Post Conference Reflection

• What strengths and/or improvement areas did you notice about the environment and tone of the post-observation?
  

My post observation conference was done in a computer lab while the class was working on Lexia. This was not ideal but we were pressed for time and had to be flexible. Sharon and I sat at a table just across from each other but where she could still see her class. We were only interrupted once, when a student with a hearing impairment was working on the program and needed the headphones unplugged so his assistant could hear the prompts. This student was moved to another location so that we could finish our conference.

Sharon was very open to the discussion. She views me as the expert for integrating the ActivBoard and was looking for ways to make her flipcharts more interactive. I was very positive in all of my comments and encouraging in my statements to improve things. I feel like my tone was always positive. The one critique I have of myself is that I should had her talk to me. I ran the entire meeting with my recaps. I should have asked her how she thoughts things went before launching into my own thoughts and ideas.

• • What strengths and/or improvement areas did you notice in the conference about strategies to improve instruction? Items to look for:

Sharon had specifically asked me to watch for ways she could improve her flipcharts and student involvement. The start of the class we were faced with technical difficulties so I had to come out of my role to get her up and running. In the post conference I reiterated what we had discussed in the pre-conference so that she knew what it was I was specifically looking at.

I always began constructive feedback with a positive comment about something that had happened during the lesson. I did not ask enough probing questions and should have led with some questions that would allow Sharon to reflect on her lessons.

I did not want to use student names due to confidentiality but I was able to recount the actions of several students....such as the one who found the lost penny hidden under the dime.

I shared my observation forms with Sharon who agreed with my assessments

• In the conference, which behavior did you seem to predominantly use? Do you think this was an appropriate approach given the developmental level of the teacher? Briefly explain.
  

I predominantly went with a Directive Informational approach. Both Sharon and I view me as the expert in the integration of the ActivBoard into the classroom instruction. I have worked on the boards for the last 7 years and I do training on the side for Promethean. Sharon received her board 3 weeks ago. She has come a long way. Before making any suggestions I would re-state what I had seen in positive terms, then clarify what I had seen and then finally I would make a suggestion. Sharon did not need to take any of my suggestions, but in fact she chose to try all of them within the last week. She emailed me to thank me and share her successes.

I think this was the best possible approach I could have used given Sharon's lack of experience using this tool. Directive Control was not warranted in this situation, as there was no need for me to make any demands for change. By definition "Directive Informational Supervision is used to direct the teacher to consider and choose from clearly delineated alternative actions" in this approach the "supervisor (me) is the major source of information, goal articulation and suggested practices"(Glickman p156). A collaborative approach is not possible due to Sharon's lack of expertise in the subject matter.

I believe that I clarified, presented and was encouraging throughout the entire experience. I laughed, smiled and still managed to deliver good constructive criticism without stepping on anyone's toes.

It was a great experience even if the whole assignment started out so rocky for me personally.

I am attaching the audio from the post conference to this blog entry.

Room Arrangements Reflection

• your overall reactions to the various room arrangements
• compare and contrast, common v. unique room arrangements
• insights you gained about teachers’ methods of instruction in your school (e.g., cooperative learning, learning centers, direct instruction, etc.) based on the room arrangements
• traffic patterns and teachers’ movement within the classrooms
• the availability of computers and their use
• how room arrangement information could help in supervising staff
• how room arrangement information could help in planning staff development

Room and seating arrangements are extremely important to the successful set up, management and supervision of a classroom. Before I have even met a teacher I can tell a great deal about their teaching style based on the room arrangement. If the students are in single rows, the teacher does not encourage group interactions. They may or may not offer cooperative learning opportunities. They probably run a very rule driven strict class. They most likely have a good handle on the students behavior but probably do not engage the students on a regular basis.

If the room is arranged in groups or pairs the teacher encourages cooperative learning on a daily basis. The classroom will most likely be loud and rowdy but with intense learning happening. Teachers that are less structured and are more likely to have students that are engaged and part of their own learning.

When I walk around my special education district classrooms, I see a variety of set ups. The students enter the BD/ED building after going through a security check and sometimes being wanded by police officers. Almost all of these classes are set up in rows that discourage interactions between the students. The teachers desk is in a corner and not used very often as the teachers are constantly holding small group instruction at round tables. When the students are sitting in their rows they are expected to be quiet and contained. There is ample room around each child's desk to allow them a solitary space. At the round tables there are small groups interacting quietly and on an individualized pace with a teacher in the center running the show. I don't necessarily agree with the rows being the best way to instruct these students. I think that they should be learning to get along, that is one of the life skills we should be trying to teach but I do understand the frustration that these teachers and students face on a daily basis so I try not to be too judgmental.

Our autistic classrooms are designed very differently. There are desks but more often than not they are in their own area for instruction. The chairs are connected to the desks so that they can't be thrown. Many of these students are non verbal and can be aggressive. Their environment is carpeted to mute all of the loud verbalizations and screaming that often take place due to student' frustration. There are many mats, special seats and sensory input areas in the classroom. The teachers desk is non-existent as it simply acts as a place to put "stuff". The teacher is never seated at their desk. In one room they have to block the door because the students will try and run out.

In our severe profound building most of the students are in wheelchairs. There are no desks. There is no carpeting. There are mats everywhere for students to stretch out throughout the day as instructed by doctors. Several of these students are fed by G-tubes. Their instruction takes place in a circle in the middle of the classroom. All of the students are positioned in their wheelchairs or standing devices in a circle around the staff providing the lesson. As the lesson is taking place various activities are continuing all around the group. There is tolieting that needs to happen, feeding and gross motor exercises to be done. Everything takes place throughout the instructional day. Obviously there needs to be thought to the layout of these classrooms and mobility can be a major issue. These issues are the reason that we are building a new state of the art school.

In our sector classrooms things are a little more normalized. There are several different layouts to these classrooms depending on the teacher and student needs.

I get a little frustrated about the placement of computers in our classrooms. They are always off in a corner and often the teacher tries to place a "student" computer on their desk. Classrooms that actually use the technology on a regular basis tend to have the equipment be more accessible. My teachers are so worried about the students breaking the equipment that they shuffle it into a corner and only venture there when prompted by supervisors.

Room arrangement information can be helpful when supervising a teacher because you already have a good idea of what you will see when you step in that classroom. Classroom arrangement can tell you a lot. Different children need different arrangements and I don't think we can categorize one arrangement as better than another. We must be open to individualizing a child's environment as needed.

Just as students' needs are unique so are the teachers. When planning professional development it is important to always take into consideration your audience. Will they benefit from hands on? or Would they be better in a lecture situation? Do they need hand outs or just demonstrations? Would sitting at tables in groups of three be better or sitting in a horseshoe? I think your room arrangements will vary based on what training you are providing. Again some teachers may need individualization as well. I have several staff that are deaf, when they attend my training I have to restructure to include an interpreter. I may need to be sitting with the group, I may need to be at the front of the room, it depends what my purpose is of the training.

Whether your audience is student, teacher, staff, administrator or parent focused you need to always take into consideration their needs. This includes room organization, form of media, types of support, ways to continue the discussions and forms of communication.

Positive School Culture - Week 6

• What impact does the creation of a positive school culture have on school reform?
• How has what you have learned so far in the course shaped your concept of an effective leader?

"School culture is the set of norms, values, and beliefs, rituals and ceremonies, symbols and stories that make up the "personal" of the school" (Peterson 2002) I believe that you must have a positive school culture established before you can implement any kind of school reform. For school reform to succeed you must have the trust and respect of your staff, the staff in the right seats on the right bus and a solid plan. A negative school culture would derail any attempts at school reform. "Schools with toxic cultures lack a clear sense of purpose, have norms that reinforce inertia, blame students for lack of progress, discourage collaboration, and often have actively hostile relations among staff. These schools are not healthy for staff or students." (Peterson 2002)

All schools are made up of different kinds of people: high, middle and low performers. The hight performers are the ones that are always willing to step up. They go above and beyond for their school, district, students and principal. The middle performers want to be high performers but if they are acknowledged and helped to move in the right direction they won't be pulled down by the low performers. The low performers are your rocks. They don't want to change anything ever. They complain and try to stir up trouble and negativity whenever possible. (Studer 2009) “First thing is to get the right people on the bus, the wrong people off the bus, and the right people in the right seats, then figure out how to drive the bus.” (Collins in Good to Great) If possible before beginning any kind of reform, remove or isolate your low performers so that their negativity can't poison your attempts at reform. High performers will also be your most vocal people either for or against the change. Listen to what they say they will raise points that the middle performers want to raise but are afraid to. Moving forward with any kind of reform requires trust and respect on both sides.

I always had an idea of what I thought an effective leaders characteristics should be. This course has exposed me to many of the tasks an effective leader needs to be able to accomplish. It has widened my views on what an effective leader is responsible for. The readings although very numerous have helped me to better understand the expansive job of being a leader. I have thoroughly enjoyed reading other's opinions and views as they either validate what I was thinking or give me another way to see things. I am still a very concrete person but I am starting to understand more of the philosophical sides of being a leader.

~Anne

Week 3: Individual Reflection Log

• How has what you've learned so far in this course shaped your concept of an effective leader?
• Based on what you've learned so far, what are the top 3-5 characteristics you believe a successful principal must possess?

This course has helped me to further define my definition of a leader. I have always had my thoughts of what a leader should look like but now I can give it a title, “Authentic Leadership”.

For the last few years I have worked with a friend who has always pushed me to be more than I thought I could be. Val has always had faith and trust in me even when I had no idea what I was doing. She is as authentic as they come. As a result of her constantly pushing me, I have developed confidence and self esteem. She has empowered me the way she does every teacher she comes in contact with. As a result, I would support and trust this leader even if I didn’t whole heartedly agree with her. Her integrity has instilled a faith in me, I trust her implicitly and never worry about taking risks when she is involved. I know that she always has my back. Val is the type of leader who takes on the unheroic side of leadership with as much gusto as she does the rest of her job, she never gets in her own way and always actively listens to all opinions. She passionately believes in what’s best for the students and always works to come to a consensus. Val is the embodiment of an effective leader. I would like to say that Val is my boss, but the truth is that she is our curricular lead and my office mate. The fact that she can inspire that kind of loyalty while not in a leadership titled job leads me to believe that she would be an excellent administrator.
My top characteristics for a principal as defined by my readings and research are:

1) Trust
2) Integrity/Values/Morals
3) Visionary/Inspirational
4) Savvy
5) Passion/Compassion

The number one component for a successful principal is trust. Trust is the bedrock on which most of these characteristics are built on. "Innovation can not live without trust, but it needs more than that - it needs confidence" (Fullan, 136) No truer words have been spoken. Confidence is inspired through integrity, morals, values and savvy. Passion and vision invoke trust. All of these characteristics go hand in hand and I believe that is what makes up a successful principal.

Transactional to Tranformational Leadership

• How do you define transformational leadership based on your reading?
  
• How can transformational leadership impact the way an administrator leads a school?
  
• How can transformational leadership impact the school administrator as he/she leads integrating technology with instruction?

Transformational Leadership seems to be in direct opposition to Transactional Leadership.
While Transactional Leadership is based on a telling people what to do philosophy; Transformational Leadership is focused on a leading and selling people on the idea philosophy. A transformational Leader will be impassioned and sure of their mission and will work to get you on board rather than the transactional leader will demand and command you to get on board. The Transactional leader will get minimal short term support for their mission but the Transformational leader will begin to effect systemic change through their leadership style.

True transformational leadership is very difficult to come by and I have to wonder why when we all know it is best practice especially in a school environment. Is it because it takes so much out of you emotionally and physically? Is it because it is hard work? Is it because of all the demands put on administrators to perform to certain standards?

I believe that many leaders strive to be a transformational leader but that many fall short and end up falling back to the transactional model, the manager, the "boss", and the organizer. It's a much easier model to follow and even though the research shows that it is not the best practice for leadership still this type of leadership seems to be more prevalent in schools.

In regards to the integration of technology, I believe that a transformational leader who is willing to take risks and empower their staff would be much more likely to be open to trying new things. They would be willing to step up and try even though there was a risk of failure because without an attempt there can be no success.

I am lucky to be currently working with a leader that I believe leans heavily towards the transformational leadership style. Her job is to empower us to successfully move towards the district vision. She is guiding us along the way but also allows us to learn from our mistake. Her critiques are constructive in nature and she is always willing to lend a helping hand. She does not shove her agenda down our throats but rather opens dialogue to discuss issues and then gradually changes our practices which in turn change our philosophies. I have learned so much from already about how to be a leader and I didn't even realize it until now.

Reflections Week 2

I was not surprised by my communication style. I am a sensor and a feeler. These are characteristics that are completely ingrained in my personality as well. I am always concerned with how others will take something I write or say. I am always trying to be sure that everyone is ok. Sometimes I go too far in my quest to make things ok. I also tend to take things very personally even though I know I should have a thicker skin than that.

I do not consider myself a very deep philosophical person which is one reason I never thought I would make a great leader. I am hoping to develop some confidence and leadership skills that will play to my strengths and help me shore up my weaknesses.

ELC Scavenger Hunt

I am very comfortable with the ELC as a platform for my online learning. There are a few things I will need to learn to manage. For one the reading of the discussion boards, I will need to figure out the best way to accomplish this without re-reading so many posts.

I also wish I could interactively actually check off the check box list, maybe you can and I haven't figured it out yet.

I am very nervous about what's coming next. It has been a very long time since I have taken any "real" courses. I love to learn but I wonder if I am getting in over my head. I am not really a philosophical person, I am a do-er and a dreamer, but I don't usually think it through. I am very impulsive and I don't have the most confidence in my ability to defend my feelings on a subject. I shy away from conflict and am not a very good debater. I hope to build some of that confidence that I need to become a successful and effective leader.

~Anne