{"content":{"sharePage":{"page":0,"digests":[{"id":"26717097","dateCreated":"1283820888","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26717097"},"dateDigested":1532428596,"startDate":null,"sharedType":"discussion","title":"September 12th Posting","description":"Posting date: September 12, 2010 by 11:59 p.m.
\n
\nChapter 1: Reframing the Problem
\n1. From your vantage point in the classroom, school, or district office, what you see is the greatest challenge you and your colleagues face related to improving your system in response to the new challenges we face next patient? What is the number one problem you're trying to solve?
\n2. What are some of the organizational changes required to solve this problem? What practices, structures, or policies may need to change in the classroom, schools, and districts in order to solve this problem?","replyPages":[{"page":0,"digests":[{"id":"26991437","body":"rgartman Chapter 1: Reframing the Problem
\nrgartman Saturday, 2:29 pm
\nQuestion: From your vantage point in the classroom, school, or district office, what do you see as the greatest challenge you and your colleagues face related to improving your "system" in response to the new challenges we face in education?
\nAt my current position, my two biggest challenges are convincing teachers that we, as a whole, need to strive to work to improve. I have a majority of teacher who think that we are a high achieving school and they are satisfied with how we are performing, so they do not feel that changes are neccessary. "Recognized" is good enough and there are they have reason after reason why a certain student or two kept us away from being "Exemplary." The second big challenge I face is technology. I do feel that I work with many very good teachers that have many years of experience. The challenge at this point, and I think is a challenge for many schools, is that we stuggle to keep up with the advances in technology and we, as a whole, struggle with having very young elementary students who know more about the technology than we do.
\n2. The organizational changes that are required to solve these problems goes back to having a common goal. Never being satisfied with being the best, but always thinking that there is something that can and must be done in order to be the best and stay there.
\nI think the key, at least where I am, is training or the teachers in the district. We have excellent teachers, we just need to ensure that they keep up with the changes. We have to open our minds and our classrooms to new ideas, such as computerized responses, more cooperative learning, and more critical thinking. We need to spend less time on such things as perfect handwriting, which students in today's elementary school will seldom use. We need to look at the current successful business companies and implement some of their strategies into the school systems---this is where our students will end up.","dateCreated":"1284411884","smartDate":"Sep 13, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}},{"id":"27010373","body":"Chapter 1: Reframing the Problem
\n
\nWhen you consider the \u201cchallenges\u201d that we face in education will somewhat differ depending on your level in the system. The challenges that a classroom teacher faces are partially different than those that central office considers on a daily bases. Also, depending on what department you are in at central office will lead to different opinions. However, with that being said, ultimately they are similar in manner. Recently, I was having a conversation with someone in my office and she mentioned the struggle that we balance between in our current positions. We work in the curriculum and instruction division, which has its own assistant superintendent. There are also separate assistant superintendents for the elementary and secondary operations and one for special populations. In total there are four assistant superintendents. In the past (many years ago), there were fewer and the assistant superintendents specifically dealt with the curriculum at his\/her level. There was more continuity and understanding to what was needed and available for schools. Currently, these individuals do not specifically deal with curriculum decisions and there are times where if they did have curriculum under them it would be easier to disseminate what is needed for the schools. Sometimes we feel like the left hand doesn\u2019t always know what the right hand is doing. In education currently there are changes occurring such as increasing rigor and complexity, changes in state assessments, standards, and instructional models. It becomes harder to make the changes to the system when you have to move through several levels to get the information out there. Another challenge we face at times is the resistance to change (inertia). In education today our standards are at a level complexity that requires us to teach in a student-centered manner instead of a teacher-centered style. Sometimes teacher-centered teaching is acceptable, but not on a daily bases. It is a challenge in itself to get teachers to move outside of his\/her comfort level. In my position, I am fortunate to have the ability to model lessons that will encourage teachers to make this move. One consideration to facilitating the change is finding ways for departments to work more collaboratively to streamline the materials needed for schools to operate at their maximum capacity. The key to this is to \u201cwork smarter not harder\u201d. In order to improve instruction we must be in classrooms\/schools to help guide the process. The true action is on the campuses.","dateCreated":"1284436834","smartDate":"Sep 13, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}},{"id":"27534839","body":"from Rhonda
\nChapter 1: Reframing the Problem
\nFrom your vantage point in the classroom, school, or district office, what you see is the greatest challenge you and your colleagues face related to improving your system in response to the new challenges we face next patient? What is the number one problem you're trying to solve?
\nTime management is the number one problem I face right now. We are short-handed with staff and so not only am I doing the duties of a counselor I also am the tech coordinator, and have to do my own secretarial duties. I have been working many late nights in the office and feel that someone should be hired to help. I think this system will not improve because the facility in which I am employed is more of a business than a real school. It is about the bottom dollar.
\nWhat are some of the organizational changes required to solve this problem? What practices, structures, or policies may need to change in the classroom, schools, and districts in order to solve this problem?
\nThere will be no solution to this problem as it is about funding and control. If we can operate and function day to day with a small staff, however weak it might be, there will be no funds turned loose to hire.","dateCreated":"1285386196","smartDate":"Sep 24, 2010","userCreated":{"username":"rhondagibbs","url":"https:\/\/www.wikispaces.com\/user\/view\/rhondagibbs","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"29026517","body":"According to Anthony Muhammad:
\n
\nA superintendent should review every policy in a district in order to ensure that all policies support student achievement. Sometimes systems put policies in place that impede student learning. As a superintendent it is our job to make sure that this does not happen. We need to examine policies so they they do not restrict access to learning.","dateCreated":"1288025400","smartDate":"Oct 25, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}}],"more":0}]},{"id":"26717067","dateCreated":"1283820851","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26717067"},"dateDigested":1532428597,"startDate":null,"sharedType":"discussion","title":"September 26th Posting","description":"
\nPosting date: September 26, 2010 by 11:59 p.m.
\n
\nChapter 2: Improving Instruction
\n1. Why is it so important that we improve instruction in today's schools?
\n2. Identify and describe the seven disciplines for strengthening instruction in schools today
\n3. How can leaders develop a shared vision for good instructional leadership?","replyPages":[{"page":0,"digests":[{"id":"27547529","body":"1. Without improvement in instruction, we cannot expect to accomplish improvement in student achievment. Furthermore, we cannot expect to see improvement in instruction until we are able to develop teaching skills that will improve the achievement of all students. Also, we have to be able to understand how to organize our schools so that instructional leadership, teaching and learning are all a part of the process that creates continual improvement.
\n2. Seven Disciplines for Strengthening Instruction.
\n1. Urgency for instructional improvement using real data - The district or at least the campus administration needs to create an understanding and a sense of urgency among the school and community. The focus needs to be on the improvement of all students with openess of reporting the progress of the school.
\n2. Shared vision of good teaching - This discipline is very difficult because everyone has a different opinion of what good teaching is. Maybe this is because, every student learns in a different way so, therefore, there does not exist a single good way of teaching. A good teacher and a good teaching style or method has to be a way of teaching that reaches all students and can must be flexible and varied in the delivery.
\n3. Meetings about the work - At all levels, meetings need to focus first on instruction. Not just general instruction, but instruction that is specific to the needs identified by each school for each school. After instruction, schools should limit the number of issues they want to focus on to one or two until those issues have been resolved.
\n4. A shared vision of student results - Much like beginning with the end in mind, a shared vision of results will allow a school or district to focus on what is necessary in order to accomplish the results. Everyone needs to know what the results or expectations are so that they will know what they need to do to make them happen.
\n5. Effective supervision - Remembering that instruction should be the main focus, supervision, should be rigorous and frequent. It is important for administration to have a strong foundation in instruction in order to be able to supervise teachers in this area.
\n6. Professional development - This can be difficult for a small district that is struggling, however, if at all possible, schools should try to keep professional development on-site. It should be very intensive while also being collaborative and job embedded. When possible, it should be lead by teachers who are currently involved in the classroom setting so that teachers cannot use the excuse of, "Well, you can tell they have not been in a classroom lately!"
\n7. Diagnostic data with accountable collaboration - Teachers do not like giving up class time. However, if a school will take the time to assess students in short, regular intervals and then analyze those results, it will give teachers a better picture of where students are and what they need to focus on in order to have continual improvement.
\n3. Number one--we have to go back to the idea that most people have a different view on what good teaching or good instruction is. Keeping this in mind, we have to be able to collaborate with teachers in order to develop a shared vision. You cannot expect to develop a shared vision if everyone does not openly accept the views of others as somewhat valid. The book says that the shared vision must focus on the first two of the seven disciplines--which all of the others depend.","dateCreated":"1285456365","smartDate":"Sep 25, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"27550125","body":"Chapter 2: Creating a Vision of Success
\n
\n1. I believe that we need to improve instruction so that the students of today are prepared for the future. If we do not account for whether or not a student can apply what we are teaching in the real world then we are setting them up for failure. Also, if the classes we teach are not at a rigorous level, project-based, and\/or that requires student to develop critical thinking skills then we are doing nothing more than becoming the talking head.
\n
\n
\n2. Seven Disciplines for Strengthening Instruction:
\n
\n(1.) Urgency for instructional improvement using real data-------As educator and administrators we often focus our time on the data in terms of numbers. We look at the percentage gain\/loss, sub-pops, and so on. We forget that there is more to \u201cdata\u201d than 1,2,3. In other words, we are focused on the quantitative data. To truly understand what the data is saying we have to also consider the qualitative data. The book refers to a superintendent using the emotional side of the community to make her point of why we need to improve instruction and the superintendent that heard from a student saying \u201cwhen is it my turn\u2026\u201d. Sometimes we may lose sight of why we do what we do behind all the numbers.
\n
\n(2.) Shared vision of good teaching-------Good teaching is in the eye of the beholder basically. Technically according to this section our appraisal system in Texas (PDAS) is wrong and is useless.
\n
\n(3.) Meeting about the work-------Practice what we preach.
\n
\n(4.) A shared vision of student results-------For the most part we are always attempting to create a curriculum that is aligned and unified, however we sometimes forget to account for what will the student gain from the lesson (the outcome or take home message). As educators we can be the star teacher or instructor, but if our students cannot apply what we teach them then we are not doing them a service.
\n
\n(5.) Effective supervision-------Under this discipline supervision should be frequent and focused on instruction. To often supervision is defined by the annual evaluation where a teacher is scored using an appraisal document and is sometimes focused on classroom management.
\n
\n(6.) Professional Development-------The authors suggest that professional development should be focused and job-embedded.
\n
\n(7.) Diagnostic data with accountable collaboration-------According to the book diagnostic assessments should be given four to six times a year in all subjects. The assessments should be scored quickly and internally and used to track learning progress. The teams should meet to study the data and identify the practices that are most effective.
\n
\n
\n
\n3. Leaders today can develop a shared vision for good instructional leadership by getting on the same bus so to speak. As we evaluate and monitor the effectiveness of instruction and programs we need to have a common language across the board.","dateCreated":"1285465753","smartDate":"Sep 25, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}},{"id":"29026215","body":"Improving instruction is a must for educational leaders. All leaders should strive to make this their number one goal in a school district. Providing adults time to collaborate is essential if instruction is going to improve in a district. Teachers need time to discuss research based "best practices" after experimenting with them. Administrators must engage in supervision that truly makes a difference in improving the quality of the instruction. This means having fierce conversations with those teachers who are not implementing quality, effective instruction.","dateCreated":"1288025160","smartDate":"Oct 25, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}}],"more":0}]},{"id":"26717043","dateCreated":"1283820819","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26717043"},"dateDigested":1532428597,"startDate":null,"sharedType":"discussion","title":"October 3rd Posting","description":"Posting date: October 3, 2010 by 11:59 p.m.
\n
\nChapter 3: Committing Ourselves to the Challenge
\n1. What one or two aspects of your own role, if you were to dedicate yourself to them, would make the biggest contribution toward improving instruction in your district?
\n2. What is the most important thing that you need to get better at, or should change in order to make progress toward this goal
\n3. How can you as an educational leader identify your obstacles toward improving instruction?","replyPages":[{"page":0,"digests":[{"id":"27925487","body":"1. What are one or two aspects of your own role, if you were to dedicate yourself to them, would you make the biggest contribution toward improving instruction in your district?
\nThe first step, for me, is to dedicate myself to becoming \u201can expert\u201d in the areas of curriculum and instruction. If I really expect for my school or district to have improvement and for the improvement to come from improved instruction, then I have to be knowledgeable in this area and be able to lead teachers in this area. The second aspect of my own role that would help to improve instruction would be time dedication to the focal point. I think of this almost like time management, but on a more specific scale. I have to be willing to not only dedicate my time to improving instruction, but also, allow teachers to dedicate their time to improving instruction as well.
\n2. What is the most important thing that you need to get better at, or should change in order to make progress toward this goal.
\nLike I said in question one, the most important think would be form me to dedicate a portion of my time to learning about curriculum and instruction and focus on this rather than being pulled into the thinking that I have to take care of everything that comes along all at once. Even though I am at a small district and an expected and required to wear multiple different hats both for the elementary campus and the district, I have to be able to learn to focus on what is important and not give so much attention to those things which are not as critical to the present goals.
\n3. How can you as an educational leader identify your obstacles toward improving instruction?
\nI think the best way for me to identify my obstacles is to collect and study current data. If data show improvement then we are on the right track. If data does not show improvement, then we need to look at those areas where we are struggling and make changes. Also, open communication with the teachers in the trenches and community members will most likely give a good picture of whether or not we are on the right track too.","dateCreated":"1286159378","smartDate":"Oct 3, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"27976251","body":"I feel that one area I could focus on is becoming more knowledgeable and confident is in Special Education. Although, I feel that I know many facets of SPED I am still unclear on other parts. In my position as a curriculum person I sometimes forget about the other sides of the program. I think that maybe one way I can learn more in this area is to do outside research. I also think that if I was in a position that required me to focus on these ideas I would be more knowledgeable in this area. However, on the flip side, then I would unfortunately begin to not focus on other aspects. It would be great if I could be able to balance all aspects of SPED no matter what position I am in.","dateCreated":"1286238936","smartDate":"Oct 4, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}},{"id":"29025801","body":"I think that looking at the data is very important in order to start the change process. We as instructional leaders must look at both the "soft" and "hard" data when engaging in this endeavor. Educational leaders must also really seek to develop the relational side of their leadership persona. Everything in education is about relationships. Engaging in open communication with teachers is so important. Educational leaders must find the time to discuss common values with the adults in instructional positions. Once common values are discovered then people can begin moving toward change.","dateCreated":"1288024740","smartDate":"Oct 25, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}}],"more":0}]},{"id":"26717015","dateCreated":"1283820782","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26717015"},"dateDigested":1532428598,"startDate":null,"sharedType":"discussion","title":"October 10th Posting","description":"Posting date: October 10, 2010 by 11:59 p.m.
\nChapter 4: Generating Momentum for Change
\n1. Describe the problem of the \u201cculture of responsiveness\u201d regarding the tendency to sap the momentum from educational improvement?
\n2. Describe how the problem of \u201ccompliance in bureaucratic culture\u201d has a tendency to sap the momentum from the educational improvement movement?
\n3. Describe how the problem of \u201cisolation\u201d, hampers educational reform in today's schools?
\n4. How can we as educational leaders generate the momentum for systemic change in our schools?","replyPages":[{"page":0,"digests":[{"id":"28214129","body":"1. In general, school systems have let parents and school board members (and possibly community members at times) have a larger impact on the way a school handles its affairs. Because schools are funded by tax payer dollars, it seems to be an ethical struggle of many administrators to listen to the public--even though most of the public has no professional education experience. With the growing population of students identified with special needs, disabilities, and limited English, and with society expecting schools to teach sex, drug, and character education, plus the added pressures of accountability, many educators have moved from responsiveness to a position of reaction.
\n2. According to the book, the culture of complieance may promote a degree of managerial efficiency, but it does not enable the kind of intellectual inquiry and engagement required for authentic and sustainable improvement. When the school culture is highly bureaucratized culture that values buy-in rather than ongoing debate and discussion, teachers and principals may appear to "go along," while instead harboring a great deal of skepticism or even cynicism about programs thay have been told to use. Many teachers will end up doing the mimimum they have to or have a "wait and see" attitude.
\n3. Isolationism refers to the high degree of autonomy that teachers have to use teaching methods and curriculum that they choose. In a school the size of Garden City, it is even more of an issue because many times the high school subject teacher is the only teacher in that subject or possibly only one of two teachers that teach that subject. There are no department head or directors because many times, the teacher is the sole person in the department. Isolationism has a whole new meaning in a very small school. Administration in small schools deal with isolationism also, because they are many times the only administrator on the campus--no curriculum directors, no department heads, they are the GT, textbook, curriculum, and "everythink else" coordinators. This isolationism discourages their learning and capacity to improve their practice. The "teamwork" and collaboration that many businesses have gone to has not bled into the school system and especially the small schools because there are limited team members to collaborate with.
\n4. Generating the momentum for systemic change in schools in theory is simple. Increase professional learning and collaboration. It is getting this done that is the hard part. For example, in Garden City, we recently went one-to-one laptop computers with smart boards, wireless networking, wireless slates, smart document cameras and more in every classroom. However, all the teachers need training that is not offered (affordably) multiple times throughout the year. And unless we dismiss school or get a sub for all the teachers on the same day, training does not get done. We do not have the ability to send one or two teachers per grade level because we have only one teacher per grade level. The same thing happens with any new program we bring into they system. Training has to be done in the summer or on school holidays because we cannot afford to train only a few teachers because what they learn often times is so different for a different grade level that we cannot be successful in training each other.
\nUntil we and other schools find a way to collaborate and communicate on a professional level about best practices, we will not be able to have the change needed in our schools.","dateCreated":"1286597819","smartDate":"Oct 8, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"28249005","body":"1. The culture of responsiveness has alot to do with the here and now. I see this concept as putting a band-aid on the educational dam. Our stakeholders want an immediate answer to how we will deal with increasing scores, teacher quality\/staffing, facilities, discipline problems, and the list can go on and on. Unfortunately, we cut off our nose to spite our face. We never actually fix the dam, but add duct tape, putting our finger on the hole, or gum to hold it together.
\n
\n2. In the system today administrators and especially teachers are asked to do xyz and are expected to do it. As a school gets a new principal, the routine and programs will change based on what he\/she feels is priority. The teachers\/staff will do as they are told with no buy in and will wait it out. This also comes with the change of central office personnel. For example, district initiatives have a tendency to experience ADD and will change every year or not given the time to see if the program actually works. The teachers and\/or school administration will say this too shall pass.
\n
\n3. Teachers and Administrators enjoy having the ability for isolation or the high degree of autonomy within our area. In a school there may be 20 teachers within the science department, but actually it really means there are 20 mini schools within the school. Teachers enjoy be able to do what they want to do in his\/her class. Collaboration does not always occur unless the expectation to do so is there. The same goes for school principals. No matter what level you are at as long as you go with initiatives you are afford the opportunity to make the decisions within our little world.
\n
\n4. One way we could move in the direction of positive change is for teachers and administrators to not fear the concept of talking or communicating with one another. I believe that one way we can achieve this is by creating PLCs within our schools. Also, teachers from cross-curricular subjects meeting to discuss how his\/her subject ties into the other. If teachers were given the opportunity to observe each other and build on what each teacher does well we could improve instruction dramatically. Another hurdle we must climb is the opportunity for professional development. Within the time frame you are limited to when, where, time, and number of teachers that can be out during the day. One way we can improve the effectiveness of PD is to develop ways to do embedded PD. By doing PD within the classroom with real students which will allow teachers and principals to see how it will work with their students.","dateCreated":"1286755289","smartDate":"Oct 10, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}},{"id":"28327861","body":"1. We as educators must be very careful in allowing this "culture of responsiveness" to grow unchecked. If this phenomenon continues the legislature and society will overload the schools and we will get nothing done. We have to stick with our main mission of educating our students to become lifetime learners. If we stray too far from this goal I believe that we will fail at everything that they want us to accomplish.
\n2. Schools are often sidetracked from their main mission of serving students because of the \u201ccompliance in bureaucratic culture\u201d. Educators must be careful to comply with the needs and requirements of the bureaucracy but at the same time remember to meet the needs of the people that make up the schools.
\n3. Isolation among teachers is one of the biggest problems in education today. If teachers do not take the time to share their craft with one another then their professional growth will be limited. The more time that teachers are able to compare notes on successful strategies and techniques the better.
\n4. I think that to generate momentum for change in our schools that leaders must be smart, energetic and passionate about their mission. A leader must be smart in order to set up a systemic process to being with but it will take energy in order to implement it. Passion is necessary to fuel the change to fruition.","dateCreated":"1286895387","smartDate":"Oct 12, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}}],"more":0}]},{"id":"26716989","dateCreated":"1283820747","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26716989"},"dateDigested":1532428598,"startDate":null,"sharedType":"discussion","title":"October 24th Posting","description":"Posting date: October 24, 2010 by 11:59 p.m.
\nChapter 5: Exploring Individual Immunities to Change
\n1. Why is it important for educational leaders to examine themselves if they are to make the educational change movement work in their school district?","replyPages":[{"page":0,"digests":[{"id":"28375481","body":"1. This one is pretty simple. The book states that change leaders need to keep an eye on how they are making sense of the improvement process and their own contributions to its pace and success. To put it simply, leaders need to make sure that they are not enabling others be remain in the status quo. Leaders must make sure that if there is going to be change, that all the tools needed for that change are available for those that need to change and also that the focus on change is not blurred by other responsibilities. Also, leaders have to be very careful not to undermine staff by loosing everyone's trust in knowing that they have the full support of the leadership to both change and to make mistakes along the way without reprocussions from leadership or other staff members.","dateCreated":"1286940379","smartDate":"Oct 12, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"29025101","body":"Randy,
\n
\nYour observations are correct. Leaders must make sure that they are not being an impediment to change by allowing some staff members to remain entrenched in the status quo. Leaders must provide the tools needed for change to occur. You are doing this in Garden City with C-scope. You are right in that leaders must guard against the "day-to-day" whirlwind of distraction. This "whirlwind" of daily activities is a HUGE impediment to change. Your posting was very thought provoking. Keep up the good work!
\n
\nJohn","dateCreated":"1288023849","smartDate":"Oct 25, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}},{"id":"29143593","body":"As educational leaders whether you are the classroom teacher or the superintendent you must be willing to commit. We need to not let other side issues derail our path to greatness. Recognizing in the beginning what reservation you may have and moving beyond those is the only way we can achieve greatness. We need to be willing to break out of the \u201csame as last year\u201d mold and be willing to take the risk. If you plan an initiative you need to provide the resources necessary for your stakeholder to own and invest in the program. Own the fact that mistakes will happen and learn from those to help each other grown in the process. Become invested.","dateCreated":"1288149729","smartDate":"Oct 26, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}},{"id":"29157981","body":"Terry,
\n
\nI agree with you 100%! We as leaders must be passionate about change. We must become very focused on the change we want to implement. We cannot allow others to distract us from our goal with their daily problems. This does not mean that as leaders we ignore these daily problems, but it does mean that we must keep our eyes on the prize. Allowing our followers to take risks is a very important attribute for a leader. In allowing our followers to take these risks we empower them to find the new and better ways to achieve the organization's goals. Supporting your followers with the proper resources is imperative if any new program is going to be adopted by them. I love the way you stated that leaders must become invested in the process. Great Job!
\n
\nJohn","dateCreated":"1288186581","smartDate":"Oct 27, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"}}],"more":0}]},{"id":"26716957","dateCreated":"1283820710","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26716957"},"dateDigested":1532428598,"startDate":null,"sharedType":"discussion","title":"November 7th Posting","description":"
\nPosting date: November 7, 2010 by 11:59 p.m.
\nChapter 6: Relating the Parts to the Whole
\n1. Identify and briefly describe 4 Cs?
\n2. How can the 4 C's move the district towards transformation?","replyPages":[{"page":0,"digests":[{"id":"28616683","body":"The 4C's, cumulatively, is an approach to thinking systemically about the challenges and goals in schools and districts. Specifically, the 4 C's are competency, conditions, culture, and context. Competency refers to the knowledge and skill resources that a school or district has which drives student learning. Conditions refers to the time, space, and resources that influence student learning. Culture is defined as the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructional leadership, and the quality of relationships within and beyond the school. Context refers to "skill demands" or the skills that students must have in order to be successful both within the school and beyond the school into the community and work place.
\n
\nThe 4C's can move the district towards transformation if they are successfully put into practice. The interactions of any systems thinking will naturally create a product or a result of some kind. By using this approach, a school or district can improve learning, teaching, and leading by begin better able to identify and diagnose the factors that influence the deficiencies within.","dateCreated":"1287368519","smartDate":"Oct 17, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"30167143","body":"The 4C's gives an approach to thinking systemically about the challenges and goals in schools and districts. The 4 C's include competency, conditions, culture, and context.
\nCompetency ---repertoire of the skills and knowledge that influences student learning.
\nConditions ---the external architecture surrounding student learning, the tangible arrangements of time, space, and resources.
\nCulture --- the shared values, beliefs, assumptions, expectations, and behaviors related to students and learning, teachers and teaching, instructional leadership, and the quality of relationships within and beyond the school.
\nContext --- the "skill demands" all students must meet to succeed as providers, learners, and citizens and the particular aspirations needs, and concerns of the families and communities that the school or districts serves.
\nIf schools and district follow the step and practices outlined in the 4C's then they can move towards transformation.","dateCreated":"1289771676","smartDate":"Nov 14, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}}],"more":0}]},{"id":"26716937","dateCreated":"1283820680","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26716937"},"dateDigested":1532428599,"startDate":null,"sharedType":"discussion","title":"November 14th Posting","description":"
\nPosting date: November 14, 2010 by 11:59 p.m.
\nChapter 7: The Individual as a Complex System
\n1. How can the four column immunity map help us to diagnose our personal immunities to change by understanding ourselves as complex systems?","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"26716939","dateCreated":"1283820680","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26716939"},"dateDigested":1532428599,"startDate":null,"sharedType":"discussion","title":"November 14th Posting","description":"
\nPosting date: November 14, 2010 by 11:59 p.m.
\nChapter 7: The Individual as a Complex System
\n1. How can the four column immunity map help us to diagnose our personal immunities to change by understanding ourselves as complex systems?","replyPages":[{"page":0,"digests":[{"id":"30183397","body":"First of all, the four column immunity map forces us to look at ourselves in a more complex way rather that just focusing on a single commitment. The four-column map helps us to see parts of ourselves that we are less aware or familiar with and helps us to give value to those aspects of ourselves. By realizing that we are more complicated and that there are other parts of ourselves that influence our decisions, we can adjust for certain tendencies that we might have that otherwise might keep us from being successful. Even if we are not 100% sure how to overcome some of our "hidden\/competing commitments," just being aware that they exist will enable us to make progress toward the initial commitment we were focusing on.","dateCreated":"1289792905","smartDate":"Nov 14, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"30266423","body":"The four column approach helps the "educational leader" step out of that comfort zone and comfront the fear head on by embracing it. You have to be willing to take the risk if you want the system to grow. The fourth column (assumption) is very powerful. It forces you to comfront it and use it as a catalyst.","dateCreated":"1289880835","smartDate":"Nov 15, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}}],"more":0}]},{"id":"26716899","dateCreated":"1283820639","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26716899"},"dateDigested":1532428599,"startDate":null,"sharedType":"discussion","title":"November 21st Posting","description":"
\nPosting date: November 21, 2010 by 11:59 p.m.
\nChapter 8: The Ecology of Change
\n1. Identify the three change levers and explain the pivotal role that each plays in the process of change?
\n2. How can we as educational leaders enact whole system change?","replyPages":[{"page":0,"digests":[{"id":"30593451","body":"1. The three change levers are: data, accountability, and relationships. Data in this book is more than just quantitative information, it also incompasses qualitative information. Although the quantitative data is given a great deal of importance, as it should be, the personalization or humanizing of the data is only done when students, teachers, and other people in the system are interviewed and key insights begin to be communicated. This brings in a certain amount of emotion that is needed to fuel the fire within rather than continuing to try to light a fire beneath those that give us the data in the first place. Accountability also takes on an additional role. Rather than simply continuing to have the vertical accountability where everything runs straight up and down from students to superintendent and visa versa, there is a horizontal accountability. This horizontal accountability provides a sense of knowledge to those people in the system that allows them to know in whom and what they can count on from the system. This provides them with more of a sense of purpose and raises the awareness, worth, and respect of those people working with each other in the system. It is my opinion that the qualitative data and the horizontal accountability are in direct proportion to the relationships within the system. In a system with only quantitative data and vertical accountability there is little need for relationships other than needing to know who to turn in reports to. The real relationships that build the system and make it stronger are those that are infused with qualitative data, verbal communication, humanization, and emotion and where accountability is first horizontal before vertical. When people know each other and value each other there is more of a sense of respect and trust in the system. When there is trust, there is more willingness to take risks that might not otherwise be taken, there is a desire to see each other be successful rather than only looking out for one's self.
\n2. When trying to enact the Whole System Change, we have to keep in mind that improving instruction is the first priority. During the enacting phase, we have to have to tools in place (data and accountability) to be able to communicate which instructional practices are working and which practices need improvement or discarded all together. The key to enacting is the communication among educators which, once again, in my opinion, depends on having increased qualitative data and horizontal accountability than most school system are used to having.","dateCreated":"1290396769","smartDate":"Nov 21, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"30806705","body":"1. There are three change levers plays a pivotal role in successful implementation in process.
\nA.) Data------Data includes both the quantitative and qualitative information that is directly or indirectly related to the successes in schools. This includes the information related to student achievement, performance, and learning, but also one must take into account the information related to the adults and organization within the system. As leaders in our schools we often focus on the numbers and what they show. We are forced to focus on the 2% gain in Bilingual or the -12% gain in a subgroup. As leader we must also view the \u201cemotion\u201d or the \u201cexperience\u201d if we truly want to influence change. We need to look at both types of data as we \u201crekindle the fire\u201d of our stakeholders.
\nB.) Accountability ---Accountability defines the WHAT we are being held to and to WHOM. Accountability can be viewed as either vertical or horizontal. Vertical Accountability is top-down and usually describes how each level is held responsible. Horizontal Accountability is more reciprocal and grounded mutuality.
\nC.) Relationships----Relationships refer to the feelings, attitudes, and behaviors that individuals and groups engage in the work. Respect and Trust are essential if stakeholders are expected to take risks, learn from each other, remain committed, and share responsibility.
\n2. The key point for systems to truly enact change is communication at all levels and setting the priorities in the system.","dateCreated":"1290884566","smartDate":"Nov 27, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}}],"more":0}]},{"id":"26716867","dateCreated":"1283820600","smartDate":"Sep 6, 2010","userCreated":{"username":"Johnhorak","url":"https:\/\/www.wikispaces.com\/user\/view\/Johnhorak","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288024119\/Johnhorak-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/esc18leadershipcertification.wikispaces.com\/share\/view\/26716867"},"dateDigested":1532428599,"startDate":null,"sharedType":"discussion","title":"December 5th Posting","description":"Posting date: December 5, 2010 by 11:59 p.m.
\nChapter 9: Overturning Your Immunities to Change
\n1. Explain the steps toward individual change that educational leaders must engage in if real change is to occur?","replyPages":[{"page":0,"digests":[{"id":"31179233","body":"The steps toward individual change are:
\n- Design the metrics to identify costs and progress.
\n- Observe the Big Assumption in action.
\n- Stay alert to challenge to the Big Assumption.
\n- Write the biography of the Big Assumption.
\n- Design a test of your Big Assumption.
\n- Run the test.
\n- Develop new designs and new tests.
\n
\n1. Designing the metrics gives clarity of the goals of your immunities work allows you to imagine what overcoming the immunities will look like. The purpose of of this step is to lay the foundation for changes that will later be more visible.
\n2. By observing the Big Assumption at work, individuals can begin to see the situations and actions that actually show the Big Assumption in progress. At this point, the Big Assumption may result in you wanting to change your conclusions, but you should try to resist changing anything at this point. The main thing is to observe how the Big Assumption effects your daily routine.
\n3. By staying alert and observing what is taking place around you, you will begin to understand what you see and how those things effect your "world." This will begin to automate how you see data and help you to use certain data that is needed and ignore useless data.
\n4. The next step is to explore the history of your Big Assumption: When was it born, how long has it been around, what were some of the critical turning points? This step is not about you intentionally changing anything, but about paying attention to the Big Assumption.
\n5. Next, you should design a test that is safe and modest, one that allows you to collect data that is related to the Big Assumption, and one that is able to be carried out in the near future. The purpose of this is to prepare for the more formal tests to come.
\n6. Run the Test -- actually run the test to see what happens. This will either let you know that you are going in the right direction or that you need to adjust you test in order to get results.
\n7. Next, think about the information you obtained from your test and develop new designs and new tests that will help you think about the different ways you could be operating in your leadership work. Often the first test will have generated many new ideas for additional tests.
\n
\nOnce these steps have been completed, you will be ready to revisit your Big Assumption.","dateCreated":"1291486453","smartDate":"Dec 4, 2010","userCreated":{"username":"rgartman","url":"https:\/\/www.wikispaces.com\/user\/view\/rgartman","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1273073811\/rgartman-lg.jpg"}},{"id":"31583047","body":"The steps toward individual change
\n*Design the metrics to identify costs and progress-------Designing the metrics clarifies the goals of your immunities work and imagine what successfully overturning immunities will look like. It creates a context to make change that will be more visible and allows you to elaborate on our individual to be.
\n*Observe the Big Assumption in action--------Keep track of those situations where you can see you Big Assumption at work (i.e. how things look and feel, action taken, choices, and energies spent). You may want to change your think, but resist changing anything at this point.
\n*Stay alert to challenge to the Big Assumption--------Our Big Assumption lead us to attend systematically to certain data and to avoid or ignore other data.
\n*Write the biography of the Big Assumption--------In this step you explore the history of your Big Assumption. For example; When was it born, how long has it been around, what were some of the critical turning points?
\n*Design a test of your Big Assumption--------Design a safe, modest test, actionable, and allows you to collect data related to your Big Assumption in preparation for actually running the first formal test.
\n*Run the test--------You will actually run this first test and note what happens, The overall purpose of the test is to see what happens when you alter your usual conduct and then reflect on the results in light of your Big Assumption.
\n*Develop new designs and new tests----------Evaluate the information from your test and develop new designs and new tests that will yield different ways you progress in your work. Sometimes first test will have generated many new ideas for additional tests.","dateCreated":"1292111104","smartDate":"Dec 11, 2010","userCreated":{"username":"twhoward","url":"https:\/\/www.wikispaces.com\/user\/view\/twhoward","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1285466433\/twhoward-lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}