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Reflective Journal #1
Santanna M. Templeton
School of Education, Liberty University
Author Note
Santanna Templeton
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Santanna Templeton
Email: smtempleton1@liberty.edu
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Reflective Journal #1
In any new position, individuals must be cautious in their approach to how they make
changes for the betterment of the company they are working for. This also applies to the
education system. Being the new leader on the block can be extremely challenging, especially
being hired as the superintendent. A superintendent must know the different leadership models
and what research says about their effectiveness. Many studies have shown that authoritarian
leadership is negatively correlated to the workplace when it comes to “team interaction,
employees’ organizational commitment, task performance, helping, and vocalization behavior”
(Du et al., 2020, p. 1). Even with this knowledge, a superintendent cannot go in and immediately
start making changes. Leadership improvement takes determination as there is not an exact
science to it (Coley, 2006). I would consider all the information I’ve received about the
dissatisfaction. Before making any significant changes, I would create a presentation on effective
leadership styles and models to present to administrators in the district. After presenting, I would
give out a survey for principals to reflect on and evaluate their leadership style and discuss how
it is working in the school. Additionally, I would let principals know that I want to send out an
anonymous survey to your teachers to have them share their input on the view of your leadership
style. This shows commitment to both parties and shows the district that I am focusing on
leading people and not just handling situations (Coley, 2006). After addressing the issues and
compiling all the information, I would move into developing leaders within my school district
specifically starting with the schools that use ineffective leadership styles. I would use
Blanchard’s model which includes the following: direction, coaching, support, and delegation
(Coley, 2006). There needs to be a shared vision of school leadership which can be done at
monthly principal meetings. For the leaders who are having tension, I would pair them with
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another leader within the district to have an opportunity for peer learning. Additionally, my
leadership team and I would coach and mentor principals individually to mold effective leaders
(Harvey et al., 2013). Addressing the issues would be a process, but I feel that following these
steps would lead a school district in the correct direction. This is not about being in control or
changing every aspect of the district or specific schools. This is about polishing leaders which
cannot be mass-produced. It can be shaped through a personalized approach (Coley, 2006).
Principals should be providing support to their teachers for the inclusion model
before it can ever be implemented. Teachers and administrators should be working alongside
each other to determine the best way to have an effective inclusion model. First and foremost,
there should be a culture of continuous learning. Effective instruction and implementation can
only be successful if teachers can benefit from extra time and professional development to
improve their practice (Harvey et al., 2013). I would also find the time to set up training for
principals to ensure they know and have the correct information regarding special education as
there are only a few individuals who are experts in the world of special education
(LetsGoLearnVideo, 2021). Therefore, as a superintendent, I would want to have funding to
implement training and resources to ensure the inclusion model is implemented effectively. As
for co-teaching, administrators and teachers need to use their instructional coaches to help model
and co-teach lessons in the classroom. I will also work closely with my instructional leadership
team to help support schools as well. Additionally, implementing this model is going to be a
team effort from the leadership team at the district to all staff at the schools.
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References
Coley, K. S. (2006). The Helmsman Leading with Courage and Wisdom. Purposeful Design
Publications.
Du, J., Li, N. N., & Luo, Y. J. (2020) Authoritarian leadership in organizational change and
employees’ active reactions: Have-to and willing-to perspectives. Frontiers in
Psychology, 10(3076), 1-8. https://www.doi/org/10.3389/fpsyg.2019.03076.
Harvey, J. S. J., Cambron-McCabe, N. H., Cunningham, L. L., & Koff, R. H. (2013). The
superintendent′s fieldbook: A guide for leaders of learning. Corwin Press.
LetsGoLearnVideo. (2021, Mar. 2.). Principals matter in the special education process [Video].
Youtube. https://www.youtube.com/watch?v=FOFyEYNhsFU&t=4s
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