[Ous-lp-rp13] EDAD 6020, Answer to Question # 2

[Anthony Gillman]

First, I would like to make a formal apology to the cohort as well as Dr.
Larson for the late response.  In the future, I will make a better effort
to comply to the expectations of the cohort and Dr. Larson.

...now, to answer the question.

My personal styles and a reasonable alternative career option have allowed
me, as a teacher, to perform my teaching job free of administrative
concerns.  So far, I have simply worked diligently to teach students the
standards adopted by the state of Ohio (along with some motivation
techniques via personal understanding...did I mention that I teach
Geometry?).  I say this because until now, I have given minimal thought and
concern to the organizational structure of my school.  Disregarding my
personal attributes about the matter and due to an absence of overbearing
administrative pressures, this would likely imply that the structure of my
school leans in the direction of having a low bureaucratic type of
structure.  Add to the mix my observational opinion that our school is
lacking in chaos, the result should be somewhere close to professionally
structured.

Almost five years ago our school district went through a 'changing of the
guard' with the arrival of our new superintendent Jude Meyers.  The
previous superintendent, Dr. Charla Evans, served our district for most of
the twelve years prior to the change.  This change was due to her
unfortunate loss of a battle with cancer.  As I reflect upon my many
conversations with stakeholders, my opinion strengthens that this was a
substantial change to our organization.  For me and most of the others I
spoke with, these same conversations created a mindset that this was a
positive change for our district.  After some reading of the textbook (Hoy
and Miskel, 2013), particularly parts of Chapter 3, I think that I am
beginning to better comprehend the dynamics behind both leadership styles
and why those styles were used.

Being an open system, our district is affected by state, and federal
policies and mandates which, in turn, alters one's leadership style.  Case
in point, the No Child Left Behind Act of 2001 as well as The Race to the
Top Program of 2009 most likely impacted Dr. Evans' leadership style in a
'not so popular' way.  "Mintzberg argues that the two most effective means
to control an organization from the outside are to hold its most powerful
decision maker responsible and to impose specific standards, usually the
form of rules and regulations" (Hoy and Miskel, 2013, p126).  In
retrospect, I am left with a greater level of respect and compassion for
the situation in which Dr. Evans found herself in and the style she chose
to deal with what she was handed.  She was likely the right person for the
job for that particular period of time.  I say all this in an attempt to
explain or understand where our high school fits into the typology of
school organizational structures.

Again going back to the past interactions and conversations with others,
when I started my career at River Valley High School, the rules and
regulations seemed to be impersonally applied as well as possible
administration positions given due to loyalty of the organization and its
superior.  However, the new leadership seems to still be breaking down this
type of structure by giving more and more voice to the teachers while
involving them in conversations that used to be held behind closed doors.
I remind everyone that these perspectives may be correct or incorrect, but
are candid reflections of my thoughts.  With this gathered evidence of
reflections, I would have to argue that we seem to be jumping from an
authoritarian structure straight to a professional structure.

If I look at the school from the loosely coupled perspective, I feel we
have tendencies of that as well.  My principal has some classroom policies
that he would like for all teachers to use, one being 'posted' daily
learning targets.  To say it tactfully, I have fell short of full
compliance with this policy.  Yet, I haven't received any individualized
lecture or reprimand for my negligence.  I feel like this is a result in
his trust in my teaching abilities or at least 'possibilities' as I
continue to grow year after year.  This will most likely work for him, and
myself, until my recent 'low' end-of-course test scores begin to put
pressure on him.  Hopefully, this year's scores negate the previous
statement.



--
*Happiness is a proper balance of preparation and recreation.*
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