Respond to at least two colleagues with additional insight about leadership styles and its impact on collaborative facilitation. In addition, comment on any insights you gained from your colleague’s article. (Note: 2 colloeagues’ posts are provided below, please responds to the two provided. Response may start with Hi Michael or Hi Suzanna)
I would like to focus on Mr. David Cannon, the principal of the high school. I like the way he facilitated the meeting and his thoughts, especially since it seemed that Ms. Fuller was moving toward implementing a system that wasn’t well vetted. What I will say is that although Ms. Fuller was completely unprepared it seems she is in tune with the moral purpose of her job as a leader. Her desire to integrate sped students expresses her understanding of her larger responsibility to create overall change; however Mr. Cannon utilizes not only this trait but many more. Fullan expresses that an effective leader also must have an understanding of the dynamics of change, as well as emotional intelligence as they build relationships (Fullan 2002). These are two of the most important characteristics because they keep in mind the needs and concerns of your subordinates. When Mr. Cannon begin talking about the change being met with resistance and the need to gain teacher buy in he was expressing understanding of the dynamics of change, and his desire to gain buy-in will undoubtedly build stronger relationships with staff.
I think that Mr. Cannon’s approach was highly positive. In education we are often met with negativity especially when standards change. While Mr. Cannon did note the negativity that may arise he focused more on the positive aspect in which he can overt negativity. This key skill is key to him being effective.
As the superintendent of this district, one thing that I would have to readily admit is that the integration of sped students may not be one that is able to happen as quickly as originally thought. One thing that the meeting was able to reveal is the need for more confidence in the change. I would have to ask the principals to go back and do needs assessments of their campus. In these assessments I would be looking for school demographics, teacher input, parent input, as well numerous other aspects in an attempt to arrive at the plan that most effectively transitions students.
Fullan, M. (2002). Leadership and sustainability. Principal Leadership, 3(4), 14–17.
Administrator: Dr. Joseph Fussilli, Assistant Superintendent
Based upon the remarks of Dr. Fussilli in response to Mrs. Reyes, his interaction skills were ineffective. In an attempt to pose a challenge to overcome related to the discussion topic, he devalued the concerns shared by the Director of Special Education by trying to portray her response as emotional. This placed the focus on her as an individual instead of addressing the issue at hand. Costa and Garmston (2016) speak of the necessity to build trust and rapport as teams work collaboratively (p. 100). Likewise, the importance of respecting the individual by valuing the role he/she plays in supporting students should be emphasized (Costa & Garmston, 2016, p. 92).
As Superintendent, a solid plan must be developed prior to addressing the faculty. In order to do so, I would give the team an opportunity to reflect upon the issue of mainstreaming students with disabilities who receive self-contained services by providing some time to process the potential challenges and develop action plans for consideration. It would be best to task the group to reconvene at a later time with the expectation that the following occur:
· Team members address concerns about the issue with respect to their roles and responsibilities.
· Proposals to overcome the concerns are developed.
The group of leaders will reconvene and share their ideas and insights. A plan will be devised collectively by the team to address the primary areas of how to offer a continuum of services to meet students’ needs, communicate this change with parents, determine personnel implications, address needed curriculum modifications and accommodations, and provide professional development for teachers. Once these pieces have been established, the Superintendent can address the faculty to share the rationale behind the initiative, how students are impacted, and how the teachers will be supported through this transition. It will be essential to also collect feedback from teachers as their response and understanding will directly impact students and inform families.
Costa, A. L., & Garmston, R. J. (2016). Cognitive coaching: Developing self-directed leaders and learners (3rd ed.). Lanham, MD: Rowman & Littlefield.
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