My Personal Statement On My Career Goals

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I am what I refer to as a creature of habit where I value routine and I appreciate consistency. While I am structured at heart, I can be flexible too when it is necessary. My ability to be flexible shines when I work with or for students. I realized early in my career that teaching is not a one size fits all situations and as much as our students are evolving and changing, we need to as well. Change in a school can be related to educational practices, leadership, or even physical space. It can be out of necessity or even to keep an academically challenging school’s curriculum, xxx. I once worked in a school that transitioned from a school with textbooks and paper, pencil learning, to a laptop and e-textbook education system. This major educational shift could have been overwhelming and lead to a loss of faculty and families alike, but because of the principal’s plan for the change, it was a smooth transition. As Sergiovanni (2015) states, “ that adoption, implementation, and institutionalization become the principal’s goals” (p.348) and I have made efforts to follow that process just as my former principal did. Kotter’s, Eight Stage Process of Creating Change is a model that I have followed in my leadership for several years. Starting with his first stage establishing a sense of urgency, I have reflected upon situations within my school and identified areas that should be changed such as the addition of study skills lessons for students new to a laptop program and online learning. Following that identification, I put together a team, which for Kotter, is creating the guiding coalition, and that team is the people that I knew could be dependable leaders and team players to support the change I wanted to implement. The thi... ... middle of paper ... ...ome security in their position in light of the changes coming. We all trust that God has a plan for us, but a bit of extra reassurance as well as allowing for the continuation of social interactions can ease concerns and go a long way. “ This interaction helps us to define and build our own self-concepts…reduce anxiety and fear…in the work environment”(p.351). Finally, I learned to provide opportunities for faculty and staff to control parts of their work environment and interactions because no one likes to only be told what to do. Following guidance from Sergiovanni (2015) who says, “teachers may not initially support a change, if they are provided with help, the learning, and the information they need to succeed, they will come to like it” (p.353), I have always attempted to stand in my teachers’ shoes, sought their buy in and eased them into any needed changes.
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