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This article made me reflect on the professional development that I have participated in. It seems that the article really just confirmed my instincts about professional development. It was easy to follow their ideas about why PD's fail and what they need to do to be successful. The idea that resonated with me the most, was the fact that PD focused on change in classroom practices needs to be small and attainable with the opportunity for feedback on student learning that results from these small changes. I think that even though this article was written well before PLC's were popular this idea fits well with the model of a PLC focused on student learning and data. In my building I hear some PD ideas being introduced and then grade level teams being asked to examine student data that in some way relates to the area where the small change was introduced. The PLC format then provides the continued support through the team model and in our district's case, instructional coaches.

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Much like I am expected to make my class meaningful to students, teachers also expect professional development to be meaningful.  However, it is difficult for many administrators to make it 'meaningful' to staff members because their may be many in a school.  Guskey characterized what my experience of PD in my eight year career with three simple words; disorder, conflict, and criticism.  However, one thing does need to be understood, BOTH professional staff and administrators share the responsibility to make PD meaningful.

I tend to agree that most teachers become involved in professional development outside of their own buildings to become better teachers and hope to carry these improvements to student achievement. This is where I believe many most staff development days lose focus on; student achievement.  I also agree with the reading as they describe how many staff developers may come across as if they are trying to change an educators style of teaching and or curriculum.  Even though this may not be their intent.

I really like the three major outcomes of staff development mentioned in the reading (change in classroom practices, change In belief in attitudes, and change in the learning outcomes of students).  As mentioned earlier, it takes cooperation from all fronts to make staff development successful.

Though the article was written many years ago, it contains many 'modern' suggestions (TLC, SBG, etc...) how to attain the three major outcomes.  I believe our school, Benton Community, genuinely tries to enhance student achievement through PD but sometimes gets carried away in initiatives.

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While reading the Guskey article, there were a few key ideas that resonated with me. The ideas were all related to the process that I went through while testing my change initiative. My change initiative was to implement WIN (like an after school study hall) in grades 9-12 in order to improve student achievement.

In Guskey's article, he stated that most teachers define their success in terms on their pupils behaviors and activities. Approximately one month ago, I found myself becoming very frustrated with the amount of past due/incomplete work in one of my classes. After speaking with my building principal, we discussed utilizing WIN as a 9-12 program, rather than just JH (which it was before). After creating and following through with the system, I found that not only was I doing less work, but my students behavior and activities had changed. In turn, I felt like a much more successful teacher, instead of feeling like I was failing my students.

The change sequence that we briefly touched on in class and that was shown via graphic in the article, proves how I created successful change. (change in teachers' classroom practices, change in student learning outcomes, change in teacher's beliefs and attitudes) Before I began my change initiative I made typical excuses "my students are lazy, they are not doing their work because they don't have accountability or responsibility, and I'm about to give up on them…" Then, I changed my practices by showing my students that their work was important (I collected work everyday at the beginning of class and basically made a complete/not complete list). From this, students were assigned to WIN, where they completed their missing work (I saw a drastic improvement in completion and also was able to identify students that needed additional SKILL help). Lastly, my beliefs and attitudes changed (I realized that the students would follow if I lead and that they are capable, with the right system in place).

After reading this article and actually implementing change in the process discussed, it makes success seem possible. Many teachers find themselves in a rut and thus complain and create negativity. As a leader of a school, you must create simplified/effective plans that will assist teachers in making change for the better of students. The process in Guskey's article makes change seem like an easy goal instead of a complicated obstacle.

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After reading this article I immediately started to reflect on ALL of the change initiatives that have taken place in my school (district and school admin directed).  There have been a lot.  They all have had a lot in common, and follow this model of trying to change a classroom practice.  Most of them have been good ideas, and some have helped a few teachers.  However, most have failed.  The reason for this is that they have NOT followed the principles laid out in this model: 1. Knowing change is difficult and a slow process. 2. Giving teachers regular feedback on student achievement. 3. Providing additional support.

“If a staff development effort is to be successful, it must clearly illustrate how the new practices can be implemented incrementally, without too much disruption or extra work. If a new program does require that major changes be made, it is best to east into its use rather than expect comprehensive implementation at once. (page 5 – paragraph 6).

This quote stands out to me.  I feel that initiatives in my school and district are laid out and then teachers are asked to do everything at once.  This gets teachers VERY overwhelmed and then ultimately they quit or don’t even try the new initiative.

All initiatives have good/great research behind them and have been successful at other schools; that is why they are introduced in the first place.  However, if the initiative is not broken down into smaller chunks, so teachers aren’t overwhelmed, it is doomed from the beginning.  I feel that this is why initiatives change so quickly as well.  The higher administration sees that teachers are not trying it or that it isn’t working and give up on it.  When in fact, if they would have broken the initiative down into smaller chunks and gave it time, it might very well have worked.

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Lindsay Vanderveer/ Staff Development and the Process of Teacher Change

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Lindsay Vanderveer/ Staff Development and the Process of Teacher Change

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This article really resonated with me. I completely agree with Guskey in saying that staff development, "not only is...a way to combat boredom and alienation, but it also presents a pathway to increased competence and greater professional satisfaction." Personally, I am a learner and am one who embraces change and trying something new. I am also motivated, as Guskey mentions, by the belief that my students will benefit from the new initiative. However, I am also someone willing to try something without knowing if it will benefit them or not. And isn't that what all forms of professional staff development are meant to do: increase student achievement? SO when I read the part about the efforts to improve education must begin by recognizing that teachers knowledge of teaching is validated and that without verification from the classroom, teacher attitude for change with the new programming is very unlikely- I started thinking SO HOW DO YOU TRY NEW THINGS AND TAKE CHANCES AND RISKS (just as we expect of our students)??? ...But as I continued to read, I understood that the big idea is allowing teachers to try SOME or PART OF a new initiative in the classroom to then become committed to new programming, AFTER they see a slight change in student behavior or performance. And I, too, have appreciated the opportunity to start small with a new initiative and build on it with my colleagues, instructional coach, and administrator over time.

I think this is key- because I am a believer and often give things MORE than the benefit of the doubt when it comes to trying something new. Through reading this article I realize as a future administrator that not everyone will approach new initiatives as I do. I am willing to try something new on the basis alone that it will benefit at least some, if not my whole class. This may also be because, as Guskey mentions in one of the 3 guiding principles (the purveyor of the change initiative should be seen as someone credible- in the first guiding principle), I have an incredible building level instructional coach that rolls out new initiatives. She models the initiative to the staff, meets in PLC meetings with individual grade levels, and is willing to come to the classroom to model before our own classes. SHE'S AWESOME!! I have a lot of respect for her and I realize how important what Guskey says is for a staff. It gave me a lot to think about in making sure as an administrator I have the right people in place. AND for me, to be more sensitive about how change can bring anxiety and feel threatening to some teachers, as I have never perceived change in that manner, myself. This will now allow me to be MORE cognoscente about the effects of change moving forward. Great read.

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Brittany Aude | Guskey Article Reflection

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Brittany Aude | Guskey Article Reflection

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Reading the Guskey article outlining a model for the process of teacher change was very interesting and reflective as I begin to think of myself in a leadership role and possibly someday leading professional development.  I have personally had the opportunity to participate in professional development as an educator, and I believe this experience will serve me well as I begin to think about things that will be important to be effective in delivering professional development.  As I read through there were a few points Guskey brought up that really resonated with me.

The first was that “change in teachers’ beliefs and attitudes is primarily a result, rather than a cause, of change in the learning outcomes of students.”  This was not what I had selected when we voted in class, but as I reflect it is very logical.  If you encourage teachers to try new things, the teachers realize that there was an increase in student achievement, the results will help to change their beliefs and attitudes.

The next take away that I noted as I read through the article was that “change is a gradual and difficult process for teachers.”  Time in the classroom with students is precious, and you cannot expect teachers to abandon practices that they have found to be effective for many years.  If you expect teachers to make changes in the classroom with their students, they have to be comfortable with the changes and confident with implementing the new strategy.

The third takeaway I marked in the article was “Follow-up procedures incorporating coaching or time for collegial sharing may seem simplistic, particularly in light of the complex nature of the change process.  Still, as the model suggest, careful attention to these types of support appears crucial in facilitating change.”  I have participated in various forms of professional development as an educator, and I can honestly say one of the biggest frustrations teachers have with professional development is time.  Good teachers spend a great deal of time outside of the “work day” grading and lesson planning due to demands that are placed on them in a typical school day.  In order to get the best results out of professional development you must provide adequate time for teachers to plan and implement any new strategies, curriculum, etc. that you are asking them to do.

The last takeaway I will note on is the fact that educational leaders need to have the mindset that they are working with teachers rather than working on teachers.  Leaders should bring a team mindset that we are all working together to support our students and provide a quality education for them.

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In 2006, I took a class at St. Ambrose University in Davenport Iowa called Leadership Through People Skills. The 1 week, 40 hour, course focused simply on our leadership traits. The class started with a self inventory Emotional Intelligence Inventory, very similar to the one completed for this course. (I believe at that time I scored INFP. Next we spent two days on how to work with others that had different personality traits. On the second to last day, after many group exercises, we completed the Emotional Intelligence Inventory again, but this time on others in the class. That was extremely eye opening, for the way we see ourselves and how others see us can be different at times. After completing that course I made some goals for myself. I had scored very high in the introvert category. I can remember my peer assessor describing me as "the person who is most easily forgotten." Not a characteristic one wants to keep, but I did feel it was accurate--at the time. As a result, I took it upon my self to take on tasks to help me break out of my introvert tendancies.

I was very excited to do the Emotional Intelligence Inventory again, to see how much I had grown/evolved over the years based on experiences. This year I rated as ISFP. Although I still rated in some of the same in most of the areas, I did see growth and change. My Introversion score was not as dominant as it once was, now I had a 5-3 score. I was also quite surprised to see that I have become a strong Sensing over Intuition , and for many of the Sensing items I can pinpoint the life experiences that created the change.

All in all, I find Emotional Intelligence tools to be great self reflection tools. Hopefully I will find a reason in another 5-10 yrs to reflect on changes I've made based on this inventory or how experiences have changed my perspective.

If anyone is interested in learning more about the Leadership Through People Skills (LTPS) approach to working with different personalities, here is the website: http://www.q4solutions.com/workshops

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My PLC leadership profile was ESFJ, making me an extroverted, sensing, feelings-driven, and judging leader. I agree with this description of myself as a leader to a point. I am a tad insulted by the " I wear my heart of my sleeve" part. I would say this was most definitely myself as a teen and young adult in college as I recall my father always working hard to "toughen me up" throughout my childhood. Through my 5 years of teaching my skin has definitely become more thick (still growing though) and I am more inclined to drive myself with positive thinking/results-driven thoughts with a blend of feelings as well. Every section of this leadership profile I labeled myself clearly higher on one or the other (with a blend of the two) with the exception of the "thinking v. feeling" part. Therefore, I would like to change my profile to be EST/FJ (if that's legal!).

After reading about the ESTJ profile, I believe this is also myself as I am a HUGE believer in the "focus on facts and reality while at the same time drawing on past experience and traditions to avoid mistakes" - it's the "perfectionist" in me. I often times find myself choking feelings down to think more logically about the emotion and forward movement. I am go-getter, not someone who gets bogged down by pleasing others first. Now, don't get me wrong... I recall my leadership quote from our first class of EDL271 being along the lines of the importance of how you make other people feel. This still holds true, as I believe in making everyone feel good and heard, but I like the balance between the two. I find myself balancing thought (facts/mistakes made) and feelings(others thoughts/my beliefs) regularly to be proactive and less reactive, which leads me to the emotional intelligence survey.

I, by NO means, want to call myself an emotional genius given the fact that I did score high or mostly high in every area of the survey. I believe that is in part due to my ability to balance thoughts and feelings so well. And through reflection of myself on the PLC leadership profile, mentoring two new teachers, and my personal life, I do find myself constantly feeling for others. At the same time, I am an action-oriented person as well. I'm a problem-solver, yet I feel so deeply about how and what other people go through. I am extremely empathetic and have an extremely positive attitude on life and my job. And that is why I do agree and feel strongly about the survey and profile completed thus far in the program. I feel as though I know myself well, but it feels good to see it on paper. The most powerful part too, has been the tips on how to work with people unlike myself. I would enjoy completing the PLC profile with my PLC team at work and discuss how to most effectively work, communicate, and move our team along!!

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I have learned a lot about my leadership style over the first four weekends of class. When I took the behavior style profile I ended up as a persuader-stabilizer.  According to the test, this profile tends to

show caring and empathy for people.  They see the “good” in everyone and spend time developing relationships with others.  I definitely see this in myself and believe it is a part of who I am.  People with this profile also wants to be liked personally and tends to be loyal, dependable, and excellent team members.  I also tend to see these qualities in myself.  Some downsides to this profile is that they fear of hurting others feelings, worry too much about what others think, and wait too long to make a decision.  This is something that I sometimes struggle with and is something that I need to work on.  In a leadership position I can not worry about being liked when I have to make tough decisions.  I will also need to communicate directly to the point when dealing with conflict, making demands or disciplining.  I also should make sure I concentrate on tasks and less on people problems to help meeting timelines and objectives.
The second survey I turned out to be an ISFP. After reading through the descriptions I felt the description for ESFP described me better than ISFP. The main difference between the two styles was whether or not you are an introvert or an extrovert. Like Kory said, I can be more introvert or extroverted, depending on the situation. The better I know the people that I am working with and the more sure I am about the content, the more I tend to be extroverted. I believe I fluctuate between an ISFP and an ESFP depending on the situation.
All in all I believe that these two test results were very insightful and will be a good reminder on what I need to work on and what my strengths are as a leader.

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I really enjoyed the Emotional Intelligence survey and the survey out of “Creating a Coaching Culture.”  After completing my Emotional Intelligence survey it surfaced that I have a positive outlook, I am empathetic, I enjoy teamwork, and am a systems thinker.  These were not things that surprised me, but it was interesting to find out that in comparison to the items it asked us about those were the ones that surfaced as my strengths.  As I begin to think of myself in an administrative role I think it is good to be aware of our strengths and weaknesses.  I also really enjoyed the other survey we gave that I believe was used for PLC’s.  My survey resulted in identifying myself as an “ISFP.”  It was really interesting to read the analysis and to be aware of the needs of my type and the needs of other types.  Communication is such an important piece of working in groups, and it is important to be aware of the way I personally am and as well as others that are not of my style.  As an administrator you will work with all types of people, and sometimes it will be very important to be aware of the various personalities and communication styles. Someone once told me to always assume everything is with a positive intent. I think this is so important to remember when working with others.  Sometimes the delivery of a message can totally change the intent and meaning of it. Overall I think the weekend went well, and I look forward to coming back next weekend!  I just completed the second flipped assignment about TEP.  I am really excited to discuss the video and ideas that surfaced with others.

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ESTJ--Me, in an acronym. An extroverted, sensing, thinking, judging leader. When I read what "An ESTJ might say:", I was like "Yep, that's me!" I like to get things done and I expect everyone to do their share, and if "their share" is not good enough for my standards, I will redo their share to make sure that our group gets the recognition it deserves. I take things seriously, like to follow rules and I do not like to "process" endlessly. I find it an invaluable use of time. The BIG surprise take-away for me was recognizing the evolution I have gone through as a person. My former self (in my younger years) would have never been classified as an extravert. I worried way too much what others thought of me and this held me back. I do feel this evolution of self has given me a unique experience to draw upon to help others to succeed. It gives my a broader perspective to see where others might be coming from. It also gives me a leg up on being able to understand and appreciate that all people bring something different to the table and as I leader I will need this skill to capitalize on each person's strengths to fortify the collective good.

I truly enjoy growing as a person and these classes are helping me to do that. I find myself reflecting more and reacting less.

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In our first class, I learned that I was a Persuader/Controller. I felt like this fit my personality very well. I tend to be very optimistic and enjoy working with people. In addition, it stated that I don't like to perform routine or repetitious tasks. This type of work seems menial and often times creates unneeded stress. Even more so, it stated that I tend to be impulsive when it comes to decision making. This has been true my whole life, I make quick decisions and use my positive outlook on the future to justify. A weakness that I have is often times being unrealistic about what I can achieve or control because I tend to have an "anything is possible" attitude. This is quite opposite of my sister, who likes to keep her ducks in a row.

Moving into this class I found that I was the profile -ENFP-(Extrovert, Intuition, Feeling, Perceiving). Ironically (or possibly not) it is still stressed that I don't do well with detailed activities. I find this rather comical, as I tend to leave this type of work for others. Although, as a working professional (especially one that strives to be the best I can) I tend to overwork in order to compensate for my faults. I am definitely a "big ideas" type of person that strives to see the best not only in my self, but others. This particular survey had many more details regarding work style, which as you may know…I basically overlooked. :)

Overall, the results I received were not surprising to me. While I may change my personality to suite the environment, I tend to understand my strengths and weaknesses. I can use this information when thinking about the relationships that I have with others on my teams. As for me, I will continue to use information like this to improve my weaknesses and become a better person.

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Over the first weekend I learnd a lot about my leadership style. I learned that I am an ESFP. This type of person is someone who adds fun and friendship even as they strive to provide personal help to those within their circle. This fits me a tee, I try to include everyone and hear what everyone has to say. I learned that my strengths on the inventory we took are emotional self awareness, emotional self control, positive outlook, and empathy. I feel that one of my strengths is taking and listening to constructive criticism and these strengths confirm that for me.

Another big idea I learned from the first weekend, is that if a student throws up on you on your first day as a Principal, make sure you check him for alcholo.

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The profiles are not a surprise, however they help me to reflect on my strengths, weaknesses and my tendencies. Bringing this to my attention helps me be very aware of my actions and how a conduct business. I keep in mind that not all people operate as I do. I would like to continue to learn about strategies that help people with different styles work well together. Any materials and resources that focus on this would be great!

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I was an ISFJ (after I read the outcome for my original ISTJ and saw that the “Thinker” part of it just didn't fit me as well as the “Feeling” aspect, and so since I was already close between the two I reexamined a couple of the rating scale items and went with ISFJ).  This profile described me pretty well with some of the large similarities between myself and the profile being working behind the scenes on practical details, using data to set priorities and help others understand how data driven decisions impact people, and listening well and needing to be encouraged for my opinion.  I think that this is the way that many of my PLC team members are as well. We work together very productively, with the exception of our Special Education Instructional Coach who is much different than us and often does not mesh with our need to see a logical explanation for tasks and working toward an outcome based on the valuable data that we collect.  I think that we should try to be more understanding of her and her leadership style so that our PLC could function more cohesively.  Maybe it would be helpful for all of us to complete this profile so that we could talk about what we each need as a PLC team member to gain the most from our collaboration.

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Phil Eastman, 271 Reflection of Leadership Style

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Phil Eastman, 271 Reflection of Leadership Style

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Understanding the type of leader one is, directly effects the interactions and conversations they will have on a daily basis.  In EDU 270 and 271 leadership styles have been depicted from two different self survey activities.  Feedback from both has been insightful, but also aligned closely to what I believe to be true of the characteristics of my own personality.  I confirmed that I am a persuader and stabilizer mixed in with being an extravert, sensing, feeling and perceptive person.  The general statement of this style is spot on as I enjoy friendly fun situations that work with a group for the good of all and I am always willing to help anyone in their time of need.  Easy going is a best fit for my ability to adapt to un-for seen circumstances and situations.  Roll with the punches, re-set the sails and move on.

Having knowledge of other leadership styles and best practice methods for interacting with them will be vital for having the most impactful leadership of a group.

Once again class was great.  I enjoy hearing from others and their thoughts challenge my own thinking.

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I believe I learned a great deal from each of the leadership style profiles we took over the weekend.  The Emotional Intelligence survey was telling of both my strengths and things I could work on as a leader.  I have always worked well in "team" situations.  Whether it's as a coach/mentor and or team member.  As a leader I have always tried to influence others to reach whatever goal the group is trying to attain.  However, this survey reaffirmed that I need to look on the positive side of things as opposed to seeing what could go wrong first.

On the other survey my leadership qualities turned out to be ESTJ.  I couldn't agree more.  However, I believe I can be both an introvert and extravert depending on the situation.  I have always been a results base type of person.  I like to keep things structured as myself and those I work with continue to work with a purpose.  I really like how this survey gave us tips on how to work well with other leadership types in a PLC situation.

Overall, it was another enjoyable weekend with the Cohort.  Besides the 40 minutes at Buffalo Wild Wings I can never get back, I enjoyed every minute.