Written: May 16, 2020
Published: Mary 23, 2020
Due to an increased work commitment, I was unable to commit as much time as I previously had to this case study. With that said, I focussed on reading each post in the discussion thread and responding in my own post (Group 8, 2020, May 15). Unfortunately, as I was last to post, there was no feedback given on my response, as in previous conversations and I found it made me nervous.
As a group, we chose to write about the current COVID pandemic and any opportunities we have engaged with or missed. I liked this concept because COVID has been such a rapidly evolving event that it has left little time to stop and reflect. I was able to acknowledge the positive and challenging aspects of the pandemic and its impact on my teaching and learning- one of which was a lack of engagement with my university course, unfortunately.
Upon reflection, I realise that I have let my relationship with a difficult staff member stagnate and, as a result, and many other factors, she has closed herself off to working in a truly collaborative sense. Instead, she requires from me a servant role- note not a servant leadership role, as I am not involved with her programming or planning and cannot support her fully without that knoweldge.Jennie (Bales, 2020) pointed out the difference between Servant Leadership and being a servant to teachers, a different which TLs are at risk of failing to identify. Undertsanding the difference now, I intend to keep this in mind when offering support to teachers.
Holly volunteered to post a summary of the discussion thread for the group. At the time, I assumed it would be a simple copy and paste, however, upon reading it, I realised she had synthesised the ideas from the posts, added references and creative an academic summary. It is well written and seems to cover the main points, both positive and negative, from the discussion posts of all group members. Perhaps, if there had been more time, it would have benefited to share the summarised post between members for editing, however, with such a tight time limit, I understand why it was posted straight to the discussion board.
Unfortunately, due to my tardiness in engaging with this task, I did not get to offer my editing and collaborative abilities and, instead, submitted my own work to the group, while providing feedback on their submissions.
References
Bales, J. (2020). Meeting 4: Assessment 2. [PowerPoint slides]. CSU Interact2. https://connect.csu.edu.au/p12mlfzsm5pr/
