Reflection #2

Note to reader:

I know I started my reflections focusing on my new leadership at my school, however I have spent more time thinking about a question you posed during class a few weeks back, so I decided to write about this instead! My final reflection will address my school climate and leadership! 

The Question

This question was posed during one of our face to face classes and has stuck with me for the past 4 weeks. “What past event most influenced your leadership approach?”

The History

I have reflected on many past events in my life, from leadership camps I went to, to the four years I spent working as a 1:1 worker in a group home. However, while I believe that those events developed my leadership skills, they did not so much influence them. It was my 3rd year as a contract teacher that I truly think affected my leadership skills the most. I was asked to be a mentor to a first year teacher. We started the year off well working together however it quickly unravelled as my over-enthusiastic and extroverted self seemed to pave over both her teaching and learning style. As a leader or mentor in this case I failed her on many levels. At the time I was upset and frustrated- unable to fully reflect on how this relationship buckled. However, as I reflect now through the lens and theory of transformational leadership I can accurately reflect on where it broke down.

A Blend of Theory and Practice

  If I looked closely at Bass’ leadership continuum (1985) my leadership style with my colleague would lie closer to the transactional approach. I often spoke to her, rather than with her (power over) and following Bass’ (1985) model I used corrective transactions where I would tell her how to teach a lesson rather than motivate and empower her. While it is clear that with many great leaders their position on the continuum shifts depending on the context, however, in this situation my leadership style was stuck at transactional. I did eventually shift on this continuum, as I was frustrated in the fact that I was giving her lessons, activities and ideas and getting nothing in return. Our communication became non-existent and eventually I became the laissez-faire leader. I gave up and had a hands-off approach. It is painful to admit this, however I was a young teacher and did not know how to get out of this situation. 

I turned to my principal at the time. After many conversations, she encouraged me to arrange a meeting with my colleague (or as I now can term as a courageous conversation). I can easily make connections to the support my principal offered me to Bennis & Nanus’s(1985) transformational leadership strategies. She reminded me that my colleague and I needed to agree upon a direction or focus for our time together. This would be the vision. She also helped me understand the importance of building a relationship and connecting with my colleague so that trust and open communication can happen. This is part of being a social architect. I also had to respect the individual and take into consideration that her teaching and learning style are different from my own. This is the creative deployment of both myself and my colleague. 

The Solution and Next Steps

The meeting took place and courageous conversations happened, however, it has really taken time and our own personal growth to mend our relationship. This speaks to the delicate and intricate relationship between culture, communication and change. 

Since this experience I have mentored other colleagues as well as had teacher education candidates in my classroom. One of the main differences was my acute awareness of their own goals, ethics and visions as new or learning teachers. My approach fell much more on the transformational part of the continuum. It makes me wonder how many teachers have these ‘negative’ experiences surrounding leadership with fellow colleagues, as our professional development does not focus on these relationships. This supports the need for professional development to focus specifically on the 4 C’s of 21st Century skills (critical thinking, collaboration, communication and creativity) with regards to both staff and students. If the idea is to have professional learning communities (Leithwood, 2012), then there is a need for training and guidance with regards to how these will operate. 

I am thankful that I have had the opportunity through this Masters program to be able to apply theory to my practice that sheds light and understanding for my professional growth as I am not sure that without the theory I would have been able to reflect on this experience to see how valuable it truly was in my growth as a leader.