Instructional Leader, I Believe Student

¶ … instructional leader, I believe student achievement is a direct result of students' ability to both learn and see learning as an important part of their lives. Students who are motivated to learn not only by grades but also by the good that will come from gaining knowledge will perform better overall. In the business world, this type of understanding is key for leadership, and is often evaluated in determining whether to promote one person over another. Thus, I will use this technique not only to improve student achievement and help my school meet adequate yearly progress requirements as mandated by the Bo Child Left Behind Act, but to prepare students for their future careers and other leadership situations they may face.

The first task to achieving this kind of motivation is to synthesize the course curriculum with its practical application. For instance, in my classroom, I place emphasis not only on the task that is to be learned, but also on ways in which the students can use it in their present and future lives. Furthermore, I practice the integration of topics learned in other subjects into the current topic for learning. That is, I suggest that students use writing to help them understand math problems, principals of science in drafting essays, and historical examples to explore health related topics. This approach encourages students to understand the importance of what they are learning, creating a motivation that is based on more than just grades.

While this motivation can be fostered through the above stated methods, it must also be maintained. This can only be accomplished through routinely checking students' knowledge to ensure that they have grasped the topics of instruction. While this can be done through testing, I advocate a more frequent, low-stakes method, in addition to testing, such as asking students to discuss the topics with the instructor, with group members, and asking them to write essays.

While change is almost always difficult, it is often necessary and positive. In order to make change effective, however, change must be supported by a team of instructors who have the leadership skills necessary to push the organization forward into the environment of change. The first step in the process is to be sure that the change being considered is the correct one. To do this, I will conduct extensive research both in-house and through scholarly and scientific channels to present myself with an accurate and unbiased picture of the changes being considered. Furthermore, I will devote myself making decisions in a coalition, so that unilateral changes are not mandated to many who do not agree with them. Once a reasonable decision has been arrived upon, I must take on the role of the leader who ensures that it is implemented.

In order to do this, it will be my role to confer with my colleagues to determine if the change is being implemented, how it is affecting the faculty and students, and what other changes can be made to better accommodate this primary change. Furthermore, it will be my role to defend the change when others may question it, in addition to listening to the concerns that they have, many of which may be valid. Finally, as a leader responsible for change, I have the task of evaluating the changes that have taken place, determining by the facts, with others, if the change was truly beneficial or should be repealed or altered.

Thus, while change is often difficult, and even more often necessary, it is the responsibility of leaders to ensure that necessary change happens. As a leader in this capacity, I will not only complete the tasks above, but will maintain a positive and upbeat attitude about necessary change.