Review and Respond to two or more of your colleagues’ posting in any of the following ways:
·Offer any suggestions or ideas about your colleagues’ moral imperative.
·Share any experience you may have in change leadership.
My moral imperative is rooted in the belief that education should be specialized to the needs of the student, regardless if they are in special education or not. It is a driving force to provide education for all learners regardless of their circumstances in life that impact their overall performance (Fullan & Quinn, 2016). Oftentimes, I find the educational system tries to have separation between student performance and the environmental factors that impact their performance before students enter the building. I am so glad to see the acknowledgement of the affects environmental trauma has on mental health and the push for more counseling services in public schools.
As an African-American educator, from a suburban/urban environment, I can attest to experiencing an educational system that does not understand me, how I learn, and how my culture impacts my life daily. Working in a predominately African-American school, I make sure to validate my students experiences in life, share how similar life circumstances have impacted me, and ways to overcome them. Processing with staff, during heightened emotional situations that negatively impact academic performance, allows people the space to identify their moral imperative and determine if it is in conflict with the vision of the school. I am in constant review of my moral purpose with students. During days full of chaos, I take time to be self-aware with how I am leading the program and how my leadership allows for all students to feel success in some way. I also seek counsel with other program leaders to reflect on how my behaviors as a leader impact the mission of the program.
Creating healthy relationships with staff, providing and receiving feedback, and aligning program growth with data fosters moral imperative in colleagues (Fullan & Quinn, 2016). Providing opportunities for staff to make connections to each other’s moral purpose, through team meetings, deepen their understanding and commitment (Fullan & Quinn, 2016). Finding purpose among staff allows everyone to focus on a common goal that will ultimately benefit the students academically, socially and emotionally. Through clear and transparent communication I am able to share my vision for the program. I use backwards mapping to identify a plan of action to reach the end goal. I allow my staff to provide feedback and ideas on the vision during the implementation process, making necessary adjustments as needed. Staff identify I have a good ability to develop leadership skills in others through coaching and supervision. I am continuing to work on deepening my knowledge of special education policy/laws and problem-solving techniques for conflicting personality traits.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
According to Fullan and Quinn (2016), leaders need the ability to create a shared purpose and meaning for a goal. Leaders also need to share a developed pathway for attaining that purpose. I currently have multiple leadership roles in my district. I am an MTSS coordinator at one school in our district and a Behavior Support Specialist for all 15 schools in our district. I am constantly developing goals and devising plans to achieve goals.
With that being said, I enjoyed reflecting on the guiding questions shared by Fullan and Quinn (2016). I believe my moral imperative is to guide educators to use evidence based practices to achieve a better education for our students. I constantly make plans using evidence based practices for students both for academic and behavioral reasons. My job requires many hours of observations, teacher and student interviews, and planning to ensure students are moving towards success. Fullan and Quinn (2016) stated that a moral imperative doesn’t mean much if you are not moving towards a goal. When teachers do not see progress they often lose heart. For this reason, it is important that all stakeholders in a case witness success. I typically use data collection as a way for educators to witness the success in a case. After a few weeks, if progress is not being made, I call a team meeting to discuss other options. I never want a team to feel as though their plan or hard work is failing.
As a leader, I believe one of my strengths is listening and understanding. I try to keep an open mind and really understand all stakeholders’ points of view. I also try to ensure that all stakeholders in a case feel heard. I also believe another strength I have is using data to drive what is best for students. I need to work on developing follow-up with team members. With so many schools and students on my caseload. I often feel like I do not offer enough support to educators once a plan is in place. They often reach out to me if something in our plan is not working well. However, I would love to offer more support to the team as they implement the interventions and plans in place.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.Chapter 2, “Focusing Direction” (pp. 17–46)