https://padlet.com/tami_martin/a7fymfqew9vy What resonated this week? en-us 2017-05-21 11:34:03 UTC 2017-05-30 13:15:31 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Alarmclock.png jamie_saunders https://padlet.com/tami_martin/a7fymfqew9vy/wish/174039909 pg 138

The book states that reinventing schools/districts has to be adaptive work that requires changes in people's heads, hearts, and actions. To me change does have to be in people's hearts. Change is hard, I totally get that, but change can end up amazing. As a leader you have to allow others to see the end result and why we are doing it. The "why" behind the journey is so important for people to buy in. There also has to be respectful and trusting relationships to build change. Not just from teachers, but from community. How does one get community involved in all this? We read about it, but there is no "how."]]> 2017-05-26 18:48:38 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174039909 stellaelizabeth54 https://padlet.com/tami_martin/a7fymfqew9vy/wish/174086466 Yes, I found something in LS that I liked and formed a BIG question on! The quote "How smart an organization or community is reflects the kinds of conversations that people have with one another, taking conversations in a broad sense to include all sorts of interactions." I love the idea of collaboration in schools, but my questions is this: how do we work these conversations into our already crazy schedules AND how do we keep the conversations on topic? I liked the idea that Mr. Conrardy is bringing to his school "Coffee time" with parents, can we do something like this with teachers? Or does "forced" conversations make non-productive outcomes?]]> 2017-05-27 14:27:15 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174086466 stellaelizabeth54 https://padlet.com/tami_martin/a7fymfqew9vy/wish/174091360 I think the one thing that stood out to me was "One size cannot fit all". Emphasizing how leaders need to know their building, their staff, and remember that change is ongoing. Within this thought process, TRUST is a key factor to display and to give. Not an easy task to do in a leadership role. When making a focus group would it be best to include teachers that you know will disagree or will be your negative voice people to try to get them roped in? A happy mix of "followers and loyal constituents" and those that will always argue for arguing sake? ]]> 2017-05-27 15:59:57 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174091360 kblechner10 https://padlet.com/tami_martin/a7fymfqew9vy/wish/174108109 Not showing my name here either...Kyle

A quote that resonated with me this week was...
"The developmental leader needs to act not just progressively but with high visibility...exposing and explaining- raising consciousness casually in the natural flow of working together."

This really hit home for me because as educational leaders we need to be out and visible to our staff. We need to show them that we are continuously learning and developing just as they are. We need to be visible as well so that we can help make everyone conscious of ways in which they can improve. Being visible also helps us see what is going "wrong" so that we can fix it in a positive way immediately.  As I tell my students all the time, "show me with your actions, don't just tell me"
 ]]> 2017-05-28 00:22:04 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174108109 kblechner10 https://padlet.com/tami_martin/a7fymfqew9vy/wish/174108157 For some reason it's not showing my name...this is Kyle

Going along with my first post...
I found the 7 "languages of transformation" to be extremely important when looking to be an educational leader. These 7 points go a lot along with having a "growth mindset". They also are very realistic in regards to changing our goals from "New Years Resolutions" to "competing commitments" for example.  It is important that we remember how we speak with our staff, but equally important that we inspire them through this sort of positive language perspective.  

"The way you yell into the forest, is the same way it echoes back" was a common quote my parents used when I was growing up and, especially in our profession, it is one-hundred percent true.
 ]]> 2017-05-28 00:26:02 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174108157 ben_schramm63 https://padlet.com/tami_martin/a7fymfqew9vy/wish/174376822 There were different examples that were given about the importance of using data (quantitative data). I think there needs to be a balance with this, as sometimes data needs to be put in the proper context. I'm a big fan of data, but unless you balance it with what a teacher observes during formative assessment and other evaluations, you may be chasing up the wrong tree.

I also liked how the examples in the book expressed the need for both quantitative and qualitative data. The example of the "living bar graph" was a good example of how touching on people's emotions is necessary to enable change. Whitaker talks about this in his book "What Great Principal's do Differently". ]]> 2017-05-30 10:07:33 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174376822 canokarenb https://padlet.com/tami_martin/a7fymfqew9vy/wish/174402915 Karen
My question lies with accountability and the two types: Vertical and Horizontal. Vertical is "top-down... compliance, rather than discussion, is often the expectation..." (135) and Horizontal is, "more reciprocal and relational because it is grounded in mutuality - individuals and groups know what they can count on one another for" (135). How do we balance the two types of accountability? Horizontal accountability requires more collaboration and seems to have a more powerful influence. However, as leaders in a school, how do we promote Horizontal Accountability while holding teachers responsible for their work (vertical)?

]]> 2017-05-30 13:07:03 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174402915 canokarenb https://padlet.com/tami_martin/a7fymfqew9vy/wish/174404377 Karen 
Just a quote that resonated with me: "...when leaders begin owning these problems and taking responsibility for student achievement, they model a different and more productive way of approaching problems" (140). Very true! Nobody likes to be blamed for things, or feel like something is their fault. However, it is necessary to own our problems in order to really create change. ]]> 2017-05-30 13:13:04 UTC https://padlet.com/tami_martin/a7fymfqew9vy/wish/174404377