Elizabeth Tallent

Reflective Essay
EA 8940
Dr. Abbott
June 12, 2020

I enjoy teaching in the classroom; I have taken risks, forged ahead with new ideas, and

worked with teams to build better futures for students. I began my journey in the Education

Specialist program to discover my true potential as a leader in education. Over the years as a

teacher, I have been the recipient of good and bad leadership. It is frustrating at times and I

wondered how I could contribute as an administrator to the teaching profession? Then one day,

while sitting at my computer, I received an email about an opportunity in leadership. The classes

are mostly in my school district close to home to accommodate my busy schedule. I made the

phone call and enrolled in Oakland University’s Education Specialist Program, the journey

begins.

On the first day of class, I met the nine people that I would be spending the next two

years learning about leadership. This cohort structure is an excellent format for busy

professionals because we stayed together working on projects, presentations, and papers

throughout the program. I grew and improved academically working with this group of and

learned from the different perspectives each person brought to the class. We relied on each

other and became a collaborative team while we navigated through each project, each class, and

each semester. Having a group of talented educators to bounce off ideas and share resources is

an added bonus. I will always remember this very special group and all our hard work

completing this degree.

 The internship experience prepared me to think as a leader. My principal at Bloomfield

Hills High School, Charlie Hollerith, was a guiding force. I joined many different school

initiatives collaborating with administrators and colleagues on school improvement, setting goals

for students in advisory, and redesigning the special education department. It strengthened my

ability to collaborate and find my voice in putting forward my ideas and expressing my thoughts

publicly. I gained confidence speaking in front of a group of my peers, giving presentations

about new programs or presenting data to entice a point. I discovered new self-assurance in the

foundation of my knowledge and experience.

At first, I thought working full time and taking classes would be overwhelming. I was not

sure how I would accomplish the 220 required administration hours, but with guidance from my

mentor, I found that the work was manageable. This experience taught me about the constant

demands administrators face and how they juggle the facets of their job. They balance budgets,

deal with discipline and parent concerns, guide curriculum and teacher evaluations. This is only a

partial list of responsibilities, yet the vision and goals remain the same. Continue to make

improvements to the school that align with the mission in order to provide equitable educational

opportunities for all our students. In the ELCC school success standard, I increased my

proficiency in understanding how my school uses strategic goals and plans to inform parents and

advocate for students. . In addition, being an integral part of the programs and initiatives

provided me an opportunity to learn what happens behind the scenes and I became a part of the

planning and implementation. I saw my school from the eyes of an administrator instead of a

teacher.

The Human Resource and School Business Management classes taught me about the

inner workings of our district. I interviewed the human resource director, the budget director,
and the supervisor of my department. The interviewees were welcoming and informative.

Getting to know my fellow colleagues and details of the work they do was beneficial in

understanding what drives a districts funding. It is because Bloomfield’s strategic plan

specifically values transparency that I had access to a great deal of financial information. I

realized that looking at the allocation of funds is a good indicator of the direction of school

programs. During my Ed Specialist courses, I made comparisons between Proposition A and its

effect on providing equitable funding for all students, in juxtaposition of an alternative funding

proposal newly formulated by a group called The Research Collaborative. Learning how my

district plans and implements the budget was something that I had little knowledge and

experience. This was the area where I gained the most insight from my pre and post ELCC

survey. How strategic plans and goals drive the proposed school budget. Moreover, I have a

deeper understanding and appreciation for the process from collaboration, to facilitation, and

finally the implementation of managing the financial needs of a school.

When I started the Education Specialist program, I wanted to find my voice as a leader

combined with my experience as a teacher to make a difference in education. Since this journey

began, I have taken on leadership roles and become an active participant in my school and in my

district. My goal is to work in a leadership position where I can use my expertise to improve

curriculum, support teachers, and provide opportunities for all students to succeed. I feel I have

the tools and the knowledge to investigate arenas where my skill set as a teacher and my

education as a leader will benefit an organization and I am excited for the next chapter of my life

to begin.