Clinical Practice: Your best hopes. Your worst fears.

Hi All,

As part of my co-facilitation this past week, I was going to do an activity where we discuss our hopes and fears around our clinical practice. Our blog is a great place for us to share this information, too. During this process, be vulnerable in sharing your hopes and fears.  Also, post supportive feedback to others in the forms of resources, personal insight, positive thoughts and suggestions, or anything else!

I’ll go first…

My hope is simply that I am successful and that I learn many lessons along the way.

My worst fear is coming up with my project.  I put A LOT of pressure on myself to come up with ideas that are ground breaking and will change the world of education as we know it.  So far, I’ve got nothing!

Now your turn!

Michelle

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8 thoughts on “Clinical Practice: Your best hopes. Your worst fears.

  1. Hopes: I learn how to lead a project while in school–without looking disorganized.
    Fears: I worry about making a lot of mistakes–ones that are too messy to clean :/

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    1. Few ‘mistakes’ are too messy to clean. We have to give ourselves the grace to be learners, even when we’re the leaders. We’re neither omniscient nor omnipotent. But we can be resilient (and model that resiliency for those around us).

      Liked by 1 person

  2. Hopes: I will learn enough and be put in enough situations that I am confident to step into a school leader role.
    Fears: I will find that I am not built to lead…

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    1. You ARE built to lead. And you’re already leading… We’ll get you ready! (well, at least as ready as any university program can… it all takes on new lenses when you step into your new building! hahahaha) And you’ll have a great support network too!

      Liked by 2 people

  3. Thank you for sharing with us, Michelle, and for getting such an important conversation going. I, too, have hopes and fears and am trying to take all of this in one step at a time. I think the Principal Quality Standards really got me going last week. They were a bit overwhelming for someone who wants to do everything right straight out of the gate. It is tempting to choose something for a project that is large and impactful because we are movers and shakers; we wouldn’t likely be in the class if we weren’t. And this feeling reminds me of my first year as a teacher – idealistic and full of energy to change the world. I’m still that person but I’ve learned a lot of important life lessons along the way.

    That said, I wonder about the power of giving yourself permission to take things at a smaller scale. Go slow to go fast, as they say. Change is something that takes a Herculean effort, sometimes, especially when it is a change that will move many cheeses and is in conflict with people’s philosophical beliefs. I’m reminded of this in my activist work all the time. We want change to happen quickly, especially as we uncover the benefits of the change, but others’ voices and concerns are just as valid as our drive to improve things that we see as needing improvement.

    My fear is actually that I will damage relationships around me as I embark on a change project for these very reasons. But my hope is that I might be able to do my change project in a way that plants seeds in my colleagues’ schema for further contemplation and debate. Our whole staff must work together to change our school and improve the opportunities for our students. And others have excellent ideas that will work in tandem with my ideas as well. It is not all on me. And that is a comforting thought.

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  4. The more I learn the more questions I have. I have been blessed to work with a demographic of teachers and students mostly different than my own, and this has really made me question my own biases and beliefs.
    My fear: I can totally understand and relate with many peoples’ views and perspectives of education. However, this may lead me to not be firm enough as a leader to create a clear mission and vision.
    My hope: I find that my fear is a strength. I will be able to see and allow teachers to teach to their strengths.

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