How has your definition of leadership altered or been reinforced? Your definition of teacher leadership?
My definition of leadership for the most part has really been reinforced by the text and class discussions. I've always believed that anyone can step up to the plate and take charge in some respects and with my involvement in the Leadership Team for the district and the high school quite a few of us (this year we sent 15 staff and 5 administrators) have begun to assert ourselves more in the planning and implementation of ideas.
Has your opinion of your leadership potential changed?
I think that my leadership potential has changed in that I am more able to take a step back from what is occurring in the school and district in order to better accomplish our goals and initiatives. The systems change game really gave me great insight and I've already been scratching out a preliminary social network for the high school staff so I can think about who to approach strategically when I'd like to start talking about implementation of the eportfolio project.
Do you agree with our textbook's assertion about "improving education from within"? If so, what will you do to help?
I do believe that it is within my power (and everyone else's for that matter) to improve education in their own classroom, department, school and district. I think that if we attempt to change the world in one fell swoop, you're bound for disappointment but if we look at small steps and small changes, then the change will help to improve education from within.
Friday, June 25, 2010
Friday, June 18, 2010
CEDO565 - Session Five
So I've spent my last two days and this morning in Madison at the Wisconsin School Leadership Academy and although I'm not wishing summer away, I am recharged for this upcoming fall and really implementing some new initiatives both in my classroom and throughout the high school and district. As I mentioned last post, the change game we've been playing has really opened my eyes to the necessity of paying attention to the political realms when attempting to make change in schools. The conference reinforced many of the topics and ideas that we've been talking about in class lately but first I want to chat about this amazing presenter this morning!
David Warlick presented on the 21st Century classroom and how the millennial as a student must force a change in how we deal with information and that it's more than just using technology. What I loved about his seminar is that he practiced what he was about to preach. The first things he did were to show us how to "KnitterChat" (much like tweeting - its called backchanneling, I'd post the link to our actual transcript but it's not posted yet) about the seminar while he was presenting, then he directed us to his blog, his wiki, and his second life file cabinet before using two Prezis to really begin his talk. This was the second half:
I was shocked at first because he started out showing us the half a dozen ways that we could get "off task" during his presentation. He truly was a facilitator of information and did not require his audience to be staring up at him with their eyes glued as he delivered content to us for 2 hours. Not only that, all through his talk, he showed and demonstrated many tools to illustrate the difference in how students access information in the digital age. DoodleBuzz was one of my favs and he also explained the QR codes that can be printed anywhere so that individuals with smart phones can point the phone at the barcode and automatically receive downloads of the materials - his was linked to all of his presentation handouts. As you can see there was tons of great info and materials.
So how do I apply this information to my instruction? My leadership? First and foremost, I've already begun a discussion with my principal about allowing students to use their cell phones in my classroom. The discussion is necessary as this goes against current school policy, although last fall the policy about digital devices was modified, phones are banned from the classroom. A close colleague and I also began revamping our grading structure and brainstorming new methods for classroom instruction in addition to planning for writing some new curriculum. (See why I can't have the summer go too fast - I've got way too much to do!) I really plan to use some of the strategies from the changes game we played - most notably talking to key individuals and getting them on board for the changes I'd like to see implemented with my portfolio project in the high school. Previously I would have had everything ready for the great "reveal" and then become frustrated when teachers didn't jump at the chance to use something that was all set and ready to go. I've realized it's much more than that - all of the talk about teacher buy-in has started getting through my thick skull. This also lead my colleague and I to want to set up some very informal professional development mini-seminars for any interested teachers to begin a culture of sharing classroom ideas among all high school teachers in a very non-threatening way and without the push of a condescending this-is-the-way-it-should-be mentality. Rather, we'd like to present tools of the trade and allow teachers to pick and choose things they'd like to see, try, modify and steal.
I just figure that I'll need to work 40 hours a week this summer on all of my ideas in order to have them ready to go by September 1st. Hmmmm..... not likely so I'd better get to prioritizing!
David Warlick presented on the 21st Century classroom and how the millennial as a student must force a change in how we deal with information and that it's more than just using technology. What I loved about his seminar is that he practiced what he was about to preach. The first things he did were to show us how to "KnitterChat" (much like tweeting - its called backchanneling, I'd post the link to our actual transcript but it's not posted yet) about the seminar while he was presenting, then he directed us to his blog, his wiki, and his second life file cabinet before using two Prezis to really begin his talk. This was the second half:
I was shocked at first because he started out showing us the half a dozen ways that we could get "off task" during his presentation. He truly was a facilitator of information and did not require his audience to be staring up at him with their eyes glued as he delivered content to us for 2 hours. Not only that, all through his talk, he showed and demonstrated many tools to illustrate the difference in how students access information in the digital age. DoodleBuzz was one of my favs and he also explained the QR codes that can be printed anywhere so that individuals with smart phones can point the phone at the barcode and automatically receive downloads of the materials - his was linked to all of his presentation handouts. As you can see there was tons of great info and materials.
So how do I apply this information to my instruction? My leadership? First and foremost, I've already begun a discussion with my principal about allowing students to use their cell phones in my classroom. The discussion is necessary as this goes against current school policy, although last fall the policy about digital devices was modified, phones are banned from the classroom. A close colleague and I also began revamping our grading structure and brainstorming new methods for classroom instruction in addition to planning for writing some new curriculum. (See why I can't have the summer go too fast - I've got way too much to do!) I really plan to use some of the strategies from the changes game we played - most notably talking to key individuals and getting them on board for the changes I'd like to see implemented with my portfolio project in the high school. Previously I would have had everything ready for the great "reveal" and then become frustrated when teachers didn't jump at the chance to use something that was all set and ready to go. I've realized it's much more than that - all of the talk about teacher buy-in has started getting through my thick skull. This also lead my colleague and I to want to set up some very informal professional development mini-seminars for any interested teachers to begin a culture of sharing classroom ideas among all high school teachers in a very non-threatening way and without the push of a condescending this-is-the-way-it-should-be mentality. Rather, we'd like to present tools of the trade and allow teachers to pick and choose things they'd like to see, try, modify and steal.
I just figure that I'll need to work 40 hours a week this summer on all of my ideas in order to have them ready to go by September 1st. Hmmmm..... not likely so I'd better get to prioritizing!
Friday, June 11, 2010
CEDO565 - Session Four
So I have to say that after playing the game on Tuesday and completing the Analysis of Change task, I've been reflecting on how difficult change can come about. At the same time, we had our last staff meeting where a new proposal for one of our programs was presented and discussed and I began looking at the process in a very different light. One of the teachers that often sinks ideas he doesn't like, thought that the proposal was a great idea and I thought about the game and how the social interactions play such a lead role.
This has prompted me to rethink how I'm going to work on my culminated experience as it is yet another difference for the teachers to become accustomed to. I'm now planning to spend some additional time polling the teachers and talking to them one on one (especially the key players) so that I can get some support ahead of time before we roll out the trainings during the next school year. Hopefully I can really apply some of the strategies from this class to make the transition easier for the rest of the staff if they experience more buy-in.
I'm also feeling better up to the challenge of continuing the game this coming Tuesday - I have a few strategies I'd like to see if my group would like to try!
This has prompted me to rethink how I'm going to work on my culminated experience as it is yet another difference for the teachers to become accustomed to. I'm now planning to spend some additional time polling the teachers and talking to them one on one (especially the key players) so that I can get some support ahead of time before we roll out the trainings during the next school year. Hopefully I can really apply some of the strategies from this class to make the transition easier for the rest of the staff if they experience more buy-in.
I'm also feeling better up to the challenge of continuing the game this coming Tuesday - I have a few strategies I'd like to see if my group would like to try!
Friday, June 4, 2010
CEDO565 - Session Three
While all of the activities for session three have made lots of sense to me and I can see utilizing pieces of information here and there, the piece that resonated the strongest was Gabriel's insight and idea in Chapter 4. Just last year, I joined the Leadership Team - a group of teachers from all levels and discipline in the district - and although anyone can "join", this past fall we were characterized as administration's puppets. Members were told that we were put in place to do administration's bidding. It has taken all of my power not to engage in the quarrel as that's where all of the energy will end up going rather than on making things better for students. I feel that I will be able to start applying some of these practices and suggestions to garner more respect as a teacher leader in my building.For example, Gabriel's suggestions of redirecting questions of the dissenters and giving them other tasks to engage their time will help immensely as we plan other initiatives for the high school in particular.
And while I've been previously aware of the generational gaps in education, it had always been presented to me in terms of Millenials as students and now as parents rather than as peers, colleagues or coworkers. The Tune In article presented the information in regards to what it means to schools which was a new perspective to me. I can apply this information as a look at the mentoring program in the school district and how teachers interact with each other.
And while I've been previously aware of the generational gaps in education, it had always been presented to me in terms of Millenials as students and now as parents rather than as peers, colleagues or coworkers. The Tune In article presented the information in regards to what it means to schools which was a new perspective to me. I can apply this information as a look at the mentoring program in the school district and how teachers interact with each other.
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