[Ous-lp-rp13] Response EDAD 6020 Question #3 Re: EDAD 6020, Answer to Question #3

[Gamon, Angelica]

I have to say that I totally understand what you mean when you talk about
going through changes with your admininstation. In the past 11 years that I
have been with my district, we have had 3 superintendents, I am going on my
3rd building principal. It seems when we start to get in a groove of things
with our administration, we have a change and it seems we start all over
again. We will be starting with a new principal this upcoming year, I am
very hopeful that this is going to be a positive change. She has worked in
our district in other areas, so I have worked with her and she is very
organized. I think she will make our goals clear and expect us all to
follow through with them.

I like that you are open-minded and know that each year is very different
from the previous years and even from last week. I had a very challenging
year this past year, I think it was the most challenging year that I have
had so far. I am looking at the positive for next year and know that it
could possibly be just as challenging and if it is, it could be a totally
different challenge. I am here for the kids, we never know what they have
went through the evening before or even in the morning that they come to
school. We are there to make an impact on each and every student (will it
always happen, no, but this is our goal).

On Fri, Jun 22, 2018 at 9:27 PM, Danielle Ramage <danielle.ramage at vc-k12.us>
wrote:

> As I was reading the section of the Hoy and Miskel text about collective
> efficacy I couldn’t help but be reflective of my own experiences in the
> building in which I work. Being honest, I would have to say that I think my
> building is making strides towards having collective efficacy but we are
> not there yet. In the past three years we have gotten a new superintendent
> and building principal. I think the transition to the new leadership has
> gone positively but slowly. I don’t feel or hear of a “fire”, or an
> overwhelmingly contagious energy. Even as I write this I am questioning,
> “what is South Elementary about?” or for that matter “What is Vinton County
> Local Schools about?  I’m not sure if the lack of answers to this
> question means we do not have collective efficacy but I do find it
> troubling. (Have I not paid attention during a really important meeting?) I
> feel like often times we, myself included, like to fall back on students’
> backgrounds, family situations, etc. as reasoning behind our expectations
> of them and their achievement. According to the text, Bandura found that
> “(1)student achievement was significantly and positively related to
> collective efficacy, and (2) collective efficacy had a great effect on
> student achievement than did student socioeconomic status.” (Hoy&Miskel, 9
> th Edition, pg. 192-193). That is such an important finding. That
> research tells me that as an administrator a top priority would be to get
> my building on board and in line with district vision, to establish and
> communicate clear goals to staff and families, and work diligently to
> develop a strong level of collective efficacy.
>
>
>
> Self-efficacy is a result of intrinsic motivation. I am much more
> intrinsically motivated than I am extrinsically, and therefore I feel that
> I have a good level of self-efficacy. Does this mean that I never question
> myself, or think for a fleeting moment that maybe I can’t do something? No,
> certainly not. However, I buckle down, grin and bear it, and see it through.
> This is how I was raised. My parents instilled in me from an early age and
> it is a very helpful quality to have as a teacher. You never know what
> challenge you may face from year to year or even day-to-day depending on
> your students.  I think it is important to approach situations with a
> sense of determination and optimism.  A self- efficacious person can be
> very impactful in a classroom, and a building full of self-efficacious
> people can be very impactful to families and the community.
>
>
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