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Day 10 – Learning Engagement # 10

I really got a lot out of this challenge. This should not have been a surprise since technology has not traditionally been my strength relative to other skill sets I bring to the table of education and the formation of my educational leadership. Having nearly completed PQP2 and this challenge I definitely feel less like the dinosaur in the virtual room and physical classroom as well. After learning a great deal about the innovator's mindset (Couros) and SAMR and TPACK models, Culturally Responsive Teaching and 21st Century Learning...and so much more, I feel empowered and eager to  share my new learnings. Thanks to my participation in this 10 day challenge, I am much more comfortable with using social media in a leadership capacity - the reality of social media means that no area of the world is out of reach. I recognize that Catholic Educators have a responsibility as well as an opportunity to make a difference using social media and technology responsibly and purposefully. I most enjoyed watching the videos. I found it a bit like the layers of an onion. Even though they were short, I got something new and motivational each time I watched them. I watched them not just with through the lens@ of as a prospective Catholic School Leader but also  as a human being (4th Generation).  Many of the articles I read were stepping stones to further my exploration of those authors (Couros and Donna Fry) and other authors with a view to ongoing professional development in the realm of educational leadership. Thanks for the trip!

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10 Day 9 Challenge – Learning Engagement #9: Use the guiding questions below for further reflection in your shared reflection sheet.Guiding Questions:How might you use SAMR or TPACK to self-assess your own practice? Using that tool, identify one of your next steps for growth as a Catholic school leader?How do these tools align with the Ontario Catholic Leadership Framework and ISTE? ay Challenge Day 9

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10 Day 9 Challenge – Learning Engagement #9: Use the guiding questions below for further reflection in your shared reflection sheet.Guiding Questions:How might you use SAMR or TPACK to self-assess your own practice? Using that tool, identify one of your next steps for growth as a Catholic school leader?How do these tools align with the Ontario Catholic Leadership Framework and ISTE? ay Challenge Day 9

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I am very glad to have been introduced to SAMR and TPACK models as it will no doubt help me be a better teacher= increase student learning and will help me in my leadership aspirations as I can share this knowledge with other staff members too. I would use TPACK to self-assess my own learning in terms of seeing where are my deficits and gaps are in my current teaching position. I know for sure that I need to do a lot more teaching with technology in my class. I like how the tech part/ is called the partner of TP and TC. in TPACK. Students are highly motivated by the use of technology so providing them with as many opportunities (context) to enhance and deepen their learning this way is a WIN
WIN!
Having identified my need for increased my TK, as a Catholic School Leader I would need to do my homework in that area to impact the teachers who like me would need that support intheir classrooms as well. Teachers are leaders within their own classrooms first and hopefully with my leadership support many  will aspire to be leaders within the school. (Improving the Instuctional Program and Developing the Organization to Support Desired Practices). I like the idea of tapping into  the staff members who aready have high TK to help the ones that think they don';t and likewise the teachers who have high PK assist those that may not but have high CK. (Buiding Relationships adn Developing People). I also like the idea of building higher general TK with staff for assessemnt and data puposes (Securing Accourntatibiltity). In other words how can we use techonology not only to help our teachers engage students but also to engage teachers in developing thier own "sense of internal accountabilty" I would want to explore H
how can I as the school leader facitate giving/introducing for staff the tools that will ehlp them grow professionally using technology e.g. PD videos, PD blogs WEbinars...etc

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Day 8 – Learning Engagement #8:

In my school, we have a "Me to We" club lead by a Gr.6 teacher and in the club are a handful of responsible and beautiful outwardly caring students who are in their own right "creating a positive footprint". I was fortunate to join them in going to ME to WE convention  last Fall at the Rogers Centre and I saw first hand their excitement and motivation at seeing how others just like them "have made a difference". In reference to Donna Fry's article, the students at my school can and are using their expanding "digital intelligence" to tap into many of the Global Citizenship competencies from using social media to " interact safely and responsibly with other communities" with the teacher's guidance and supervision to "contributing to their society locally and globally". Effective Catholic School leaders ECSL need to encourage and praise staff and students alike to continue in their efforts. ECSL also need to take a keen visible interest in clubs like ME to We in their schools so that they can  know what great things are happening, they can contribute and support and help spread the word of the many  voluntary and worthy communal efforts at work in our schools. Global Citizenship as a 21st Century Competency for out students is connected to our Ontario Catholic School Graduate Expectations in several ways: In their mandate, it says "Catholic schools must be places where students can hear Jesus invitation to follow him...." ; Catholic educators are called to develop  Effective Communicators " ""students who speak, write and listen honestly and sensitively, responding critically in light of gospel values" .Catholic Educators are called to develop and foster  Responsible citizens is " students who give witness Catholic social teaching by promoting peace, justice, and the sacredness of human life"; and also Pope John Paul challenged the People of God to "put out into the deep"= "to deepen our commitment to care for all of Gods creations." "in a world of constant change"= 4th Generation

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Day 7 – Learning Engagement #7: View the video, The Fourth Industrial Revolution as it highlights how technology, globalization and innovation are transforming the world in which we live, now and the future. Using #PQP 20 share some of the big ideas that resonated with you as future Principal. Tweet them out using #PQP20.

I watched the video (The 4th Industrial Revolution) that summarizes the actual documentary from the same name and then I like it so much I watched the actual documentary on line. There was a lot of ideas that resonated with me from the lens of a future principal. In it they said "If we can do something to transform cities to make them more efficient than the impact is huge" I heard then and thought of "schools" in the same way and how being an effective school leader you can and should affect positive change. I also liked when they talked about the need to "create a space that enables people to think freely , to think divergent thoughts and to have creative thoughts" - I would substitute "students "in place for people for that idea and suddenly the potential for deep learning and the development of critical learning skills in our students shifts from a theory to a culture of high expectations and shared vision of doing our part as educators to prepare our students for future success within the "digital, physical and biological "fused world we live in. I recommend a pd book called "The Four Roles of the Numerate Learner" whose authors aim to help educators "create learning conditions that foster critical thinking, risk taking, problem solving, and reflections" - skills our students need for the 4th Generation.

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Day 6 – Learning Engagement #6:

As a Catholic school leader, I would try to create an environment (OLF Building a shared vision) for ongoing student engagement in social justice issues in my community by doing several things. First I would model an appreciation and respect for different cultures in our school community and embrace our diversity knowing it adds to our school fabric in so many positive ways. I would also organize through various pd opportunities building awareness around how teachers (Improving instructional Programming) can implement this in and through the curriculum. I would encourage staff who are passionate or even interested in social justice/education to lead a committee in our school of which I would join too. I would also try to be an ear to all the students in my school just like the teachers need to listen to what the students are saying so they can shape their teaching to connect to their students’ lives. A school leader has many opportunities to listen to students and not just in the office when there is a discipline situation but especially during those times. If a student does not fell their voice matters then how will they ever feel they can make a difference or how will they ever build the courage to stand up.

Once example of where tech/social media can further cross-curricular inquiry that promotes Catholic Social Teachings and student voice in a meaningful way is around charity and giving back. Schools can use technology to source and reach out to needy organizations faster than ever before. Student leaders can voice their ideas and reach the masses through social media to rally behind a worthy cause. Jesus taught us to count our many blessings and give to the less fortunate. ((...all students are created in the image of God) Technology and social media makes it easier and more accessible for everyone in the school community to come together and make a positive change in the lives of those that might otherwise go unnoticed. One good deed breeds another and it’s contagious.

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"For that to happen, though, they need to understand society as it is. They need to face the conversation happening in our world right now with frankness and honesty. Teaching “social justice” must occur not simply because it’s relevant, but so my students can explore how their stories fit into the larger tapestry of a national and global story. Anything less is a wasted opportunity to challenge and expand not only their minds, but mine as well"
The above quote is taken from article below Teaching Tolerance I used to echoe Fullan's belief that students "need immediate opportunities to help humanity and to learn to be change agents". This cannot happen if teachers are not "listening to them" (video CRT) and are not open to  "shaping their  teaching" (video CRT) to a large extent around what matters to their students and really knowing what their students know and don't know about the world they live in. The message to heed is that our students need to find a safe place literally in their classroom for their voices to be heard. Social media has presented our society with a platform that is instant and sometimes sadly and tragically  irrevocable. We as teachers and school leaders need to help our students understand responsible use of social media in consideration of social justice issues so they can 'learn to solve problems"  (video CRT)outside the classroom. Social media is an amazing tool when used responsibly. We as teachers and prospective school leaders can and should try position ourselves as "positive social media role models for our students".  Read these articles for more info on why principals should use social media http://www.huffingtonpost.com/mark-w-guay/3-reasons-why-the-school-_b_4257458.html and George Couros' article on this topic http://georgecouros.ca/blog/presentation-resources/social-media-for-administrators. The best advice I would give to principals using social media in their schools in summary would be to use it for communicating information e.g. upcoming masses, EQAO testing dates, Snack Program... so things you would put in a newsletter and use it to celebrate all that the school is doing that is awesome and worth bragging about e.g. volleyball championships, first communion, PLCs, fundraising...etc. As a general rule if you are not sure if you should post it don't. Lastly because we work in Catholic Schools school leaders would need to be extra vigilante
that tweets are reflective of our Catholic values and Board's Mission. You also have to know your school community in using your professional judgement around the use of social media but for sure it can be a valuable tool to help bridge the triad between school, church and family.

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These are questions I have been asked by... well, everyone-from parents to people on Twitter. I've been asked this by other teachers in my prep programs, teachers down the hall, by my own family members. I'd be lying if I said that I didn't ask myself sometimes: Wouldn't it be easier to just let it go? Can't you save "social justice" for them to learn on their own?

And I sit with that: Why can't I just let it go?

Then I realize something most teachers realize at some point: We may control the cultures of our classrooms, but we are not in control of the world our students face when they step away from their desks. So it's not my problem to let go of. It's the one they will face all the time.

Whether or not I talk about it, my students are bombarded with issues surrounding privilege and power every single day. "Activism" is now so rampant that it, for better or worse, even appears in Oscar acceptance speeches. Protests are televised and publicized at the click of a button, and the Internet has turned four hash marks into weapons of mass discussion. Whether or not I talk about it, they will.

Moreover, my students won't just see these issues discussed; they live them. They will wonder why they don't see their stories told on film, or why assumptions are made about them based on their last names. Even in the " racial paradise " some claim Hawai'i is, my students are able to identify these issues in their lives. When asked to write a paper on stereotypes, 40 percent of them wrote about racial stereotypes they faced. Another 20 percent wrote about gender stereotypes. Without knowing what they are called, my students wrote stories about micro-aggressions they dealt with on a daily basis, and lowered or unfair expectations put upon them. My students are not just keen observers of the outside world; they experientially learn from struggles around power and privilege every day. They have important stories to tell and to hear.

So, the issue is not mine to let go. It is either mine to acknowledge or ignore. Every day I teach is a day that these discussions are either a gaping ocean to try and leap over or a tool to help better my students.

Every day I enter the classroom, I think about the lessons I had to learn myself as a student.

As a Mexican-Filipina-American kid growing up in a mostly white neighborhood, I struggled with my own identity. My brown skin and curly hair stuck out like a sore thumb, and my ethnic background was associated with the word dirty -an insult lobbed casually at white boys who had gotten too tan.

I needed someone to show me my culture has glorious role models of integrity, creativity and intellect, and that we need more people to tell those stories.

I also needed someone to teach my other classmates-and, at times, myself-empathy, context and understanding for people from minority backgrounds. We needed to learn how to listen to those stories. Only by hearing and understanding them would real progress be possible.

Yes, cultural and societal knowledge can (and should) be taught at home-those of us who grew from students of color to adults of color often had no other choice.

However, it must be asked: Who will validate these familial educations outside the home? Who will help students of color navigate the murky waters of a system not built for them? Who will give those who do come from cultures of power the impetus and tools to navigate their privilege so they can ally with the disempowered?

Who will teach these students to look at the world around them and figure out the problems and solutions with context and empathy? Who will teach them to tell their stories, and listen with open minds to the stories of others?

Isn't that my job?

I was recently at a parent meeting, and a coach said something that struck a chord with me: "Thank you for giving us the opportunity to work with these students. Thank you for giving us your children."

As teachers, we know this is not just a job; it is a privilege. Being able to teach with and learn from our students is a gift.

I can teach them poetry and about the social issues they see in the outside world. I can show them how stories don't just use beautiful tools like allusion and metaphor, but can be used as tools to subvert power, question normalcy and change society as we understand it.

For that to happen, though, they need to understand society as it is. They need to face the conversation happening in our world right now with frankness and honesty. Teaching "social justice" must occur not simply because it's relevant, but so my students can explore how their stories fit into the larger tapestry of a national and global story. Anything less is a wasted opportunity to challenge and expand not only their minds, but mine as well.

So, it is often not easy. It sometimes doesn't feel good and rarely ends in simple answers. Still, as an educator I must ensure that each student who enters my room at some point leaves feeling empowered to stand up for what they believe in. They may not always agree with me, but at least I will have given them the tools to share those beliefs.

At the end of the day, that's my job, my privilege, my kuleana: When a kid leaves my room, they're going to have heard as many stories as I can give them, and they're going to feel like they can tell their own.
Torres is a seventh- and ninth-grade English teacher in Honolulu, Hawaii.

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Why Teaching About Social Justice Matters

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These are questions I have been asked by... well, everyone-from parents to people on Twitter. I've been asked this by other teachers in my prep programs, teachers down the hall, by my own family members. I'd be lying if I said that I didn't ask myself sometimes: Wouldn't it be easier to just let it go?

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One of the ways I have consistently exhibited the innovator's mindset is by not allowing myself to become complacent in my career.Frankly, the students deserve that from me. I approached each new position and each new school as an opportunity to grow my knowledge/instructional skill set and more recently grow my leadership skills too. I think that my personality lends itself to being open to change and to jump in with both feet and with a committed work ethic. In doing so I naturally grew my mindset too even if I wasn't self-aware as I am now. Whether it was learning a new curriculum, applying technology to instruction, learning how to write an IEP, varying my methods of assessment , increasing student engagement and improving student behaviors....etc, I worked and still work hard to achieve a certain level of mastery and confidence in my various roles as a teacher. And yet even feeling as though I have certain levels of mastery, I have always felt there is so much more I can learn and new ways to push myself (especially around 21st century learning). All the while, I modeled a spirit of collaboration. In other words, I have tried to conduct myself as a "teacher learner". I feel confident that the above mentioned qualities I possess will serve me in a school leadership and innovative role. After reading one of Couros blogs and one of his articles, I know that I am on the right track. But, I need to create more professional leadership learning opportunities and personal development in leading others to create an innovative culture. This is the foundation of the leadership practicum for which I feel excited to lead and learn from. In other words. I agree with Couros' philosophy of leadership and in his words to aim for "meaningful change" and help create or reinforce an existing "culture that inspires and empowers teachers". I subscribe to all 8 of the characteristics he outlines of a innovators mindset but the one that resonates with me the most is Reflection -  the enemy of curriculum quantity not quality teachers way of thinking. I would hope I will be effective at communicating to my staff the value in reflective teaching practices both for self and for the team in collaborative settings - an invaluable mindset growth tool.

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Share  your inspirational example using #PQP20.

I am currently reading a well known inspirational book called "The Power of Positive" from the Chicken Soup for the Soul books series. While it is important as Catholic educators and Catholic School leaders that we model life long learning , this extends beyond books and articles and PLNs, some of which are solely focused on educational improvement. But we need to spend time doing activities that feed our souls and reinforce the need for balance. Anything that feeds your heart will only serve to grow your love and compassion in the image of Jesus. This will no doubt help you in your pursuit of being an Effective Catholic School Leader. There are 11 chapters with headings such as the Power of Attitude and ,of Persevering ,of Gratitude and of Dreaming (a.k.a moonshot thinking) and more. One chapter I read was called, The Adventure of Change" and the opening quote is "Change always comes bearing gifts". This made me think of the Effective Catholic School Leader as one who is an Agent of Change and creates a Culture of Risk Taking and of nurturing Growth Mindset. In the Moonshot video, they said "When we fear Change, then we stop inspiring" When we look at Change as something that is necessary for Growth then we shift our attitude to one that seek Change, sees the pitfalls as lessons and ultimately embraces Change........for the endless possibilities and triumphs await us.... :)

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As a Catholic school leader I would use PLNs often and regularly as an tool to grow  PLC 's and also as an communication engine let's say in the newsletters for parents (i.e. link to slide on self-regulation). During staff meetings, I could introduce PLC networks to staff who might otherwise not be aware of them or how to access them easily. I would research in them videos and articles and books that support our school improvement plans.

Through the leader's lens, connected learning will very much enhance collaboration in schools provided people a)recognize the importance of it 2) are open to this kind of learning and teaching 3) feel safe to say "I need some help naviguating this technology" So as a Catholic school leader, I would help to lead a school culture that develops in teachers an open mind and a helpful hand to making our school a connected learning school and I would need to model that first and foremost. I would learn and share the multitude of ways being a connected learner can help improve the instructional programming

Here's a link to Lumina Spark, a PD tool to help people (leaders) and teams work more effectively - you can fill out questionnaire and get a personal portrait and analysis. It  is the only one of its kind in line with the COLF. (Catholic OLF) https://cpco.on.ca/index.php/lumina_workshop/45/

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Sheryl Nussbaum-Beach's video was informative and motivating. I liked  her simple manner in explaining the importance of being a connected educator in today's fast paced changing world. She empowers her viewers to take advantage of technology to help you grow professionally, empower your people and grow your PLC. She likens being a connected educator to being proficient in how to find people, network and bring that knowledge back to the school house. Otherwise said, it's about the pursuit of growing your knowledge of management tools through the use of technology. In my own words, technology is here to stay and is forever changing. An effective school leader would work toward the goal to equip the next generation with the necessary  tools they need to be successful. A big part of this is tapping into the world of technology in such a way as it saves you time and improves skills set and confidence. for all learners young and old, students and teachers alike

I would support other s in my school community to become connected learners by offering information about technology workshops in school and within the board I would need to support them in the process otherwise it does not become utilized in the way that is is intended for improving student learning and assisting teachers. I would encouraged teachers to model the use of technology in the classroom consistently and frequently. I too as a school leader would need to model the same practices whether in staff meetings, having of information on line, sharing of resources.

Here's a link to an article of 7 habits of Highly effective Tech-Leading Principals, that echoes message in Sharon's video.
https://thejournal.com/Articles/2012/06/07/7-habits-of-highly-effective-tech-leading-principals.aspx?Page=1