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Chapter Six Reflection

Vantrel Perry

Jackson State University

EDAD604: Planning for Effective Professional Development

Dr. Albert Carter

April 17, 2022

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Chapter Six Reflection

In our text, The Principal as a Professional Development Leader, one of the most relevant

topics discussed is the Principal as a change agent and the challenges of planning for and

adapting to the future (Lindstrom & Speck, 2004). This is important because as future school

leaders, we will have to develop and implement professional development opportunities that

address challenges as they arise in an effective and efficient manner. In the past year, there have

been many lessons learned about the importance of high-quality professional development and

building capacity for increased student achievement from both our text and from professional

experiences garnered over the course of the COVID-19 Pandemic.

The outbreak of the coronavirus pandemic (COVID-19) wreaked havoc on all aspects of

life. The public education system was hurriedly pushed into unknown territory by feelings of

alienation and closure, leaving instructors scant time to respond. The difficulties and insights

learned while instructing even during COVID-19 outbreak led me to alter my teaching

approaches and curriculum, incorporating different online teaching modalities and encouraging

self-learning. It also provided essential insights into my methodology and the future teaching of

Science, with a focus on teachers and students being involved in classroom instruction style

modifications. Personal contacts, as well as classrooms, class simulations, and hands-on

teaching, are critical components of middle school science.

Several aspects became obvious as a result of the move to the digital classroom: students

have been given equipment and internet connectivity, but most do not know how to operate it.

This was concerning since schools were meant to teach modern skills, yet many underperforming

schools have failed to do so, as indicated by their kids' lack of digital literacy.
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Many children who were in impoverished regions, such as the area where I was assigned,

have caregivers who were also essential workers, leaving students with little or no support at

home. These households did not have the benefit of having relatives who can pool their resources

to pay a former teacher to monitor learning pods while their parents continue to work.

After reflecting on figure 6.1 in our text, it became apparent that it is extremely important

that the principal is recognized as the professional development leader. This is especially

important during times of critical or impromptu changes like during the COVID-19 Pandemic. If

I were the principal of a school during an ordeal such as the COVID-19 Pandemic, I would

respond to each question under Designer, Implementer, Reflective Leader, and Builder in a

decisive and efficient manner(Lindstrom & Speck, 2004).

As a builder of professional development during times of critical or impromptu changes

like during the COVID-19 Pandemic, I would first determine where we are as a school and

where we need to be in order to be successful during this ordeal. The most important goal to me

would be to ensure that students are able to still receive effective and engaging instruction during

the ordeal. I would utilize what data is available about distance learning and try to create an

effective virtual school model for my teachers and other professionals to follow. As a designer of

professional developments I would create distance learning, virtual engagement, and Google

Education Suite professional developments to help us reach our targets. These professional

developments would hopefully include technology \and virtual instruction experts in order to

have a balance of infusion of inside and outside influence.

As an implementer of professional developments during times of critical or impromptu

changes like during the COVID-19 Pandemic, I would take action and ensure that all teachers

and students have access to technology and internet in order to be successful. This would be
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based on my available funding, district support, and other conditions. As a reflective leader, I

would reflect on progress and make changes as necessary(Lindstrom & Speck, 2004).
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References

Lindstrom, P., & Speck, M. (2004). The principal as professional development leader. Corwin Press.