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
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1 comment:
You're right, some people are not going to change no matter what. No matter what we did, Irene, Will and someone else (don't remember the name) would not move. We were able to move them one space, but even that came at significant expense and after continually attempting to encourage them to get on board. You get an idea of how adminstrators see the different personalities in the school district and how frustrating people like Irene can be to them.
Chapter 6 was full of good points and rang very true on all accounts. While not every part of Gabriel's book is applicable to my situation, I did recognize many of the truth of many of the ideas presented and could think of examples of many of them.
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