EDU 6979-Action Research

Communication & Collaboration- Initial Reflection

While each model of distributed leadership had clear differences, they all seemed to base their ideas on the premise that leadership can take place within a variety of contexts and are not limited to just one specific person or role. This is also true of my experiences in a school setting. I related most to Ogawa, Pounder, and colleagues' model of leadership as an organization-wide resource of power and influence. There are various types of leadership within our building and my district, each which comes with its own set of power and influence. While certainly administration holds a significant amount of power and often times influence as well, certain teachers in our building share and equal amount of influence, especially with other colleagues and with parents. I also related to this model's criteria for effective organizations, particularly being able to control relationships within an environment and building a sense of commitment amongst sta...

Survey of Instructional Strategies- Reflection

Over the course of this quarter, my confidence in using and naming instructional strategies has drastically increased. While I already had knowledge of many of these strategies under my belt prior to taking this course and used them frequently, I was not in a position to effectively teach them to others or even collect data on them within my own teaching. One of the most powerful pieces to my learning in this course was being able to put a name to the strategies that I’ve previously found successful within my own teaching. With now having the increased knowledge of names of instructional strategies, areas in lessons and units that they are most effective, and an ability to take data of them, I am able to have meaningful conversations with other educators. I also have more tools for my teacher leader “toolkit” as far as guiding teachers to effective, research based strategies that help further student learning. In addition to the deep dive in...

Standard 11 Reflection

Standard 11- Formative and Summative Assessment Standard 11 in Teacher Leadership standards for Seattle Pacific University states one must be able to “ utilize formative and summative assessment in a standards based environment .” As my skills in other teacher leadership standards have increased, this one naturally did as well. While I used to shy away from the word “assessment” all together, I have realized that I cannot be a skilled and effective teacher without it. I also realized how much I used formative assessments throughout my lessons without explicitly planning it. Throughout my experience in the Teacher Leadership program, my skills in both implementing specific formative assessment and choosing appropriate summative assessments have increased. At the very beginning of our program, we spent some time looking through our districts evaluation criteria, mine being the Danielson Framework. We identified areas of strength and areas we want to ...

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