Leadership+Project-+(g)+Evaluation

Canisha M. Boldeau Marquette University School of Education Teacher as Leader EDPL 223 Online Spring 2009 **Evaluation** As a leader of this project, I discovered the ability to be an agent of change requires more than desire. It called for a self-evaluation to ensure the proper attitude, listening skills, levels of persuasion and the ability to be inspirational and motivating. After facing the challenges to form a team sharing the knowledge and awareness of the critical need for these changes and the ability to help overcome cultural differences I was able to inform the members clearly that my mission is to challenge “Status Ouo” of traditional models of learning (De Valenzuela, 2000) I found that once my goals were visible to the team and their awareness was heightened, they became as enthusiastic and committed as I. Each team members took on their leadership roles in a respectful, timely, and professional manner while maintaining the functionality of the group. I also found that although they were numerous and varied articles focusing on the professional development plan using flexible teaching strategies some were contradictory in the sense that even thought the professional development plan with the utilization of flexible teaching strategies were in place, there was still implications that special needs students and educators need to be segregated. This is not the intended usage but instead to enhance the learning process for all students regardless of need without segregation and to encourage educational staff coming together to be supportive and informational of each other (De Valenzuela, 2000) and (Powers et al. 2008).

I was surprised with the overall abundance of the literature supporting the Professional Development Plan and the acceptance of most teachers’ willingness to be active participants in implementing the use of the plan with flexible teaching strategies. Yet due to the antiquation of teaching methods currently being used and the apprehension of some to implement this more than adequate design and approach to enhancing education at all levels, the excuse for lack of funding for learning improvement while monies were being used for areas not as crucial, proved to be frustrating.

I found that with my experience within schools and my extensive research after entering this graduate program, one of the most rewarding is the opportunity to have the guidance and support of my professor who proved to be my key navigational tool enhanced with encouragement, availability, and energy. For this, I am truly grateful. In addition, I found my internship observations in which flexible teaching strategies were being utilized to be quite pleasing as it became apparent that with a Professional Development Plan with flexible teaching strategies, changes for the future of all students enhancement of education as referenced in the first 5 articles on flexible teaching strategies.