EDLD+5370+Reflections+of+5333

By Raquel Cantu Cohort 12 ET8021 Rooney (2008) says it best "Research reinforces what those of us who practice the craft of principalship know by instinct: Leadership directly affects students' achievement" (p.88). Taking this course made the words data and accountability a reality for me. Before this course I heard these words often but they were merely background music for me. I know now that I wasn’t fully grasping the impact of these two words. I remember going through the motions of pulling out the old trusty highlighter at the end of each year and highlighting low scores. It became almost a joke because the results were always the same. I knew which areas I would highlight before we would even look at scores. I really didn’t connect it to what I was doing in the classroom rather some far off numbers that I had no effect on. I did not make the direct connection between the data and my instruction. After taking this course I have come to realize that it all starts with the data! Everything you do in teaching should be data driven to improve student achievement. By studying test result reports schools can see what the areas need improvement and put action behind those needs. In this class I looked at data for hours and found myself repeatedly surprised at what I realized after breaking apart the data. There were many achievement gaps between many subgroups that I was unaware of. The activity made me feel an urgency to improve these certain areas. It helped me grow as an educator and I will never look at data the same. It will drive all my decisions and instruction. I also have a better understanding of what a principal’s responsibilities are. Administrators can use data to help drive a school to high performing success. If they don’t use data, decisions will be “hit or miss”. Working closely with teachers is a must in order to make positive site-based decisions. ====I am not sure if I will one day pursue the role as an administrator but if I do ever decide to I was able to go through the role of a an administrator in this course. I gained a whole new respect for what administrators do. As a teacher I only saw the side of their job that was directly related to me. Now I see the work they have cut out for them with data analysis, setting campus goals and objectives, and creating an action plan to meet the needs of our school as well as many other responsibilities. I do want to have a positive school culture that my staff and studens will believe in. According to Reeves (2007), "The greatest impediment to meaningful cultural change is the gap between what leaders say they value and what they actually do" (p. 93).==== This course also gave me more motivation to find ways to support my administrator when she is making her decisions. It was always great to read through the discussion board because I always came away with a different idea or perspective from other colleagues.
 * __EDLD 5333 Course Reflection __**

This course just reinforced what I have been learning throughout the program, being a leader is a lot of hard work. I have learned that you have to be ready for anything. As Fridell ([]) describes the uncertainty of principals (2006) “it suggests that without a survival strategy, the nature of the job could suck them in and bury them with an onslaught of unwarranted attacks”. I also have learned that you have to be able to problem solve in a creative way to make a difference. You also have to make sure you are aware of all of the legalities that are part of your job. Schools are under a lot of pressure. Schools must go the extra mile to grow and learn in order to help all children succeed.

Rooney, J. (2008). What do we believe?//Education Leadership, 65 //(5), 88.
Fridell, M. (2006). The new principal's role in establishing a collaborative, progressive vision//. National Council of the Professors Educational Administration (NCPEA)//. Retrieved Aug. 30, 2011, from []

Reeves, D. (2007). How do you change school culture //? Educational Leadership, 64 //(4), 92-94.