EDUC 615 REFLECTION POINT 1

EDUC 615 Reflection Point

Allieh Kheradmand
George Mason University

This semesters course work and PBA brought to life a term I have heard multiple times

throughout my graduate program- change agent. From my first ASTL course, I have

intermittently heard this term and have learned to equate teacher leader with change agent. In

their description of how change occurs, Hargreaves & Fullan (2012) state what pulls people in,

teachers all the more so, is doing important work with committed and excited colleagues and

leaders engaged in activities that require creativity to solve complex problems (p. 151). The

Equity Study of EDUC 615 brought forward a complex problem. Through my data collection

and analysis, as well as policy brief and action plan, I collaborated with colleagues and

classmates who were as jarred by this multifaceted problem as I was. I thought creatively and

spoke with leaders at my school in trying to determine feasible solutions. I became the person I

have read and learned about, a change agent.

ASTL core principal seven states that teachers are change agents, teacher leaders, and

partners with colleagues. While many teachers might notice something unfair in their schools
EDUC 615 REFLECTION POINT 2

culture or practices, not many analyze why that inequity occurs and what can be done to fix it.

The Equity Study began with collecting data on many facets of my schools demographics, staff

makeup, and various ways of labeling students. I compared percentages to see if there were any

stark overrepresentations or underrepresentations of student groups. As I completed my data

collection, I immediately noticed an overrepresentation in the number of Hispanic students being

labeled at-risk in reading. Of my entire school, 13% of our students are labeled at-risk in

reading. Of those labeled at-risk in reading, 64% are Hispanic students. While I noticed other

inequities, such as the gender and ethnic makeup of our staff, the percentage of Hispanic students

being labeled at-risk in reading stood out as the most important inequity.
The next step of the PBA was creating a policy brief that examined the importance of this

inequity, as well as historical and current initiatives that have addressed this inequity. Those of us

in education are all familiar with initiatives aimed at lowering achievement gaps for minority

groups, such as the No Child Left Behind act; however we are also familiar with the many

shortcomings of some initiatives. In my policy brief, I also listed research based

recommendations for fixing the inequity. Many researchers spoke about the need for better

education for Hispanic immigrant parents of young children, stronger phonological awareness

instruction in the classroom, more authentic vocabulary instruction in the classroom, and the

importance of early identification and intervention for struggling readers. The final steps of the

PBA were to create an action plan and then reflect on the entire process.
Through the work of this semester, I learned that teachers have the power to, and should,

question the status quo. As affirmed by Hargreaves & Fullan (2012), If something for your

school is worth starting, then take the lead and start it, in any way you can (p. 161). The process

of this PBA evolved my understanding of my role and responsibility as a teacher. I now see my

responsibilities as going beyond the walls of my classroom, and even beyond the walls of my
EDUC 615 REFLECTION POINT 3

school. Change cannot occur without someone stepping up and starting it. I realized that I too

often accept certain difficulties as being a part of the culture of my school, because of our diverse

demographics and because we are a Title I school; however in order to continue growing as a

change agent, I must and I can take on an active role, as opposed to the passive role I have

accepted thus far. I can no longer ignore these inequities as I continue going forward in my

career.

References

Hargreaves, A., Fullan M. (2012). Professional capital: Transforming teaching in every school.

New York, NY: Teachers College Press.