CONCLUSION
ERDISTON TEACHERS’ TRAINING COLLEGE
POSTGRADUATE DIPLOMA IN EDUCATIONAL
LEADERSHIP
DEL 108- ADMINISTRATORS’ CLINICAL
INTERNSHIP
CONCLUSION
My internship program achieved many of the stated
objectives outlined in the overview, marking it as a success. However, like any
initiative, there is always room for improvement. Throughout the internship, I
focused on implementing restorative approaches to address conflicts and
disciplinary issues. This involved prioritizing relationship repair and
fostering understanding rather than relying solely on punitive measures.
I facilitated the provided training, resources, and
strategies to support the development and maintenance of positive behaviours in
the area of conflict resolution. Efforts were also directed toward implementing
strategies that encourage and reward positive behaviours among students and
staff, ensuring that positive actions were consistently recognized and
celebrated to create a culture of acknowledgment and encouragement.
A key focus was enhancing students’ self-esteem and
motivation, empowering them to take ownership of their actions and learning,
and reinforcing a sense of accountability and purpose. The motivational
sessions conducted weeks three (Oct 1), four (Oct 11), five (Oct 16), six (Oct 21), eight (Nov 7) and nine (Nov 11) during the internship attest to these efforts.
Additionally, time was spent on ensuring the accuracy
of attendance reporting and addressing extreme cases of absenteeism among
students. Accurate data in this area is essential for effective school
management and accountability. Supervision also played a critical role in
achieving these objectives. Without adequate supervision, students may perceive
teacher absenteeism as an opportunity for unproductive behaviours. Maintaining
a culture of industriousness ensures that even in the absence of subject
teachers, students remain engaged in meaningful activities that contribute to
their overall success. Substitution planning must therefore remain a priority
in daily operations.
Personal observations and consultations with key
stakeholders provided valuable insights that enriched my role as a Year Head (weeks 3 Oct 3, 5 Oct 18, 6 Oct 24, 8 Nov 8, and 9 Nov 11).
Staying teachable and open to personal development is essential for achieving
stated objectives.
As I reflect on my personal philosophy of educational
leadership, I am reminded of its foundation: respect, empowerment, and
collaboration. Empowerment thrives in an environment where individuals feel
trusted, safe, and free to express themselves as unique individuals (Hatley,
2019). I envision an educational world where every individual feels valued,
heard, and inspired to reach their full potential, collectively enriching the
learning environment. To advance this vision, I aim to focus on the following:
Personal Development: Enhancing my ability to inspire
others to pursue their goals and dreams effectively.
Conflict Resolution: Equipping both students and staff
with tools to address conflicts constructively and fostering a culture where
positive conflict resolution is practiced. Conflicts, when approached with
collaboration, are not hurdles but opportunities to learn and grow. As Pollack
(2019) noted, "Conflict should be an immense learning opportunity,"
and individuals should address the issue, not the person, with a spirit of
collaboration.
Addressing Absenteeism: Tackling the increased rate of
staff absenteeism by consulting Heads of Department to ensure meaningful
engagement during disruptions to timetables. Ready access to revision material,
for example, can mitigate time-wasting and reduce indiscipline during these
times.
On a broader scale, I remain committed to treating
every stakeholder—staff, students, and parents—with fairness and respect.
Discrimination based on race, social status, or gender, as well as nepotism or favouritism,
must be actively guarded against to ensure that all decisions prioritize the
collective interests of the school community.
Building a Collaborative Environment: Creating a space
where all stakeholders feel empowered and heard is vital. Every voice,
regardless of background, offers valuable perspectives that can enrich our
schools. As an educational leader, I am committed to addressing the needs of
staff and fostering an environment where trust and collaboration mitigate
stress and mistrust, allowing for meaningful progress. This approach will be
instrumental in achieving a harmonious and productive school environment.
Pollack, J. (2019, May 8). 3 Ways to Turn Workplace
Conflict into an Opportunity.
https://www.fastcompany.com/90384009/3-ways-to-turn-workplace-conflict-into-an-opportunity
Hatley, P. (2019, Nov 28). What is the link between Empowerment and Collaboration?
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