EDAD 516 is intended for students in the Educational Leadership program who are pursuing a State of Washington Residency Principal or Program Administrator certificate. This course examines the role of the principal as a learning-focused leader who has the knowledge, skills, and cultural competence to ensure the learning, achievement, and success of each student.
I believe that kids come from all walks of life and it is our job to understand their stories. We must create and foster relationships with students and staff---we must listen to them. We must build the capacity of our staff to engage our students and build upon their intrinsic motivators through the lens of culturally responsive teaching. We must believe in our kids and inspire them to hope and dream big. We must believe that ALL children can learn and grow.
I've changed considerably in the few weeks with my "This I believe." I read it and reread it. I still believe that knowledge of best practices and leadership through instruction go hand in hand, however, I am learning there is much more weight on building and maintaining relationships and capacity in people. Through conversations with my current staff, I am seeing how valuable these can be. "Now I believe" ... through the lens of an administrator, I believe that building capacity and fostering effective relationships makes the greatest impact on students. The quality of our output will be determined by the quality of the relationships we are able to maintain.
I continue to believe that we cannot be afraid of the things that we do not know. And if we are afraid to challenge ourselves to approach and engage with challenges and/or issues then we are not doing our job as educators. We have students, staff, and parents that present different approaches to life and this all impacts learning in the box that is public education. If we are not willing to have difficult conversations (difficult is different that confrontational) and hold each other accountable then progress will be limited. Conversations do not have to be confrontational but they must be meaningful and encourage growth with the idea that what is being discussed will lead to improvement. Improvement of self and that of the one in which the learning comes from ( Socratic Method). We continue to stress relationships and too often people are resistant to the tough relationships because they are afraid of what they might find out about themselves. I am reminded of the story in Run to the Roar, coaching to overcome fear, in which the hungry pride of lions send the eldest lion toward the antelopes who are being hunted. The elder lion roars, scaring the antelope in the opposite direction of the roar.The young and hungry lions are that way waiting. The pride then feasts on the fleeing antelope ensuring the survival of the pride. If we continue to rely on the data to come out and tell us where to change our practice it very well may be too late. Run toward the roar and save yourself the time of waiting for the report to tell you what you should have done to begin with. As and administrative team member, whether new to a building or not, we cannot be afraid of the people, customs, and changes that come with unfamiliar surroundings. Now I believe that we all have various approaches to solving problems or seeking answers, I have had success with addressing them directly and watch as others struggle because they are afraid or stuck in their ways. I believe I can learn from others who try other methods and will continue to run toward identifying and learning from others in an attempt to refine my craft.
After being in the same building for the past 9 years, I feel comfortable with the relationships I have developed. I understanding and know the individuals who I have had the privilege to work alongside these past years. This is where I chose to do my internship and it feels comfortable and welcoming when I am at this school. My new position, this school year, has afforded the opportunity to work in four different buildings, where I am the newbie. I am learning what makes staffs' tick and what they are all about. I feel very much like an outsider looking in. As time has gone by, I am finding my “nitch” but it is taking time for some to warm up to the idea of me being around. Developing these relationships is what I think it will be like when I am new to a building as an administrator. Experiencing this in the different buildings has reaffirmed my belief of the importance of establishing relationships and the significance of understanding the culture/climate of a building. If you want to work side by side and support student engagement and achievement… relationships must to be established and you need to have an understanding of what the staff in the building, you are serving, are all about. Therefore my “I believe now” is still what my “I believe” was before but I now have my own experiences to back up my belief.
I believe . . . developing and fostering caring relationships is essential. Taking time to know about and connect with others will aid in the well-being and success of the whole.
I have believed that building positive relationships will help me in all that I do, parenting, teaching, and now as a leader. While I have felt positive relationships are something that I enjoy working towards- I now am seeing how tricky the relationship piece can get when a leader is needing to make changes in a building that may not be so popular. I have watched as our new principal this year, has been all about the relationships, and has been quite successful, from what I can see. My principal has shared with me some very difficult conversations she has had and needs to have regarding room changes, stipend changes, expectation changes. I am sure she is glad that she has started the year spending time on building these relationships. While some changes were immediate and tested relationships, I believe she is wise to see that some changes have to wait, not that she wants to wait, but rather to help build the relationships and trust first. I am learning so much from her, and am grateful to have her as a mentor.
I use to and will always believe we are here to serve kids first. We have the opportunity to make a difference in a child’s life, to instill confidence, and support the success of each child. However, I used to think this privilege could only be accomplished by first hand interactions with students. Now I see that through supervision you can also impact students by improving the whole system. I suppose I knew this, but didn’t have the capacity to see that it isn’t just improving the education as seen through test scores, but you can improve the engagement and relationship piece through leadership. Focusing on motivation and engagement with our staff results in meaningful relationships between teachers and students. I now see that teachers often get hung up on the standards we are teaching and not the manner in which we are teaching. Standards, expectations, and assessments will continue to change, we need to invest in improving the practice of teaching. If we focus on student engagement and intrinsic motivation, the standards and expectations piece will follow.
I - like many of you- had the opportunity to listen to Dr. Pedro Noguera speak at both the Pave the Way conference and at Chief Leschi this last week. As I think about what I believe , I believe I am more geared toward my focus being on the idea of agency. Agency is about empowering our young people to use education to take control of their lives yet it is also about empowering our teachers and supervisors to share the responsibility for instructional improvement for ALL students and educators - which necessitates that students all have equitable access and opportunity.
I have always believed and continue to believe that this takes reciprocal accountability. As leaders we have the responsibility to build capacity and assure that all levels have the needed expertise to engage in mutual inquiry, collaborating and reflection. Which makes me think of PLCs
I am reminded from the reading that a Professional Learning Community is only as strong as the secondary-ordered change it requires. As stated in Fink and Markholt, PLC as a structure on its own can actually reinforce status quo. It takes expertise to make expertise! As a current central office administrator I wonder about how much thought is going into grade-level team development. Are we looking at the make-up of our teams to have expertise sprinkled around and how do we create public practice in which all levels of learners (superintendents to para-educators) expose themselves as learners with meta-cognitive reflective observations and analysis?
I also wonder about instructional frameworks. Don't get me wrong, I have studied all three (I have been in three districts in ten years-each using a different framework) and all are fabulous in describing a variety of important instructional moves yet.... in Glickman he states, "The search for a single instructional model-effective for all learning content students, and situations- is futile. Are we potentially perpetuating a one-size-fits-all approach or are we providing a tool for which the state eight can be tangible? I think that the answer depends on embracing that leaders and teachers do not know what we do not know. We must all practice descriptive instructional rounds for the purpose of developing a shared understanding of quality teaching and learning. We must all strive for continuous improvement.
This I believe...Now I believe... I haven't changed much in my this I believe statement. I am in a new building this year. It is possible the hardest environment I have ever work in. LVH has the high poverty in the district and the lowest test scores. LVH from my standpoint, from reflecting on all the buildings I have worked in, has the hardest staff issue too. Watching my principal lead on a daily basis is a thing on wonder, how she is still standing and smiling at the end of each day is amazing.
I believe in all things are possible through love and that hope is unending. While we should not lead on the “hope and wonder” plan, we should instill hope in our teachers, in our students, and in parents. Hope for a promising future for our children. I fully believe that all children are talented, smart, and capable and that adults should be committed to helping children learn, grow, and succeed…no exceptions, no excuses.
I believe that we are here for all students! I believed this in the beginning, and I still believe it now. It is easy to focus on a particular group to the detriment of other groups. I overheard various conversations this week about focusing on 6 specific students (they had yet to be identified) as an entire teams focus. While this could be good for the 6 the plan that was being pushed was to the detriment of the rest of the entire academy. While our data can help us focus in on specific students, we must not lose focus of the bigger picture as well. All means all.
Over the years I have watched as new curriculum or materials have been purchased while leaving out special education teachers and or students. I had to push back several times reminding staff that were making the purchases that they needed to include all groups and teachers. All means all.
All students are our students. We are not just the teachers, counselors, para's, or administrators for some students, we are here for all students. When we actively seek out and build relationships with all students we open ourselves up to see things that in the past we would not have noticed and been able to act upon. I become frustrated when I hear staff say "your students" which is usually followed by some negative comment. We aren't here for just the students we teach and work with, we are here for all!
If I were required to answer this question every day the answer would be different every time, with one exception. I have always been a believer in the strength and power of relationships. Throughout history this has been the strongest trait of every great leader. Through the course of this internship this premise has been heightened through observations, personal interactions, and leadership responsibilities and decision-making. Regardless of a leader’s knowledge or experiences, others will not follow wholeheartedly if they feel their leader is less than genuine in their dealings or do not truly care for them on an emotional, social, or professional level. Considering we do not live in a perfect world I believe it is crucial for a leader to continue making great efforts to develop and sustain relationships, even while some dig their heels in due to differing philosophies or opinions. As a result, the by-products of authentic relationships will produce increased success for students, a positive and welcoming school culture and atmosphere, and an opportunity to coach teachers to help them improve their practice while building their capacity to be great leaders and difference-makers.
When I met with my mentor principal this August about my upcoming internship, one of her suggestions was to set up a space every morning in her office from 7:30-8:30 in an effort to be visible and accessible to staff. She stated that this would give me a realistic view of what it is like as a building administrator during that hour before school starts. I have come to understand why she had suggested that I do this. I quickly learned that this is a crucial time in the day when administration works to serve and support staff on all levels. Some mornings, I am solo in her office and other times we are working together. Nevertheless, there is a constant stream of staff coming in with questions or concerns. I used to believe that this crucial time before students arrived was when administration was able to complete desk activities like paperwork and answering emails. I’d never been a staff member who frequented the office. I now believe that this is the time when servant leadership is put into action. During this hour, staff are preparing for their day and an administrator’s role is to support that preparation. It is a time to build relationships while providing the necessary support. Having become a key partner in providing that support has helped me realize how important it is to student learning on any given day. Feeling prepared and supported affects instruction and in turn, student learning. As I look towards becoming a building leader, I will certainly use this time as my mentor has done. It sets a tone for the day and creates a positive staff culture.
Originally, I believed that teachers are working really hard, have a lot on their plates, and are being asked continuously to add more on. I still believe that. In addition, I still believe that EVERYONE in a building must be working toward the same goal, using a common language. I now believe that we must reflect constantly on our own beliefs in order to know if we are progressing in the desired direction (Glickman). I believe that it is imperative that each building have a culturally responsive teacher(s) that is/are an expert. Because, “Culturally Responsive teachers help students develop the skills necessary to interact with and be successful in the larger culture, while maintaining the values, language, and customs of their own culture.” (Glickman) “Culturally responsive teachers develop in students the ability to critique institutions and power relations in the larger culture and to work for equity and social justice.” (Glickman) I still believe it takes a village to raise a child. Therefore, collegiality and collaboration among expert teachers with other expert teachers are essential if all teachers are going to progress toward expert status. I believe we must agree that we are a village tasked with reaching all children and we CANNOT leave anyone behind. Regardless of how “bad”, unmotivated, in need of parental support, and underperforming he or she is. I believe expert teachers and expert leaders cannot remain experts if they are working in isolation. I now believe, “Whether or not they are conscious of it, teachers’ and supervisors’ educational philosophies have a significant impact on instruction and instructional improvement efforts.” (Glickman) I believe that students of color must see their culture reflected positively in the content presented in the classrooms they live in. “Educators’ beliefs about education often are influenced by cultural assumption they may not be aware of because the assumptions are so deeply ingrained and taken for granted…We should attempt to identify and critically examine our cultural assumptions. Such critique, often done in dialogue with others, can cause us to change assumptions that have negative effects on colleagues and students.” (Glickman) I believe that society helps perpetuate these assumptions and until we begin to critique (continuously) our assumptions we will not meet the needs of all students. I believe quality learning involves students using their minds well to reason, synthesize, evaluate, design, innovate, and create; how students take ownership of their own learning; how they develop agency and advocacy for themselves and others as learners; and the very premium students place on their own learning in the service of humanity.” (Fink & Markholt). I also now believe that we should not be using the “carrot and stick” method to motivate students to learn or attend school, but instead we need to intrinsically motivate students so they can be lifelong learners and experts in their desired field. And finally, I believe, at the end of the day in order to improve practice, “it is all about expertise, not one’s motivation, beliefs, and values.” (Fink & Markholt)
I still believe…To be an effective leader, you must establish a positive, supportive, encouraging, trustworthy culture by building relationships with the school community. Communication needs to be transparent, concise, often, and genuine. A leader should foster learning as a life-long journey that we will do together. Building teacher capacity by recognizing teacher strengths and providing opportunities for individuals to share their knowledge and expertise with staff in a variety of ways.
Now I believe...To be an effective change agent, district and building leaders must show their vulnerability through demonstrating their practice. To become a learner expert, they must go through the coaching cycle of learning a skill, have guided practice opportunities, modeling in classrooms, receive constructive feedback, and self-reflect on their practice. By making their practice public, the hope is that teachers will be more willing to open their doors to coaching and feedback. To be effective you have to have an organized, systemic plan for change.
In reflecting on the prompt---"Now I believe":
ReplyDeleteI believe that kids come from all walks of life and it is our job to understand their stories. We must create and foster relationships with students and staff---we must listen to them. We must build the capacity of our staff to engage our students and build upon their intrinsic motivators through the lens of culturally responsive teaching. We must believe in our kids and inspire them to hope and dream big. We must believe that ALL children can learn and grow.
I've changed considerably in the few weeks with my "This I believe." I read it and reread it. I still believe that knowledge of best practices and leadership through instruction go hand in hand, however, I am learning there is much more weight on building and maintaining relationships and capacity in people. Through conversations with my current staff, I am seeing how valuable these can be.
ReplyDelete"Now I believe" ... through the lens of an administrator, I believe that building capacity and fostering effective relationships makes the greatest impact on students. The quality of our output will be determined by the quality of the relationships we are able to maintain.
I continue to believe that we cannot be afraid of the things that we do not know. And if we are afraid to challenge ourselves to approach and engage with challenges and/or issues then we are not doing our job as educators. We have students, staff, and parents that present different approaches to life and this all impacts learning in the box that is public education. If we are not willing to have difficult conversations (difficult is different that confrontational) and hold each other accountable then progress will be limited. Conversations do not have to be confrontational but they must be meaningful and encourage growth with the idea that what is being discussed will lead to improvement. Improvement of self and that of the one in which the learning comes from ( Socratic Method). We continue to stress relationships and too often people are resistant to the tough relationships because they are afraid of what they might find out about themselves. I am reminded of the story in Run to the Roar, coaching to overcome fear, in which the hungry pride of lions send the eldest lion toward the antelopes who are being hunted. The elder lion roars, scaring the antelope in the opposite direction of the roar.The young and hungry lions are that way waiting. The pride then feasts on the fleeing antelope ensuring the survival of the pride. If we continue to rely on the data to come out and tell us where to change our practice it very well may be too late. Run toward the roar and save yourself the time of waiting for the report to tell you what you should have done to begin with.
ReplyDeleteAs and administrative team member, whether new to a building or not, we cannot be afraid of the people, customs, and changes that come with unfamiliar surroundings.
Now I believe that we all have various approaches to solving problems or seeking answers, I have had success with addressing them directly and watch as others struggle because they are afraid or stuck in their ways. I believe I can learn from others who try other methods and will continue to run toward identifying and learning from others in an attempt to refine my craft.
Correction: (difficult is different THAN confrontational)
DeleteAfter being in the same building for the past 9 years, I feel comfortable with the relationships I have developed. I understanding and know the individuals who I have had the privilege to work alongside these past years. This is where I chose to do my internship and it feels comfortable and welcoming when I am at this school.
ReplyDeleteMy new position, this school year, has afforded the opportunity to work in four different buildings, where I am the newbie. I am learning what makes staffs' tick and what they are all about. I feel very much like an outsider looking in. As time has gone by, I am finding my “nitch” but it is taking time for some to warm up to the idea of me being around. Developing these relationships is what I think it will be like when I am new to a building as an administrator. Experiencing this in the different buildings has reaffirmed my belief of the importance of establishing relationships and the significance of understanding the culture/climate of a building. If you want to work side by side and support student engagement and achievement… relationships must to be established and you need to have an understanding of what the staff in the building, you are serving, are all about. Therefore my “I believe now” is still what my “I believe” was before but I now have my own experiences to back up my belief.
I believe . . . developing and fostering caring relationships is essential. Taking time to know about and connect with others will aid in the well-being and success of the whole.
I have believed that building positive relationships will help me in all that I do, parenting, teaching, and now as a leader. While I have felt positive relationships are something that I enjoy working towards- I now am seeing how tricky the relationship piece can get when a leader is needing to make changes in a building that may not be so popular. I have watched as our new principal this year, has been all about the relationships, and has been quite successful, from what I can see. My principal has shared with me some very difficult conversations she has had and needs to have regarding room changes, stipend changes, expectation changes. I am sure she is glad that she has started the year spending time on building these relationships. While some changes were immediate and tested relationships, I believe she is wise to see that some changes have to wait, not that she wants to wait, but rather to help build the relationships and trust first. I am learning so much from her, and am grateful to have her as a mentor.
ReplyDeleteI use to and will always believe we are here to serve kids first. We have the opportunity to make a difference in a child’s life, to instill confidence, and support the success of each child. However, I used to think this privilege could only be accomplished by first hand interactions with students. Now I see that through supervision you can also impact students by improving the whole system. I suppose I knew this, but didn’t have the capacity to see that it isn’t just improving the education as seen through test scores, but you can improve the engagement and relationship piece through leadership. Focusing on motivation and engagement with our staff results in meaningful relationships between teachers and students. I now see that teachers often get hung up on the standards we are teaching and not the manner in which we are teaching. Standards, expectations, and assessments will continue to change, we need to invest in improving the practice of teaching. If we focus on student engagement and intrinsic motivation, the standards and expectations piece will follow.
ReplyDeleteI - like many of you- had the opportunity to listen to Dr. Pedro Noguera speak at both the Pave the Way conference and at Chief Leschi this last week. As I think about what I believe , I believe I am more geared toward my focus being on the idea of agency. Agency is about empowering our young people to use education to take control of their lives yet it is also about empowering our teachers and supervisors to share the responsibility for instructional improvement for ALL students and educators - which necessitates that students all have equitable access and opportunity.
ReplyDeleteI have always believed and continue to believe that this takes reciprocal accountability. As leaders we have the responsibility to build capacity and assure that all levels have the needed expertise to engage in mutual inquiry, collaborating and reflection. Which makes me think of PLCs
I am reminded from the reading that a Professional Learning Community is only as strong as the secondary-ordered change it requires. As stated in Fink and Markholt, PLC as a structure on its own can actually reinforce status quo. It takes expertise to make expertise!
As a current central office administrator I wonder about how much thought is going into grade-level team development. Are we looking at the make-up of our teams to have expertise sprinkled around and how do we create public practice in which all levels of learners (superintendents to para-educators) expose themselves as learners with meta-cognitive reflective observations and analysis?
I also wonder about instructional frameworks. Don't get me wrong, I have studied all three (I have been in three districts in ten years-each using a different framework) and all are fabulous in describing a variety of important instructional moves yet.... in Glickman he states, "The search for a single instructional model-effective for all learning content students, and situations- is futile. Are we potentially perpetuating a one-size-fits-all approach or are we providing a tool for which the state eight can be tangible? I think that the answer depends on embracing that leaders and teachers do not know what we do not know. We must all practice descriptive instructional rounds for the purpose of developing a shared understanding of quality teaching and learning. We must all strive for continuous improvement.
This I believe...Now I believe...
ReplyDeleteI haven't changed much in my this I believe statement. I am in a new building this year. It is possible the hardest environment I have ever work in. LVH has the high poverty in the district and the lowest test scores. LVH from my standpoint, from reflecting on all the buildings I have worked in, has the hardest staff issue too. Watching my principal lead on a daily basis is a thing on wonder, how she is still standing and smiling at the end of each day is amazing.
I believe in all things are possible through love and that hope is unending. While we should not lead on the “hope and wonder” plan, we should instill hope in our teachers, in our students, and in parents. Hope for a promising future for our children. I fully believe that all children are talented, smart, and capable and that adults should be committed to helping children learn, grow, and succeed…no exceptions, no excuses.
I believe that we are here for all students! I believed this in the beginning, and I still believe it now. It is easy to focus on a particular group to the detriment of other groups. I overheard various conversations this week about focusing on 6 specific students (they had yet to be identified) as an entire teams focus. While this could be good for the 6 the plan that was being pushed was to the detriment of the rest of the entire academy. While our data can help us focus in on specific students, we must not lose focus of the bigger picture as well. All means all.
ReplyDeleteOver the years I have watched as new curriculum or materials have been purchased while leaving out special education teachers and or students. I had to push back several times reminding staff that were making the purchases that they needed to include all groups and teachers. All means all.
All students are our students. We are not just the teachers, counselors, para's, or administrators for some students, we are here for all students. When we actively seek out and build relationships with all students we open ourselves up to see things that in the past we would not have noticed and been able to act upon. I become frustrated when I hear staff say "your students" which is usually followed by some negative comment. We aren't here for just the students we teach and work with, we are here for all!
All does really mean All!
If I were required to answer this question every day the answer would be different every time, with one exception. I have always been a believer in the strength and power of relationships. Throughout history this has been the strongest trait of every great leader. Through the course of this internship this premise has been heightened through observations, personal interactions, and leadership responsibilities and decision-making. Regardless of a leader’s knowledge or experiences, others will not follow wholeheartedly if they feel their leader is less than genuine in their dealings or do not truly care for them on an emotional, social, or professional level. Considering we do not live in a perfect world I believe it is crucial for a leader to continue making great efforts to develop and sustain relationships, even while some dig their heels in due to differing philosophies or opinions. As a result, the by-products of authentic relationships will produce increased success for students, a positive and welcoming school culture and atmosphere, and an opportunity to coach teachers to help them improve their practice while building their capacity to be great leaders and difference-makers.
ReplyDeleteWhen I met with my mentor principal this August about my upcoming internship, one of her suggestions was to set up a space every morning in her office from 7:30-8:30 in an effort to be visible and accessible to staff. She stated that this would give me a realistic view of what it is like as a building administrator during that hour before school starts. I have come to understand why she had suggested that I do this. I quickly learned that this is a crucial time in the day when administration works to serve and support staff on all levels. Some mornings, I am solo in her office and other times we are working together. Nevertheless, there is a constant stream of staff coming in with questions or concerns. I used to believe that this crucial time before students arrived was when administration was able to complete desk activities like paperwork and answering emails. I’d never been a staff member who frequented the office. I now believe that this is the time when servant leadership is put into action. During this hour, staff are preparing for their day and an administrator’s role is to support that preparation. It is a time to build relationships while providing the necessary support. Having become a key partner in providing that support has helped me realize how important it is to student learning on any given day. Feeling prepared and supported affects instruction and in turn, student learning. As I look towards becoming a building leader, I will certainly use this time as my mentor has done. It sets a tone for the day and creates a positive staff culture.
ReplyDeleteOriginally, I believed that teachers are working really hard, have a lot on their plates, and are being asked continuously to add more on. I still believe that. In addition, I still believe that EVERYONE in a building must be working toward the same goal, using a common language. I now believe that we must reflect constantly on our own beliefs in order to know if we are progressing in the desired direction (Glickman). I believe that it is imperative that each building have a culturally responsive teacher(s) that is/are an expert. Because, “Culturally Responsive teachers help students develop the skills necessary to interact with and be successful in the larger culture, while maintaining the values, language, and customs of their own culture.” (Glickman) “Culturally responsive teachers develop in students the ability to critique institutions and power relations in the larger culture and to work for equity and social justice.” (Glickman) I still believe it takes a village to raise a child. Therefore, collegiality and collaboration among expert teachers with other expert teachers are essential if all teachers are going to progress toward expert status. I believe we must agree that we are a village tasked with reaching all children and we CANNOT leave anyone behind. Regardless of how “bad”, unmotivated, in need of parental support, and underperforming he or she is. I believe expert teachers and expert leaders cannot remain experts if they are working in isolation. I now believe, “Whether or not they are conscious of it, teachers’ and supervisors’ educational philosophies have a significant impact on instruction and instructional improvement efforts.” (Glickman) I believe that students of color must see their culture reflected positively in the content presented in the classrooms they live in. “Educators’ beliefs about education often are influenced by cultural assumption they may not be aware of because the assumptions are so deeply ingrained and taken for granted…We should attempt to identify and critically examine our cultural assumptions. Such critique, often done in dialogue with others, can cause us to change assumptions that have negative effects on colleagues and students.” (Glickman) I believe that society helps perpetuate these assumptions and until we begin to critique (continuously) our assumptions we will not meet the needs of all students. I believe quality learning involves students using their minds well to reason, synthesize, evaluate, design, innovate, and create; how students take ownership of their own learning; how they develop agency and advocacy for themselves and others as learners; and the very premium students place on their own learning in the service of humanity.” (Fink & Markholt). I also now believe that we should not be using the “carrot and stick” method to motivate students to learn or attend school, but instead we need to intrinsically motivate students so they can be lifelong learners and experts in their desired field. And finally, I believe, at the end of the day in order to improve practice, “it is all about expertise, not one’s motivation, beliefs, and values.” (Fink & Markholt)
ReplyDeleteI still believe…To be an effective leader, you must establish a positive, supportive, encouraging, trustworthy culture by building relationships with the school community. Communication needs to be transparent, concise, often, and genuine. A leader should foster learning as a life-long journey that we will do together. Building teacher capacity by recognizing teacher strengths and providing opportunities for individuals to share their knowledge and expertise with staff in a variety of ways.
ReplyDeleteNow I believe...To be an effective change agent, district and building leaders must show their vulnerability through demonstrating their practice. To become a learner expert, they must go through the coaching cycle of learning a skill, have guided practice opportunities, modeling in classrooms, receive constructive feedback, and self-reflect on their practice. By making their practice public, the hope is that teachers will be more willing to open their doors to coaching and feedback. To be effective you have to have an organized, systemic plan for change.