Week 5 In Class Activity: Systems Thinking/Systems Changing Simulation
This week we met at The Highland House for The Change Game. After two regular margaritas on the rocks with salt, here is what I could interpret from my notes scrawled on a napkin at the end of the night:
1. some people ----- no ---- no matter what.
2. need to discuss/get feedback regularly
3. ID those on board + use
4. Social info important
5. Have to get the majority through each phase to move on
6. Awareness. Preparation. Practice. Mastery/Integration. Renewal.
7. Slow moving at first - then move together
8. Keep moving + trying new things ------ Don't Stagnate
9. Once key players are maxed out in renewal-you still need them for key discussions
10. Seek out those on the fence + push up
The final chapter of the book How To Thrive As A Teacher Leader is entitled "Instructional Leadership - Improving Student and Teacher Achievement". Important points to remember from the chapter include:
+ If your teachers do not respect you instructionally, you will find it difficult to succeed as a leader.
+ Your lessons should exhibit best practices.
+ Your fellow teachers need to view you as a resource, someone they seek out for equipment, literature, and ancillary materials.
+ With the advent of No Child Left Behind, accountability is forcing teachers to examine their classroom practices. How to create an effective classroom: Observe and Coach Your Teachers, Map the Curriculum, Acknowledge Ability Levels, Differentiate Instruction, Reteach and Retest, Use Assessments as Teaching Tools, Establish Tutoring Programs, Consider Creative Scheduling, Teach Study Skills, Make Work Meaningful, Begin Homework in Class, Create Incentives, Cutlivate Community in the Classroom, Inform Students of Their Progress, Communicate Frequently with Parents, Involve the Guidance Department, Assess Your Assessments, Implement Sustained Silent Reading, and Be Aware of Cheating.
+ There were also tips on testing and data collection.
+ Resource 24 on page 200 was a nice "Student Remediation Checklist" to help document what was tried with a student as an intervention
Monday, February 22, 2010
Tuesday, February 16, 2010
CEDU 527 - Week 4
Another week of class using GoTo Meeting. Nice.
Sites we were to review:
National Center for Education Statistics (NCES)- This is a site that I have never checked out before. It was interesting that there is so much information out there avaiable to the public on our schools. Number of staff numbers broken down into categories, student/teacher ratio, number of students with IEPs, and the number of students who are eligible for free/reduced lunches was all information I could easily access.
Wisconsin Information Network for Successful Schools (WINSS) - WINSS is a site I have seen before, both in and outside of this grad program, but it was interesting to take another look at it with fresh eyes. It actually tries to do more than just provide the numbers; it shares resources on how to build more successful schools.
Asking the Right Questions from the MCREL Tookit - Too much information! This is a great website but I didn't know where to stop reading...link after link...some with 66 page documents attached. Regardless, I think there was some good information and it will be a good site to reference in the future, so here it is: www.mcrel.org/tookit/res/change.asp
Just a couple of the highlights, AHA moments, I would like to mention:
+ When Thomas Edison invented the electric light bulb, he made it look like a gaslight to increase the likelihood of its adoption. He understood that human perception can be the biggest hurdle to implementing change.
+ Change pattern: status quo, awareness, exploration, transitioning, adoption, and dominance.
+ Before making changes, be sure to identify how it will effect other parts of the system.
+ There is the expectation, especially of principals, that they belong in the trenches with teachers. But what is needed is a balance between being on the balcony and being on the field.
+ The view from the balcony helps administrators to keep the domains (technical, personal, and organizational) of the school balanced so greater success can be achieved.
How To Thrive As a Teacher Leader - Chapter 5:
Statements to note -
+ Everyone loves positive feedback; be sure praise is related to performance
+ Support your teachers even when it is unrelated to instruction (ie Hawaiian shirt day)
+ Encourage collaboration
+ Srengthen Morale: recognize individuals, offer an extra planning period, relieve your teachers, gift the in-box, meet out, sponsor a pot-luck, bring food, host a holiday party, cancel a meeting, start a team newsletter, volunteer to photocopy, reward with gift certificates, provide extra supplies, design team shirts, make it up to your teachers (if one year their schedule is especially tough - acknowledge it and try to lighten the load), throw a year-end party.
Sites we were to review:
National Center for Education Statistics (NCES)- This is a site that I have never checked out before. It was interesting that there is so much information out there avaiable to the public on our schools. Number of staff numbers broken down into categories, student/teacher ratio, number of students with IEPs, and the number of students who are eligible for free/reduced lunches was all information I could easily access.
Wisconsin Information Network for Successful Schools (WINSS) - WINSS is a site I have seen before, both in and outside of this grad program, but it was interesting to take another look at it with fresh eyes. It actually tries to do more than just provide the numbers; it shares resources on how to build more successful schools.
Asking the Right Questions from the MCREL Tookit - Too much information! This is a great website but I didn't know where to stop reading...link after link...some with 66 page documents attached. Regardless, I think there was some good information and it will be a good site to reference in the future, so here it is: www.mcrel.org/tookit/res/change.asp
Just a couple of the highlights, AHA moments, I would like to mention:
+ When Thomas Edison invented the electric light bulb, he made it look like a gaslight to increase the likelihood of its adoption. He understood that human perception can be the biggest hurdle to implementing change.
+ Change pattern: status quo, awareness, exploration, transitioning, adoption, and dominance.
+ Before making changes, be sure to identify how it will effect other parts of the system.
+ There is the expectation, especially of principals, that they belong in the trenches with teachers. But what is needed is a balance between being on the balcony and being on the field.
+ The view from the balcony helps administrators to keep the domains (technical, personal, and organizational) of the school balanced so greater success can be achieved.
How To Thrive As a Teacher Leader - Chapter 5:
Statements to note -
+ Everyone loves positive feedback; be sure praise is related to performance
+ Support your teachers even when it is unrelated to instruction (ie Hawaiian shirt day)
+ Encourage collaboration
+ Srengthen Morale: recognize individuals, offer an extra planning period, relieve your teachers, gift the in-box, meet out, sponsor a pot-luck, bring food, host a holiday party, cancel a meeting, start a team newsletter, volunteer to photocopy, reward with gift certificates, provide extra supplies, design team shirts, make it up to your teachers (if one year their schedule is especially tough - acknowledge it and try to lighten the load), throw a year-end party.
Wednesday, February 3, 2010
CEDU 527 - Week 3
ASSIGNMENTS IN REVIEW:
The "Change" Presentation
Change is inevitable. Embrace it. Never assume anything will stay the same.
The "Who Moved My Cheese" Presentation
The Handwriting on the Wall = change happens, anticipate change, monitor change, adapt to change quickly, change, enjoy change, be ready to change quickly and enjoy it again.
Article "TUNE IN to what the new generation of teachers can do" Millenials are those born after 1978...what we can expect:
They expect to be praised more.
They enjoy being mentored.
They don't anticipate a 30-year career with one district.
They want to continue to learn and grow.
They are assertive and confident.
They have always negotiated in their home life = they desire leadership roles.
They want to develop friendships at work.
They are used to being overscheduled and multi-tasking.
They seem to have technology in their DNA.
They will follow the rules if they are clear - so update the technology policies.
Video Clip - A Change in Thinking: Systems Thinking
1. Systems are defined by their interactions, not their parts.
2. Gaining awareness of how we think is the first step in creating intellectual capital.
3. As we learn more about the interactions of systems we are better able to predict and influence systems behaviors.
4. Learning is literally the result of growing interdependencies.
5. You don't get more brain cells as you learn more. What does happen is the connections between brain cells grow.
6. Similarly, organizations learn by improving the interactions of their elements, not by improving the elements in isolation. AHA! AHA! AHA! Loved the analogy between the human brain and our organization (PWHS).
Video Clip - Leadership: The Need for a Change in Thinking
Systems Optimization. Reverse fragmentation with systems thinking. Reunite work&play&learning to create a more satisfying life.
How To Thrive As A Teacher Leader Chapter 4 Adaptive Leadership
Interesting Points to Ponder:
1. Move together as a team by getting everyone on board, building their skills and finding ways to prevent them from feeling left out.
2. Develop trust with your administrator and earn their respect before tring to take risks.
3. Before criticizing your administrator, pick your battles and realize it is more difficult to "manage" a school than it appears. A "manager" cannot make all people happy all the time and are often following directions from superiors.
4. Let new administrators figure out some things on their own before sharing your biases.
5. If a situation has the potential to get out of control - parent or district office may be calling - let the administrator know beforehand so he/she has time to prepare.
6. Don't be afraid to ask for administrative help.
7. As a leader in your building, be prepared to first identify the leadership style and philosophies of a new administrator before being assertive.
8. When working with other teachers - play the role of good cop...let your administrator be the bad cop.
9. Administrators are busy. When morale is down they may not be aware - let them know.
10. Be honest and direct. Don't try to cover things up - if they blow, you will lose all respect and trust from your administrator.
11. Make your supervisor look good.
12. As a new leader, don't try to accomplish too much too quickly.
13. Expect disagreement. Be the bigger man.
14. Never bring a threat to the administration because you will never win. To avoid problems, when you first assume a leadership position, ask teachers their greatest concerns and peeves about the system.
15. If a staff member "bites" you, then don't let it happen a second time.
16. Identify your supporters. Find someone who believes in a program you support and have them present the information.
17. Have a majority...pull the train out of the station.
18. When mediating between teachers, don't be perceived as being on one side.
19. Don't ask teachers if they agree with something, ask "Are you comfortable with that?" This allows for more negotiation and avoids people from shutting down.
20. Develop a rapport with the LD Chair. :) :) :)
The "Change" Presentation
Change is inevitable. Embrace it. Never assume anything will stay the same.
The "Who Moved My Cheese" Presentation
The Handwriting on the Wall = change happens, anticipate change, monitor change, adapt to change quickly, change, enjoy change, be ready to change quickly and enjoy it again.
Article "TUNE IN to what the new generation of teachers can do" Millenials are those born after 1978...what we can expect:
They expect to be praised more.
They enjoy being mentored.
They don't anticipate a 30-year career with one district.
They want to continue to learn and grow.
They are assertive and confident.
They have always negotiated in their home life = they desire leadership roles.
They want to develop friendships at work.
They are used to being overscheduled and multi-tasking.
They seem to have technology in their DNA.
They will follow the rules if they are clear - so update the technology policies.
Video Clip - A Change in Thinking: Systems Thinking
1. Systems are defined by their interactions, not their parts.
2. Gaining awareness of how we think is the first step in creating intellectual capital.
3. As we learn more about the interactions of systems we are better able to predict and influence systems behaviors.
4. Learning is literally the result of growing interdependencies.
5. You don't get more brain cells as you learn more. What does happen is the connections between brain cells grow.
6. Similarly, organizations learn by improving the interactions of their elements, not by improving the elements in isolation. AHA! AHA! AHA! Loved the analogy between the human brain and our organization (PWHS).
Video Clip - Leadership: The Need for a Change in Thinking
Systems Optimization. Reverse fragmentation with systems thinking. Reunite work&play&learning to create a more satisfying life.
How To Thrive As A Teacher Leader Chapter 4 Adaptive Leadership
Interesting Points to Ponder:
1. Move together as a team by getting everyone on board, building their skills and finding ways to prevent them from feeling left out.
2. Develop trust with your administrator and earn their respect before tring to take risks.
3. Before criticizing your administrator, pick your battles and realize it is more difficult to "manage" a school than it appears. A "manager" cannot make all people happy all the time and are often following directions from superiors.
4. Let new administrators figure out some things on their own before sharing your biases.
5. If a situation has the potential to get out of control - parent or district office may be calling - let the administrator know beforehand so he/she has time to prepare.
6. Don't be afraid to ask for administrative help.
7. As a leader in your building, be prepared to first identify the leadership style and philosophies of a new administrator before being assertive.
8. When working with other teachers - play the role of good cop...let your administrator be the bad cop.
9. Administrators are busy. When morale is down they may not be aware - let them know.
10. Be honest and direct. Don't try to cover things up - if they blow, you will lose all respect and trust from your administrator.
11. Make your supervisor look good.
12. As a new leader, don't try to accomplish too much too quickly.
13. Expect disagreement. Be the bigger man.
14. Never bring a threat to the administration because you will never win. To avoid problems, when you first assume a leadership position, ask teachers their greatest concerns and peeves about the system.
15. If a staff member "bites" you, then don't let it happen a second time.
16. Identify your supporters. Find someone who believes in a program you support and have them present the information.
17. Have a majority...pull the train out of the station.
18. When mediating between teachers, don't be perceived as being on one side.
19. Don't ask teachers if they agree with something, ask "Are you comfortable with that?" This allows for more negotiation and avoids people from shutting down.
20. Develop a rapport with the LD Chair. :) :) :)
CEDU 527 - Week 2
Our class this week was held using gotomeeting.com. Now that we have had a few virtual classes, I have to say....I love them! Those of you who were there for the first one remember that I was just giddy...I was giggling each time I heard my own voice. How immature?! Now it has become less of a novelty for me and I was thrilled with how efficient I could be given the opportunity. The night of the class I had a student at school making up missed coursework, I cleaned out my file cabinet, and I was still able to be an engaged participant in the class. Nice.
Before class, we were to have read the article, "The Top 10 Great Things Technology Leaders Do". Here are some of the thoughts I had on how I believe I can implement these practices at PWHS in my department:
1. Raise the Bar. If I want my department to implement technology into their curriculum, I must be the one to teach them how to do it.
2. Set Goals. Make a list of the 5 most critical technology related skills our kids should have and include the instruction in our classes.
3. Never Ask Anyone To Do Something You Would Not Do. Help others with all tasks - not just the ones that I feel like doing.
4. Lead by Example. Be patient with both staff and students who are less knowledgeable about the basics of technology.
5. Create a Team. Figure out a way to more effectively use our media specialist to help my students.
6. Think Outside the Box. Create assignments that will challenge my students to think critically but that are broken into small chunks.
7. Empower. Take the time to teach others - and all will benefit.
8. Have Integrity. Model ethics and following the rules.
9. Treat People Better Than You Want To Be Treated. Share ideas and praise others for little successes and efforts at growth.
10. Have Fun. Engage all students by finding their niche using a type of technology.
Data, Data, Data. After reading through our blogs and discussion boards, there seems to be a common thread....we are gathering data - but the interpretation and relevant use of results is poorly done. Hmmmm.....solutions...where to start....???
Before class, we were to have read the article, "The Top 10 Great Things Technology Leaders Do". Here are some of the thoughts I had on how I believe I can implement these practices at PWHS in my department:
1. Raise the Bar. If I want my department to implement technology into their curriculum, I must be the one to teach them how to do it.
2. Set Goals. Make a list of the 5 most critical technology related skills our kids should have and include the instruction in our classes.
3. Never Ask Anyone To Do Something You Would Not Do. Help others with all tasks - not just the ones that I feel like doing.
4. Lead by Example. Be patient with both staff and students who are less knowledgeable about the basics of technology.
5. Create a Team. Figure out a way to more effectively use our media specialist to help my students.
6. Think Outside the Box. Create assignments that will challenge my students to think critically but that are broken into small chunks.
7. Empower. Take the time to teach others - and all will benefit.
8. Have Integrity. Model ethics and following the rules.
9. Treat People Better Than You Want To Be Treated. Share ideas and praise others for little successes and efforts at growth.
10. Have Fun. Engage all students by finding their niche using a type of technology.
Data, Data, Data. After reading through our blogs and discussion boards, there seems to be a common thread....we are gathering data - but the interpretation and relevant use of results is poorly done. Hmmmm.....solutions...where to start....???
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