One of the pitfalls I might face as a first year principal is that I may not have all the stakeholder buy-in I would initially like. Many teachers in my building have been there longer than I have and I tend to do activities that these teachers feel are non-traditional and they're not comfortable with. Service learning is one of these activities. I am a firm believer in motivating students through service learning, but not many teachers share my passion.
This course gave me a refresh of what I learned during my effective leadership course. Building trusting relationships and stakeholder buy-in, as well as collaborating in an professional learning community are paramount to a successful and positive school climate.
Making sure that teachers know they are leaders and have something important to offer the school is vital in effective collaboration. In addition, I am a proponent of forming community partnerships for the betterment of our students and their neighborhoods.
Monday, May 3, 2010
Monday, April 12, 2010
The structure of this course is extremely lacking and I do not feel it has been a very effective course thus far. This is a shame because I believe the information that is to be covered is extremely close to real-life experiences within the school. I don't feel that I am getting anything out of this course.
Everything that our group is working on now, which is the design of a professional learning community, are things that I worked on during my previous JHU master's work. It is somewhat good to refresh my memory.
I believe that this class needs to be re-designed for the next cohort. It is not a worthwhile course as it is.
Everything that our group is working on now, which is the design of a professional learning community, are things that I worked on during my previous JHU master's work. It is somewhat good to refresh my memory.
I believe that this class needs to be re-designed for the next cohort. It is not a worthwhile course as it is.
Sunday, February 21, 2010
Why it matters to integrate technology across the curriculum
Integrating technology into the curriculum has o be a priority for a number of reasons. The first, and most important, I believe, is because it engages the students. There are, of course numerous effective teaching strategies that should be used in the classroom, but let's face it, our students prefer to learn with the help of digital tools. I always feel as though my students are on task, happy, and motivated when they're in the midst of a laptop or an mp3 player. Who wouldn't be? Children don't want to learn via pencil and paper anymore...that's sooo 20th century! Introducing teachers to tools and gadgets that students use and are accustomed to will be an integral part of this transition. I feel very strongly that schools do a poor job of teaching students to use technology responsibly. Instead, it seems that schools don't want to be held liable, so they "eliminate" the problem, by banning the very technology that students crave. Making sure that teachers understand how to monitor student activity and giving them the means to do so is vital to making sure students remain on task and understand that there are consequences for their failure to use technology with integrity.
The second priority in terms of integrating technology into school curricula is utilizing it to help teachers connect with one another. Time is so precious, so let's speed things up. Let's make collaborating easy and more convenient by giving teachers a handful of options and tools.
The only way that the above tasks could be accomplished is to establish effective professional development. Well planned and relevant to learning, spearheaded by our very own staff, professional development is a time for teachers to make the most out of learning. Putting staff into small groups and introducing them to synchronous and asynchronous chat tools is something that I would do. This would require planning between administration, technology, and teacher leaders in the building. Guides and follow-up will be needed for teachers so that they can navigate around the tools they use. Support is vital to the success of planning that isn't done face to face.
The second priority in terms of integrating technology into school curricula is utilizing it to help teachers connect with one another. Time is so precious, so let's speed things up. Let's make collaborating easy and more convenient by giving teachers a handful of options and tools.
The only way that the above tasks could be accomplished is to establish effective professional development. Well planned and relevant to learning, spearheaded by our very own staff, professional development is a time for teachers to make the most out of learning. Putting staff into small groups and introducing them to synchronous and asynchronous chat tools is something that I would do. This would require planning between administration, technology, and teacher leaders in the building. Guides and follow-up will be needed for teachers so that they can navigate around the tools they use. Support is vital to the success of planning that isn't done face to face.
Thursday, February 4, 2010
As a school leader, I would hope that I could provide each child with a computer of their own. One might think that having 1 computer forevery 2-3 kids is enough, but I don't believe that's the case. Every one of our 21st century learners craves to have their own creative digital independence. All of my classrooms would have interactice white boards and teachers would be expected to use them for more than whiteboard useage. Have an instructional technology specialist in our building to help teachers build or use interactive lessons would be vital. This could be done once the teacher have a clear expectation of the utilization of the NETS standards.
I found a great website that houses hundreds of ideas for technology integration across all curricula, grades K through 12. Check out http://www.remc11.k12.mi.us/bstpract/
Sunday, January 17, 2010
The purpose of school
I believe that the purpose of school is defined differently for everyone it effects. For myself, school was a vehicle to a life that had more substance to it than what my parents' lives had. I gained the intrinsic feeling that I could be great and that I could do something worthwhile. People who helped instill these feelings in me were teachers. I often felt guilty that I thought more highly of them than I did my own parents. I believe my parents resented that during my school years, and maybe still do now, as I continue to take classes and move forward in my professional career. They, themselves were not part of any academic institution during their lives. They don't understand.
As teachers, it should be our duty of "light the fires" of young minds. To encourage them to expand their horizons and discover the world, which is full of opportunity and diversity. In an urban school, such as mine, our kids think that their city is the farthest place they're ever gonna go. They have no concept of the world and its geography. They don't leave. They don't go on vacation. Schools have no money for fieldtrips. Because they are limited in their location, they are limited in their outlook on life and the larger world around them.
Students need to find a purpose for themselves, a goal to aspire to before they can find value in the institution that will lead them there. There can be no purpose for them to be there if they don't find value within its walls. When students live with cockroaches, drug dealers, addicts, abusers, victims, 8 other siblings, only their mother, and an empty stomach, the last thing on their mind is the Pythagorean Theorem or the conjugation of verbs. When will the institution recognize that the human condition must be recognized before academic learning can occur.
Years ago, our school was working on building relationships between students and teachers. We were helping children see the value in their community. They were performing service learning and taking ownership in their town. They were empowered and they wanted a cleaner and well-kept place to live. They were helping the homeless and reading to the elderly and the very young. Our school was turning a corner because students felt good about themselves and their ability to achieve. Last year, that stopped. New administration over the past two years are not from our neighborhood. They are concerned with test scores and data now. Service learning ceases to exist and a gray cloud has once again been hung over our school and community.
Please note Banks Curriculum Reform Model level 4: The Social Action Approach and the Cor Curriculum model citing community service.
As teachers, it should be our duty of "light the fires" of young minds. To encourage them to expand their horizons and discover the world, which is full of opportunity and diversity. In an urban school, such as mine, our kids think that their city is the farthest place they're ever gonna go. They have no concept of the world and its geography. They don't leave. They don't go on vacation. Schools have no money for fieldtrips. Because they are limited in their location, they are limited in their outlook on life and the larger world around them.
Students need to find a purpose for themselves, a goal to aspire to before they can find value in the institution that will lead them there. There can be no purpose for them to be there if they don't find value within its walls. When students live with cockroaches, drug dealers, addicts, abusers, victims, 8 other siblings, only their mother, and an empty stomach, the last thing on their mind is the Pythagorean Theorem or the conjugation of verbs. When will the institution recognize that the human condition must be recognized before academic learning can occur.
Years ago, our school was working on building relationships between students and teachers. We were helping children see the value in their community. They were performing service learning and taking ownership in their town. They were empowered and they wanted a cleaner and well-kept place to live. They were helping the homeless and reading to the elderly and the very young. Our school was turning a corner because students felt good about themselves and their ability to achieve. Last year, that stopped. New administration over the past two years are not from our neighborhood. They are concerned with test scores and data now. Service learning ceases to exist and a gray cloud has once again been hung over our school and community.
Please note Banks Curriculum Reform Model level 4: The Social Action Approach and the Cor Curriculum model citing community service.
Saturday, November 14, 2009
Post-observation
I was nervous about even watching the video, because I was uncomfortable with the idea from the beginning. I don't like to hear my recorded voice. I think this whole experience was uncomfortable for me because of the video taping.
I did feel that there were noticeable strengths in my post-observation, however. I made it a point to make the teacher feel comfortable and not feel as though I was in a superior position to them. We sat beside together in their room, rather than across from them in mine. I think both of us did an excellent job of staying positive through the experience and using eye contact. I try to be aware of the usage of "UM...and "AH..." when I speak, no matter the forum.
Mrs. Saxon's classroom was running very smoothly, so there was not much discrepancy in the way of her needing classroom management. Mrs. Saxon has entered the teaching profession after working in Cooperate America for most of her working life. This made working with her and talking to her very easy. We could speak constructively and share information in a very comfortable manner. She's older than me, so the dynamics of our conversation were different than had I been working with a younger teacher right out of traditional college.
I was able to collect artifacts of my visits and share collected data, such as random selection choices for student responses. On one particular day I walked through, I noticed that her objective did not match the lesson. This was one of the only "mis-matches" that occurred. This was easily explainable, as I am only available to be free for 30 minutes each day and our classes are blocked. I missed the first block and entered during the second half. The students had moved on. The group that I get to observe during this time are the 6th grade high achievers, who are learning grade 7 math. There are 14 students in the class. Her room was like Heaven!
I did feel that there were noticeable strengths in my post-observation, however. I made it a point to make the teacher feel comfortable and not feel as though I was in a superior position to them. We sat beside together in their room, rather than across from them in mine. I think both of us did an excellent job of staying positive through the experience and using eye contact. I try to be aware of the usage of "UM...and "AH..." when I speak, no matter the forum.
Mrs. Saxon's classroom was running very smoothly, so there was not much discrepancy in the way of her needing classroom management. Mrs. Saxon has entered the teaching profession after working in Cooperate America for most of her working life. This made working with her and talking to her very easy. We could speak constructively and share information in a very comfortable manner. She's older than me, so the dynamics of our conversation were different than had I been working with a younger teacher right out of traditional college.
I was able to collect artifacts of my visits and share collected data, such as random selection choices for student responses. On one particular day I walked through, I noticed that her objective did not match the lesson. This was one of the only "mis-matches" that occurred. This was easily explainable, as I am only available to be free for 30 minutes each day and our classes are blocked. I missed the first block and entered during the second half. The students had moved on. The group that I get to observe during this time are the 6th grade high achievers, who are learning grade 7 math. There are 14 students in the class. Her room was like Heaven!
Sunday, October 4, 2009
Seating Arrangements
Many, if not most of the classrooms in my school have the students' desks organized in a cooperative learning type of arrangement. Because our district has implemented Reading Edge and Power Teaching, teachers are required to seat students in groups. In my building, I noted that most 6th and 7th grade classrooms are arranged in groups of 4-5 desks, whereas 8th grade teachers tend to favor pairing students.
All classrooms in my building have individual student desks except for the science labs, which have tables or lab benches. (My room included.) This can sometimes be a hinderance when it comes to grouping students. Some teachers just aren't comfortable at all or even believe in the concept of cooperative learning, especially among middle school students. At a time where students should be in groups, some teachers sit their students in a large circle to facilitate discussion. How do you help this teacher?
Computers are generally not present in our classrooms, except for a teacher computer. We have various laptop carts in storage for use when a teacher might want them, however, they aren't in good shape. The keys have been pulled off of the keyboards. We have computer lab in our school, but classes are assigned to it for specials, so it is not available for teacher/class use during core class time.
Taking a look at how teachers are arranging seats in the classroom lets administration know who is empasizing cooperative learning strategies in their classroom. If a teacher is not performing this task, that teacher needs to be worked with one-on-one to increase their comfort in making that happen. I don't believe it is useful for a whole school of teachers to sit through a professional development on seating arrangements if only 3 teachers in the building are stuck on this task. Teachers should be taken from where they are to where they need to be at a level which is comfortable for them. That's what we do for our students.
All classrooms in my building have individual student desks except for the science labs, which have tables or lab benches. (My room included.) This can sometimes be a hinderance when it comes to grouping students. Some teachers just aren't comfortable at all or even believe in the concept of cooperative learning, especially among middle school students. At a time where students should be in groups, some teachers sit their students in a large circle to facilitate discussion. How do you help this teacher?
Computers are generally not present in our classrooms, except for a teacher computer. We have various laptop carts in storage for use when a teacher might want them, however, they aren't in good shape. The keys have been pulled off of the keyboards. We have computer lab in our school, but classes are assigned to it for specials, so it is not available for teacher/class use during core class time.
Taking a look at how teachers are arranging seats in the classroom lets administration know who is empasizing cooperative learning strategies in their classroom. If a teacher is not performing this task, that teacher needs to be worked with one-on-one to increase their comfort in making that happen. I don't believe it is useful for a whole school of teachers to sit through a professional development on seating arrangements if only 3 teachers in the building are stuck on this task. Teachers should be taken from where they are to where they need to be at a level which is comfortable for them. That's what we do for our students.
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