EDEM 628 -Survey on the Reform (Feb.2)

I'd like to begin with the article that was discussed in last week's class: "When Leadership spells Danger". Some students remarked that the context was too American and did not have much relevance. I disagree. I think that the role of educational administrators transcends national and regional boundaries because of a few fundamentals.

Whether discussing schools in the U.S. or Canada, administrators all have similar challenges: working with a diverse staff, student population and beauracracy. All are bound by the educational structures in which they operate and all deal with the personal dimension as well.

Leadership is defined in many ways but the authors see the need for leaders to deal with what they term as "adaptive challenges" which they differentiate from "technical challenges". In the former, administrators require the skills to change people's values, beliefs and habits -a task much more difficult than making sure the thermostats in the classrooms are working properly.

My own experience thus far (one year) as an adminstrator has been challenging in terms of having to make certain decisions that may be perceived as unpopular by some. Recent changes in student supervision caused some conflict;however, the staff was made to understand that these changes would help minimize inappropriate behaviour and conflict among students during recess. I think that the dilemma that some administrators face, including myself, is that we sometimes have to initiate change that will upset those comfortable with the status quo and this may undermine good relations between staff and administration.

The suggestions offered in the article do provide some help in dealing with such dilemmas. For example, the need to acknowledge the needs and concerns of those who oppose, but at the same time to be able to accept "casualties" - not everybody will have their needs met.

In reading this article, it help shed some light into questions I had about making changes (adaptive challenges) that administrators face in trying to implement and sustain elements of the QEP.

I believe strong leadership has been achieved by my principal in terms of community involvement. The role of the parent is stressed and communication with the parents is key. One mechanism designed to achieve thisw is monthly newsletters that go out to all parents. The newsletter not only informs the parents of on-going activities but invites parents to share their own ideas and encourages involvment.

I think that areas where stronger leadership may be required is in providing opportunities for teachers to network and mentor each other. Too often, pedagogical days are used up doing the routine "house-cleaning items" A plan is required here to provide more opportunities for teachers to meet and discuss issues of pedagogy and so on.

Also, the need to become more active in monitoring the differentiation of instruction of teachers is an area that requires more active administrative presence. As a whole, some teachers will use journals, for example, to allow opportunities for students to reflect on course content or providing choice to students. However, a large gap remains between those who continue to subscribe to the status quo and teachers who have incorporated elements of the QEP. Again, this is where strong leadership needs to be present. There is a need here for building alliances to advance and make progress on getting others aboard. As the authors of "When Leadership Spells Danger " argue: "Don't do it alone."

Others areas where staff and school need to make progress is in explaining the purpose of the reform to parents. Many parents are wary of the reform because they are uninformed. Again, we are presented with a bigger problem when the actual teachers in the school want no part of the reform.