Of course, the process isn't perfect and you aren't always gong to be able to prevent future incidents, but in my experience it is far more effective than churning out detentions like a widget factory. 

I have worked in several different schools throughout my career.  Culture will make or break a building.  It's the difference between waking up dreading going to work and jumping out of bed excited to start your day.  It really is that simple.  How you feel about what you do and who you do it with defines how successful you will be.  As an educator that equates to how successful your students can and will be.  Again Simon speaks about hiring people who believe what you believe.  I don't think you can have a more valuable asset in a school than like minded people pulling for a common goal.  That does not mean that a principal who hires a bunch of "yes" men and women will be successful.  It doesn't mean people are indoctrinated.  It simply means that when the goals are clearly defined for everyone and they are universally believed in, success can be achieved.  People will strive for those goals in different ways that accentuate their strengths but the end is always in mind.  

In a school the goals I refer to are laid out as Mission, Vision, and Goals.  This is the basis in which the school sets their bar.  The mission explains what the school does, the vision what they aspire to be, and the goals are what they are going to do to reach that vision.  If done poorly it can look gimmicky and forced.  But if done correctly it can be the foundation on what a successful school is built on.  

One of the topics I found particularly interesting from this course is ‘collective teacher efficacy.’  This idea is the goal of many administrators.  It lives in the realm of culture and climate and is a key part of a well functioning building.  It is the idea that all the people in the building know where they were, where they are, and where they are going as a building.  It is the constant striving to have your entire team looking in the same direction and understanding that we’re all in this together.  People will disagree on individual topics, and that is welcomed, but the building is all striving for the same specific and clear goals.  A well functioning school district will have these goals laid out in their mission and vision.  A poorly functioning school will have a mission and vision that they do not really aspire to.  A good administrative team is able to inspire collective efficacy.  They will make it a priority in staff meetings and professional development opportunities.  They are able to speak clearly and concisely about the school's goals and how they are going to get there.  People buy into that level of confidence and focus.  Like so many aspects of education, this topic is all about building relationships and trust.  An administrator that builds trust with their faculty and staff will find it much easier to gain support in their agenda items.  When a staff member sees strong commitment from their leaders, they will match that commitment and great accomplishments can be achieved.  This is the type of administrator I want to be.

  

Another topic that I found interesting during this course was teacher leadership.  It is a topic that I never gave much thought to.  The question I am asking myself now is, what is the motivation for a teacher to become a teacher leader?  In most districts they are not paid much more than simply remaining a teacher and they are asked to do much more.  In my experience good teachers become administrators.  That seems to be the way things are done everywhere.  It has been that way in all the schools I have been a part of.  But, the more I think about that, the more I question the logic.  Why would we take someone who excels at their job and move them to another position where the skillsets don't necessarily equate.  It doesn’t really make sense to me.  Why not find a way to utilize a strong teacher's strengths.  As a teacher leader, this exceptional teacher can help coach and mentor younger and weaker teachers.  This sounds more plausible.  The problem is, teacher leader positions are not incentivized.  Why not create new pathways for teacher leaders in which their strengths are put to good use and appreciated monetarily.  Not everyone is cut out to be an administrator, and not every administrator is cut out to be a teacher coach.  I see this as a gaping whole in the structure of education in New York State.  We lose value in really good teachers when they decide to become administrators simply because that is the only way to be promoted.  As an administrator, I will look to find ways to be creative in accessing the strengths of my stronger teachers.  I also hope that legislation is passed that will also allow teachers to find other pathways to promotion other than administration.  

All good students know that you will never stop learning.  That is how I see myself.  This course for example reinforced the importance of being confident in my own abilities.  Just because something seems new, or difficult, does not mean that it cannot be accomplished.  I will continue to try to keep an open mind when dealing with topics that seem foreign to me because like so many things, being honest about your abilities and forming good relationships will help you to succeed.  I enjoyed the course and the people I was fortunate enough to work with.  I would have preferred to have taken the course in person but we all made the best of the opportunities we were given.  I look forward to completing the program in the next year or so and to my future as a building administrator.