EDLS+670+Introduction+to+Educational+Leadership



3_06_12 Keep things pragmatic

Leadership - close the gap from where someone is to where someone wants to be.

What are key elements in effective leadership? M/B/B - Communication, Organization, Respect and Trust, Delegation M/F - Listening, Knowledgable

Inspiring leaders are/have "Credibility" "Won't tell someone to do something that they wouldn't do themselves" "Relational relationships" "Its about the relationship that counts with leadership"

Interesting point - this new evaluation process called for by 191 is very nonrelational....

"The context issue" Understand how to move between the Micro and the Macro - yin/yang model Pie chart of what I Know, Don't Know, Don't Know what I Don't Know, and Don't Care.



some days all you can do is become aware of you Don't Know. But it is a __step__ to awareness.

Change vs. Continuous Improvement

class wiki

Historic Timeline of important dates Establishment of Public Educaiton, Horace Mann, Carnegie Unit, Piaget/Vogosky theories, Sputnick, Brown vs. Public __education__, Whole __Language__, Curved Grades, Boomer Generation, Nation at Risk, Title 9, Interent, NCLB News letter rubric - email an electronic document to Mike answering the 5 questions at the top. Newsletter is meant to articulate your leadership style, impressions, etc. Think of it as a document to support you if you were to be interviewing for an instructional coach or tech support professional. Moving forward, Teachers will need to emphasize lesson differentiation.

Documents gathered this class __Course__ Guide __Learning__ __Topic__ 1 Introduction to Educational Leadership - Desired Outcomes Newsletter Rubric Essential Guiding Questions Public __Schools__ in an Era of Hyper-Individualism Chapter 1 What is an Adaptive __School__?

3 exposures and 3 interactions - Marzanos/Blooms Taxonomy

"All great revolutions start from the bottom up"

Read through all handouts above, check out websites (Changing Paradigms - Sir Kenneth Robinson) Reflections #1 Assessment: (on page three of Learning __Topic__ 1: Overview of Leadership) What does it mean to be an Instructional Leader? What does it mean to be a leader of learning, thinking, and understanding?

(Additional reflections on week 3, 5, and 7.)



3_13_12 Homework _ Context Profile, check the assessment part of page 3. Turn in by Saturday

Betsy Sparrow - what is the impact of __technology__ on __education__? When kids can't get an answer, they switch to a mode of "where do I find the information" to "What is the right answer?". Kids are excited about learning, but not about school. Learning 1.0 - Stimulus response; you tell someone to do something, and they show they can do it. Learning 2.0 - Stimulus process response; you coach someone, they identify a process, and then show they can do it Learning 3.0 - Stimulus process response feedback; Learning 4.0 - Symbiotic learning New learning terms: Transactive learning (understood things that are locked in your memory, automatic), can be undermined Executive Function: how to impact the executive function of the brain. Culmination project information Keep the end in mind. What is desired outcome (I want to impact the study habits of the third grade class. I want to impact 2 coworkers.) IDEA - I WANT TO GET THE THIRD GRADERS TO USE THE WEBSITE: MOVE KIDS FROM 1.0 to 3.0. Right now they are able to view what I am doing and answer questions. I want their CI to include the ability to navigate through and learn information on the recorder website. I would like the learning to move to 3.0 where students are interacting with content and each other (through blogging) on the recorder site. Put it into context. Vision - Use the __school__ vision and interpret it in your own words. Mission - Use the school mission and interpret it in your own words. Values - What are values at Runyon and how does this effect students in the music room Culture and Climate - what is the culture/climate of Runyon and my classroom. Other contextual factors: access to technology, attitudes to technology, ability levels, experience levels (musical, technological).

SOL (Peter Senge) - 5th discipline, organization that driven by learning. Simulations are important. Waters Garmston and Wellman - What is an Adaptive School? Who are we? Why are we doing what we are doing? Why are we doing what we are doing the way we are doing it?

3_20_12



7 corelates

[]

Clear School Mission

High Expectations for Success

Instructional Leadership

Frequent Monitoring of Student Progress

__Opportunity__ to Learn and Student Task time

__Safe__ and Orderly Environment

Home School Relations

[]

Five Factor Theory of School Effectiveness

1. Strong Leadership - visible presence, clear mission, instructional leadership, actively involved in working with instructional problems,

2. Clear School Mission - stress innovation and improvement; shares vision with others, common understanding among teachers,

3. Safe and Orderly Climate -

4. Monitoring Student Progress - students have a clear sense of how they are doing, keeping track of student progress and clearly communicating it to all players

Norm referenced tests and Objective referenced tests.

5. High Expectations - "self-fulling prophesy" students learn as much as is expected of them. Current impressions about holding students to high expectations are not as high as they should be, either from administrators or students. Raises questions "How do you measure effectiveness?"



Lecture notes: Visual Non-linguistic representation of effectiveness assignment for week 5

What do you mean by thinking, learning, and understanding? These are essential to know as an instructional leader. Prove validity as an instructional coach by taking on student teachers, acting as a mentor, volunteer in summer school as a __teacher__ mentor (coaching on using strategies and methods to help instruction). Helps give validity (keeps you connected and grounded) to an interview committee and looks good on a resume.

Keep the macro and the micro in mind (Micro are the tools, Macro is the depth of knowledge on the theories

Information can be grouped in 3 groups Essential 30% Important 30% Enriched 30%

80 percent accuracy 80 percent of the time with 80 percent of the kids with 3 validations (3 different manifestations of learning)

Start to get heads around the Macro (what does it look like next week, in another unit)

Field experience: 9 hours with supervisory personnel (department chair, administrator Trudy Meisinge r, instructional coach - Cindy Graybeal , someone in a supervisory role, can be an IT person Donna Murphy , media specialist/librarian, security personnel Guy Grace , secretary, janitor) Get different perspectives on how vision.mission.culture.climate impacts their positions. Talk to 2 or 3 people about this. Mike will email a document to us so we can begin filling it out. Three categories to address: continuous Improvement, Values/Mission/Vision/Climate/Culture, and Communications, Empowerment, Conflict. Talk to people about judgement, how do they make decisions. Week 7: you will summarize and share your experiences in class. Get Going on This

Friday morning we will get the learning topic, tonight we will get the readings Next week: initial presentation of Culminating Project, Destination: The What and Why you picked it. IDEA - I WANT TO GET THE THIRD GRADERS TO USE THE WEBSITE: MOVE KIDS FROM 1.0 to 3.0. Right now they are able to view what I am doing and answer questions. I want their CI to include the ability to navigate through and learn information on the recorder website. I would like the learning to move to 3.0 where students are interacting with content and each other (through blogging) on the recorder site. Who are you planning on pitching it to and why? I want to introduce the 4th graders to the site (higher belts) to address the enhanced learning portion of the spectrum. I started it as a general tool, but it may be better suited for enhanced learning. How are you going to get from where you are now to where you want to be? answer this question

Effectiveness; If your intended audience is responding in the way in which you want them to respond. Individuals must be able to identify the measure of effectiveness (context). Environment variables can impact effectiveness. Effectiveness by day or long run? Safe learning environment and clear definition of effectiveness, engaging content.

How will you know you were effective? How will translate SB191 into our 3rd period class? connect the points of the gap to macro and micro.

"You can't teach 31 kids and provide meaningful feedback."

Read article "Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory"--read and review article www.innovate.info/index.php?view=article&id=54

google Proximal Developement. Read above article (You've got it in hard copy) Due the 24th - reflection number 2, wrapped around the concept of effectiveness.

Meet at 4:00 on Tuesday.



=3_26_12=

[] Marzano's 3 levels of change > In our cognitive framework, the nature of the changes sought by policy makers is also important because some changes involve more complex cognitive transformations for implementing agents than others. Focusing on the balance between continuity, growth, and loss, Marris (1975) identifies three levels of social change. The first level is incremental change, which requires little or no alteration of the extant purposes or expectations of the people undertaking the change. For example, changing the time at which a particular mathematical skill or topic is taught during the school year requires no alteration of the teachers’ existing instructional purposes and expectations. The second level of change requires growth on the part of those undertaking change, but extant purposes and expectations can remain intact. Such change can be incorporated into existing schemas and frameworks rather than undermining them. The third level of change represents loss for the implementing agent, in that it necessitates the discrediting of existing schemas and frameworks. This level of social change is the most difficult to achieve (Marris, 1975). The more fundamental the changes sought by an innovation, the greater the extent to which existing schemas must be restructured to [|form] coherent understandings of the new ideas. Spillane et al., 2002, page 415



Reading notes: Diagnosing the Change you Want to make "Beuger" Technical change or adaptive change technical change leads to knowing more stuff. Adaptive change leads to a change in behavior - the key word is 'be', I want this person to be more punctual...
 * Lack information/tools → input new information/new tools → have new information/tools. **
 * If you're wanting others to //be// different, that's an adaptive challenge **
 * your behavior emerges from your thoughts, and your thoughts emerge from your world view: the sense you make of the world **

Nature of adaptive leadership Can not __deal with__ adaptive challenges as technical challenges. technical problems=routine problems, we have the know-how or know how to get the know how (find the resources), driven by authoritative know-how. adaptive challenges forces response outside of our own repertoire, no expert to solve problem. "easier to fix a heart than to change it" Adaptive challenges require people to do their part, people are part of the problem, their responsibility becomes part of the solution itself.

Most problems are bundled, partly technical and partly adaptive. Crisis typically comes from adaptive challenges. recurrent crisis, persistent conflict - indicator of adaptive challenge if it requires people to learn new things - indicator of adaptive challenge

Oftentimes adaptive challenges are misdiagnosed. dependence on authoritative know-how remains, citizens must realize there are situations with no quick fix, authority figures are not to solve problems but to ask the right questions to engage collective conscience of the people to solve problems.

Awareness - get people to move from what they don't know what they don't know to what they don't know.

=William Bridges: Why Change Fails =

William Bridges

William Bridges is an internationally recognized authority on managing change in the workplace. For more than two decades, he has been helping clients with mergers, reorganizations, leadership changes, and cultural shifts. Bridges is the author of ten books, including the best sellers // [|Transitions] // and// [|Managing Transitions] //. He is a frequent keynote speaker at corporate meetings and professional conferences, and the // [|Wall Street Journal] // named him one of the ten top executive development presenters in America. We had the opportunity to get both practical and inspirational tips from Bridges about how consultants can improve results for clients in a world of continuous flux. **McLaughlin: Why do so many change initiatives seem to cost too much, take too long, and fail to meet their objectives?** **Bridges:** Because they do only half the job. **They are change-heavy and transition-light.** Change and transition are different, and both are necessary for any significant change to work. As I use the term, change is a shift in the externals of any situation: a new boss, setting up a new program, the death of a relative, a move to a new city, or a promotion. By contrast, transition is the mental and emotional transformation that people must undergo to relinquish old arrangements and embrace new ones.  Transition has three phases: an Ending, a disorienting sort of “nowhere” that I call The Neutral Zone, and a new Beginning. If people don’t [|deal] with each of these phases, the change will be just a rearrangement of the furniture. And then we say, “It didn’t work.” Maybe we start over again, or maybe we throw more resources at the problem, or maybe we fire the original consultants and hire a new batch. In all those cases, the change exceeds the time and cost estimates. And in most of them, the change doesn’t do what we said it’d do. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Look at the batting average in [|Mergers and Acquisitions]. Look at those “big reorganizations” that were supposed to save tons of money. Look at how often joint ventures and outsourcing projects fail to meet the promised profit or cost figures. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: How is managing change different from managing transition?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** Well, the first difference is the one I just mentioned– change is the **way** things will be different, and transition is **how** you get people through those three stages to make the change work. But there are other distinctions too. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Change is made up of events, while transition is an on-going process.** Change is visible and tangible, while transition takes place (or more often, doesn’t take place) inside of people. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Change can happen quickly, but transition takes weeks or months or even years. Change can, and usually should be, speeded up. ** Transition, like any organic process, has its own natural pace .** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Change is all about the outcome we are trying to achieve; transition is about how we’ll get there and how we’ll manage things while we are en route. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: Often, the biggest challenge to change is an organization’s legacy of change initiatives. How can a consultant help an organization overcome the track record of the past and put a change program on a solid path?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** Our initial assessment of “transition readiness” provides an important early indicator of what lies ahead, and one of the things we inquire into is the organization’s history of changes, both those that worked and those that didn’t. Both the successful and the unsuccessful ones leave scars. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">And part of leading an organization–which is, of course, leading individual people–is dealing with those scars and showing people, with action more than words, that this is not just the same old same-old. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: When you work with executives sponsoring change initiatives, what’s the most common area you see that needs improvement?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** Not surprisingly–given what I’ve already said–it’s that they are so obtuse about the human side of the change they are trying to bring about. **Too often, they just don’t recognize that unless people, real live individuals, stop doing things the way they’ve been doing them, new things won’t take root.** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">They don’t understand that “explaining the change” and “justifying it” do very, very little to encourage people to let go of the assumptions they’ve always had, the relationships they’ve always depended on, or the behaviors they’ve always used to get results. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**These executives’ detachment from the everyday work-work, which is so often defended as necessary to be “strategic,” keeps these people from understanding what has to happen for changes to work as planned.** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;"> But it is no accident that the great leaders, from Moses and Caesar to Lincoln and Lee, were people who deeply understood the people they were leading. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: The consulting industry is full of “change” consultants. How would you assess their competence?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** As experts on the planning and execution of change, some are excellent and others aren’t. As people who know how to help an organization carry out a change, from first concept to final action, they are, by and large, very weak. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">But I shouldn’t complain. I’ve never had to do any formal marketing for my transition-management services because I’ve gotten so much business from organizations that spent big bucks with well known consulting firms, and then called me up at the eleventh hour and said, “The change isn’t working like they promised it would.” <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: What is the appropriate role for a consultant in a change initiative?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** The “right way” flows naturally from recognizing the transition-dimension of the change in question. It starts by encouraging the change leaders to ask “Who has to let go of what for this is to be successful? For this to happen, what has to end? What is it time for people to let go of?” Strategic Abandonment <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Once that is clear, the consultant then helps the client consider how to lead people through the ending and to manage the losses that people experience in that phase. Chapter three of the book is about “How to Get People to Let Go.” These things aren’t hard to do, but people don’t do them because they are so intent on change and so unaware of transition. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: If you could give managers one piece of advice as they wrap up a change initiative, what would it be?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** It would be to do a careful debrief of what worked and what didn’t. **Usually, companies are so anxious to get on to the next change that they fail to learn from the last one.** I first realized that after helping a 50,000-person technology company close a fabricating plant. It went very well–they actually doubled productivity per person during the closedown process! <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">But when they called to ask for help in shutting another facility, I discovered that they had “forgotten” what they had done with the previous shutdown. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Organizations won’t learn to manage change (and, of course, transition) until they treat every case of it as a tutorial program set up especially for their edification.** What worked? What didn’t? What surprised us? What ‘mistakes’ turned out to be fortunate ones? What assumptions almost sank us? <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: Last question, what’s on your reading list these days?** <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**Bridges:** I still read the business pages and I check out several magazines whenever I fly, but I’ve pretty well stopped reading business books. The “blockbuster!” mentality, the “hottest new idea” approach turns me off. In the past five years, I’ve found myself reading a lot more fiction and poetry. It feeds my heart better than business books, and the business world is seriously short of heart these days. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">I think that if I was in charge of an executive development program, the first book on my reading list would be Roger Housden’s [|//Ten Poems to Change Your Life//]. I think the next book that I write–if there is one–will be a novel for young people. It’s strange, but you can say much more important things to children than you can to adults. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">**McLaughlin: Thanks for your time.**

<span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Understandings about School ChangeVisualizing Change change non-linear <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;"> <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Understandings about school change - Small School Project1. Leadership is important and must be nurtured - emphasis on distributed leadership.2. Change needs to be visionary and concrete. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">3. Change needs to be both long term and systemic, and must involve all the key <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">stakeholders from the start. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">4. must be driven by local processes <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">5. A plan, with specific first steps and clear benchmarks, provides necessary direction <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">and valuable indicators of progress <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">6. trust and teamwork <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">7. Be inclusive and welcome newcomers <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">8. Structural change needs to proceed other changes <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">9. provide multiple entry points. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">10. focus and integration are critical <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">11. change is resource hungry <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">12. follow up support is critical <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">13. Schools must take the lead in conducting action research, setting standards, and <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">documenting performance. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">14. Unexpected events can help a school move forward more quickly. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">15. Embracing change as a central part of school life increases the likelihood of success <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Pretty Macro in it's approach.

<span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Class notes:Warm-up: What is your current thinking regarding yourself as an instructional leader? <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">April 10th: start at 4:00 <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Executive Function is a set of processes that have to do with self management and use of one's resources to achieve a goal.Students with hyperactivity, inability to manage/plan, savants, highly gifted students, asbergers syndrome - all indicators of Executive Function issues. <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Aspects of Executive Function:1. Inhibition2. Shift/adapability3. Emotional regulation4. Initiation5. Work Memory6. Planning/Organization7. Organization of Resources8. Self-monitoring <span style="background-color: #ffffff; color: #333333; display: block; font-family: Arial,Helvetica,Tahoma,sans-serif; text-align: left;">Moving towards a model where content is student centered (content is available and delivered to the kids by the kids) and teachers are teaching executive function skills. "Go slow to go fast" - move like an ION drive that starts slow and gains momentum, don't rocket off the pad - it will slow you down in the long run.

Spend some time thinking about what is you learning theory. What do you want your audience (students/teachers/parents) to be able to do? Experiment how you can move your class project from the micro (classroom tool) to the macro (how can we make content student driven?). Use your leverage point to move from micro to macro, but be subtle so you don't freak out the system. Check out the other Heifitz video about difference between adaptive and technical changes. Bridges is the bomb thrower of the educational change group. Was too radical 25 years ago when he began writing and ran himself out of the educational system. What we need to do is so different than what we are used to doing.

Ten core principles for designing effective learning environments. Which 3 are the most important (Joe and Curt) 1. Principle number 2: Every learning experience includes the environment in which the learner interacts. 2. Principle number 1: Every structured learning environment has four elements. 3. Principle number 5: Learners bring their own personalized knowledge, skills, and attitudes to the learning experience.

Marzano Type I and Type II - Joe and Curt

First level: Incremental; subtle and/or gradual changes that require no alterations of expectation (culture/values); this can require growth, but expectations remain the same. Micro - a change to a daily plan, an addition to an existing plan. Continued Improvement. Changes in Climate Second level: "deep change", changes that require new thoughts in schema (culture/values), may require 'strategic abandonment' of factors; macro - procedural, cultural, aptitude, attitudinal. BIG changes. An example is like wiki.adams50.org, a fundamental change in the way things are done. Changes in Culture.

Bridges - Micro is change, macro is the transition.

Organization for Economic Cooperation and Development, UN organisation. The Program for International Student Achievement (PISA) compiles testing assessment data for global reading, math, and science. Be careful with comparisons, in Korea teachers get 2 and a half hours a day and kids go to school for 240 days a year.

Start next week with communication model discussion, Homework: Paper. what do you think are the key factors on continuous improvement. (Google continuous improvement), get your thoughts together and put it all together.

4-4-12



Sustainable change infographic Change Need Quotient Worksheet Change - Michael Fullan Change for (the permanent) Good Teacher Quality: What's wrong with U.S. strategy. Model for Shared Decision Making/Ironies of Collaborative Decision Making - read for next week and be prepared to have an explanation of how you can relate a communication model into shared decision making. Blend this document with the communication plan.

Activity 1: Critical Factors in C.I./Change Joe and Curt

incremental goals || so it is continuous || willingness to abandon wasteful processes || execution of the plan ||
 * Vision/reason-the "Why" || Clear
 * Collaboration of key players || SMART plan ||
 * Make sure change is transformative
 * consistency of expectations || systematic
 * || Monitoring of plan ||
 * || Taking the next step ||

An area that isn't covered in leadership is Judgement. Good leaders have good judgement on how long to work with something before abandoning it. Ask leaders about why they made decisions, how the make decisions, when they make decisions.

[]


 * Continual improvement and continuous improvement are not interchangeable. Make sure that if you are interviewing a principle and they use these terms that you understand how they are using them, don't assume that they are using the terms as the same thing.





Assignments for next week : Reflection number three on Learning topic #5.



Observation write up



4_17_12 We are in the relationship business....relations are important, but don't get buddy-buddy.

Success of message sent from sender to receiver has a lot to do with relationship between sender and receiver Quality of relationship between parties is critical, if relationship isn't credible and honest, the messages effectiveness drops.

All grades due May 3rd. Project electronically submitted by Wednesday April 25th.

Observation hours; Christy will check these for totals (Get these totaled up)

You can try __1000__ things and sometimes it wont make a difference.....

What is the critical mass to get a change to happen? What will this be for the 3rd graders for the website rollout?

"There is no risk. It already is a disaster?" How can an initiative make anything worse?

If in an email message thread, if you end up hitting REPLY more than three times, it is time for a face to face... Kids today are intellectually rich and experience poor (Lack horse sense) Is my classroom based on "intellectually rich/experience poor" or "intellectually poor/experience rich", or "intellectually rich/experience rich"?

Assignments for next week: 1. Observation log; Field Experience summary. Summarize wordle documents 2. Reflection 4.



Share Culminating Project (3-5 minutes)

[|Continuous Improvement Plan Presentation]



[|Culminating Project Continuous Improvement Plan]

4_24_12

Physical presences forces student engagement - presence during passing periods forces better behavior, extra teacher in the classroom forces more engagement to curriculum.

Intellectually Rich but Eexperiencially Poor also applies to teachers In Finland, all teachers must get a masters that consists of 3 years of residency to gain experience.

Forming-Norming-Storming