Identifying achievement gaps and developing action plans for student success

Acting With Integrity and Fairness

Reflecting on personal ethics encourages the educator to be self-aware and make improvements. Acting with integrity and fairness promotes a culture of accountability within the school because each teacher remains committed to taking responsibility and for collaborating with others to achieve common goals. Integrity is not just about conforming to “simplistic notions of right and wrong,” but making difficult decisions with multiple variables (Gorlewski, Gorlewski & Ramming, 2012, p. 1). Fairness implies the ability to weigh different variables, set priorities, and remain committed to student-centered goals. Minority viewpoints need to be heard, and a good leader applies transformational skills that empower others to have the courage to speak their truth. As a leader, I act with integrity when I remain true to my values and committed to the goals of the organization, setting aside my pride or need to be right in order to focus on what really matters.

Promoting Social Justice

Strong educational leaders work tirelessly to promote social justice within the school. Even if big-picture issues do not arise on a daily basis, each day presents the opportunity to create a school culture that is committed to social justice. Until recently, teachers were not viewed as being political agents who could create change in the world through their pedagogical practices but “issues of diversity and leadership are now considered a legitimate” role for educators (Ryan & Rottman, n.d., p. 2). As an educational leader, I can promote social justice by raising awareness about current events impacting our neighborhood, school, or society, and engaging students and colleagues in active discussions about social justice issues and what we can do together.

Professional Dispositions

Each educator will have a unique approach to leadership, to communication, and to pedagogy. Therefore, my professional dispositions will be unique and reflect my personal ethics and values. I will cultivate values like equity and fairness in my work with students, parents, community members, and colleagues. Becoming a role model, I will embody professional dispositions that also reflect my commitment to competencies in education and to best practices in education.

Advocacy

Advocacy is one of the most important, but often overlooked, roles of the educator (Ryan & Rottman, n.d.). Educators have sometimes felt silenced in the classroom, but need to be active advocates for the rights of students. By encouraging students to empower themselves, to learn about their civil rights and exercise those rights, and by helping link parents with advocacy groups in the community, teachers can play a greater role in promoting desired social justice outcomes. As a leader, I will play an active role in advocacy, working with school administrators, school counselors, parents, and community organizations.

Personal and Professional Growth

I am actively growing and expanding my career, learning about evidence-based practice in education. The journey of professional development is ongoing, requiring that I stay up to date with emerging trends and research. I intend to remain active in my professional community, networking with other educators and administrators. Together we can influence public policy, and transform the educational system from within. Therefore, professional growth is part of my overall plan for improving student welfare and improving the quality of schools. I demonstrate a personal commitment to self-awareness and mindfulness, remaining willing to recognize my biases and correct them. Through a combination of personal and professional development activities, I can become the educational leader who helps promote a culture of accountability at my school.




References

Gorlewski, J.A., Gorlewski, D.A. & Ramming, T.M. (2012). Standard 5. In: Theory into Practice. Constructing Knowledge (Curriculum Studies in Action), vol 3. SensePublishers, Rotterdam.
Ryan, J. & Rottman, C. (n.d.). Educational Leadership and Policy Approaches to Critical Social Justice. https://www.oise.utoronto.ca/cld/UserFiles/File/Educational%20Leadership%20and%20Policy%20Approaches%20to%20Critical%20Social%20Justice.pdf