01 : 752 (NET)
Dr. Ayodeji Osiname
2021-2022 (Term 1)
Introduction to Educational Administration
Course Outline
Course Overview
01:752, Introduction to Educational Administration, was a mandatory course for the educational administration stream in the Master of Education program. I took the course in the fall of 2021. The course served as an overview of the many issues educational administrators face, including the establishment of school culture and community, developing communication techniques, using power and influence appropriately, supporting conflict management, and navigating issues of social justice and equity, among others. We met once a week for a three-hour Zoom class that included classroom discussions, small group analysis, and opportunities for self-reflection. We also read a variety of academic articles that were posted weekly on the class’s Microsoft Teams site. Assignments included weekly reading responses, weekly exit slips, a short essay, and final paper.
I thoroughly enjoyed this course. In many ways, it reinforced much of what was explored in the previous course, but at a slower pace that allowed me time to reflect more fully on each of the issues. The one key difference between this course, and the last, was that the previous course explored many of these issues through the lens of facilitating adult learning. This course simply focused on each issue of educational leadership in a more general form. While completing this course, I was starting a new role in my career. It was my first year teaching a grade 7/8 multiage class in a new school. As such, many of the concepts we explored were not ones that I could immediately begin to put into practice as a school leader. However, finding ways to incorporate learning into my new teaching role was quite impactful. While I was new to teaching grade 7/8, it turned out that I was the most experienced teacher among my grade 7 team, having taught more years than the other four teachers combined. In many ways, I was a leader for my team and sought out ways to develop the skills I was learning throughout this course. In particular, working to establish a culture of ongoing learning and growth with my grade 7 team was quite rewarding.
Artifact 1
WHY PRINCIPALS ARE KEY TO SCHOOL’S COVID-19 RESPONSE
For the short essay in our course, we were asked to complete a paper tackling the concept of leading schools through times of crisis. Of course, at this point in time, we were still in the midst of the COVID-19 pandemic. The “Delta” wave was just beginning and there were numerous restrictions still in place. It seemed fitting and appropriate that my assignment focused on school administrators’ response to the pandemic in their schools. The paper was only expected to be three-to-four pages in length, and therefore only briefly touched on the topic.
Obviously, due to the situation we were facing, this assignment was timely. One of the most challenging aspects of the restrictions schools were being asked to follow was that many were difficult to follow, depending on what was possible at each school. In the previous school I was at, we had the luxury of spreading our students across multiple classroom spaces because we had a smaller student population and the room to do so. At the new school I was working at in 2021, we had over 1000 students registered and every single space was filled with students and staff. The very idea that students could be seated one metre apart was laughable! It therefore fell to our school principal to review all the restrictions being asked of us and find the ones that made sense in the context of our local school community. What made sense for our school may not have made sense for the next school, and leadership would have to work closely with teachers to establish practices that would keep each school as safe as possible, in ways that were possible for them. While writing this particular paper, it became clear that principals who had established positive relationships, open communication, and a culture of trust would be better prepared to lead their schools through times of crisis than those who had not.
Artifact 2
THE IMPORTANCE OF COMMUNICATION WHEN ESTABLISHING POSITIVE RELATIONSHIPS, CULTURE, AND CHANGE IN SCHOOLS
The final paper of this course asked us to explore at least one of the topics addressed in the class and contribute a scholarly position on the topic. This paper identifies that developing strong, respectful communication skills is the first step towards building positive relationships, culture, and possible change in schools. Without first knowing how to communicate with all of those involved – not just teachers, but parents, students, EAs, support staff, stakeholders, etc. – school leaders will find it difficult to build the positive relationships and culture necessary for bringing about meaningful change. A variety of sources were cited, including ones shared throughout the course and those found independently.
I chose to include this particular assignment because I had recently begun to recognize the importance of open and ongoing communication with the staff, parents, and students I was working with. A couple of years prior, I found myself connecting with a few students and parents who had not had a positive relationship with our school in the past. It became clear to me that I had to consciously consider what I chose to say and how I would say it in order to re-establish a relationship that had become strained over the years. Understanding how I communicated with these families was key to building a productive relationship with them, establishing a culture of growth and understanding among the entire team, and bringing about the change that was needed to support the students in need. Without a solid understanding of one’s own communication style and how one may be perceived, it can be challenging to move forward in positive, productive ways. This assignment not only helped me to recognize my strengths as a communicator, but also identify areas of needed growth to better position myself as a credible, caring leader; both within the context of a teacher and future administrator.
