Leaders often look to best practices, scholarship, and other leaders before making changes in their organizations. However, much of my coursework in educational leadership has called on me to look to myself for answers. I find this to be valuable, as I do not yet have years of leadership experience to ponder; it does me good to envision how I will meet the inevitable changes and challenges I can expect when I assume a formal leadership role. Though I have opportunities to reflect in my coursework, prior assignments required me to ground my reflection in research. This may seem contradictory because most of us self-reflect without considering others’ thoughts, but academia demands explanation enforced by citation.
This post, though, is a reflective narrative reflection, a metacognitive exercise—a record of my thinking about my thinking. And in this instance I will write my way through the problem of implementing a rigorous and relevant ELA curriculum. Here is how I understand the issue.