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Jacqueline Palacios EDAD Reflection Dr. Allison December 2013 A. About Me and the Program 1.

What are your perceptions of any personal and professional changes that you experienced as a result of your participation in the EDAD program at Cal State LA? Personally, the EDAD program pushed me out of my comfort zone. I am used to doing things under the radar to avoid attention on myself. With an active leadership role on campus I was forced to be up front and put on the spot, which can be uncomfortable for me. This program has helped me become accustom to being more comfortable in front of a group. I feel more confident now in expressing my opinions and ideas out loud during a discussion where positions are being expressed in an effort to produce productive dialog about a certain issue. I have learned that it is okay to express your opinions because your input is necessary to contribute to the change you want to see. The MBTI exercise was also very eye opening for me. My results helped me better understand myself and why I do the things I do. It brought some of my relationships into focus and has helped me pay attention to my actions so that I can limit reactions that may seem insensitive to other peoples needs or concerns. Professionally, my participation in the EDAD program has forced me to really think about my future path as an educator. I know for a fact that the growth I have gained from this experience gave me the strength and confidence I needed to apply for a new position with my school district. I have no doubt in my mind that I would still be in my previous teaching position, unhappy with my circumstances, but to comfortable to try something new, had it not been for the professional growth I gained from this program. This program

has ignited my desire to keep pushing forward in the world of education and to continue seeking out the best educational opportunities for our students. 2. What were the most transforming experiences you had while participating in the program? The most transforming experience I had while participating in the program had to be my involvement with writing our WASC report and working with district leaders during our principal selection process. While these experiences are not directly related to experiences organized by the program, the concepts I learned about effective leadership and building sustainable educational programs were helpful when dealing with and reflecting on these processes. Learning how to work with the system and its leaders was a challenging experience for me. As an educational leader and change agent I will constantly be working against a system that works more as a business looking for profit rather then an education system that works in the best interest of our students. This program gave me insight into learning how to work with these systems through negotiation and building working relationships. For me, becoming an effective leader is more important then the rise in pay scale. 3. Do you feel that you are ready to assume an administrative position? I feel that I still have a lot more to learn before I assume a site based administrative position. I understand that when I finally do assume an official administrative role there will be a learning curve, this is to be expected in any new position I take on. Learning the logistics and responsibilities of a new role will come with practice on the job. However, I need to establish a solid vision based on my educational philosophy that instructional programs must reflect the needs of their community and provide an equitable education to

all students. One cannot approach education with a one size fits all approach. As a leader I need to have an established vision and action plan in place in order to create a solid team that will adopt the same vision and work collaboratively towards creating and implementing an instructional program that will accomplish our vision and mission. 4. What will you want to work on next to increase your effectiveness as a school leader? How would you do that? At this moment I think my weakest skills are within building family and community relationships. Moving forward, I would like to increase my ability to reach out to members of my community. Students, parents, and community partners are great assets to the sustainability of a school. I plan on increasing my abilities in this area by attempting to be more pro-active in family ad community engagement activities. In my new role as a transition teacher with LAUSDs Department of Transition Services I would like to create workshops or hold regular informational meetings for parents of our students with disabilities. Many of our student and their families are unaware of post-secondary options and resources for students with disabilities. During our DVR visit last year, parents at my previous site said they would like to be better informed about student progress. By disseminating information about resources and educational options I hope to empower our families to reach greater levels of success post high school. I will also continue to work on finding ways to develop community partnerships with local organizations that can provide beneficial resources to our students and their families. This will involve reaching out to try and build a communication system between local leaders and attending events with the possibility to make networking connections.

B. About Me and My Portfolio 1. What were your feeling and thinking at the beginning of the portfolio compilation process? I dreaded thinking about my portfolio let alone actually beginning the process of putting it together. I knew sorting through my work and gathering artifacts was going to take a lot time with the majority of my things disorganized in boxes I packed when I left my previous site in June. I felt the task was going to be tedious and the extra challenge of creating a website for my e-portfolio made me dislike the process even more. There were a lot of feelings of being overwhelmed but feeling like I can keep pushing it aside until I absolutely had to deal with it. Procrastination and avoidance behaviors are my weakness with projects that seem overwhelming. My thoughts on the portfolio itself, is that it is just a means to an end. 2. What were your feeling and thinking at the end of the portfolio compilation process? At the end of the process I felt an overwhelming sense of relief. I was happy to be done with the process and satisfied with my final product. My thoughts were that I never wanted to do this again. I also started thinking about how I could modify my web site in the future to serve as my professional portfolio when I begin applying for administrative positions. 3. Do you agree that the portfolio assessment is authentic, i.e.. measure the competence of candidates accurately? I think that the portfolio assessment is authentic to a certain degree. It is true that two portfolios will be exactly the same because not everyones experiences and thought

processes are the same. However, there are a lot of things that we do that cannot be documented in a physical artifact to share. It does serve its purpose in showing evidence of a candidates knowledge of the CCTC standards and sub-standards and competency in documented experiences. 4. Do you have any suggestions for the students in the EDAD program regarding portfolios? My suggestion is to manage your time wisely and remain calm when putting your portfolio piece together. The biggest piece of advice I can give to another EDAD candidate is to become familiar with the standards at the beginning of the program so that they are able cultivate experiences that will serve as evidence of their leadership competency and capacity for their portfolio. They need to be intentional in roles, challenges, and experiences they have in order to create authentic experiences related to the standards that will serve their overall growth as an Educational Administration candidate. This approach will help EDAD candidates gather and organize their artifacts accordingly so that beginning stages are not so overwhelming.