https://padlet.com/tami_martin/87k7jajqr1sk READING ASSIGNMENT: Leadership and Sustainability – Chapter 5 Change Leadership – Chapter 10 en-us 2017-05-30 22:28:58 UTC 2017-06-06 13:47:53 UTC hello@padlet.com https://padlet.com/tami_martin/87k7jajqr1sk/wish/175021187 I enjoyed reading this chapter this week. It was the first chapter in this book that really resonated with me. A quote that stuck with me, in light of us having a lot of discussion lately regarding personalized learning, was, "it is very difficult for students to achieve a learning goal unless they understand that goal and can assess what they need to do to reach it. So self-assessment is essential to learning". I strongly believe that our educational realm will slowly develop into a much more "personalized learning" environment. And why not? As long as students are working within the parameters of the standards they need to learn, why not let them choose what they would like to specifically learn about? This will automatically make them more responsible for their learning and they would take pride in what they are learning because they have a sincere interest in the matter. This is also a great way for the student to discover what he/she is truly interested in and where his/her career path might lead. ]]> 2017-06-02 18:46:05 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175021187 stellaelizabeth54 https://padlet.com/tami_martin/87k7jajqr1sk/wish/175121757 The first quote that stuck with me was in the Change Leadership book: "The new role is that of a principal educator, the school's leader in directing the attention of all the school's participants to its central functions and enhancing their capacity to engage it. This is the image of principal who is out of the office and observing in classrooms, convening ongoing conversations about what constitutes good teaching and how we can have more of it." It mentioned how most of the time teachers see the principal as someone that sits in the office looking at reports and doing some figuring...I think this "new role" needs to be communicated to teachers. The "old way" of being a principal was exactly that way...only out if there was a problem or for evals. The "new way" is learning 'along side of' with goals in mind and being an active "teacher of teachers". That will be my approach to it at least...just wonder what the "buy in" from veteran teachers would be? Also, if this was the approach in my current school, I wonder what the teachers would say? ]]> 2017-06-04 17:38:26 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175121757 stellaelizabeth54 https://padlet.com/tami_martin/87k7jajqr1sk/wish/175122237 The second quote I really appreciated was: "...it is incumbent on principals and teachers to reach out, be empathetic, and create possibilities for parent involvement." 2 reasons this popped out to me; 1-back when I wrote my educational philosophy I said that no one knows their kids better than parents, so to communicating with them could open more doors than it closes. 2-there is a saying that "its not what you know, but who you know", by creating relationships with parents can open my doors than it closes. I know at the Elementary levels there is more parent involvement, but who said that has to stop as we build into the Middle and high Schools? As adults, aren't our parents utilized in some of our big decisions that we have in our lives? Why not incorporate that into our youths lives as well instead of stranding them on the island of "you're becoming an adult" and making your own decisions? ]]> 2017-06-04 17:47:02 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175122237 tami_martin https://padlet.com/tami_martin/87k7jajqr1sk/wish/175124125 This whole section resonants with me as it fits many other books and leadership areas I've studied. Overall, people find value in their job when they work for a purpose and make an impact. With all the talk of building relationships (which is important) true impact needs to go beyond the relationship and/or apply that relationship in a way that brings in collaboration and rigor. page p58 "One can think of working together as powerful, but only when other high-demand elements are in place. In other words, there has to be some driving focus to what people are interacting about." ... page 59, "A sense of moral purpose is fueled by a focus on value-added high expectations for all, raising capability, pulling together, and an ongoing hunger for improvement." Lastly, page 60 "Sustainability is very much a matter of changes in culture: powerful strategies that enable people to question and alter certain values and beliefs as they create new forms of learning within and between schools..."

]]> 2017-06-04 18:23:10 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175124125 jamie_saunders https://padlet.com/tami_martin/87k7jajqr1sk/wish/175263473 page 223- Jamie Saunders

"If we, as leaders, deny ourselves the opportunity to "grow on the job," how likely is it that those around us, are going to feel genuinely entitled to this same right themselves?" We are making ourselves vulnerable, which is alright! I think we as leaders or educators have to grow on the job. That is how we learn. We can learn from our mistakes, our greatest achievements, and from others. Learning while leading goes far in this profession.  In my eyes it takes a village to operate a great education system.]]> 2017-06-05 18:45:53 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175263473 canokarenb https://padlet.com/tami_martin/87k7jajqr1sk/wish/175366110 One of the things that has really resonated with me throughout the readings and the class is that it's okay to not have all of the answers. This new leadership is needed where "expertise is more invested in helping a group create the shared knowledge necessary for sustained improvement than in being the certain sources of the answers and solutions" (209). I think it all goes hand in hand with also creating a team and "grooming" others to run the school and sustain the changes even after we are gone. It's hard not to try to be "expert" sometimes because we don't want to seem unknowledgeable to people, but it is okay! I think this may be my Big Assumption....]]> 2017-06-06 11:37:37 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175366110 ben_schramm63 https://padlet.com/tami_martin/87k7jajqr1sk/wish/175368790 The example of Mike Ward and how he was a well respected superintendent, but now had to communicate to his district that they needed to do better, really resonated with me. Going from "good to great" as described by Jim Collins will sound good to some people, but the book did a good job of describing how many people will question if it's worth the effort. I enjoyed how the book countered that attitude by saying "good enough is no longer good enough for our kids". The world and economy is changing so we need to have our children be ready for it.]]> 2017-06-06 11:58:22 UTC https://padlet.com/tami_martin/87k7jajqr1sk/wish/175368790 tami_martin https://padlet.com/tami_martin/87k7jajqr1sk/wish/175389404 Encourage a New Kind of Leader...
I love it when research and other experts inadvertently compliment each other's work. Remember what Hattie says about the high impact strategies for leaders? It is to promote and participate in teacher learning and development. An effective leader doesn't have all the answers, but instead, "helps the group create the shared knowledge necessary for sustained improvement" -- We must build teams!

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