McKenna Lewis
K-12 Administrators
Strategies to Maintain Effectiveness as an Instructional Leader While in Pursuit of a Doctorate Degree
@ascend73
Approximately 6,200 scholars earn doctorate degrees in the field of education annually in the United States, with thirty-five percent specializing in educational leadership (Dunlap, Li and Kladifko, 2015). With increasing demands of school leaders on all levels, many are pursuing additional training and degrees to ensure that they are properly prepared to lead. Whether individuals pursue a doctorate to advance careers, provide solutions to issues afflicting education or as a way to add to the existing body of research pursuing a doctorate is a commitment.
Historically doctoral programs were full time and did not allow practitioners to maintain their careers, however in recent years institutions have provided educational leaders with many options to obtain a doctorate (Kennedy, Terrell and Lohle, 2015). Many programs endeavor to accommodate working professions, many of who are unable to stop working with an opportunity to attain a doctorate degree. The offerings include traditional programs, accelerated programs, on-line programs and hybrid programs (Kennedy et al., 2015).
On its face the opportunity to pursue both a doctorate and maintain a career appear to be ideal. School leadership is demanding and requires administrators to spend countless hours at work. Advanced studies also require a tremendous commitment in terms of time and resources (Dunlap, Li, and Kladifko, 2015). Educational leaders pursuing a doctorate must develop systems and supports to ensure degree attainment. Scholar-practitioners should consider the following:
Keep the Main Thing the Main Thing
Principal actions are linked to student outcomes and therefore school and student success rest in part on the principal (Perilla, 2014). School leaders that are pursuing a doctorate in education are uniquely positioned. These scholars are studying topics, theories, and concepts that play out in their workplace daily.
It is important that school leaders provide care and consideration to the children that they serve daily and not lose sight of the big picture, improved student outcomes. Losing sight of the needs of students during the doctoral journey is both counter-intuitive and irresponsible. School leaders must develop systems as well as build the capacity of staff members to ensure that students do not suffer as a result of pursuing their personal goals.
Develop Organizational Systems
According to Lowrey, Conrad, and Beier (2015), the lack of time management skills among many doctoral learners serve as a barrier in degree attainment. Developing organizational systems to house data that are easily retrievable can prove to be helpful. Additionally, doctoral students must set aside adequate time daily or weekly to not only complete tasks during coursework but also deepen their knowledge in their area of study. When developing systems and timetables work style preferences, major projects at work and special events must be considered to ensure systems are realistic and goals are attainable.
The Power of No
The word no is both simple and powerful. As a doctoral student, there is never enough time and it is important not to obligate to tasks, events or situations that particularly when they are unplanned. Students that allocate more time for study and organize time to maximize performance have greater outcomes (Meeuwisse, Born, and Severiens, 2013). This may require some practice, however learning to protect study time during the process is necessary to successful and timely completion. Simply say no or no thank you to last minute requests or when there is a deadline is looming.
Networking
The doctoral journey is a test of endurance, an opportunity to demonstrate knowledge in an area of study as well as a collaborative process. During the process, doctoral students can glean as much information from the experiences of other students and individuals that have successfully completed doctoral programs as they can from coursework. The journey also requires doctoral students to work with an advisor, committee members, and faculty members. Although a doctoral learner may be passionate about the content of their study those who are assigned to support them are experts in the process; listening to and following their advice can prove to be beneficial (Lowrey et al. 2015).
Network opportunities may take place both inside and outside of classrooms (Adegbola, 2011). Doctoral learners are encouraged to attend conferences, publish scholarly articles, join professional organizations and network with scholars in their specific area of study. Doctoral students that are purposeful in navigating the research community gain exposure and are often provided with opportunities (Kiley, 2009).
Maintain Relationships
It is easy to become engrossed in papers, reading and research during the doctoral journey. Maintaining a hectic work and study schedule can easily create a distance between the scholar and the rest of the world. Although time is at a premium, scholarly school leaders must maintain connections with colleagues, friends and family members (Eisenbach, 2013).
Life continues during the doctoral journey and at the end it is important that the relationships that may have taken a lifetime to nurture are intact. Those that know you best will understand that your time is limited and will value your phone calls, texts, and cards. Also being present during major events in the lives of those that mean the most is a way to demonstrate support. Family and friends can provide support in ways that colleagues and classmates cannot, therefore maintaining and honoring personal relationships that are important.
A school leader that is also a doctoral learner provides a model for other educators and students. Pursuing a doctoral degree while serving, as a school leader is not easy, however, it is not impossible. By developing systems and plans, not neglecting the needs of students and developing and maintain professional and personal relationships school leaders can successfully matriculate through a doctoral program.
References
Adegbola, M. (2011). Soar like geese: Building developmental network relationships for scholarship. Nursing Education
Perspectives, 32(1), 51-3. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.proquest.com.lopes.idm.oclc.org/docview/893823116?accountid=7374
Dunlap, J., Li, J., & Kladifko, R. (2015). Competencies for effective school leadership: To what extent are they included in Ed.D leadership programs? Educational Leadership and Administration, 26, 14-26. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1787152400?accountid=7374
Eisenbach, B. (2013). Finding a balance: A narrative inquiry into motherhood and the doctoral process. The Qualitative Report, 18(17), 1-13. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1504408492?accountid=7374
Kennedy, D. H., Terrell, S. R., & Lohle, M. (2015). A grounded theory of persistence in a limited-residency doctoral program. The Qualitative Report, 20(3), 215-230. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.proquest.com.lopes.idm.oclc.org/docview/1677864447?accountid=7374
Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46(3), 293-304. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/210682781?accountid=7374
Lowrey, K., Conrad, K. A., & Beier, S. (2015). Coach the journey: Committee chair reflections on guiding doctoral students. The Exchange, 4(1), 8-21. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.proquest.com.lopes.idm.oclc.org/docview/1726775679?accountid=7374
Meeuwisse, M., Born, M. P., & Severiens, S. E. (2013). Academic performance differences among ethnic groups: Do the daily use and management of time offer explanations? Social Psychology of Education: An International Journal, 16(4), 599-615. doi:http://dx.doi.org.lopes.idm.oclc.org/10.1007/s11218-013-9231-9
Perilla, N. (2014). Leading the future: Rethinking principal preparation and accountability frameworks. Harvard Journal of Hispanic Policy, 26, 59-69. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1618348985?accountid=7374
Bio
McKenna Lewis is a proud native of Richmond, Virginia and a product of Richmond Public Schools. At the age of eight she knew that she wanted to become and educator. McKenna considers herself fortunate to have had many dynamic teachers during her formal years.
McKenna currently resides and works for Prince George’s County Public Schools in Maryland, a suburb of Washington, DC where she serves as an Assistant Principal. As an instructional leader she works with teachers, families and students to ensure that the students in her charge have rich educational experiences. She is passionate about my work and is grateful to have the opportunity to influence the lives of young people.
She is perusing a Doctor of Education in Organizational Leadership with an emphasis in K-12 Leadership from Grand Canyon University in Phoenix, Arizona. Through her research she endeavors to study marginalized communities in the context of schools. These learners are often ignored and their talents are not always cultivated. Her hope is that her work will influence both practices and policies of educators and school leaders with hopes of positively impacting educational outcomes for diverse learners.
Historically doctoral programs were full time and did not allow practitioners to maintain their careers, however in recent years institutions have provided educational leaders with many options to obtain a doctorate (Kennedy, Terrell and Lohle, 2015). Many programs endeavor to accommodate working professions, many of who are unable to stop working with an opportunity to attain a doctorate degree. The offerings include traditional programs, accelerated programs, on-line programs and hybrid programs (Kennedy et al., 2015).
On its face the opportunity to pursue both a doctorate and maintain a career appear to be ideal. School leadership is demanding and requires administrators to spend countless hours at work. Advanced studies also require a tremendous commitment in terms of time and resources (Dunlap, Li, and Kladifko, 2015). Educational leaders pursuing a doctorate must develop systems and supports to ensure degree attainment. Scholar-practitioners should consider the following:
Keep the Main Thing the Main Thing
Principal actions are linked to student outcomes and therefore school and student success rest in part on the principal (Perilla, 2014). School leaders that are pursuing a doctorate in education are uniquely positioned. These scholars are studying topics, theories, and concepts that play out in their workplace daily.
It is important that school leaders provide care and consideration to the children that they serve daily and not lose sight of the big picture, improved student outcomes. Losing sight of the needs of students during the doctoral journey is both counter-intuitive and irresponsible. School leaders must develop systems as well as build the capacity of staff members to ensure that students do not suffer as a result of pursuing their personal goals.
Develop Organizational Systems
According to Lowrey, Conrad, and Beier (2015), the lack of time management skills among many doctoral learners serve as a barrier in degree attainment. Developing organizational systems to house data that are easily retrievable can prove to be helpful. Additionally, doctoral students must set aside adequate time daily or weekly to not only complete tasks during coursework but also deepen their knowledge in their area of study. When developing systems and timetables work style preferences, major projects at work and special events must be considered to ensure systems are realistic and goals are attainable.
The Power of No
The word no is both simple and powerful. As a doctoral student, there is never enough time and it is important not to obligate to tasks, events or situations that particularly when they are unplanned. Students that allocate more time for study and organize time to maximize performance have greater outcomes (Meeuwisse, Born, and Severiens, 2013). This may require some practice, however learning to protect study time during the process is necessary to successful and timely completion. Simply say no or no thank you to last minute requests or when there is a deadline is looming.
Networking
The doctoral journey is a test of endurance, an opportunity to demonstrate knowledge in an area of study as well as a collaborative process. During the process, doctoral students can glean as much information from the experiences of other students and individuals that have successfully completed doctoral programs as they can from coursework. The journey also requires doctoral students to work with an advisor, committee members, and faculty members. Although a doctoral learner may be passionate about the content of their study those who are assigned to support them are experts in the process; listening to and following their advice can prove to be beneficial (Lowrey et al. 2015).
Network opportunities may take place both inside and outside of classrooms (Adegbola, 2011). Doctoral learners are encouraged to attend conferences, publish scholarly articles, join professional organizations and network with scholars in their specific area of study. Doctoral students that are purposeful in navigating the research community gain exposure and are often provided with opportunities (Kiley, 2009).
Maintain Relationships
It is easy to become engrossed in papers, reading and research during the doctoral journey. Maintaining a hectic work and study schedule can easily create a distance between the scholar and the rest of the world. Although time is at a premium, scholarly school leaders must maintain connections with colleagues, friends and family members (Eisenbach, 2013).
Life continues during the doctoral journey and at the end it is important that the relationships that may have taken a lifetime to nurture are intact. Those that know you best will understand that your time is limited and will value your phone calls, texts, and cards. Also being present during major events in the lives of those that mean the most is a way to demonstrate support. Family and friends can provide support in ways that colleagues and classmates cannot, therefore maintaining and honoring personal relationships that are important.
A school leader that is also a doctoral learner provides a model for other educators and students. Pursuing a doctoral degree while serving, as a school leader is not easy, however, it is not impossible. By developing systems and plans, not neglecting the needs of students and developing and maintain professional and personal relationships school leaders can successfully matriculate through a doctoral program.
References
Adegbola, M. (2011). Soar like geese: Building developmental network relationships for scholarship. Nursing Education
Perspectives, 32(1), 51-3. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.proquest.com.lopes.idm.oclc.org/docview/893823116?accountid=7374
Dunlap, J., Li, J., & Kladifko, R. (2015). Competencies for effective school leadership: To what extent are they included in Ed.D leadership programs? Educational Leadership and Administration, 26, 14-26. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1787152400?accountid=7374
Eisenbach, B. (2013). Finding a balance: A narrative inquiry into motherhood and the doctoral process. The Qualitative Report, 18(17), 1-13. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1504408492?accountid=7374
Kennedy, D. H., Terrell, S. R., & Lohle, M. (2015). A grounded theory of persistence in a limited-residency doctoral program. The Qualitative Report, 20(3), 215-230. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.proquest.com.lopes.idm.oclc.org/docview/1677864447?accountid=7374
Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46(3), 293-304. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/210682781?accountid=7374
Lowrey, K., Conrad, K. A., & Beier, S. (2015). Coach the journey: Committee chair reflections on guiding doctoral students. The Exchange, 4(1), 8-21. Retrieved from https://lopes.idm.oclc.org/login?
url=http://search.proquest.com.lopes.idm.oclc.org/docview/1726775679?accountid=7374
Meeuwisse, M., Born, M. P., & Severiens, S. E. (2013). Academic performance differences among ethnic groups: Do the daily use and management of time offer explanations? Social Psychology of Education: An International Journal, 16(4), 599-615. doi:http://dx.doi.org.lopes.idm.oclc.org/10.1007/s11218-013-9231-9
Perilla, N. (2014). Leading the future: Rethinking principal preparation and accountability frameworks. Harvard Journal of Hispanic Policy, 26, 59-69. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/1618348985?accountid=7374
Bio
McKenna Lewis is a proud native of Richmond, Virginia and a product of Richmond Public Schools. At the age of eight she knew that she wanted to become and educator. McKenna considers herself fortunate to have had many dynamic teachers during her formal years.
McKenna currently resides and works for Prince George’s County Public Schools in Maryland, a suburb of Washington, DC where she serves as an Assistant Principal. As an instructional leader she works with teachers, families and students to ensure that the students in her charge have rich educational experiences. She is passionate about my work and is grateful to have the opportunity to influence the lives of young people.
She is perusing a Doctor of Education in Organizational Leadership with an emphasis in K-12 Leadership from Grand Canyon University in Phoenix, Arizona. Through her research she endeavors to study marginalized communities in the context of schools. These learners are often ignored and their talents are not always cultivated. Her hope is that her work will influence both practices and policies of educators and school leaders with hopes of positively impacting educational outcomes for diverse learners.