BECOMING A KNIGHT: ESSENTIAL GOALS FOR A FIRST SEMESTER IN EDUCATIONAL LEADERSHIP

BEGINNING OF THE YEAR REFLECTION

The countdown to Fall 2025 classes has begun! I'm thrilled to embark on this new chapter, yet I've noticed a shift in my perspective as a classroom teacher. My time is now limited.

My district has launched a new cohort with the University of Central Florida (UCF) to cultivate future administrators. When I received the invitation in April, I immediately seized the opportunity. Such chances are rare. Upon completing my degree and certification, cohort students are required to assume an administrative role (assistant principal, dean, etc.) for the school board to cover tuition costs. In the spring, I viewed this as a brilliant initiative from our superintendent—an opinion I still hold, admiring the proactive response to our growing educator shortage. However, over the summer, the reality of this commitment has become clear.

As I set up my classroom in mid-July, I realized this is the second-to-last time I'll create a personalized space for my students. The preplanning stage and classroom setup have always been highlights of my teaching year. I relish the challenge of designing purposeful spaces that align with my teaching style and meet the needs of my classroom family. It's a bittersweet acknowledgment that all good things must end to pave the way for greater opportunities.

OVERVIEW OF COURSES: INSTRUCTIONAL LEADERSHIP & DATA DRIVEN SCHOOL IMPROVEMENT

This semester, I'm enrolled in two courses at UCF: Overview of Instructional Leadership: Theories and Practices, and Leading Data Driven School Improvement. To accommodate cohort teachers, all coursework will be conducted at a local satellite campus or virtually. Classes will alternate weekly on Wednesdays, each lasting three hours. This past week, we met online with our professors and the UCF program coordinator. This was a valuable opportunity to connect with our instructors and ask questions before the semester begins.

The first class I'll attend is Overview of Instructional Leadership: Theories and Practices. This course introduces administration concepts that enhance teaching and learning, focusing on contemporary theories, leadership for learning, and student-centered leadership. During our virtual meeting, we were informed that active participation in discussions is crucial for maximizing the material's benefits. The course includes a group project—an aspect I find daunting as an introvert, but I recognize the importance of stepping out of my comfort zone.

The following week, I'll attend Leading Data Driven School Improvement. As someone passionate about data collection and analysis (they don't call me the data guru on my school campus for nothing), I am ecstatic! The instructor, a current principal at a local high school, brings real-world insights and applications to our discussions. I'm inspired by this educator's dedication to both their school community and the wider educational community as an adjunct professor.

HOPES AND DREAMS FOR THIS SEMESTER

Embarking on a new journey requires setting natural and realistic goals. I've established a goal for each class to guide my motivation, along with a personal goal for growth in anticipation of a future administrative career. This semester, I aim to gain clarity on educational policies in my instructional leadership course. I hope to comprehend the rationale behind current practices and analyze their impact on student learning and school culture. In my second course, I intend to deepen my data analysis skills, extending beyond the classroom to focus on school-wide improvement. I seek to understand school grade calculations, develop systematic improvement plans, and analyze various data sources for effective decision-making.

"Be willing to be uncomfortable. Be comfortable being uncomfortable. It may get tough, but it's a small price to pay for living a dream."— Peter McWilliams

Reflecting on my overarching goal, I've realized that comfort has settled in over my five years at this school. Familiar faces, routines, and procedures may soon be left behind. Becoming an administrator requires expanding my horizons and embracing discomfort. Despite being an introvert, I find joy in inspiring and educating elementary students. I know that my UCF classmates will evolve from strangers to peers and, eventually, colleagues. My mindset is shifting from a personal experience to one with a broader impact on the educational community. I aim to network and build lasting relationships with peers and mentors.

PREPARING FOR THE FIRST DAY OF [GRADUATE] SCHOOL

We will be studying the text Intsructional Leadership: Creating Practice Out of Theory by Peter M. DeWitt.

As the first day of graduate school approaches, I'm relieved to have attended pre-planning and taught the first week and a half of regular school solo. This allowed me to be fully present for my team, students, and their families. Over the summer, I planned and organized materials to ease the first grading period's stress. By frontloading my planning, I've focused on my graduate studies. I've prepared binders with note paper for each class. Additionally, I've adjusted to a new routine for my daughter, who has begun pre-kindergarten, and myself, adding a new Wednesday schedule. Our entire family is turning a page and starting a new chapter.

EMBRACE THE CHALLENGE AND SEEK GROWTH

Life is filled with changes, from bittersweet beginnings to nostalgic endings, each serving personal growth and lifelong goals. At the start of this school year, I encourage you to reflect on your initial feelings and remember your calling. As educators, we have the unique opportunity to shape future generations. Embrace challenges and transform them into professional growth. Join a community of passionate educators with shared goals and a commitment to continuous improvement. Share experiences, seek support, and explore new teaching strategies to bring back to your classroom. Together, we can turn obstacles into growth opportunities and inspire each other to be the best educators.