My 'Why'

After 12 years as a classroom teacher, my colleagues encouraged me to pursue an instructional coaching position because they considered me an instructional leader on campus. I enjoyed supporting my fellow teachers just as much as the students in my classroom. As blessings would have it, I was already on the path I needed to be on in order to pursue both of my passions: instuctional support, and technology. I was invited to be part of an academy of teachers who would be trained to integrate technology and be a resource for others in their own campus. This was such as exciting prospect for me, and little did I know it would evolve into a coaching opportunity.

Now that I am a digital learning coach, I have the privilage to support the needs of teachers in the entire district to integrate educatioal technology into lessons. This job is fast pace and never the same from day to day. I am reminded often of the impact that technology can have on teachers and students. I love to open the world and strnegthen access that would not be possible without technology. I received one of the most substantial, eye-opening, reminders of the value and importance of technology the other day.

An inspirational teacher that I worked with the other day has a student with very speical needs. we were able to work together to create what I can only describe as a symphony using technology insturments which worked in harmony to provide precious access to her student. I made a stark realization that day. Her special student would not be able to have the same quality experience as other students without the use of technology that we put to use together.

I was, needless to say, so moved by my colleague's desire to provide access and equity for her student, and her determination and willingness to try different things excited me. This moment, this example is at the heart of why I chose to pursue an instructional coaching position; to support teachers in making a positive difference in the educational and life of the students we serve.

What is your style of leadership?

According to the Conceptualizing leadership questionnaire by Sage (2016a) I rated ability and relationship as the highest characteristics for how I define and view leadership. I was not surprised by this outcome since I believe that forming relationships is the most important component of leadership. Yammarino (2013) wrote that leaders are both born and made, and Northouse (2013) wrote that leadership is not a trait or characteristic but a process which utilizes the influences on others to accomplish a mutually beneficial outcome. Leadership is a process and one that involves exerting influence on others to accomplish a goal.

            The definition of leadership that I agree with most was written by Yammarino (2013), Leadership is a multilevel leader-follower interactive process where all share a purpose and jointly accomplish things willingly. This definition encompasses the people who will share in the process and the process itself. In contrast Northouse (2013) emphasized that leadership is a process and in my view, is shortsighted. Based on these definitions I would contend that the definition of leadership is both a process an emergent trait involving both leader and followers who work together to accomplish a mutually beneficial goal based on interactions that flow from mutual influence from the leader and followers.

            Technology has made the process of leadership more efficient for those who have the capacity to utilize it. Northouse (2013) wrote that organizations have management and leadership kinds of positions. Both management and leadership style positions can benefit from the integration of technology. Under the management style creating agendas, timelines, budgets, resources allocation, communication all lend themselves well to increase efficiency with the use of technology. On the leadership side communicating vision, the larger picture, collaboration, team building are easily aspects that can be enhanced with the use of technology.

            The five characteristics that I feel are most essential for leadership are derived from McClesky’s (2014) four factors of transformational leadership: ability to influence others in a positive form, is inspirational, is intellectually stimulating, and uses individualized considerations when making decisions. The fifth and most important characteristic that I feel is most important is an ability to encourage others to co-create and work towards realizing a vision and is organized to be able to develop a plan to implement it.

          

Reference

Hechanova, R., & Cementina-Olpoc, R. (2013). Transformational leadership, change management, and commitment to change: A comparison of academic and business organizations. Asia-Pacific Education Researcher (Springer Science & Business Media B.V.), 22(1), 11–19.

McClesky, J. A. (2014). Situational, transformational, and transactional leadership and leadership development. Journal of Business Studies Quarterly, 5(4), 117–130.

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Sage. (2016a). Conceptualizing leadership questionnaire. Retrieved from http://studysites.sagepub.com/northouseintro2e/study/resources/questionnaires/89527_01q.pdf

Sousa, M. m., & Dierendonck, D. d. (2017). Servant Leadership and the effect of the interaction between humility, action, and hierarchical power on follower engagement. Journal of Business Ethics, 141(1), 13-25. doi:10.1007/s10551-015-2725-y

Yammarino, F. (2013). Leadership: Past, present, and future. Journal of Leadership & Organizational Studies, 20(2), 149–155.

Ed Tech Doctoral Journey Pt. 3- The role of theory.

Before I began advanced graduate coursework I never stopped to consider the importance of theory and what bearing it has on practice. The term theory always had a highly academic and conceptual feel to it and I never considered how important it is to practitioners. When I think of the difference between theory and practice, I think of theory being located in a lecture hall in a university, and practice being nicely situated in K-12 classrooms. Little did I know that both are ubiquitous in each location. I endeavor to be a scholar-practitioner and I leaned what the significance is in considering both in what I do as an instructional coach, teacher, and researcher.

            A theoretical or conceptual framework reflects one’s unconscious assumptions about the world; a person’s world view which in turn affects one’s view of research (Thomas, 2013). As researchers we have assumptions and strong beliefs formed by our lives but we can not contextualize citing the experiences we had growing up or in our present lives. We must become fluent in the theory and research that forms the context of our research problem (Thomas, 2013). Theory is needed for a study to provide context for the research topic and helps to situate the problem in the chosen discipline. Theory assists in framing the problem, purpose, and analytics of a study by providing a context to scaffold and develop a solid research study (Laureate, 2016l).

            According to Ravitch and Carl (2016) a conceptual framework makes the case for why a study is significant and relevant, how the study design answers the research questions. The conceptual framework is comprised of several items. The components of a conceptual framework include: research questions, goals, context, the researchers themselves, theoretical framework, tacit theories, structured reflexivity and dialogic engagement, and methodological approach and research methods (Ravitch & Carl, 2016). The conceptual framework creates a link between context, theory, and the way that they study is organized and carried out in relation to all of the influences of context.

            Ravitch and Carl (2016) wrote that “the role of theory is central in developing and iterating qualitative studies in formative, ongoing, and summative ways” (pg. 85). Single (2009) wrote that writing research is the process of contributing to a filed where the researcher “shifts from being a consumer of knowledge to a contributor” (pg. 34). The researcher enters into a conversation and that process takes patience, humility, and the recognition of others expertise and work that has come before. Theory helps to add more dimensions and layers of understanding about a phenomenon. Theory helps to deepen and extend our understanding of these concepts by conceptualizing their construction and meaning (Ravitch & Carl, 2016).

References

Laureate Education (Producer). (2016l). Theoretical/conceptual framework[Video file]. Baltimore, MD: Author.

Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.

Single, P. B. (2009). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Stylus Publishing, LLC.

Thomas, G. (2013). How to do your research project: A guide for students in education and applied social sciences. Sage.