tag:blogger.com,1999:blog-7595227507460655292024-03-18T22:00:36.169-06:00Mr. E.a blog about my professional life in educationcomoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-759522750746065529.post-11375357025139065702009-10-22T04:47:00.003-06:002009-10-22T04:50:57.946-06:00Principal SkeletonWow. I have not posted here in a long time. I think I'm still looking for an identity to this blog.<br /><br />Here's a film by <a target="_blank" href="http://gricklethings.blogspot.com/2009/10/halloween-cartoon.html">Graham Annable</a> which was originally posted <a href="http://superpunch.blogspot.com/2009/10/unsettling-animation-from-graham.html">here</a> and shared by my friend Ben.<br /><br />Enjoy.<br /><br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/dok0rJSo8ug&hl=en&fs=1&"><param name="allowFullScreen" value="true"><param name="allowscriptaccess" value="always"><embed src="http://www.youtube.com/v/dok0rJSo8ug&hl=en&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="344" width="425"></embed></object>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-54637546336102189912009-06-18T12:01:00.005-06:002009-06-18T12:26:55.320-06:00Reading Online as Revolution<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9Gfb2yYc3u7nh_JuAQVf7fjnl-mZWW0DZKb-JWpt9mYF9AAleOzw3D2lVjD1_7MF-VPCsuIGZYrUCKzFs_SNgJai2ihVZUtlaKB-bPZMTl1h2i95pVMY-uWuYt8TLtzcd9T_LMu9nJy8T/s1600-h/Method_Paulo_Freire.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 301px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9Gfb2yYc3u7nh_JuAQVf7fjnl-mZWW0DZKb-JWpt9mYF9AAleOzw3D2lVjD1_7MF-VPCsuIGZYrUCKzFs_SNgJai2ihVZUtlaKB-bPZMTl1h2i95pVMY-uWuYt8TLtzcd9T_LMu9nJy8T/s400/Method_Paulo_Freire.jpg" alt="" id="BLOGGER_PHOTO_ID_5348735410364904114" border="0" /></a><br /><span style="font-family:arial;">Will Richardson makes me think sometimes. I don't know how revolutionary he is, but some of the things he shares on Delicious, Twitter, or his blog cause the little Che or Freire inside of me dance.<br /><br />In his <a href="http://weblogg-ed.com/2009/writing-on-the-internet/">latest post</a>, Richardson mentions a couple of quotes that got him thinking about how reading is changing. The basic idea is that students read to write and/or write to read when online. It's the interactivity of Web 2.0 that makes this possible. The learning is active and creative as opposed to passive. Kids aren't just sponges anymore. They are water pistols. Watch your eye!<br /><br />The idea that students are creating their own knowledge is still a pretty revolutionary one. This scares a lot of teachers, causing them to limit or stifle progression. This just makes a stronger case for constructivism and inquiry in the classroom.<br /><br />Consider the turmoil over the election in Iran. Instead of waiting to hear from the media or protest organizers, the people of Iran have made their own revolution via Twitter and other Web 2.0 tools. The repressive government has even been forced to block Twitter in order to limit protester organizing.<br /><br />The problems in Iran may be a stretch, but it does demonstrate the revolution user-created content can inspire. Imagine our students gathering knowledge with the intent of creating their own as opposed to just regurgitating what we already know.<br /><br />Illustration Source: <a href="http://commons.wikimedia.org/wiki/File:Method_Paulo_Freire.jpg">Wikimedia Commons</a><br /></span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com1tag:blogger.com,1999:blog-759522750746065529.post-5092791292084441772009-06-12T06:16:00.006-06:002009-06-12T06:47:31.045-06:00Perspectives on District Organization<span style="font-style: italic; font-family: arial;">The following is just a reflection on a reading for my superintendent course. It's not very formal or cited. Actually, I couldn't read the source information on my copy of the piece. Like I said, it's just a reflection, but I think there's some good stuff in there I want to remember...</span><br /><br /><span style="font-family: arial;">The chapter we read titled “Clarifying Assumptions: Three Perspectives” divides approaches to school district structures into three perspectives, viewing schools as: bureaucracy, community, and learning organization. Distinctions are made in areas of human nature as well as critical aspects of organization in order to define these perspectives. The school district as bureaucracy is generally traditional, authoritarian, and hierarchical in its approach. A school district as community is somewhat informal, democratic or laissez-faire, and personable. The district as learning organization seems to borrow from the other two to create a sort of hybrid. The learning organization is active, constructivist-based, and collaborative. There is even an idea of using all three perspectives as a fourth option that adjusts to the needs of a district as they arise.</span><br /><br /><span style="font-family: arial;">As a superintendent, I would advocate for the school district as learning organization. This perspective combines the best aspects of both the bureaucracy and community views while not falling victim to their shortcomings. Also, by committing to the learning organization, one is able to have a clear and consistent approach as opposed to using multiple perspectives.</span><br /><br /><span style="font-family: arial;">The school as bureaucracy is flawed in several ways as one studies the assumptions about human nature and critical aspects of organizations. Emphasizing extrinsic motivation and seeing the learning process as passive and one-sided would require a significant amount of micromanaging. The instructors and learners of a school district would wait for motivation to arrive or promised as opposed to taking initiative and accepting responsibility in the learning process. The assumptions of organization are not much better. District goals are limiting and finite. The bureaucracy is impersonal and creates a culture of competitiveness instead of one of collaboration. The school district as bureaucracy has a sense of tradition and conservatism in a time when schools need to be moving forward into the 21st century. This perspective of managing a school district is safe at best and stagnant at worst.</span><br /><br /><span style="font-family: arial;">On the other hand, seeing the school as a community is open and free of structure. This can be a dangerous approach to a superintendency as well. A lot is left to chance as the perspective on motivation is thought to be solely intrinsic and the learner depends on stimulating environments. These are both the ideal, but they lack reality as many learners and teachers need some extrinsic motivation or a variety of stimulating environments. While the approach to organization seems all-inclusive, it lacks the accountability necessary in addressing the increased scrutiny of government and community. Additionally, the informal nature of this sort of organization can lead to inconsistency and mistrust down the road. The school as community lacks structure that helps insure success.</span><br /><br /><span style="font-family: arial;">A school district viewed as a learning organization combines the two previous perspectives to create an approach that is adaptable and accountable. The assumptions of human nature in a learning organization emphasize both intrinsic and extrinsic motivations. Also, the individual is actively involved in the learning process in creating knowledge as opposed to be talked at or dependent on their environment. The assumptions concerning organization are incredibly more adaptable and collaborative than the bureaucracy. Conversely, this perspective provides structure and purpose that the laissez-faire approach of the community lacks. The school district as learning environment is accountable for itself as well as adaptable to the constant changes in education and the community at large.</span><br /><br /><span style="font-family: arial;">The authors briefly mention using multiple perspectives as a way to address different issues or situations as they arise. While this may seem ideal, it is problematic in two ways. First, ignoring the effectiveness of a learning organization could lead to either extremes in decision-making. A superintendent might respond in an authoritarian way to one situation while taking a laissez-faire approach in another. Lost is the potential for collaboration present in the learning organization model. This leads into the second point which is a perception of inconsistency. The kiss of death for any leadership position is the perception that the leader is inconsistent. Trust is lost. Subordinates do not know where they stand and often limit risk-taking or innovation. Using multiple perspectives to run a school district lacks a clear vision forward.</span><br /><br /><span style="font-family: arial;">Choosing the perspective of a school district as learning organization is helping me shape my own philosophies of instruction and administration. It has provided a label and meaning for what I want to establish in a district. It is a comprehensive approach to school leadership that should help me fill in some of the holes of my own philosophies. Collaboration and accountability seem to be at the core of this perspective. These values work together to create an environment of change and prosperity that are the ideal in every school district.</span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-64210193928420436322009-06-10T13:01:00.006-06:002009-06-10T15:31:59.760-06:00Questions for Superintendents<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt5EoZjZLE05xqRb0moBBYAYr-7u9LEZ14lFoTqkmImfQczDCI0UklJf6ILZ9vd18GJajSzhFVxqYOlGqRo0E4O5cSffd8v_lwqa9FayHb0voTZ3GHfsm9NZOigwX73KPaZ7e7M9bqx-xX/s1600-h/31355171_359847dbd8.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 302px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt5EoZjZLE05xqRb0moBBYAYr-7u9LEZ14lFoTqkmImfQczDCI0UklJf6ILZ9vd18GJajSzhFVxqYOlGqRo0E4O5cSffd8v_lwqa9FayHb0voTZ3GHfsm9NZOigwX73KPaZ7e7M9bqx-xX/s400/31355171_359847dbd8.jpg" alt="" id="BLOGGER_PHOTO_ID_5345814484943600402" border="0" /></a><br /><span style="font-family:arial;">For my course on superintendents as instructional leaders, we have to devise a set of questions to ask a superintendent or other central office administration. I thought I'd brainstorm a few questions here before picking my five for class. (Keep in mind that any yes/no questions would require an explanation.) </span><ul><li style="font-family: arial;">Describe a superintendent's role in instruction.</li><li style="font-family: arial;">What is a superintendent's responsibility when providing professional development for teachers?</li><li style="font-family: arial;">What decision made by administration has the greatest effect on instruction?</li><li style="font-family: arial;">If you could rebuild schools from scratch, what would change? What would stay the same?</li><li style="font-family: arial;">Is there room for social networks in classroom instruction?</li><li style="font-family: arial;">How do you define instructional leadership?</li><li style="font-family: arial;">What are the different ways to be an instructional leader?</li><li style="font-family: arial;">What's the most difficult obstacle in shaping instruction across a district?</li><li style="font-family: arial;">What are the greatest challenges schools face to effective instruction?<br /></li><li style="font-family: arial;">What are the best practices for instructional leadership?</li><li style="font-family: arial;">Are current instructional practices in your district preparing students for 21st century skills?</li><li><span style="font-family:arial;">Others?</span></li></ul><span style="font-family: arial;">(<a href="http://www.flickr.com/photos/conspirator/31355171/">Photo Source</a> - Creative Commons on Flickr)</span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-78316625598525597232009-06-09T12:57:00.003-06:002009-06-09T13:09:52.270-06:00Summer School: Week 1<span style="font-family: arial;">I am not teaching summer school. Rather, I am taking classes toward my specialist degree in administration. The summer session was underway this past Friday with a class on superintendents as instructional leaders.<br /><br />A last second change moved the class two hours away in St. Louis and forced my instructor to scramble for materials. We didn't even get a syllabus until the second meeting on Saturday and even that was missing a schedule of activities. I don't blame the instructor, but it was not an easy two days last weekend.<br /><br />The group spent a lot of time discussing what it is that superintendents do. We compared districts, organizational charts, and our own perspectives. Little theory was suggested. This was as student centered a class as I have ever experienced.<br /><br />While philosophically I'm OK with this, it does make me uncomfortable. Should we really learn each other's opinions or should we know what the literature says about superintendents and other central office types?<br /><br />I don't know.<br /><br />For now, the course hasn't given me much insight into my work as an instructional specialist, but I'm hopeful that it will.<br /><br />I have some articles to read this week. Also, we will continually consider our philosophy of administering and instruction. My final draft will make it on this blog for sure. I also have to come up with five questions for central office administrators focusing on instructional leadership. That's another post to come. Be on the lookout for my summer school posts. I have two other courses that will provide plenty of topics.<br /></span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-834813152815022892009-05-27T11:04:00.006-06:002009-06-03T10:23:32.414-06:00The Will Richardson Project: From MySpace to SchoolSpace<span style="font-style: italic; font-family:arial;">For my professional development goals as an instructional specialist and future school administrator, I am reading a few articles by Will Richardson and posting my thoughts here. Feel free to join the conversation in the<span style="font-family:arial;"> comments.</span></span><span style="font-family:arial;"> </span><span class="large" style="font-family:arial;">From <span class="blsp-spelling-error" id="SPELLING_ERROR_0">MySpace</span> to <span class="blsp-spelling-error" id="SPELLING_ERROR_1">SchoolSpace</span>: teaching kids the social networking skills they need.</span> <em style="font-family: arial;">District Administration</em><span style="font-family:arial;"> - September 1, 2007<br /><br /><span style="font-weight: bold;">Summary: </span><span style="">Seattle Public Schools have been using their own network to help students and teachers utilize the many benefits of social networking within a safe, <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">controlled</span> environment. Besides teaching students <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">responsible</span> and safe networking skills, the tool has allowed teachers to consider <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">different</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_5">pedagogies</span> that are more student-centered and inquiry-based.</span><br /><br /><span style="font-weight: bold;">What I Think:</span> I am a huge advocate for allowing social networks in schools. Sure, some will point to the risks, but that's just a bigger reason for why they should be addressed in schools. The best way to protect students from harm is to facilitate that learning. Why not provide a safe space for them to explore the virtues of social networking?<span style="font-weight: bold;"><br /></span><br /><span style="font-weight: bold;">How does this help me with my work? </span><span style="">The Seattle project is a great example of how a school district has adopted social networks to work for their purpose of educating their students. I can point to this example as a success story. Schools wouldn't have to create their own networks. They could utilize <span class="blsp-spelling-error" id="SPELLING_ERROR_6">MySpace</span>, <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Facebook</span>, or Twitter as well as create their own networks on <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Moodle</span> or <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Ning</span>.</span></span><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;"><a href="https://source.seattleschools.org/learn/gallery/search/0/">L3rn</a></span></div>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-31781882114770002592009-05-26T14:13:00.004-06:002009-05-27T11:02:47.273-06:00The Will Richardson Project: Administrators Who Blog<span style="font-style: italic;font-family:arial;" >For my professional development goals as an instructional specialist and future school administrator, I am reading a few articles by Will Richardson and posting my thoughts here. Feel free to join the conversation in the comments.</span> <span class="large" style="font-family:arial;">Administrators who blog: give administrators in your district online voices.</span> <em style="font-family: arial;">District Administration</em><span style="font-family:arial;"> - April 1, 2007<br /><br /><span style="font-weight: bold;">Summary: </span><span>School administrators, particularly building principals, are faced with a growing number of issues. Blogging can help them process these issues and open their thinking to multiple perspectives. An audience of other administrators as well as students, teachers, and the community can help an administrator see solutions not normally found on one's own. Additionally, blogging can add to an aura of transparency not often found in schools. Despite these benefits and the growing use of blogs, too few administrators are utilizing this tool.</span><br /><br /><span style="font-weight: bold;">What I Think:</span> As I work in various schools, it worries me that so many administrators are not participating in the learning process aside from running their respective buildings. Students and teachers are blogging, opening their discussions to outside perspectives. Principals should be doing the same.<br /><br />I understand why this happens. Principals are bombarded with issues concerning building maintenance, personnel, curriculum, etc. Who has time for blogging with so many issues requiring their attention? That is specifically why they should blog. Draw from other administrators' experiences or consider the perspectives of staff, students, and families.<span style="font-weight: bold;"><br /></span><br /><span style="font-weight: bold;">How does this help me with my work? </span><span>This fits in with my work and professional development in two ways. First, I am always looking for angles in selling administration on the educational benefits of technology and the Internet. Second, my studies in earning an administrative certification fits with this sort of topic well. This idea of administrators blogging bridges my current work with my future work seamlessly.<br /></span></span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-53234009721925127202009-05-26T13:20:00.007-06:002009-05-26T14:12:21.434-06:00The Will Richardson Project: Building a Web Presence<span style="font-style: italic;font-family:arial;" >For my professional development goals as an instructional specialist and future school administrator, I am reading a few articles by Will Richardson and posting my thoughts here. Feel free to join the conversation in the comments.</span> <span class="large" style="font-family:arial;">Building a Web presence: <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Weblogs</span> are becoming essential in school districts across the country.</span> <em style="font-family: arial;">District Administration</em><span style="font-family:arial;"> - May 1, 2007<br /><br /><span style="font-weight: bold;">Summary:</span> Schools, like almost any organization or enterprise these days, have to play an active role in their online presence. The best and most useful way to do this is to provide opportunities for students and teachers to write blogs, post videos, or record <span class="blsp-spelling-error" id="SPELLING_ERROR_1">podcasts</span> to be shared over the Internet. Schools need to make these sorts of networks accessible as well as teach students how to best utilize Web 2.0 tools in order to improve their web presence.<br />(<a href="http://itc.blogs.com/minds/">Link to Example Class Blog</a>)<br /><br /><br /><span style="font-weight: bold;">What I Think:</span> I am a big fan of this idea. Schools feel so helpless with all the bad press they receive. Google your local elementary and you're just as likely to come up with a site for parents to rate your school as you are to find the school's official <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">web page</span>. I say beat them to the punch. Encourage students and teachers to publish all over the place. Teach students the best ways to communicate, collaborate, and advocate for themselves and their educations online.<br /><br /><br /><span style="font-weight: bold;">How does this help me with my work? </span>I work with a lot of teachers who are very concerned with perceived risks and dangers associated with Web 2.0. On top of that, their administrators and techs block most blog, podcast, and video-hosting sites. Richardson' argument of taking control of a school's online presence just gives me another avenue in trying to change minds about Web 2.0 in schools.<span style="font-weight: bold;"><br /></span></span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-58939726434231173052009-05-12T15:04:00.008-06:002009-05-26T13:12:46.292-06:00The Will Richardson Project: Building Networks in Schools<span style="font-style: italic;font-family:arial;" >For my professional development goals as an instructional specialist and future school administrator, I am reading a few articles by Will Richardson and posting my thoughts here. Feel free to join the conversation in the comments.</span> <span class="large" style="font-family:arial;">Building networks in schools: creating your own social network is easier than you might think.</span> <em style="font-family: arial;">District Administration</em><span style="font-family:arial;"> - December 1, 2007<br /><br /><span style="font-weight: bold;">Summary:</span> Today's student is all over social networking. Sites like MySpace and Facebook occupy our students' every moment outside of school. Now, with the highly adaptable Ning, educators can utilize social networking within the classroom (virtual or real) to teach them not only how to collaborate but also how to properly manage their social networks. Additionally, Ning could be utilized for professional development purposes.<br /><br /><br /><span style="font-weight: bold;">What I Think:</span> Ning has been around for a while, but I don't think it's properly caught on. Teachers seem to be turning to various versions of Moodle and related hosting sites. Regardless, a Ning is so highly adaptable that a teacher can disguise learning, collaboration, and interaction as social-networking. I belong to Nings for both my work in edtech and for my craft beer/homebrewing hobby. A friend has used a Ning for her college composition course. I don't know if the problem is interest or an over-saturation of social-networking. Either way, I'll be interested to see how things develop over at <a href="http://www.ning.com/">Ning.com</a>.<br /><br /><br /><span style="font-weight: bold;">How does this help me with my work?</span> It's nice to realize that there is something out there that resembles a Moodle less and a Facebook more. I've had plans to start a Ning for teachers in my network, but they seem so bogged down with so many other networks. A good alternative is to simply utilize the <a href="http://emintsteachers.ning.com/">Nings that already exist out there for eMINTS</a> and to encourage their use whenever a teacher is looking for a new way to engage students.<br /></span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-50797409668666188772009-02-04T13:16:00.004-06:002009-02-04T13:36:47.201-06:00Professional Development 2.0<span style="font-family: arial;">By now people have realized that if you want to label something as new and innovative (especially anything old that uses interactive Internet tools) you just add "2.0" to the end. This is thanks to the development and growth of Web 2.0, the current era in Internet technology that is all about interactivity, connectivity, and accessibility. Finally, someone is talking about how these tools can be used to enhance teacher professional development.<br /><br />Actually, it's been talked about a lot. I've even harped on it in an earlier-now-defunct version of this blog. Anything that involves education and Web 2.0 is a hot topic on the ed-tech blogosphere.<br /><br />What I'm talking about is David Warlick's recent post about utilizing blogs, social networks (yes, even Facebook), and wikis to help develop teacher knowledge. Using these resources is a way for strapped districts to help their teachers develop pedagogy, methodology, and their use of technology. If you haven't read his post, go <a href="http://davidwarlick.com/2cents/?p=1678">here</a> and read it now.<br /><br />It also reminds me of a colleague's idea to create websites that simply compile RSS feeds of anything education related and selling the service to school districts. Of course, he saw the ethical dilemma and chose not to try his idea out, but the thought is a good one. Why don't schools do this for themselves?<br /><br />My idea has always been to create a network of blogs within a school building (or even a Ning) and require the staff to register for RSS readers. This would get them talking about teaching practices, curriculum ideas, etc. on their own time without requiring boring after-school PD sessions. Maybe I'll get a chance to try that out someday.<br /><br /></span><div style="text-align: center;"><span style="font-family: arial;">--------------<br /><br /></span><div style="text-align: left;"><span style="font-family: arial;">In other edtech blog news...<br /><br />Will Richardson posted the following statistic at his blog <span style="font-style: italic;"><a href="http://weblogg-ed.com/2009/stat-o-the-day-teachers-scared-to-teach/">Webblog-ed</a>:</span><br /></span><blockquote><span style="font-family: arial;">Fewer than 25 percent of educators feel comfortable teaching students how to protect themselves from online predators, cyberbullies and identity thieves, says a new study from the National Cyber Security Alliance (NCSA) and Educational Technology, Policy Research and Outreach (ET PRO).</span></blockquote><span style="font-family: arial;">He pulled this stat from an <a href="http://www.districtadministration.com/viewarticle.aspx?articleid=1852">article on District Administration</a>.<br /><br />It's interesting because we spend so much time teaching students about other dangers and ethics. Why not teach them of the dangers online?<br /><br />This will have to change.<br /></span><span style="font-family: arial;"><br /></span><span style="font-family: arial;"></span></div><span style="font-family: arial;"></span></div>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com1tag:blogger.com,1999:blog-759522750746065529.post-7279817085136541832009-01-13T07:50:00.003-06:002009-01-13T07:57:15.224-06:00Smaller Is Better<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj52-LdJXthN6I2FReb7rxbv9VOwh1UuamuoGbNpdD1Qd7dnT-ymyIUcQl9kKLjVyXk4vLxTAE5Mu5VYGckO2NSjkuAEgg9B-oWQtkZxAVrmEbzjhSi3hTObkbQAkMBl7Ae7a1OOYRwZc1C/s1600-h/Classroom+1956-57+small.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 233px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj52-LdJXthN6I2FReb7rxbv9VOwh1UuamuoGbNpdD1Qd7dnT-ymyIUcQl9kKLjVyXk4vLxTAE5Mu5VYGckO2NSjkuAEgg9B-oWQtkZxAVrmEbzjhSi3hTObkbQAkMBl7Ae7a1OOYRwZc1C/s400/Classroom+1956-57+small.jpg" alt="" id="BLOGGER_PHOTO_ID_5290776900342899506" border="0" /></a><br />If the old clods at MIT can figure it out, we should too. It seems that the venerable Massachusetts Institute of Technology did some research and <a href="http://www.nytimes.com/2009/01/13/us/13physics.html">found it more beneficial for their classes to be smaller and to utilize a more interactive approach</a>.<br /><br />Hm. If only the rest of us could figure that out.comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-70113071544746430292009-01-08T16:03:00.006-06:002009-01-12T12:36:51.473-06:00The Will Richardson Project: Online-Powered School Libraries<span style="font-style: italic;">For my professional development goals as an instructional specialist and future school administrator, I am reading a few articles by Will Richardson and posting my thoughts here. Feel free to join the conversation in the comments.</span><br /><br /><span class="large">Online-Powered School Libraries</span>:<span class="large">Web 2.0 technologies are transforming the school library.</span><br /> <em>District Administration</em> - January 1, 2007<br /><br /><span style="font-weight: bold;">Summary:</span> School libraries are leading the way into Web 2.0 through such tools as blogs, wikis, RSS feeds, etc. in an effort to become a more interactive resource center for both students and staff. Richardson also lays out some simple examples of tools and libraries who are at the forefront of the this shift.<br /><br /><span style="font-weight: bold;">What I Think:</span> I have been mulling this over for a year or two. Why can't libraries become more 2.0 friendly? I feel the obstacles are two-fold similar to issues in the classroom: ignorance and tradition.<br /><br />One problem is that too many school librarians are neophytes to Web 2.0 or are not actually librarians. Two of the districts in which I have worked have featured aids running the libraries under a librarian in charge of several schools. So, students do not often have librarians skilled or even comfortable with Web 2.0 tools. They know their Dewey decimal system, but not Wikipedia or Blogger.<br /><br />Another problem is the idea that all that you will ever need to know is in the library. This has always been a problem for me. Growing up in a rural area with little resources for libraries, I learned quickly that all there is to learn cannot be found in one library. Sadly, this has not changed much in recent decades. If online tools are accessed with greater frequency and students are seen as knowledge producers as opposed to just consumers, the school library can become a place of great learning and interconnectivity.<br /><br />Once one gets past the obstacles, Richardson presents an exciting new way to view libraries. Students often see it as the place they go to once a week to have a story read to them and to check out books. While this function of the library does not have to change completely, it can serve a greater purpose in education. The library could become the epicenter of learning it is meant to be by expanding its function to incorporate Web 2.0.<br /><br /><span style="font-weight: bold;">How does this help me with my work?</span> I worked with a librarian last year, and we struggled with applying the eMINTS instructional model to her library. We spent a lot of time dealing with her instructional approach as opposed to altering the way her library worked. I have a second chance with a librarian this year and will take many of these ideas to heart.comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-53715796998367829022008-12-13T12:03:00.005-06:002008-12-13T19:28:37.431-06:00ThoughtsI really need to post here more often...<br /><br />I have a few thoughts on where schools are heading in the coming years...<br /><br />The end to unions as we know them are on the horizon. Just as in any industry, unions lose power as they become corrupt and their counterparts run out of money. leaving no room for negotiations. Don't be surprised that once unions are eradicated, money suddenly trickles back to the schools.<br /><br />Charter schools may finally be getting it right. Once investors figured out that they needed to put out a good product instead of hoping to make a quick buck, charter schools are suddenly showing insane improvements. New Orleans was the test-case, and if what <span style="font-style: italic;">The New York Times</span> says is true, that city will be the model for the rest of us.<br /><br />Netbooks and Web 2.0 tools will take the place of paper, textbooks, and even Windows/Vista-friendly PC's. There are two reasons for this shift in educational technology: price and access. When administrators figure out that a $200 netbook running on free software could be placed in the hands of every student for less than they are currently spending on 10:1 computer ratios running pricey Microsoft software packages, they won't take long to buy in, so to speak. With blogs, wikis, email, and social networks all available for free online, the classroom tools of the past will be obsolete.<br /><br />A new structure for teacher advancement will have to happen. Schools don't receive financial support because they still pay a 30-year teacher twice as much money as they do a first-year teacher to do the same work. There is room for advancement in almost every other profession except for teaching. Schools are already experimenting with incentives, but a complete overhaul of the profession's structure is needed. I propose that schools hire college grads as aids and subs. It would raise the education level of school support staff and properly acclimate young teachers to the many demands of teaching. Once newbies prove themselves capable, they can be promoted to classroom teacher. Then, teachers can advance to grade-level team leader, subject chair, assistant principal, and so on. The days of teachers doing the same thing for thirty years and getting paid double or triple by the end will probably die out.<br /><br />I've got more, but it will have to wait...comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-3950113997929880072008-10-06T06:25:00.004-06:002008-10-06T06:31:53.850-06:00UmI have not posted here in a while. Of course, I don't know that anyone even reads this blog. In an effort to keep up with all my blogs, I promise to post here at least once a week.<br /><br />This post will start a string of posts having to do with the direction of public education. So, here goes nothing.<br /><br />With the presidential election quickly approaching, I wonder what will happen to public schools. For the first time I can remember, both major party candidates are talking about funding for charter schools. I can't say that I blame them. Public schools are failing. The best innovation in schooling is happening in places like New Orleans where charter schools are filling a void.<br /><br />I'm not thrilled about the deterioration of our public education system, but after being outside of schools for a year, I'm ready for things to change.<br /><br />What do you think? Are charter schools now just an inevitability? Are public schools doomed?comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com1tag:blogger.com,1999:blog-759522750746065529.post-12638353053000812022008-07-29T10:25:00.003-06:002008-07-30T14:20:17.809-06:00David Warlick and Stupid, Stupid Twitter<span style="font-family:arial;">So, I was so excited to see <a href="http://davidwarlick.com/wordpress/?page_id=2">David Warlick</a> this morning at the <a href="http://www.mobar.org/eb1e9c5c-cffc-4bf3-9d3b-fbea0883c5d8.aspx">MO Bar Digital Citizenship Conference</a> that I figured I'd Tweet the whole presentation. Well, for those of you who use <a href="http://twitter.com/">Twitter</a>, you know that sometimes the Tweets don't get through. In all, I have about an hour of Tweets that were never published. Nice.<br /><br />I'm not sure I care much for the brand of ADD-style micro-blogging offered on Twitter. It's good for real-time blogging, or "live blogging" as the kids are calling it. There are often gaps in the conversations, little control over the feeds, and difficulties with Twitter's server being overwrought with traffic. I think there are some valuable professional applications for Twitter, and Youth Twitter seems like a safe alternative for the kids. The problem is that I don't know that Twitter is reliable enough right now. Maybe somewhere down the road...<br /><br />But I digress.<br /><br />Warlick was an entertaining and inspiring speaker for sure, but I felt like I had heard all of this before. What I mean is that I read <a href="http://davidwarlick.com/2cents/">his blog</a> regularly (sans the last month of strange feed problems) and have heard most of his points before. This does not make his arguments any less valid or the presentation any less engaging. It just means that I've heard it before, agree wholeheartedly, and try to spread the word whenever I get a chance. David Warlick doesn't need buy-in from me.<br /><br />What did I hear that I already knew about?<br /><br />Warlick really wants educators to figure out that we are preparing students for <span style="font-style: italic;">their</span> future, not ours. He demonstrated how every tool we currently use in the workplace will become obsolete, if it isn't already. There were many examples in the presentation that showed how kids are using technology to create new information not because they learned it in school or from their parents, rather they taught themselves. There are new literacies emerging that prove today's youth are simply on another track than the rest of us. Advancement of thought and technology is happening at a faster pace than ever before. It's not OK that we prepare them for today using yesterday's methods and materials. Teachers have to prepare students for a future we cannot foresee.<br /><br />For those of you who just wondered aloud, "How do we do <span style="font-style: italic;">that</span>?" The key is to think about process, not product. For example, Warlick showed a picture of a text message discussion between two teenagers. To the untrained eye, the lines of random letters and numbers were indecipherable. It was revealed that the code had a different meaning. Kids have created their own language with very little effort. He pointed out that the important difference between teaching students how to communicate as opposed to which form of communication is accepted.<br /><br />We have to work with these emerging literacies as opposed to fighting them. Without our help, kids create their own films using video games, novels written on cell phones, and music videos on their sick days. The idea is to find ways in which we can work with these new literacies as opposed to fighting them in a futile effort to protect old literacies.<br /><br />There were three things he focused us on to close his talk. The first was that we are dealing with "networked students," meaning that they have access to information and resources at speeds that have never been seen before. He discussed how we are dealing with a "new information landscape" that we must learn to manipulate and use for our own purposes in finding ways to facilitate learning that is meaningful and authentic. The third point is that we are preparing students for an "unpredictable future" for the first time in history. We have no idea what the world will look like 10, 15, 20 years down the road. What do we have to do to prepare our students adequately for that future of the unknown?<br /><br />It was refreshing to hear, even it was scary at times.<br /><br />Warlick had only online handouts, which you can access <a href="http://davidwarlick.com/wordpress/?page_id=2">here</a>.<br /><br />As far as the rest, the conference seemed pretty well-organized around the theme of digital citizenship. My partner and I heard Warlick talk some more about all the digital tools out there to support students as they traverse this new age. Then we led our session on copyright and citing online resources. (It was some riveting stuff, really.) We finished our day with a session on intellectual property and copyright laws. This was fascinating, but the allotted time really didn't allow us to get too deep into the crux of the issue: corporations operating under the guise of artistic and intellectual property rights as individuals.<br /><br />I'd return to the MO Bar Digital Citizenship Conference again. It was only a one-day event that packed a lot of information into that one day. The subjects covered fit well with the overriding theme. The connections between pedagogy and real-life were present throughout.<br /><br />Warlick Flat Classroom<br /></span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-38429687831981616832008-07-26T07:37:00.004-06:002008-07-26T08:40:08.539-06:00ISLLC Standards: An Interview<span style="font-size:100%;"><span style="font-family: arial;">Here's a little something I wrote for a class. The name of my subject and her school have been changed for their protection from any unwanted Google searches.<br /><br />The <a href="http://www.educ.ksu.edu/EDADL928/ISLLCStandards.pdf">Interstate Schools Leaders Licensure Consortium</a> (or ISLLC) has laid out a set of standards that can be used to insure that school administrators are successful in supporting student achievement.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Although every school is different in the populations they serve, the resources available to them, and the specific needs of their communities, the standards can provide school leaders benchmarks for ensuring that students get the same high quality education anywhere.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Much depends on how a principal interprets these standards when creating policies and in practice.</span><br /><br /><span style="font-family: arial;">It is sometimes difficult to see how these standards are translated in the management of actual schools.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">I interviewed Jolene Smith, principal at Garth Elementary in Columbia to see just to see how she adapts these standards when managing her school.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Garth Elementary is a rather diverse school near downtown Columbia with a comparatively small student population.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">What I found in Mrs. Smith was a principal who takes a holistic approach in addressing these standards, explicitly and implicitly.</span><br /><br /><span style="font-family: arial;">The first ISLLC standard primarily deals with the inclusion and collaboration of all stakeholders in a shared vision for a particular school.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith developed a shared vision at Garth by revisiting the school’s old mission statement.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The mission statement and staff vision is littered with ideas of both student and teacher efficacy, believing that all children can be successful at Garth Elementary.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The faculty felt that the original vision was something in which they already believed.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Where they wanted to change was in how they lived that mission statement in all that they do.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The mission statement became a point of emphasis in every decision the staff makes.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">“It’s a living statement as far as I’m concerned,” explained Mrs. Smith.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">In keeping that statement at the forefront, she and her staff really delve into their testing data to look for the various perspectives from different types of assessments and subgroups based on race, gender, and class in order to focus their work on the school’s mission of every child being able to learn.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith pointed to examples of subgroups in the data that signaled a need for interventions and how those interventions improved test scores.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Throughout our discussion concerning her collaboration with staff in the development of a shared vision and mission statement, Mrs. Smith always referred to “we” and “our faculty” as the primary enforcers of that mission.</span><br /><br /><span style="font-family: arial;">Providing a professional environment that both nurtures and sustains a school culture that revolves around student success summarizes the second ISLLC standard.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith stressed this point as being extremely important and that it is an indicator of whether her school and staff are doing what they have set out to do, which is helping children succeed.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The feedback she has received from visitors indicates that she has been successful in creating a positive learning climate at Garth.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith models her expectations to her staff and communicates a clear and consistent message to the entire school through morning announcements, weekly messages to staff, and in everything she says and does, always with a focus on learning.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Additionally, Mrs. Smith works from a place of believing in teacher efficacy, in motivating them to keep the level of rigor in the classroom high.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">She supports these efficacies by ensuring teachers have all the necessary materials, resources, and collaboration time to make their facilitation of learning as effective as possible.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">After spending time with her staff focusing on “what a master teacher does”, Mrs. Smith has plans of moving on to having master teams of teachers in order to improve instruction for all students.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">To do this, she is constantly asking her teachers to focus on curriculum, teaching, and relationships with students.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">All of these pieces come together in creating that positive learning culture described in the standards.</span><br /><br /><span style="font-family: arial;">Although she is an experienced, master teacher, Mrs. Smith has had to work hard at the third ISLLC standard dealing with the everyday operations of her school to support her efforts in improving instruction and safety.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">For twenty-eight years, she honed her craft as an instructor, but managing a school was something she had to work to improve.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Realizing that to manage her school building successfully, Mrs. Smith needed resources, time, and manpower.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">To get these things, she follows her motto: To get anything done, it takes friendly persistence.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">To make things happen in her building, she often uses a strategy of involving others in her system of management while being sure to add a “double-check” to ensure the system works.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The upkeep and management of Garth is not reliant on just one person in Mrs. Smith's system, and she uses this collaborative effort to do everything from locking doors to budgeting to directing dismissal.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Another strategy she uses in maintaining her school Mrs. Smith has learned when to take her “turn” and when to push for improvements, basing this approach on two things: safety and learning.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">If either of safety or learning is affected, she needs to act.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Even when the maintenance and the systems of a school are in order, a principal must consider human factors.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Part of the management of the building is to take into account behaviors and attitudes that affect student and staff safety.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith found that bullying was a major cause for a lot of safety issues.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Implementing programs to combat this issue helped as much with the safety issues at Garth as her use of friendly persistence and systems with “double-checks.”</span><br /><br /><span style="font-family: arial;">The fourth ISLLC standard of promoting cultural diversity and utilizing community resources is particularly valuable at a school as diverse as Garth Elementary.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Communication came up again as a major piece in the successful implementation of the standard.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Since Garth Elementary is a very diverse school, Mrs. Smith makes it clear to the community and anyone considering enrolling their student in her school that diversity is an integral part to the school.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Besides her clear communications of a pro-diversity school, she also looks to involve a variety of parents in the school decision making process so as to allow more perspectives, sort of like focus groups.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Additionally, Mrs. Smith works with local churches, social agencies, universities, and other community stakeholders in creating partnerships that benefit the students and the community.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">For example, she cited that over forty businesses have a part in the new building being constructed on Garth’s grounds at the moment.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">By promoting Garth’s diversity and involving the surrounding community, Mrs. Smith is able to satisfy this standard.</span><br /><br /><span style="font-family: arial;">Ethics and legality come into play on the fifth standard.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith feels that trustworthiness begins with her and it spreads from there.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">When she first came to Garth as a principal, Mrs. Smith opened and cleaned the windows to her office as a symbol of her openness.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">This spirit of responsiveness said to students, parents, and staff that issues would be resolved in an open and honest way, involving all parties.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The idea of “going by the book” permeates how Mrs. Smith and her staff conduct their business.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">She involves staff in decision-making and is forthright with her own process.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith will ask the staff to help her make a decision regarding procedures or policy.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The staff sometimes asks her to make the call.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">When she does make a decision on her own, Mrs. Smith is certain to explain her thinking, promoting open dialogue.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Additionally, Mrs. Smith separates her code of ethics from a religious moral code by focusing on their effects on children as opposed to personal or cultural beliefs.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">When in doubt, she often defers to someone within the district who can clearly explain where someone’s rights begin and end.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Trustworthiness, democratic processes, and following protocol help to meet this standard of ethics and legality.</span><br /><br /><span style="font-family: arial;">As an advocate in community and political contexts, the sixth ISLLC standard suggests that principals can have an effect on student achievement through social activism.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith sees her advocacy in two places: her relation to the district’s central office and the school’s image within the community. </span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">She looks at her advocacy as beginning with her relation to district offices.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith knows that if she does not make central office aware of problems in her school, they cannot fix those problems.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">This advocacy has to be balanced with selectivity so as not to pester those who may provide the services she needs.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">The partnerships that she has with the community, the news media, local businesses, and universities are key in selling her school as a good place for children and learning.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">She has strong efficacy when considering the service her school and others provide.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">An example of this advocacy and transparency is when Mrs. Smith allowed a reporter to be embedded in her school.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">She felt that the media would not be able to report anything positive about her school if they were not there to witness it.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Plus, she had nothing to hide.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">Mrs. Smith promotes the value of her school in all of these partnerships.</span></span><span style="font-family: arial;font-size:100%;" > </span><span style="font-size:100%;"><span style="font-family: arial;">As she said, “I am the face of Garth School,” and as the face of her school, she has to advocate for its well-being to her district and community alike. </span></span> <span style="line-height: 115%; font-family: arial;font-family:";font-size:100%;" ><br /><br />My interview with Jolene Smith helped demonstrate how the ISLLC standards are put to use in supporting student achievement in a variety of ways.<span style=""> </span>Running throughout her policies, practices, and ethics was the notion that student safety and learning were at the forefront.<span style=""> </span>This idea alone aligns with ISLLC standards in that the words “supports the success of every student” are a part of each standard, making the primary focus on student achievement.<span style=""> </span>Mrs. Smith has to consider all the ways in which student success can be achieved and how that success can be defined.<span style=""> </span>This interview helped me see how Jolene Smith is a model principal for Garth Elementary when put into context with the ISLLC standards.</span>comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com1tag:blogger.com,1999:blog-759522750746065529.post-46706125962415515992008-07-21T14:45:00.006-06:002008-07-21T15:27:29.583-06:00Interview<span style=";font-family:arial;font-size:100%;" >I am currently studying to get my educational specialist degree in school administration. Part of my coursework was to create a list of twenty interview questions. Here's my list. Use them for your own interviews or try to answer a few in the comments. I would also welcome any ideas you may have on interviewing staff.
<br />
<br />Additional Note: I've changed some names of people and schools to maintain some sort of anonymity.
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mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri","sans-serif";} </style> <![endif]--> <p class="MsoNormal" style="text-align: center; font-family: arial;font-family:arial;" align="center"><span style="font-size:100%;">20 Interview Questions</span></p> <p style="font-family: arial;font-family:arial;" class="MsoNormal"><span style="font-size:100%;"><i style="">In creating my interview questions, I used a couple of reference points from which to work.<span style=""> </span>First, I used the advice shared by Dr. **** to keep the questions open-ended and focused on the task of facilitating student learning.<span style=""> </span>Second, I used the evaluation standards as set by the ******** Public Schools guidelines for teacher evaluation.<span style=""> </span>I have added additional reasoning for each question in italics.<span style=""> </span>Of course, I might not ask these questions in this particular order.<span style=""> </span>That might be something I’d leave up to an interview committee of teachers, parents, and other school stakeholders.<o:p></o:p></i></span></p> <p style="font-family: arial;font-family:arial;" class="MsoNormal"><span style="font-size:100%;">Assessment</span></p> <ol style="margin-top: 0in; font-family: arial;font-family:arial;" start="1" type="1"><li class="MsoNormal" style="font-family: arial;"><span style="font-size:100%;">Describe the methods in which you evaluate student learning in both the short- and long-term.
<br /><i style="">Since assessing student learning is an ongoing process that helps shape instruction and not just a test we give in the spring, I want to know how teachers implement such assessments from day-to-day, week-to-week, month-to-month, etc.</i></span> </li><li class="MsoNormal" style="font-family: arial;"><span style="font-size:100%;">What are some ways you make assessments assist in student growth as opposed to just evaluating their performance?
<br /><i style="">This question will hopefully demonstrate how a teacher’s methods of assessment can aid in the ultimate goal of student achievement.</i></span> </li><li class="MsoNormal" style="font-family: arial;"><span style="font-size:100%;">Describe how you determine a student is making adequate progress, needs additional support, or would benefit from enrichment activities.
<br /><i style="">An applicant’s response to this inquiry can reveal his/her ability to analyze data and properly respond.</i></span> </li><li class="MsoNormal" style="font-family: arial;"><span style="font-size:100%;">How do you insure that your lessons help students achieve higher orders of thinking?
<br /><i style="">I hear a lot of teachers talk about achieving higher order thinking, but I want to know how they intend to accomplish this.</i></span> </li><li class="MsoNormal" style="font-family: arial;"><span style="font-size:100%;">In what ways do you involve students in the assessment process?
<br /><i style="">This question implies a collaborative effort in helping make objectives transparent and helping students reflect and grow from assessments.</i></span> </li></ol> <p class="MsoListParagraphCxSpFirst" style="margin-left: 0in; line-height: 200%; font-family: arial;font-family:arial;"><span style="font-size:100%;">Instruction Strategies (Facilitation)</span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">6.<span style=""> <span style="font-family: courier new;"> </span></span></span></span><span style="font-family: arial;">When planning a lesson, what are the components you are sure to include?</span>
<br /><i style="font-family: arial;">I want to know what a teacher includes when planning a lesson to insure that there are no holes in the process.</i></span></p><p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><span style="font-size:100%;"><i style="font-family: courier new;">
<br /></i></span><!--[endif]--> </p> <p style="font-family: courier new;font-family:arial;" class="MsoListParagraphCxSpMiddle"><span style="font-size:100%;"><o:p> </o:p></span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style="font-family: arial;"><span style="">7.<span style=""> </span></span></span><span style="font-family: arial;">How have you collaborated with your peers in improving instruction and curriculum?</span>
<br /><i style=""><span style="font-family: arial;">This is one of those questions that I want concrete examples of a teacher’s ability to work with others in improving student learning.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">8.<span style=""> <span style="font-family: arial;"> </span></span></span></span><span style="font-family: arial;">What strategies do you use to insure student engagement?</span>
<br /><i style=""><span style="font-family: arial;">Student engagement is one of the most important indicators of successful facilitation.</span><span style="font-family: arial;"> </span><span style="font-family: arial;">I want to know that my teachers think about this and plan ways to insure it is high.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style="font-family: arial;"><span style="">9.<span style=""> </span></span></span><span style="font-family: arial;">What are some ways in which you have differentiated instruction for your students?</span>
<br /><i style=""><span style="font-family: arial;">Again, this is one of those topics that are best illustrated through specific examples.</span><span style="font-family: arial;"> </span><span style="font-family: arial;">Differentiation is one of the more difficult tasks every teacher must encounter.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">10.<span style=""> </span></span></span><span style="font-family: arial;">Explain how assessments figure into your lesson planning.</span>
<br /><i style=""><span style="font-family: arial;">I want to know that assessments are seen as a tool for instruction that is utilized throughout a lesson or unit.</span><span style="font-family: arial;"> </span><span style="font-family: arial;">A red flag would go up if the assessment is only viewed as a tool for evaluation and not for reflection.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; font-family: lucida grande;font-family:arial;"><span style="font-size:100%;"><span style="font-family: arial;">Learning Environment</span>
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<br /></span> <!--[if !supportLineBreakNewLine]--> <!--[endif]--></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">11.<span style=""> </span></span></span><span style="font-family: arial;">If I were to walk into your room on a typical day, what could I expect to see and hear?</span>
<br /><i style=""><span style="font-family: arial;">I have heard this question in many interviews.</span><span style="font-family: arial;"> </span><span style="font-family: arial;">It gives the applicant an excellent opportunity to demonstrate the kind of teacher he/she is.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">12.<span style=""> <span style="font-family: arial;"> </span></span></span></span><span style="font-family: arial;">Describe the system you employ to manage your classroom and students including preventative measures, a continuum of strategies, and a system for changing undesirable behavior.</span>
<br /><i style=""><span style="font-family: arial;">This is a comprehensive question that lays out a teacher’s classroom management plan.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">13.<span style="font-family: arial;"> </span></span></span><span style="font-family: arial;">Describe a time when you were successful in building a relationship with a student who presented many behavioral challenges and how that relationship helped that student to be successful in your classroom.</span>
<br /><i style=""><span style="font-family: arial;">This situation provides an example of a teacher’s ability to build relationships with students</span>.</i></span></p><p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><span style="font-size:100%;"><i style="">
<br /><span style=""> </span></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">14.<span style=""> </span></span></span><span style="font-family: arial;">Describe the ideal teacher-student relationship and how you would forge that relationship.</span>
<br /><i style="font-family: arial;">Knowing how a teacher perceives the teacher-student dynamic can provide a clear vision of the applicant’s professionalism and relationship building.</i>
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<br /></span><!--[endif]--> <!--[if !supportLineBreakNewLine]--> <!--[endif]--></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">15.<span style=""> </span></span></span><span style="font-family: arial;">What is the most important key to managing a classroom and its students and why?</span>
<br /><i style=""><span style="font-family: arial;">A good classroom manager would point to things like clear expectations, consistency, transparency, fairness, etc. in defining his/her management style.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="margin-left: 0in; font-family: arial;font-family:arial;"><span style="font-size:100%;">Collaboration</span></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">16.<span style="font-family: arial;"> </span></span></span><span style="font-family: arial;">Describe a time when you have successfully collaborated with school, district, and/or community stakeholders in an effort to reach the group’s goals.</span>
<br /><i style=""><span style="font-family: arial;">This answer will help prove whether an applicant can work successfully with others.</span><span style="font-family: arial;"> </span><span style="font-family: arial;">It is also open-ended enough to allow for examples that aren’t necessarily school-related.</span><span style="font-family: arial;"> </span><span style="font-family: arial;">The answer could identify a teacher who values the community and not just the school.</span>
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<br /><!--[endif]--></i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">17.<span style=""> </span></span></span><span style="font-family: arial;">What can you offer our school community that is unique and beneficial to student achievement?</span>
<br /><i style="font-family: arial;">An applicant can use this question to point out unique skills and talents that might not show up in a resume.</i>
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<br /></span><!--[endif]--> <!--[if !supportLineBreakNewLine]--> <!--[endif]--></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">18.<span style=""> </span></span></span><span style="font-family: arial;">What would you hope to gain professionally and personally from a position in our school?</span>
<br /><i style="font-family: arial;">This question helps to paint a teacher’s career aspirations as well as a commitment to teaching.</i>
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<br /></span><!--[endif]--> <!--[if !supportLineBreakNewLine]--> <!--[endif]--></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">19.<span style=""> </span></span></span><span style="font-family: arial;">What are your plans for continued professional development and how do you see yourself using that training in your teaching?</span>
<br /><i style="font-family: arial;">With certification requirements and the high turnover rate of teachers, this question helps demonstrate an applicant’s commitment to the profession and their own learning.</i>
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<br /></span><!--[endif]--> <!--[if !supportLineBreakNewLine]--> <!--[endif]--></p> <p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in; font-family: lucida grande;font-family:arial;"><!--[if !supportLists]--><span style="font-size:100%;"><span style=""><span style="">20.<span style=""> </span></span></span><span style="font-family: arial;">Our school and district have many policies and procedures that must be followed. How will you make sure that you are compliant with district policies?</span>
<br /><i style="font-family: arial;">This question would demonstrate a teacher’s willingness and ability to gain an understanding of and adhere to district policy.</i></span><!--[endif]--> </p> <p class="MsoListParagraphCxSpLast" style="margin-left: 0.25in; font-family: lucida grande;font-family:arial;"><span style="font-size:100%;"><i style=""><o:p> </o:p></i></span></p> <span style="font-family: arial;font-family:arial;font-size:100%;" ><i style=""><span style="line-height: 115%;">It was difficult to cover all the things I would want to cover in an interview in just twenty questions. I would like to add questions concerning strengths versus weaknesses as well as some that would address technology use.<span style=""> </span>Additionally, providing applicants scenarios to “solve” could give some great insight into a teacher’s abilities.<span style=""> </span>Hopefully, these questions are open-ended enough to elicit such responses that address these concerns.</span></i></span>
<br />comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-67910465542802295802008-06-25T00:24:00.004-06:002008-06-25T00:31:47.069-06:00One of these days...One of these days, this will be a bonafide blog worth reading. However, for now it is just what it is: another neglected blog.<br /><br />I actually started two great posts on various educational concerns, but I have yet to complete them. I'm not sure I ever will.<br /><br />I really want to explore the idea of <a href="http://en.wikipedia.org/wiki/Edupunk">edupunk</a>. The idea of a DIY aesthetic has always existed in the classroom. However, I'm not sure the political acidity of the true punk ethos has ever stepped into a teacher's shoes.<br /><br />This is what I want to explore.comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-8608655706866134992008-05-14T05:56:00.000-06:002008-05-15T10:24:33.038-06:00Open vs. Closed SourceWith the state of school funding in the condition that it currently finds itself and state funding of edtech initiatives feeling the same crunch as every other government office, schools are looking very closely at open source software as opposed to the traditionally more expensive corporate versions. Software corporations require that schools purchase packages of software and site licenses in order to stay up-to-date with the latest operating systems, web browsers, media players, and various productivity tools. It has gotten so out of control that school administrators are shying away from software and hardware updates, leaving their teachers and students behind the technological trends in our society and economy.<br /><br />The easy solution would be to ditch the brand name software and replace it with open source versions that come with the inviting price of nothing, sans some download time. This would be easy if administrators and IT folks weren't so resistant to open source. They worry about the problems associated with free software, but they forget that even corporate-packaged software has its problems as well. It's time these decision-makers get over this hang-up. Open source software has served many an individual, business, and even school district well. <br /><br />Although cost is still the greatest benefit of choosing open source over commercial brands, there are other characteristics that make the software valuable. Not only is open source free to schools, but students can download the software as well, making it more possible than ever to insure that students have the same access to universal formats as the schools. Open source is always improving. The developers are not limited by gift-giving seasons or marketing campaigns. They can make improvements as they go, often times before their commercial counterparts have even thought of the improvements.<br /><br />Let's take Firefox for example. This is maybe one of the most widely used open source programs out there. In fact, I'm using it right now over the corporate brand already equipped on my machine. It was a quick and easy download that required no payment or package. In fact, I periodically download add-ons as they become available or meet my needs, instead of regular updates that interfere with the work I'm already doing. Many of the features I most appreciate on Firefox, like a zoom in function, tabs, spell-check, etc., were available well before my other browser went through an overhaul.<br /><br />I have designs on becoming an administrator myself and plan to utilize open source whenever possible. Ultimately, I'd like to purchase basic machines with no software. We would then set up Linux as the operating system and go from there. Firefox would be our primary browser (assuming something else doesn't come along) and Open Office or some other tool would fill our productivity requirements. With some adjustments to school filters, we could utilize all the many great tools offered by Google, like Gmail, Google Reader, Blogger, and Google Calendars.<br /><br />The need for expensive software packages with even pricier licensing agreements is over. Schools should move on to open source software in order to keep up with the ever-changing technological landscape. Or pay the costs later.comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0tag:blogger.com,1999:blog-759522750746065529.post-23672370037416250112008-05-10T09:39:00.000-06:002008-05-10T10:26:05.923-06:00MysteryAnonymity and privacy does not really exist on the Internet these days. Some of us still act like it does, but there are no mysteries on the World Wide Web anymore. And there is no better lesson we can teach students than to be mindful of this online transparency. Of course, teachers and educational professionals need to be aware of this in their own online activities as well.<br /><br />It was recently reported that a local <a href="http://www.nbcactionnews.com/content/investigative/story.aspx?content_id=f56165b7-8eaa-4896-b6ba-859e8d325557&rss=764">television station in Kansas City</a> looked up the names of area teachers, mostly in their 20's, on popular social networking sites MySpace and Facebook. What they found were pictures of drunken debauchery and sexual content unbecoming of people who work with children. The teacher's naively thought that no one would discover their secret online personae. Boy, were they mistaken.<br /><br />I am not immune from making poor choices on what to post on my various blogs. There will be no details shared for those voyeurs out there. Just understand that I made a mistake by posting information that I thought was harmless and undetectable when a simple Google search could have really compromised people I work with and for. Luckily, no major harm was done and I have a chance to learn from my mistakes and make things right.<br /><br />The point is that educators need to be as careful online as we wish our students to be. I know of other teachers who blog or maintain social networking profiles that should keep these things in mind. The best way to teach young people is to be an example for them to follow.<br /><br />I know that I'll be more careful in my own blogging. This blog once had a different focus (and URL) that was negative and not very constructive. Sure, I posted some good things on there, but there was a lot of negativity that wasn't helpful in any way.<br /><br />So, as I make my first post on this new/old blog, I am considering how to make it as useful as possible. My goal is to post on an educational issue I encounter once a week. This could have to do with methodology, pedagogy, edtech, or administration, all areas in which I have great interest.<br /><br />Whatever I post, I will strive to mindful of my audience and/or potential audience. I understand that as easy as it is for me to set up this blog, it is just as easy for anyone to read it and react. I want those reactions to be positive. I have to be aware that the mystery of the Internet and blogosphere are no more.comoprozachttp://www.blogger.com/profile/07898082287641166601noreply@blogger.com0