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Reflection must be coupled with the field experience. Rose (1992) stressed the importance of collaboration in the reflective process. Reflection must demonstrate a full knowledge and understanding of the learning experience and its learning objective. It must communicate the rationale for selecting the internship experience and must demonstrate achieving the learning outcome. If a reflection does not communicate learning, then it is not a successful reflection. A reflection should communicate knowledge and understanding of the learning outcome, choice of the artifact, alignment, organization, and development.
McREL identified 21 school-level leadership responsibilities with statistically significant correlations to student achievement. These 21 responsibilities do not represent all of the important responsibilities principals are expected to fulfill but do represent leadership responsibilities that when fulfilled skillfully, positively impact student achievement. (Marzano, Waters&McNulty, 2005; Waters&Grubb, 2005).
| Responsibilities The extent to which the principal… | Key feature |
| Fosters shared beliefs&a sense of community&cooperation | Culture |
| Establishes a set of standard operating procedures&routines | Order |
| Protects teachers from issues&influences that would detract from their teaching time or focus | Discipline |
| Provides teachers with materials&professional development necessary for the successful execution of their jobs | Resources |
| Is directly involved in design, implementation,&assessment of curriculum, instruction,&assessment practices | Curriculum&Instruction |
| Establishes clear goals&keeps those goals in the forefront of the school’s attention | Focus |
| Is knowledgeable about current curriculum, instruction and assessment practices | Knowledge of curriculum |
| Has quality contact&interactions with teachers&students | Visibility |
| Recognizes&rewards individual accomplishments | Contingent rewards |
| Establishes strong lines of communication with teachers&among students | Communication |
| Is an advocate&spokesperson for the school to all stakeholders | Outreach |
| Involves teachers in the design&implementation of important decisions&policies | Input |
| Recognizes&celebrates school accomplishments&acknowledges failures | Affirmation |
| Demonstrates an awareness of the personal aspects of teachers&staff | Relationship |
| Is willing to&actively challenges the status quo | Change agent |
| Inspires&leads new&challenging innovations | Optimizer |
| Communicates&operates from strong ideals&beliefs about schooling | Ideals/beliefs |
| Monitors the effectiveness of school practices&their impact on student learning | Monitors/evaluates |
| Adapts his or her leadership behavior to the needs of the current situation&is comfortable with dissent | Flexibility |
| Is aware of details&undercurrents in the running of the school&uses this information to address current&potential problems | Situational awareness |
| Ensures that faculty&staff are aware of the most current theories&practices&makes the discussion of these a regular aspect of the school’s culture | Intellectual stimulation |
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