I tried my hand at Pixton Comics for this week's blog assignment for the Curriculum Theory course. Take a look!
Showing posts with label collaboration. Show all posts
Showing posts with label collaboration. Show all posts
Monday, February 8, 2010
Sunday, January 17, 2010
Why Do We Go to School?
I have to be honest. I never really thought much about why kids go to school. I know why I’m still going to school. I’m at a point in my life where I want to expand my repertoire and skill set. I want to learn more and to gain proficiency in the art of administration so that I can take the next step in my career from teacher to principal, supervisor, or director. But why do my students or my nieces and nephews go to school? The bottom line is that we go to school to learn, to get an education, to earn a diploma, so that we can pursue further education or join the work force and live nobly as informed and dedicated citizens.
There’s information we need to know in order to survive in an intelligent and competitive society and to be successful in life. As far as what subjects should be taught, I still believe in the basics: reading, writing, and arithmetic, as a starting point. But curriculum in these or any subject has got to be much bigger than that. It includes not only “content,” but also “process.” It’s one thing to be able to add, subtract, multiply, and divide. It’s quite another to be able to apply those skills to a variety of relevant problem situations. It’s one thing to rattle off a list of state capitals, square roots, prepositions or presidents, but quite another to take one’s knowledge and apply it to issues and debates in meaningful and persuasive ways. These processes must be taught so that our students can be equipped to handle themselves in a big, bold diverse world that thrives on communication. What I’m getting at here is the need to get away from the “what” of curriculum to the “how.” Teachers can deliver their students boatloads of information and check them off as they go, but out of context the information is almost useless. It is incumbent on them to provide their students with opportunities to create, collaborate, and think. A great place to start to see the connection between curriculum and these processes is the Partnership for 21st Century Skills.
Coincidentally, with my new philosophy about the purpose of school and the subjects to be taught, I was asked to take on a teaching assignment at the start of the second quarter, so it was time to "put my money where my mouth is." I am currently teaching an algebra class to 8th graders. It’s been four years since I’ve been in the classroom, and I’ve learned a lot about technology integration and pedagogy since then in my role as a technology integration coach. I’m trying very hard to teach differently than I did before. I’m trying not to focus on algorithms, but to get behind the math. I no longer accept that they know the procedure, but insist that they explain the “why” of the steps we follow in solving a problem. Kids can say things like “cross multiply these two numbers and divide by the denominator,” but have no real understanding of how these numbers are related. I’m also trying to use real-life problems and contexts that kids can relate to rather than meaningless abstract problems that are not connected to their experience. For example, when we studied percents and proportions, I created problems like this: “If the Student Government made $300 in 4 days of ticket sales, how much can they expect to make in two weeks?” They were immediately interested in this because the dance had just been announced and they were very excited about it.
Another new strategy I’m using more now than before is to have students work in pairs and groups and to use technology to show what they know. They can’t just tell me an answer. They have to explain their thought process and determine whether or not the answer makes sense. This we do through blogging where they really have to think and put into words in a public forum what it is they’re doing to arrive at a solution and why. I have no doubt that I can get my students ready to pass the state test in June. But I want them to achieve much more than this. Not only will they have knowledge of algebra, but they will also know how to express their thinking, to rub shoulders and work through problems and projects with others, to sort through their disagreements, and to open their eyes to new solutions. These are skills that will serve them well as they enter the world on their own, no matter what direction their path takes them.
There’s information we need to know in order to survive in an intelligent and competitive society and to be successful in life. As far as what subjects should be taught, I still believe in the basics: reading, writing, and arithmetic, as a starting point. But curriculum in these or any subject has got to be much bigger than that. It includes not only “content,” but also “process.” It’s one thing to be able to add, subtract, multiply, and divide. It’s quite another to be able to apply those skills to a variety of relevant problem situations. It’s one thing to rattle off a list of state capitals, square roots, prepositions or presidents, but quite another to take one’s knowledge and apply it to issues and debates in meaningful and persuasive ways. These processes must be taught so that our students can be equipped to handle themselves in a big, bold diverse world that thrives on communication. What I’m getting at here is the need to get away from the “what” of curriculum to the “how.” Teachers can deliver their students boatloads of information and check them off as they go, but out of context the information is almost useless. It is incumbent on them to provide their students with opportunities to create, collaborate, and think. A great place to start to see the connection between curriculum and these processes is the Partnership for 21st Century Skills.
Coincidentally, with my new philosophy about the purpose of school and the subjects to be taught, I was asked to take on a teaching assignment at the start of the second quarter, so it was time to "put my money where my mouth is." I am currently teaching an algebra class to 8th graders. It’s been four years since I’ve been in the classroom, and I’ve learned a lot about technology integration and pedagogy since then in my role as a technology integration coach. I’m trying very hard to teach differently than I did before. I’m trying not to focus on algorithms, but to get behind the math. I no longer accept that they know the procedure, but insist that they explain the “why” of the steps we follow in solving a problem. Kids can say things like “cross multiply these two numbers and divide by the denominator,” but have no real understanding of how these numbers are related. I’m also trying to use real-life problems and contexts that kids can relate to rather than meaningless abstract problems that are not connected to their experience. For example, when we studied percents and proportions, I created problems like this: “If the Student Government made $300 in 4 days of ticket sales, how much can they expect to make in two weeks?” They were immediately interested in this because the dance had just been announced and they were very excited about it.
Another new strategy I’m using more now than before is to have students work in pairs and groups and to use technology to show what they know. They can’t just tell me an answer. They have to explain their thought process and determine whether or not the answer makes sense. This we do through blogging where they really have to think and put into words in a public forum what it is they’re doing to arrive at a solution and why. I have no doubt that I can get my students ready to pass the state test in June. But I want them to achieve much more than this. Not only will they have knowledge of algebra, but they will also know how to express their thinking, to rub shoulders and work through problems and projects with others, to sort through their disagreements, and to open their eyes to new solutions. These are skills that will serve them well as they enter the world on their own, no matter what direction their path takes them.
Monday, September 7, 2009
Reflections on Effective Leadership: The Challenge of Collaboration and Confronting High Stakes Tests
I have been a teacher for seventeen years. During that time, I have worked in four schools and under nine principals. The one that I thought was the most effective was Mr. Y. His style fit my view of what was necessary to run a school, especially one that was not performing well. He was on a no-nonsense mission to improve the school’s test scores, and in the end he was successful in that endeavor. He ran a tight ship where he expected teachers to do their job and be accountable. He ruled the roost and was very clear and decisive. There was never a question about where he stood on an issue. He did not tolerate griping and complaining and was rarely open to discussion about anything. He got the job done. Staff members either loved him or hated him, and he seemed unphased by either sentiment.
During my teaching career, I have held the positions of department chairperson and team leader and served on leadership teams. I tend to be very organized and pay attention to details, and these traits have served me well in these leadership experiences. The Communication Styles Inventory that I completed supports this self-description; my result was “thinker.” When given a task, I launch into resource and data-gathering mode so that I have everything I need to accomplish the task. I then set out to bring it to completion, sometimes alone and other times with the help of colleagues who are as driven and focused as I am. I get the job done, like Mr. Y described above. As a result, colleagues have often suggested that I would be good at being a principal.
As I reflect on the traditional leadership style of Mr. Y and the leadership traits and communication style of myself, I do not see much of the collaboration and teamwork that have come to characterize effective leadership today. In almost every article we have read in Effective Leadership during this course, we have encountered the notion of how important it is for today’s school leaders to engage in conversations and decision-making with full regard and respect for the input of all stakeholders, including staff, students, parents, caregivers, and community supporters. Without such inclusive collaboration, there is unlikely to be support and buy-in from all who are involved in the community we call our school. I may be a good manager. I might have my building in tip-top shape, publish an impeccable staff and student handbook, and craft a master schedule that runs like clockwork. But without securing the support of my staff and community, without conveying to them that I value their beliefs and expertise, without striving for all of us to be on the same page, I am nothing, our vision is just a collection of words on a page, and our culture is likely to veer off in many different directions.
I believe that this will be my biggest challenge as a principal. I do not think that I have all the answers nor do I possess a cavalier attitude about what others have to say. I firmly believe that I have a lot to gain by listening to the school’s “story tellers,” (Peterson, 14). This includes staff within the building as well as community supporters outside. I know there is value in Fullan’s advice to “respect those you want to silence.” I want to hear all sides; all deserve to be heard. But my proclivity as a “thinker,” one who needs time to ponder, analyze, organize my thoughts, and structure my response may pose a handicap in the midst of so many meetings and discussions. My desire to get the job done and move on to the next project may make it difficult for me to really take the time to listen and try to understand where people are coming from. Patience will be key. Using some degree of Web 2.0 tools like blogs and discussion boards will widen the audience. Embracing that this is “our” school will be essential, for without this espousal, I will run the risk of losing the commitment and contributions of a staff who ultimately wants to help our students to be successful in school and in life just as much as I do.
One of the issues that piqued my interest most during this course was the topic of standards and testing, especially Popham and Kohn’s take on it. Never before have I read authors who take such a strong albeit controversial stand on these issues. Education is being redefined, students are being cheated of solid teaching and knowledge, and teachers’ hands are tied, or are they? What I find most worrisome about the testing conundrum is what students are failing to experience because of the obsession with test preparation. This is particularly true in an era when we are challenged with integrating 21st century skills in our classrooms, like those put forth in Apple Classrooms of Tomorrow - Today. We are supposed to be preparing our students to think globally, to problem solve, to integrate technology, to collaborate and to create. How is this possible if we define precisely what will be taught by what will be tested and push technology to the side simply because proficiency in it is not currently tested?
The issue came up again and again during my years as a math teacher and department chair. The list of objectives to cover per year was a mile long and an inch deep, and it was expected that every student would make the benchmark, in spite of any special needs or language issues. Teachers felt that they could barely “cover” all of the material, let alone assure that their students had “mastered” each and every concept. I would rather have kids know four or five concepts inside out, upside down, and be able to apply them to many problem-solving situations by the end of a school year, than scratch the surface of twenty-five or more objectives without really knowing what any of them mean or how to apply them. But narrowing down the objective list was never an option.
I think what Hawaii has done and what Wisconsin is doing in response to this may be the way to go. Research on math education in Japan shows similar approaches and success with narrowing and focusing how much is taught in one year. Their efforts to reform content standards by reducing the number and clarifying the meaning emphasizes quality over quantity. It is definitely an issue that I wish to study further. When the time comes, I will put it on the table for all stakeholders in my school to discuss and debate. How much power we will have to take a stand against our state and division on this one remains to be seen.
During my teaching career, I have held the positions of department chairperson and team leader and served on leadership teams. I tend to be very organized and pay attention to details, and these traits have served me well in these leadership experiences. The Communication Styles Inventory that I completed supports this self-description; my result was “thinker.” When given a task, I launch into resource and data-gathering mode so that I have everything I need to accomplish the task. I then set out to bring it to completion, sometimes alone and other times with the help of colleagues who are as driven and focused as I am. I get the job done, like Mr. Y described above. As a result, colleagues have often suggested that I would be good at being a principal.
As I reflect on the traditional leadership style of Mr. Y and the leadership traits and communication style of myself, I do not see much of the collaboration and teamwork that have come to characterize effective leadership today. In almost every article we have read in Effective Leadership during this course, we have encountered the notion of how important it is for today’s school leaders to engage in conversations and decision-making with full regard and respect for the input of all stakeholders, including staff, students, parents, caregivers, and community supporters. Without such inclusive collaboration, there is unlikely to be support and buy-in from all who are involved in the community we call our school. I may be a good manager. I might have my building in tip-top shape, publish an impeccable staff and student handbook, and craft a master schedule that runs like clockwork. But without securing the support of my staff and community, without conveying to them that I value their beliefs and expertise, without striving for all of us to be on the same page, I am nothing, our vision is just a collection of words on a page, and our culture is likely to veer off in many different directions.
I believe that this will be my biggest challenge as a principal. I do not think that I have all the answers nor do I possess a cavalier attitude about what others have to say. I firmly believe that I have a lot to gain by listening to the school’s “story tellers,” (Peterson, 14). This includes staff within the building as well as community supporters outside. I know there is value in Fullan’s advice to “respect those you want to silence.” I want to hear all sides; all deserve to be heard. But my proclivity as a “thinker,” one who needs time to ponder, analyze, organize my thoughts, and structure my response may pose a handicap in the midst of so many meetings and discussions. My desire to get the job done and move on to the next project may make it difficult for me to really take the time to listen and try to understand where people are coming from. Patience will be key. Using some degree of Web 2.0 tools like blogs and discussion boards will widen the audience. Embracing that this is “our” school will be essential, for without this espousal, I will run the risk of losing the commitment and contributions of a staff who ultimately wants to help our students to be successful in school and in life just as much as I do.
One of the issues that piqued my interest most during this course was the topic of standards and testing, especially Popham and Kohn’s take on it. Never before have I read authors who take such a strong albeit controversial stand on these issues. Education is being redefined, students are being cheated of solid teaching and knowledge, and teachers’ hands are tied, or are they? What I find most worrisome about the testing conundrum is what students are failing to experience because of the obsession with test preparation. This is particularly true in an era when we are challenged with integrating 21st century skills in our classrooms, like those put forth in Apple Classrooms of Tomorrow - Today. We are supposed to be preparing our students to think globally, to problem solve, to integrate technology, to collaborate and to create. How is this possible if we define precisely what will be taught by what will be tested and push technology to the side simply because proficiency in it is not currently tested?
The issue came up again and again during my years as a math teacher and department chair. The list of objectives to cover per year was a mile long and an inch deep, and it was expected that every student would make the benchmark, in spite of any special needs or language issues. Teachers felt that they could barely “cover” all of the material, let alone assure that their students had “mastered” each and every concept. I would rather have kids know four or five concepts inside out, upside down, and be able to apply them to many problem-solving situations by the end of a school year, than scratch the surface of twenty-five or more objectives without really knowing what any of them mean or how to apply them. But narrowing down the objective list was never an option.
I think what Hawaii has done and what Wisconsin is doing in response to this may be the way to go. Research on math education in Japan shows similar approaches and success with narrowing and focusing how much is taught in one year. Their efforts to reform content standards by reducing the number and clarifying the meaning emphasizes quality over quantity. It is definitely an issue that I wish to study further. When the time comes, I will put it on the table for all stakeholders in my school to discuss and debate. How much power we will have to take a stand against our state and division on this one remains to be seen.
Monday, August 3, 2009
So You Want to Lead Effectively?
Before holding my current position as a Technology Integration Specialist, I taught middle school math for nine years. During that time, I also served as a grade level team leader and math department chairperson. I was a respected member of the Leadership Team by virtue of being a team leader and department chair. While I held those positions, I never really reflected much upon my leadership style or philosophy. I just took it for granted, “I had what it takes” to fulfill the job responsibilities entrusted to me. We might call it leadership “savvy.” The principal saw something in me that led him to believe that I was the best person for these jobs and I was not going to let him down.
I had a good rapport with the majority of the people I worked with and for the most part everyone did what they were supposed to. I think my organizational skills and attention to details served me well as department chair and team leader. I knew from year to year inside and out what my team and department and I were expected to carry out and accomplish. I was good at it. As I look back now, it’s clear to me that there was very little collaboration or engagement with all constituents. The principal, who was primarily driven by test scores and school accreditation, ran a tight ship. He was in charge. No one dared to rock the boat. It was his way or the high way. He told me what needed to be done and I did it. I told my team and department what needed to be done and they did it. It was rarely up for discussion. It was very top-down leadership, like the pyramid model.
Clearly the leadership landscape has changed, (how did I miss it?), and my narrow vision based on my very limited experience of an allegedly good leader has been blown out of the water! After so much reading, reflecting, discussing, and deliberating the contemporary leadership theories and models during the past three weeks, I see now the lamb taking precedence over the lion, unheroes eclipsing heroes, and PEOPLE ranking higher than policies, procedures, processes, and physical plants. Nowadays, when you lead a school, organization and detail management will only get you so far. It’s more about serving and transforming leadership, gathering at tables and guiding from the side, swimming upstream and respecting those you wish to silence. No one is on the mountaintop calling all the shots. The mountaintop is where we’re going, propelled by vision and passion, collaboration and shared leadership, synergy and the pursuit of excellence. That is where we’re going to experience and celebrate the success of all students! To get there, we need leaders who are effective:
E - Egos left at the door; servant model
F - Focus on the prize, i.e., promoting the success of every student.
F - Form alliances with all stakeholders.
E - Emotional management: take care of self
C - Collaborate and problem solve
T - Trust and integrity; talk the talk AND walk the walk
I – Improvement of student learning is the foremost idea
V - Vitality and Passion; inspire them to follow you
E – Envision success and demand excellence
If I had to write a definition of an effective leader before I started this course, I probably would have emphasized the organizational and managerial aspects of leading with a hierarchical bent. "Old school" leadership, that is what I knew; that’s what I had experienced for most of my teaching career. And the gentleman who was leading that way was held in high regard, touted as “one of our best.” That may have worked then, but it will not work now. In summary, I believe that a successful principal today must (1) be willing to serve students, staff, and the community, (2) be willing to stop, listen, and rethink, (3) be open to change and new ideas, and (4) believe passionately that students can succeed and that teachers can help make that happen.
I had a good rapport with the majority of the people I worked with and for the most part everyone did what they were supposed to. I think my organizational skills and attention to details served me well as department chair and team leader. I knew from year to year inside and out what my team and department and I were expected to carry out and accomplish. I was good at it. As I look back now, it’s clear to me that there was very little collaboration or engagement with all constituents. The principal, who was primarily driven by test scores and school accreditation, ran a tight ship. He was in charge. No one dared to rock the boat. It was his way or the high way. He told me what needed to be done and I did it. I told my team and department what needed to be done and they did it. It was rarely up for discussion. It was very top-down leadership, like the pyramid model.
Clearly the leadership landscape has changed, (how did I miss it?), and my narrow vision based on my very limited experience of an allegedly good leader has been blown out of the water! After so much reading, reflecting, discussing, and deliberating the contemporary leadership theories and models during the past three weeks, I see now the lamb taking precedence over the lion, unheroes eclipsing heroes, and PEOPLE ranking higher than policies, procedures, processes, and physical plants. Nowadays, when you lead a school, organization and detail management will only get you so far. It’s more about serving and transforming leadership, gathering at tables and guiding from the side, swimming upstream and respecting those you wish to silence. No one is on the mountaintop calling all the shots. The mountaintop is where we’re going, propelled by vision and passion, collaboration and shared leadership, synergy and the pursuit of excellence. That is where we’re going to experience and celebrate the success of all students! To get there, we need leaders who are effective:
E - Egos left at the door; servant model
F - Focus on the prize, i.e., promoting the success of every student.
F - Form alliances with all stakeholders.
E - Emotional management: take care of self
C - Collaborate and problem solve
T - Trust and integrity; talk the talk AND walk the walk
I – Improvement of student learning is the foremost idea
V - Vitality and Passion; inspire them to follow you
E – Envision success and demand excellence
If I had to write a definition of an effective leader before I started this course, I probably would have emphasized the organizational and managerial aspects of leading with a hierarchical bent. "Old school" leadership, that is what I knew; that’s what I had experienced for most of my teaching career. And the gentleman who was leading that way was held in high regard, touted as “one of our best.” That may have worked then, but it will not work now. In summary, I believe that a successful principal today must (1) be willing to serve students, staff, and the community, (2) be willing to stop, listen, and rethink, (3) be open to change and new ideas, and (4) believe passionately that students can succeed and that teachers can help make that happen.
Monday, June 15, 2009
Let's Roll!
Now that you have a good sense of the types of online activities and the rhythms of an active participant, what steps will you take to be successful in this program?
I will schedule my time to allow for reading the materials and browsing information online early each week so that I can post in a timely manner and allow time for reflection and further discussion.
I will check in to the Discussion Board regularly to post my comments and to respond to those posted by colleagues. I will advance the discussion when possible and probe for deeper understanding. I will expect my colleagues to push me to deeper and richer meaning in my posts.
If I am struggling with something, I will check in with the facilitators and/or classmates to get help so as not to fall behind. In online learning, I think it’s even more important to keep up with the pace.
How will you be a contributing member of your team? How will team activities impact your time management?
I intend to be a regular contributor to my team’s discussions, tasks, and activities. I will organize my weekly schedule in such a way that I can post and check in on discussions on a regular basis. If we are to get the most out of our experience together, it’s important that we each carry our weight and contribute our thoughts so that together we create products, generate ideas, and create knowledge that is richer because of the group’s commitment and ongoing participation. I expect all my teammates to be as committed and participatory, as I’m sure they’ll expect it of me. In fairness and in the hope of getting the most possible out of this experience, I will do my part.
What have you learned about your communication style? How will this impact you as an online learner?
The assessment designated me as a “thinker,” but that was no surprise. I tend to be very organized, logical, and detail-oriented. My mission when given a task is to accomplish it, straight and simple. (Some attribute this to me being a Virgo.) However, cohorts are not made up of all thinkers or intuitive types and therefore I will have to be sensitive and open to the other communication styles. I think we can provide good balance to each other, as long as some of each style is assigned to each team. Thus, we will not only be learning content, but also how to coexist and collaborate with colleagues whose style is different than our own, which will serve us well in administrative positions in the future when we will surely have a mix of all styles.
Where do you still need additional support?
I may still need additional support with the Google tools, like Google docs and Google calendar. I am new to the Google world, having used it up until now only as a search engine. But in this short time, I am already seeing the great potential of integrating it in the learning environment and thinking about ways to use it with students in the coming school year. I also know that I will have to discipline myself to make the time necessary each day to complete the component activities, reading, and discussions. Other than that, I'm ready to rock and roll!
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