Reflection - Reaching out to Senator Cowles
Reflection
Over the next two years, K-12 public schools across the state are proposed to lose around $800 million in state funding through Governor Scott Walker’s Budget Repair Bill. This has made significant local issues arise as districts begin preparing for substantial budget cuts. One city hit particularly hard is Milwaukee, who is set to lose up to $71 million in funding over the next fiscal year, as well as see the expansion of the controversial voucher school program. Jen Zettel (2015) shares that, “Dozens of educators, parents and school board members urged lawmakers to fund public schools and stop the expansion of vouchers as the Legislature's budget committee held the first of four public hearings on Walker's budget proposal in Brillion” (para.2). Specifically one parent stated, "I'm not just concerned, I'm appalled that education cuts are even on the table. Our schools are not failing as you have been repeatedly told. They are struggling to succeed with the little resources that you offer them" (para.3). The Howard-Suamico School District lost almost $800,000 in per pupil aid during the 2015-16 school year. We have used the cost-saving tools created by Act 10 —but now our local decisions are being affected due to the budget cuts. Also as the changes take place to meet the restraints of the budget cuts, we need to be careful not to provide misguided assumptions when trying to affect this change. As one of our realities as shared by Jerry Patterson (2003), most people act first in their own self-interest, not in the interest of the organization. Teachers are demanding fair compensation, more classroom support, and resources. When cuts have to be made- it will be hard for individuals to see the bigger picture of organizational decisions compared to their self-interests. This shift has caused much hardship for school administrators as they continue to build a culture that is collaborative and positively focused on the visions that have been collectively created.
The most difficult aspect of the roles and responsibilities of school administrators is that of shaping the school's culture to focus unremitting attention on student learning (Seashore Louis & Walhstrom, 2011, p. 52). Even though it is the most difficult, is is arguably the most important! As shared by Karen Seashore Louis and Kyla Wahlstrom (2011), “Private and public organizations with stronger cultures are more adaptable, have higher member motivation and commitment, are more cooperative and better able to resolve conflicts, have greater capacity for innovation, and are more effective in achieving their goals” (p. 52). A common challenge in many schools today is that teachers have the short-view of school improvement. “Most teachers focus on what needs to be done this year with my students” (Seashore Louis & Walhstrom, 2011,p.54). This short-view limits the capabilities of our educators. I think this view is a factor of a school culture that is focused on imposed changes rather than a vision of teaching and learning and the building of collective consensus of the vision. How do you help teachers seeing the long view with many imposed changes at the State level? One solution will be to embrace shared leadership that shares the problem solving process and brings ownership to all! When educators have a collective shared responsibility to student learning, they all become “instructional leaders” as specified by (Mednick, 2003, p. 2). Shared leadership also ensures sustainability to the improvement efforts that keep momentum because educators have commitment to the improvement efforts and buy in upon adversity.
Through this project I learned of my true role of shared responsibility by reaching out beyond my district to influence change. I play a critical role in influencing even legislators like Senator Robert Cowles, who is a pivotal person to influence in the State Budget proposal. I felt invigorated sharing my thoughts with him and advocating for what I believe, yet felt like he really wasn’t committed to my ideas. I see myself as having a critical influence when advocating beyond the district to my State Legislature as it relates to education.
The influence is that of a “system player” who contributes to and benefits from system improvement. Michael Fullan (2014) encourages principals to be system players who build internal and external partnerships and networks. In this way, the principal can leverage resources for improvement and success through “leadership from the middle.” By networking beyond the district and reaching out to Senator Cowles, I learned of my influence as a true system player.
“Agent of change” is another influence in which principals are able to move people forward under difficult conditions. Its about helping my teachers see the long view but also to think about the influence they to can make in adversity. As stated by Barnett Berry (2008) “Teachers can no longer afford to sit back and listen to the debate over the future of their profession. Instead, they have to engage in enterprising and risk-taking strategies that can promote a bold vision of professional teaching that the public is willing to embrace. They have to learn to be change agents. (p.17)
Overall, Ultimately the key role I learned as a school administrator is to ensure resiliency in the midst of adversity such as extreme budget cuts. Reaching out to Senator Cowles was a great experience to influence education at the State level An indispensable element of effective leadership is to take the organization to a higher level, despite adverse conditions. As stated by Patterson (2010), “ effective leaders are called upon to build more resilient organization and more resilient individuals along the journey of building more effective organizations” (p.9).
Bibliography
Berry. B. (2008). The future of the teaching profession. Phi Delta Kappan International EDge, 4(2), 1-20. Retrieved from http://www.pdkmembers.org/members_online/publications/edge/edgev4n2.pdf#page=3&zoom=auto,-154,757
Jen Zettel (2015). Parents, school officials oppose cuts under Walker budget. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/03/19/parents-school-officials-oppose-cuts-under_ap.html?r=411418888.
Mednick, A. (2003). The principal’s new role: creating a community of leaders. Center for Collaborative Education, 4(1), 1-12. http://www.turningpts.org/pdf/Conversations_Fall03.pdf
Seashore Louis & Walhstrom,( 2011). Principals as Cultural Leaders. Phi Delta Kappa. p. 52-56.
Patterson, J. (2003). Coming even cleaner about organizational change. Scarecrow Education.
Over the next two years, K-12 public schools across the state are proposed to lose around $800 million in state funding through Governor Scott Walker’s Budget Repair Bill. This has made significant local issues arise as districts begin preparing for substantial budget cuts. One city hit particularly hard is Milwaukee, who is set to lose up to $71 million in funding over the next fiscal year, as well as see the expansion of the controversial voucher school program. Jen Zettel (2015) shares that, “Dozens of educators, parents and school board members urged lawmakers to fund public schools and stop the expansion of vouchers as the Legislature's budget committee held the first of four public hearings on Walker's budget proposal in Brillion” (para.2). Specifically one parent stated, "I'm not just concerned, I'm appalled that education cuts are even on the table. Our schools are not failing as you have been repeatedly told. They are struggling to succeed with the little resources that you offer them" (para.3). The Howard-Suamico School District lost almost $800,000 in per pupil aid during the 2015-16 school year. We have used the cost-saving tools created by Act 10 —but now our local decisions are being affected due to the budget cuts. Also as the changes take place to meet the restraints of the budget cuts, we need to be careful not to provide misguided assumptions when trying to affect this change. As one of our realities as shared by Jerry Patterson (2003), most people act first in their own self-interest, not in the interest of the organization. Teachers are demanding fair compensation, more classroom support, and resources. When cuts have to be made- it will be hard for individuals to see the bigger picture of organizational decisions compared to their self-interests. This shift has caused much hardship for school administrators as they continue to build a culture that is collaborative and positively focused on the visions that have been collectively created.
The most difficult aspect of the roles and responsibilities of school administrators is that of shaping the school's culture to focus unremitting attention on student learning (Seashore Louis & Walhstrom, 2011, p. 52). Even though it is the most difficult, is is arguably the most important! As shared by Karen Seashore Louis and Kyla Wahlstrom (2011), “Private and public organizations with stronger cultures are more adaptable, have higher member motivation and commitment, are more cooperative and better able to resolve conflicts, have greater capacity for innovation, and are more effective in achieving their goals” (p. 52). A common challenge in many schools today is that teachers have the short-view of school improvement. “Most teachers focus on what needs to be done this year with my students” (Seashore Louis & Walhstrom, 2011,p.54). This short-view limits the capabilities of our educators. I think this view is a factor of a school culture that is focused on imposed changes rather than a vision of teaching and learning and the building of collective consensus of the vision. How do you help teachers seeing the long view with many imposed changes at the State level? One solution will be to embrace shared leadership that shares the problem solving process and brings ownership to all! When educators have a collective shared responsibility to student learning, they all become “instructional leaders” as specified by (Mednick, 2003, p. 2). Shared leadership also ensures sustainability to the improvement efforts that keep momentum because educators have commitment to the improvement efforts and buy in upon adversity.
Through this project I learned of my true role of shared responsibility by reaching out beyond my district to influence change. I play a critical role in influencing even legislators like Senator Robert Cowles, who is a pivotal person to influence in the State Budget proposal. I felt invigorated sharing my thoughts with him and advocating for what I believe, yet felt like he really wasn’t committed to my ideas. I see myself as having a critical influence when advocating beyond the district to my State Legislature as it relates to education.
The influence is that of a “system player” who contributes to and benefits from system improvement. Michael Fullan (2014) encourages principals to be system players who build internal and external partnerships and networks. In this way, the principal can leverage resources for improvement and success through “leadership from the middle.” By networking beyond the district and reaching out to Senator Cowles, I learned of my influence as a true system player.
“Agent of change” is another influence in which principals are able to move people forward under difficult conditions. Its about helping my teachers see the long view but also to think about the influence they to can make in adversity. As stated by Barnett Berry (2008) “Teachers can no longer afford to sit back and listen to the debate over the future of their profession. Instead, they have to engage in enterprising and risk-taking strategies that can promote a bold vision of professional teaching that the public is willing to embrace. They have to learn to be change agents. (p.17)
Overall, Ultimately the key role I learned as a school administrator is to ensure resiliency in the midst of adversity such as extreme budget cuts. Reaching out to Senator Cowles was a great experience to influence education at the State level An indispensable element of effective leadership is to take the organization to a higher level, despite adverse conditions. As stated by Patterson (2010), “ effective leaders are called upon to build more resilient organization and more resilient individuals along the journey of building more effective organizations” (p.9).
Bibliography
Berry. B. (2008). The future of the teaching profession. Phi Delta Kappan International EDge, 4(2), 1-20. Retrieved from http://www.pdkmembers.org/members_online/publications/edge/edgev4n2.pdf#page=3&zoom=auto,-154,757
Jen Zettel (2015). Parents, school officials oppose cuts under Walker budget. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/03/19/parents-school-officials-oppose-cuts-under_ap.html?r=411418888.
Mednick, A. (2003). The principal’s new role: creating a community of leaders. Center for Collaborative Education, 4(1), 1-12. http://www.turningpts.org/pdf/Conversations_Fall03.pdf
Seashore Louis & Walhstrom,( 2011). Principals as Cultural Leaders. Phi Delta Kappa. p. 52-56.
Patterson, J. (2003). Coming even cleaner about organizational change. Scarecrow Education.