the other. Teachers have access to all students and they avoid having a trouble area in the back of the classroom with talkative students.

Classrooms that service students with special needs have visual schedules and less wall decorum. These are the more unique classrooms. As soon as you enter, an obvious difference in the room’s arrangement is noticed. There is one reading table, a sensory area with mats and bean bags, and the desks are separated for each student. These classrooms have less furniture which allows the teacher to have immediate access to students. The walls are mostly bare to avoid distractions and to promote focus on simple tasks. These classrooms also have an open space for students to walk around, jump, dance, and exercise. The unique classrooms display pictures instead of words for schedules and instructions. Classroom items are labeled with pictures and words, and students have pictures along with their names on their desks.

For professional development, staff members can collaborate on effective room arrangements, what systems work, how to accommodate large class sizes, and creating a comfortable inclusion environment. At this particular school there are several inclusion classes for students with Autism. Teachers expressed difficulty in setting up a common classroom for general education students, while keeping in mind the needs of the students with Autism. The inclusion classroom setups are a median between the common and unique classrooms. They are not as busy as the common setups, but they have more decorum than a unique or Autism classroom. They use the visual aids of a unique classroom, but they also use centers, various table setups and all students sit with one partner opposed to the desks being individually placed.

Room arrangements should be based upon a teacher’s preference abiding by standard guidelines. All classrooms should be required to post class rules, the names of adults and students, objectives, exit signs and have standard equipment such as computers, desks, chairs, and tables. The standards can be supervised but I believe teachers should be allowed to arrange their rooms based on what is comfortable for all classroom participants. It should be an environment that encourages learning and teaching. Once all of the standards are in place, a teacher should be creative with the setup of their classroom keeping in mind student needs and classroom management.

Second Order Change

Second order change is a dramatic altering of an organization that takes the less obvious approach in finding a solution to a problem. I believe Intellectual Stimulation, Change Agent, Flexibility and Optimizer are essential responsibilities needed when an organization implements second order change.

Intellectual Stimulation will aid in developing the knowledge base and minds of the organizations staff. Second order change is specific and on a larger scale; therefore, mindsets have to be developed further and driven by research and learning. I believe second order change, changes an organization like a life altering event. The organization is more learned and their perspective permanently changes for the better. Intellectual Stimulation will help an organization think together, explore other ideas, and not base their approach on what they are comfortable with. An organization would be able to learn from history and explore all theories.

Change Agent is key as it pertains to challenging norms and it is at the heart of change itself. It identifies the recognition of needing change, and it diminishes the fear of going against the grain and implementing something new. It embodies the fearless nature of an Authentic Leader as it works for the “need” and not for the uneasy minds of those involved. Second order change is intricate and demands thinking outside of the box and adding variety to an organization.

While the leader should be consistent with their ideas and belief, they should be Flexible in allowing and trusting the ideas of valued team members. The opinions of others may add to the leader’s ideas or challenge them further and aid in successfully carrying out second order change.

The Optimizer drives the need for change and creates a belief system in an organization that change is necessary and tangible. It helps promote positivity and buy in. The leader believes in the change and drills positive energy throughout the organization that leads to commitment and dedication.

Second order change demands a higher level of thinking and deeper understanding of adaptive change. This change recognizes a specific area and thoughtfully assesses how to sustain this change through continuous adaption. A leader must be thoughtful in selecting the specific need for change. Change is not sustained in second order change, it is subject to adapt based on the organizations needs and it’s nature of being a deeper form of change. The change is dramatic and may challenge the established culture of an organization. A leader recognizes the risks and is flexible to what might occur as a result of the second order change. They must be willing to adapt and constantly thoughtful in their approach to successfuly implement the change.

Postive School Culture

A positive school culture serves as a foundation for a successful school.

Imagine a school with a supportive leader who trusts their staff with implementing innovative instruction, a school that houses teachers who are confident and feel appreciated by administration, where staff members openly collaborate ideas, school pride rings through the halls, and everyone is driven by the school’s vision and motivated by change that is beneficial to the lives of the young future leaders, imagine a school with a positive culture.

This school would recognize the need for change, be willing to take the necessary steps to implement the change, and be supportive of the strategies used by their leader.

A positive school culture impacts school reform tremendously because you need a strong foundation that supports proposed changes. You need teachers who trust their school leader, teachers who are willing to develop professionally as a part of the reform. The school’s team has to be solid as they embark on redesigning their school instructionally and professionally. They have to respect the ideas of their colleagues and believe in the reform model proposed.

If the school’s staff and administration believe in and support one another, they will be more likely to adapt the proposed school reform model and carry it out efficiently. A school with a positive school culture has a team that already functions well. The team members feel important and therefore respect and trust their leader. They have faith in the choices made by their leader and are willing to follow them. They will help their leader facilitate any idea proposed because of the trust and respect established through developing a positive school culture. A leader would be able to utilize all of the talents in their school.

A school cannot reform with the efforts of one person. You need more than the principal to implement the elements of a school reform model.
The leader would be able to trust that regardless of the outcome, that team would be dedicated to the change, and push through all obstacles to maintain their school.

The success of the school reform model is fueled by the willingness and support of those involved. A school without a positive school culture would challenge the reform. The teachers would be hesitant to support the leader’s ideas and they would not have enough stake in the school to actively care about the changes needed.

Change needs a team to facilitate it, an individual to organize it, and passion to sustain and adapt in the midst of it.

Balanced Leadership

Balanced leadership allows a leader to meet the needs of a school by addressing all areas, and focusing on the areas that directly promote student achievement.


According to the self- assessment I was strong in the areas of affirmation, visibility, outreach, situational awareness, involvement in curriculum, knowledge of curriculum, contingency, and ideals/beliefs. Input, Order, Intellectual Stimulation, Flexibility, relationships, discipline, and communication are areas that I need improvement in. In comparison to the Balanced Leadership assessment, the results were the same and my strong areas remained the same.

I feel that the seven areas that need improvement are important components of being an effective leader and in order to promote change you definitely need to be able to communicate with your team and students, maintain order and discipline, allow input from other leadership sources and foster intellectual growth and brainstorming amongst staff members.

The strong areas are needed as well, but without the others effectiveness may not be as tangible. I would know how to operate a school, be involved in the curriculum as well as the instruction in the classrooms, and be effective in the community but I would fall short in areas that support teachers and students and the healthy functioning of a school. All of the responsibilities are needed to create an effective leader.

According to Marzano, relationships and flexibility have a great influence on student achievement. Both of these responsibilities correlate with being in touch with your staff personally and professional. It reminds me of Herzberg's motivational model that stresses various motivators and factors having an affect on job satisfaction. If teachers and staff feel appreciated and valued at a school, their performance will be a testament to that. Through flexibility leaders are able to promote change and adapt to their environment. They grant staff the opportunity to express concerns and they are not afraid to make changes. This will help with student achievement because leaders will make changes in instruction, staffing, teaching models, and curriculum that may improve the way their students learn. By fostering positive relationships with staff members they create trust, loyalty, and comradery. Teachers and staff will be more willing to follow the Principal's vision in raising student achievement.

Relationship and Flexibility are the areas where I need improvement according to both assessments. In order to improve in Flexibility I would adapt my leadership style to the functioning style of the institution but also enforce the necessary changes needed to be effective. I would maintain an open door policy with teachers and staff and try to work with them instead of as an individual. Healthy working relationships would be fostered by getting to know my staff, their desires, teaching beliefs, and personal visions. I would develop a family-oriented team and encourage their personal and professional growth.

Effective Leadership

An effective leader is a seasoned follower, life-long learner and advocate for facilitating change. Throughout the course I gathered that an effective leader is groomed into learning how to lead. They study leadership and practice before becoming an administrator but continue learning as they identify what works and what type of leader they should be. It definitely takes time to be an effective leader. I realize an effective leader must have a clear vision of their own and a strong will to carry out that vision. While you can study leadership, you must practice at leading in order to be effective.

There are various types of leadership that seem to share some similar characteristics that a successful principal should possess. An authentic leader is savvy. A servant leader constantly supports others, encouraging their growth and well being. A transformational leader is a promoter of change and works toward achieving success through new ideas and innovative strategies. All of these forms of leadership help create my list of characteristics that an effective leader should possess.

A successful principal should be savvy, focused, supportive, consistent, and knowledgeable.

They should have the wit to handle difficult situations and handle people. They should demonstrate interpersonal skills that draw others to them.

They should be focused on their vision and the proposed change that want for their school. They should not allow challenges from staff or the surrounding community to distract them from their vision.

A successful principal should also support their team. They should outline a clear vision for their school, demonstrate effective instructional strategies, acknowledge their professional and personal needs, and promote collaboration and future leadership. The vision outlined should be met through a group effort.

Consistency is also needed in monitoring student and staff behaviors, encouraging the schools vision, and while working with staff members.

A successful principal should also be knowledgeable of the educational system, teaching, and of their day to day responsibilities. Principals are looked upon as having all the right answers and even though they may not always have the answers, they should have the knowledge base to acquire the answers.

When I think about my role as a school principal, I feel that utilizing characteristics from the various types of leadership will help me be more effective. In time, I would like to possess the savvy of an authentic leader, stewardship, and a strong will for change.

Transformational Leadership

Transformational Leadership is a form of leadership that motivates, encourages, and enhances the level of thinking within an organization. This form of leadership acts as a belief system combining the values of followers into one vision. The system promotes change by utilizing the visions of all of its members, creating positive team interactions, helping members think beyond what they see, and eventually creating an organization of leaders.
When using this form of leadership you can integrate a part of transactional leadership by rewarding success and loyal team members. In any organization there are consequences to your actions whether negative or positive. Instead of leading through consequences and rewards, a team leader should lead through motivation and encouragement making success the reward. After the buy in is created and success is evident, reward members openly for reaching organizational goals and provide consequences that aren't necessarily negative, but promote professional development and further expectations of those lacking. On the contrary, if transformational leadership is carried out effectively negative consequences should not be needed.

Transformational Leadership is essential for a school administrator in order to convince team members to buy in and carry out the school's vision. Exercising the belief system of transformational leadership will allow an administrator to create a since of community in a school, promote collaboration, and help team members stray from burn out and be motivated to continue making a difference. This form of leadership is exactly what schools need to help teachers raise student achievement. By using Bass’s categories of practice an administrator will help teachers evoke emotions they had when they first started teaching. Most teachers are scared but also full of energy and overwhelmed with a desire to change lives in the beginning of their careers. Teachers will continue to buy into the school’s vision, feel appreciated and be encouraged to think on a larger scale beyond the stresses of school politics and social issues.
Integrating technology with instruction through transformational leadership is a staple when practicing this form of leadership. As a school administrator develops life-long leaders, preparing students by researching and exposing them to new technologies is essential in their prepartion for the future. Technology will enhance instruction and keep students maintain awareness of the world and also help teachers be innovative in their teaching. By using this form of leadership, an administrator is developing the students as leaders as well as the teachers.
One of Leithwood's and Jantzi's categories for transformational leadership practice, “Redesigning the Organization" supports the idea that collaborating and creating productive community relations will be beneficial to meeting the needs of special education children. Following this guideline will help principals encourage teachers to actively welcome special education students in their classrooms and enhance collaboration among special education teachers. Although inclusion is mandated by law, in my experience some teachers are apprehensive about special needs children in their classrooms and service providers pushing in. I think through transformational leadership and following Bass’s and Leithwood’s guidelines, an administrator can successfully promote inclusion, help co-teach models and promote successful teacher collaboration.
This systems approach to leadership creates the same buy in a president creates for a country, or a company owner creates when managing a business. Followers must be motivated to produce.
Transformational leadership can make an organization successful, and help build upon success by nurturing leadership qualities in its team members encouraging others to transform and promote positive change.

Reflect and Look Ahead

The online learning community is actually more intense than I thought, but exciting.

Taking a course online seems like a more intimate learning experience. Chatting with classmates during the week and sharing thoughts and ideas that may not have been shared in a face to face group discussion allows people to say more and reflect. I hope I am able to learn the necessary skills to be a successful educational leader. I am also hoping to learn from my classmates as I have already been inspired by their stories and the accomplishments they've shared.

In order to keep up with the pace of the class, I plan to print out the activities, readings, and checklist for each week to keep in a binder. I will then use a planner to organize assignments, chat schedules, and important dates to remember. I believe organization and checking the learning center daily are some of the key components needed to be successful in this course.

I've enjoyed the online orientation and I'm looking forward to the classes ahead. I'm sure it will be challenging but I plan to organize organize organize to keep up.

A Journey

This is my first blog as a Johns Hopkins graduate student. This school year has been an incredible journey and as I embark upon a new one, I am both excited and nervous. I'm hoping to handle all of the tasks ahead and fully take advantage of this academic opportunity.