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Reflective Paper

Jessica Phillips
Reflections: Becoming an Effective Leader

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I recently stumbled across a quote, which took me a few minutes to really get a
grasp on. Then I realized that the work Ive been completed in classes, and current
leadership roles, makes this quote true. The quote is from Vince Lombardi, and it says,
Leaders arent born, they are made. And they are made just like anything else, through
hard work. And thats the price well have to pay to achieve that goal, or any goal
(Forbes 2012). After reading this quote several times, I realized that I wasnt born a
leader, I have definitely worked myself into the leadership roles I am in today. I am also
continuing hard work, in order to become an even more effective leader in a school
setting. I have made connections with things from my readings, and class, to things that
have happened or are happening in my leadership work. I have found strengths and
weaknesses in my leadership role, some which were surprising, but a true learning
experience. I have also set goals for myself, in order to become a more effective leader.
Throughout the classes, we have discussed leadership responsibilities among the
six following traits: data based decision-making, communication,
authority/power/influence, group leadership, vision, and change. I have been able to
reflect on my leadership roles, and identify strengths and weaknesses through each of
these six traits.
Data based decision-making
Gorton and Alston (2009) state that decision making has been defined as a
process influenced by information and values, whereby a perceived problem is explicitly
defined, alternative solutions are posed and weighted, and a choice made that
subsequently is implemented and evaluated (p.40). While reading School Leadership
and Administration (Gorton and Alston, 2009), I found that decision-making requires

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much more than what I expected. Chapter 2 really lays out the process of making
effective decisions. After reading this chapter, I reflected on the decision making process
that I observed, or engaged in during my field experiences. One example that stands out
is when my administrator and I decided to implement a new teacher network in our
building. I feel that we took many of the steps into account; however, I also feel that this
would have ultimately been the administrators decision. There were no current referral
data to rely on, and no teacher observations, because each teacher was new to the
building. Therefore, I think the administrator was being proactive in the aspect of wanting
to ensure that all teachers were comfortable, and had someone to assist them in questions
they may have.
This is when she mentioned having a new teacher network, where teachers could
share concerns, ask questions, and gain new ideas about teaching. We decided that the
district network wouldnt be enough support for these teachers, so we established the
group within our building.
The goals for this group were in place and we had our first meeting. This is
where my first learning experience was noticed. I told each teacher what date, time, and
the place we would meet. I also made the decision to leave this first meeting as an open
discussion. Teachers were to come in with concerns and questions that they have so far
in the school year. Five teachers were present, punctual, and prepared with many
questions and concerns. It didnt take long to realize that I should have had an agenda,
instead of open discussion. Teachers were asking questions from classroom management,
to grades, to guided reading, etc. I was so overwhelmed with concerns that we got off
track, they seemed more confused, and we stayed way passed the time I had envisioned.

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This decision was not a good one, and I knew that I needed a new plan for the next
meeting. Shortly after our first meeting, I emailed each teacher and apologized for the
chaos. I reminded them that this is a learning experience for me, and I would promise
that the next meeting would be much more successful.
While reflecting on this particular situation, I realized there were things that I
could have done to make the process more beneficial. I learned from that experience that
during the decision making process, I should weigh out all options. I should then
evaluate the advantages and disadvantages of each option. From this point, I should
choose the option that best suits the needs of all stakeholders. I also learned that I needed
a back-up plan, a choice B. It may have been a good idea to stop the meeting, choose one
important topic, and go from there. I still feel like it was a good idea to have input from
the teachers about what he/she wanted to discuss; however, it would have been best to
narrow that discussion to one or two important topics. I should have created a survey of
questions that would lead into our first discussion meeting. From this survey, I could
gain a consensus on what the group needs, not necessarily each individual. From there, I
can allow myself time to discuss overall concerns, and give teachers time to ask questions
about this one particular topic. This process would allow me to make the most effective
decisions for the group, and for my leadership style.
Communication
Gorton and Alston (2009) state that Guarino considers the ability to communicate
the most essential talent in the area of leadership. Throughout this process, I have
understood that his is very true. I also learned that communication is not just relaying a
message to the stakeholders. Communications requires much more than that. In Chapter

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4, Gorton and Alston (2009) share the different aspects of communication from audience,
how to send the message, the content of the message, and even being a recipient of a
message (listening). This was the most shocking part of communication, for me. I have
always understood that listening was part of communicating; I know this from being
married. However, the surprising part was that I wasnt as good a listener as I prided
myself in being.
Gorton and Alston (2009) also state that listening serves as 45 percent of
communication in an administrators day. I guess I havent seen this as an important trait
for communication because I havent had great models of this. I have always thought that
I was an effective listener, in all aspects of my career. It was until I completed the
communication survey, among my colleagues, that I realized I wasnt as strong as I had
previously thought.
During this new teacher network, I understood that my administrator not only
wanted me to help the new teachers, but she also wanted me to be a listener. She wanted
me to hear their problems, concerns, etc. Then she wanted me to let her know what they
were so that she could further assist them in their teaching career. She didnt want me to
be a snitch; however, we both agreed that new teachers may feel more comfortable
going to a colleague with an issue than going straight to the principal. I knew this was
something that I would need to do, so I prepared myself to be a listener. I heard what the
teachers were saying during the meetings, and I was offering advice, answers, and
relaying the messages to my administrator.
However, I didnt realize that I really wasnt listening. In the communication
assignment, I created a survey to give to our colleagues. I figured, who better to give this

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survey to, than the new teachers I have been working with. A few of the questions on the
survey dealt with listening. After receiving the surveys and analyzing the results,
surprisingly, I realized my weakness was listening. Then, during further reading in
School Leadership and Administration, I found that I was not truly listening to their
concerns, but rather I was waiting on the other party to finish talking so that I could
express my own opinions (p.116). I could hardly believe that I was doing this, but it did
make sense. This is very easy to do.
Throughout the next few meetings, and individual meetings, I was able to really
use my goals and work on my listening skills. I have been able to set all distractions
aside, focus on what the speaker is saying, ask clarifying questions, and restate what I
heard them say. This is truly helping me become a better listener, and Ive found that I
am more prepared to answer the questions and concerns of that teacher. My future goals
are to continue to work on this listening skill, throughout each of the leadership
possibilities I may encounter.
Authority/power/influence
I have learned that these three traits are different but also very closely related.
One may lead to another, or cause another to need to happen. Gorton and Alston (2009)
suggest that authority is power-conferred, allowing the administrator the right to decide,
direct, or control. Power represents the capacity or potential for effecting desired results
in one or more persons that would not have otherwise occurred (p.82). Influence can be
defined as the ability of an [administrator] without recourse to force or legitimation, to
affect anothers behavior (p. 89). The importance of these traits is that the administrator
understands when each trait should be used and how to use it effectively.

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During my field experience, I was privileged enough to become the fourth grade
chair person. I immediately felt that this was a huge responsibility, but did feel that I
could handle it. I understood that the administrator placed me in this position because she
felt as though I was a strong leader. However, I felt it very necessary to make my grade
level understand that I was their equal. I had no power over them. After being grade
level chair for four years, and reflecting on the things that occurred during that time, I felt
that there were certain situations where I should have showed more authority. For
example, when one member wasnt pulling his/her weight, instead of taking on his/her
workload, I should have stepped up and had that difficult conversation. I should have
explained that he/she wasnt doing the job, and that things needed to be changed.
Another example that Ive reflected on is the new teacher network. I feel that my
role for the new teacher network was to engage in influence. I went into this thinking
that I am on the same level as the other teachers, other than being a veteran. This may or
may not have been viewed as effective, but it was my way of gaining trust with the new
teachers. I new things that the administrator would expect, along with expectations of the
district, and I would influence the teachers to take that route, instead of telling them its
what had to be done. This seemed to be very effective.
When reflecting, I would want to somewhat change this. There is one particular
teacher in the group, who really struggles with participation, working on things we have
discussed, and taking constructive feedback. I feel that in this case, it would work better
if I took slight authority over some things that we discuss. I feel that I should have
mandated some things be done in her classroom, give her a date to have them completed

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by, and observe to see if she had done these things. I feel that if I would have taken the
authority role, she would have been more successful.
Group leadership
I went into this particular leadership role understanding that leading a group of
people takes a lot of effort and work. I know this from previously being the grade level
chairperson for several years. When I learned about group leadership and read the
section on this aspect, I learned the most important points of leading a group. Gorton and
Alston (2009) state that a group leader must recognize possible group issues, group
members must feel valued, the group must share goals, the members must have
cooperation and teamwork, and there must be a need for mutual trust. From having
experience working with a big grade level, I understood most of these aspects already.
Im not saying I was effective with each one, but that is where my reflection will help!
Working with these new teachers has been a learning experience, not only for
them, but for me as well. I told them, during the first meeting that I wasnt planning on
observing them, becoming a snitch, etc. I let them know up front that I wanted to learn
from this experience too. From this, I feel that I gained the trust that needed to be gained
in order for everyone to feel secure. I also let them know that if I could not answer
questions that they may have, I knew the people to go to get the answers that they were
looking for. They were very receptive, and have continued to be thus far.
One thing that I have reflected on, and will do differently in the future has to deal
with mentors. As part of my leadership description, I was in charge of pairing the new
teachers with mentors in our building. I feel that I was very effective in pairing veteran
teachers with them. However, the part where I failed is sharing this information with the

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new teachers, and having some form of meet and greet between the mentor and mentee.
The new teachers were shocked that they had a mentor, several weeks later, when I
brought it up. In the future, I would plan to pair the mentors with a new teacher, let them
met and have a short conversation. Then I will plan a short meeting where they mentors
and mentees can get to know each other, and share things that they would like to work on
for the year. I feel that this plan would create more success with group leadership, as
well as communication among all stakeholders.
Vision
Throughout this leadership process, I have gathered that having a shared vision is
very important when planning to make a change, or even beginning a new project. An
effective leader will get input of stakeholders when creating the vision. They will also
get buy in from other stakeholders in order to obtain a common goal. A leader can do
this through communication, allowing interested parties to be part of the decision making
process, etc.
When planning the new teacher network, the principal and I both shared the same
vision. We wanted new teachers to be successful in their first year of teaching at our
school. We knew that in order to do this, they would need support from colleagues, the
administrator, and the district. We took this vision into account when planning the
purpose, and sharing this with the new teachers.
Each new teacher bought into our vision. They seemed to agree, and were very
eager to begin meeting and having their questions answered. I think I would change the
fact that they were not included in creating this vision. As mentioned earlier, they did
buy in to our vision, but it would have been even more successful, if they were included

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in the vision, and creation of the network. I also noticed this as an issue throughout
several of my leadership observations and roles. The mission and/or vision was rarely, if
ever revisited during a decision making process. This should be something that is
referred to often in a school building. Each stakeholder must understand that the
foundations of the decisions must always relate to the vision, in which those stakeholders
created.
Change
I already knew that change is difficult. However, I didnt know as much about
change until I read Chapter 7 in School Leadership and Administration. Gorton and
Alston (2009) explain the seven stages in the change process. They also give a variety of
factors behind the resistance to change. This is where I learned that I, too, struggle with
change. I could find myself, and many of my colleagues within these factors. For
instance, the factor of habit as a resistance of change has been very obvious with veteran
teachers. These teachers have been working in the district for many years, and more
times than not, their response is, What Im doing now is working, why change it? I
also noticed that I have said these things before. For example, I remember saying, This
wont work at this school. Or saying, We dont have enough time to do this (p. 200). I
learned through this reading that change is difficult, everyone deals with it differently,
and it is very important to keep clear lines of open communication during change.
I knew that there might be some teachers that had a negative response to this new
teacher network. I anticipated teachers thinking that this was something else to add to
their plate, during their first year. Therefore, I worked really hard to create a positive
tone and environment with the teachers. I also made it very obvious that I, too, would be

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learning from this experience. Each of these aspects has helped the teachers feel more
comfortable, and open when sharing ideas, and has also made them more willing to come
to the meetings.
The aspect of change that would need to be worked on would go back to the work
with the mentors. I didnt realize that this would also be a change for some of the
mentors to the new teachers. For example, when I asked one veteran teacher to mentor a
new teacher, her response was, Sure, Ill do it, but I have no clue what Im doing
because Ive never been a mentor. I didnt realize this would be a change for them also.
There should be a mentor meeting, with just the mentors, where I ask them if they would
like to mentor, then give them detailed information on mentoring a new teacher. This
will set them up to being a more successful mentor.
Throughout this process, I have learned that being a leader is more than just being
in charge of other people. Leadership is hard work! Even more, being an effective
leader requires a variety of traits. I have learned that I am already successful with some
of these traits, but Ive also learned that I have some weaknesses. I feel that my strengths
deal with decision-making, group leadership, and communication. Even though, I still
need to work on the listening aspect, I feel I am still an effective communicator. I will
continue to work on setting aside the distractions, truly listening to understand, asking
clarifying questions, and restating what the person has said. From there, I will be able to
make a good decision of what needs to be done next.
In turn I feel that dealing with change and having the knowledge of when to use
authority, power, or influence in certain situations, remain weaknesses. I plan to continue
to research the difference between authority, power, and influence. I would also like to

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observe a leader, or even administrator who is effective with these traits. Through this
research and observation, I plan to implement new strategies and techniques into future
leadership roles. Also, I would like to learn more about creating a shared vision. I dont
feel like I have been completely involved in this process, as a teacher; therefore, it would
be important for me to learn about vision, observe leaders creating a vision with a group,
etc.
Hard work is the price I have to pay to achieve these goals, and throughout this
entire process, I have realized that each connection Ive made, every new skill Ive
learned, and every goal I set, I am working toward becoming that effective leader that I
desire to be!

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References
Gorton, R. A., & Alston, J. A. (2009). School leadership and
administration: Important

concepts, case studies, and simulations (8th ed.). New York, NY:
McGraw-Hill.
Kruse, K. (2012, October 16). 100 Best quotes on leadership. In Forbes. Retrieved
December 1, 2013, from
http://www.forbes.com/sites/kevinkruse/2012/10/16/quotes-on-leadership/

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