Both books I reviewed fascinated me for several distinct reasons. The Superintendent's Field book by
Harvey (2013) offers assistance on managing challenges that emerge in the position of a superintendent,
such as conflict, diversity, and politics. Both of the authors provide reasonable advice with real-world
examples, offering a unique perspective not typically found in most curriculum. I appreciate that the
authors incorporated real-world examples to give a viewpoint that is not usually seen in traditional
educational material. Coley's (2006) The Helmsman supplies a fresh angle in an easy-to-understand
manner. Harvey placed a clear footprint to be followed for success. I will always keep this book. Coley
(2006) examined the role of leadership through a Christian perspective in all educational settings. They
discussed topics such as legal matters, finances, the government, the relationship between the
community and the leader, developing leaders, monitoring instruction, and the philosophy of education.
By looking at things from a spiritual and Christian standpoint, Coley (2006) also explored the importance
of self-care. The two books provided valuable information that could prove supportive to any leader on
their path. One topic which caught my attention was conflict resolution, both books offering advice on
how this should be dealt with. Avoidance is a good strategy, but when involvement is necessary, one
should look to use the negative situation in a positive way (Harvey, 2013). Conflict cannot always be
avoided, and we must find productive options to handle it; Coley (2006) suggests directly confronting it
rather than avoidance. Both authors have delivered useful knowledge for current and upcoming leaders
that I am certainly going to make use of throughout my career.
Harvey's (2013) Chapter 2 from The Superintendent’s Field book, Leading Your Schools, had an engaging
opening quote that captured my attention: "Superintendent Wanted: A miracle worker who can do more
with less, pacify rival groups, endure chronic second-guessing, tolerate low levels of support, process
large volumes of paper and work double shifts (75 nights a year out). Paraphrasing Harvey (2013), having
the freedom to be the instructional leader of a school and always remembering you have a limited
budget, cannot replace staff/teachers due to shortages, and will always make somebody upset. This
powerful passage sums up the challenges facing many leaders, particularly those in the superintendency.
This phrase reminded me of what was expected of me as I am starting my journey to be an educational
leader. Hopefully, with much guidance from mentors and other top leaders in the organization I will be
able to embrace and live up to these expectations. An additional highlight of this chapter was the
authors' discussion about distinguishing technical from adaptive challenges – something people struggle
with when it comes to putting ideas into practical use. I referenced my whole leadership style toward
Nehemiah. He saw and heard the cry of his people and came with loving arms to aid and lead. This is
exactly how I want to lead. Within our society, people are increasingly regarded as being "lovers of
themselves, lovers of money, boastful, proud, abusive, disobedient to their parents, ungrateful, unholy,
without love, unforgiving, slanderous, without self-control, brutal, not lovers of the good, treacherous,
rash, conceited, lovers of pleasure rather than lovers of God-having a form of godliness but denying its
power" according to 2 Timothy 3:2-4.
I never intended to become a Superintendent of a school district, yet this course and literature have
equipped me with an understanding of the role. As Chapter 7's Collaborating with your allies in The
Superintendent’s Field Book by Harvey (2013) elucidates, it is important to work together with other
government agencies to achieve our unified objective. I now recognize that collaboration takes more
than just cooperation; it involves overcoming potential boundaries between groups. I must open my
grasps of control and allow others to help me achieve success. With collaboration, we strive to ensure
that no child slips through the cracks and is denied the services essential for them to be successful.
When collaboration is successful, it allows for more efficient District functioning and fosters a more
positive community image which propels greater support from the public. It is my goal to transform and
influence those with whom I work, teach, and lead by leading a Christian-based education. Christian
education is widely believed to make and should make a difference in people’s lives, but there is still a
question about how such an education makes a difference. As everyone is different, we have the choice
to follow a path or to create our own. Reflecting upon this question or becoming a principal or
superintendent my answer is neither. Being a Coach I still teach and mold young men and women into
great adults. Becoming a better leader from this degree will only refine my craft and allow me to reach
more athletes efficiently.
For the past 9 years, I have worked in special education teaching. Early on, I was unable to find a
job and turned to working at the grocery store. I was promoted due to my educational experience, but
within 6 months knew this wasn't quite what God intended for me. My dream was to transition into a
coaching and leadership role within Education. I now understand the complexity of being a
superintendent, including the politics that come with the role. Although my goal is not necessarily to
become a superintendent, it has been important for me to learn how politics affects their decisions, as
well as more effective ways of leading--which is why I'm grateful for courses like these! What began with
me being the Head Coach and working as Lead SPED Teacher has now led me to be Girls Athletic
Coordinator for the district, an administrative role that provides me an opportunity to improve our
educational system and make a difference in students' lives. I had an idea of how I wanted to lead but
after Module 1’s reading and assignment I realized I was missing needed qualities.
The culture I instill into athletic programs I lead is through Servant Leadership. The player who
sees herself as a servant to her teammates, and who does everything possible to help them perform at
their best is practicing the highest form of servant leadership. Matthew 20:28 reads “Just as the Son of
Man did not come to be served, but to serve, and to give his life as a ransom for many” (Bible Gateway,
1994). Surrendering your needs to ensure others’ needs are achieved, in my opinion, is the true quality
of a leader. For the educational side, this can be seen as an administrator providing for the needs of
others before themselves, by teaching a lesson while the teacher can complete grades, covering a duty
assignment for a staff member that just needs a break, cleaning the cafeteria to show no job in the
school is demeaning or beneath them. We must always be vigilant in being the light of the school,
community, and staff. Knowing current events and educational advances does not create great
leadership. It is how we interpret and utilize our wisdom to share the information and if needed, apply it
to our staff, teachers, school, and/or community. Wisdom is the foundation for leadership, and it comes
from God alone. As evidenced by Proverbs 21:1, “The king’s heart is in the hand of the Lord, /Like the
rivers of water, He turns it wherever He wishes” (Bible Gateway, 1994).
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