{"content":{"sharePage":{"page":0,"digests":[{"id":"26716711","dateCreated":"1283820365","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\/26716711"},"dateDigested":1532428535,"startDate":null,"sharedType":"discussion","title":"December 12th Posting","description":"December 12, 2010 by 11:59 p.m.
\nChapter 16: Set expectations at the start of the year
\nChapter 17: Clarifying your core
\n
\n1. Why is it so important that both principals and teachers set clear expectations at the beginning of the school year?
\n2. Describe the difference between effective and ineffective teachers in terms of classroom management. How can principals make both groups of teachers feel supported in the important area of student behavior?
\n3. According to Whittaker, we can decide what kind of discussions others within the community are having about us in our role as principal. Explain how we control this","replyPages":[{"page":0,"digests":[{"id":"31592197","body":"1. It is important that both principals and teachers set clear expectations at the beginning of the year rather than later. At the beginning of the year, everyone is still undefeated. In other words, nobody has had any issues with either parents or students. The beginning of the year is the perfect time to delineate our expectations, focusing on these instead of on consequences.
\n2. Effective teachers and ineffective teachers differ in terms of classroom management in that effective teachers want to see their students learn from mistakes so that they do not occur again; whereas, ineffective teachers focus solely on revenge. These teachers want to make certain the student is angry and miserable when leaving the principal's office. I believe it is still important for a teacher and\/or a principal to hand out consequences when students misbehave, but the effective principal will work with students to come up with alternative behaviors and solutions to problems rather than just berating the student and making him\/her feel terrible. The principal can help the effective and the ineffective teacher both feel supported by doing this.
\n3. Whitaker states that we can decide how the conversations about us in the community will go by adhering to our core beliefs and values. These core beliefs will guide us in making the best decisions we can for our students. As long as we as principals always have our students' best interests in mind, we will make a positive impact.","dateCreated":"1292164630","smartDate":"Dec 12, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"31897421","body":"1)It is important for both principals and teachers to set clear expectations at teh beginning of the school year because everyone has a clear canvas from which to work. Whitaker describes this as "we are all undefeated," which means we have not had the opportunity to try and fail, not set opinions about certain students, etc. When we establish a framework at the beginning of the year, we can all move forward together coherently and consistently.
\n2) Effective teachers work on preventing bad behaviour in their classroom. The work hard to build a relationship with students and classrooms as a whole so that students trust and want to perform well for the teacher. Ineffective teachers, however, tend to handle behaviour situations in a reactionary manner. They tend to react to situations rather than try to prevent them. Whitaker says we can make both effective classroom managers and ineffective classroom managers feel supported by setting expectations together and defining together what are the best methods of dealing with certain discipline scenarios.
\n3) According to Whitaker, we can control how the conversations within the community are about us. We can do this by adhering to a set of core values and not waivering from them. Thye consistency and stability that will bring will help us steer a steady course.","dateCreated":"1292606932","smartDate":"Dec 17, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}}],"more":0}]},{"id":"26716697","dateCreated":"1283820324","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\/26716697"},"dateDigested":1532428535,"startDate":null,"sharedType":"discussion","title":"December 5th Posting","description":"Posting date: December 5, 2010 by 11:59 p.m.
\nChapter 15: Don't Need to Repair Always Do Repair.
\n
\n1. Why is the simple phrase, \u201cI'm sorry that happened\u201d, such an effective first step in restoring a damaged relationship with the teacher, parent, or student?
\n2. Why is it important for principals to become familiar with their teachers beyond the school setting?
\n3. Why is it counterproductive to focus on getting a teacher to admit they were wrong? What is a more productive approach?","replyPages":[{"page":0,"digests":[{"id":"30818989","body":"1. The simple phrase, "I'm sorry that happened" goes a long way in repairing any damage that may have happened to any relationship. When saying I'm sorry that something happened, it shows sensitivity to the issue, without self blame. It shows the person that you really hated that whatever happened happened and that you care about how it affected the other person. Teachers can do this with their students and the parents; principals can do this with teachers, students, and parents.
\n2. It is important for principals to become familiar with their teachers beyond the school setting. Taking an active intesest in a person (asking about their children, their spouse, personal hobbies) makes a person feel valued. This active interest goes a long way in developing a positive relationship between the principal and the teacher.
\n3. Whitaker continues in this chapter with his stance that it is more important to change behavior rather than beliefs. He expresses the importance of teaching teachers the concept of saying, "I'm sorry that happened" in order to see the benefits of saying this to angry parents or to students, rather than admitting any personal wrong-doing. Again, Whitaker states it is more important for the teachers to change their behavior. In the long run they may change their beliefs. Regardless, they will be exhibiting appropriate behavior that will only help the situation.","dateCreated":"1290956219","smartDate":"Nov 28, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"31220509","body":"1)The phase "I'm sorry that happened" simply diffuses people and potentially stressful situations. It is a true statement no matter what the situation. It does not admit fault or place blame, it merely expresses sensitivity toward a person or a situation.
\n2) It is important for principals to become familiar with their teachers beyond the school setting because building relationships is extremely important in being an effective principal. By knowing teachers outside of school, the principal can be sensitive to personal hurt and can prevent causing damage to the relationship. Building relationships is essential to a principal because when people know you care, they will work harder for the best interest of the school.
\n3) It is counterproductive to focus on getting a teacher to admit they were wrong because those energies need to be focused on helping the teacher develop "people skills" so that they do not continue to confront and hurt feelings. Some simply are not willing to change their beliefs, and the principal may not be equipped to deal with that anyway. The focus should be on changing behaviors, not beliefs. If behaviors are changed, there is an outside chance that beliefs can change at some point.","dateCreated":"1291603635","smartDate":"Dec 5, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}}],"more":0}]},{"id":"26716675","dateCreated":"1283820288","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\/26716675"},"dateDigested":1532428536,"startDate":null,"sharedType":"discussion","title":"November 21st Posting","description":"Posting date: November 21, 2010 by 11:59 p.m.
\nChapter 14: Make it Cool to Care
\n
\n1. Why is it vital that principals develop core beliefs?
\n2. Why does Whittaker downplay the importance of getting your faculty to go along with the particular initiative? What is a more significant goal?
\n3. Why is it important to consider the emotional side of teachers when implementing change? Discuss ways to deal with teachers resistant to change.","replyPages":[{"page":0,"digests":[{"id":"30199619","body":"1) It is vital that principals develop core beliefs because they help guide their decisions, they help them distinguish right from wrong, and they define their vision for the school. Core beliefs can be simple, should be clear, and they most likely frame the way principals work in school.
\n
\n2) Whitaker downplays the importance of getting the faculty to go along with a particular initiative because he believes that getting the faculty to go along with a particular undertaking has limited value. He states that a more significant goal is to develop and establish a school-wide environment that supports everyone's effort to do what is right. He further states that if we create an environment where each person does what is best for students and for the school, we will seldom make a wrong decision.
\n
\n3) It is important to consider the emotional side of teachers when implementing change because effective principals understand that behaviors and beliefs are tied to emotion, and they understand the power of emotion to jumpstart change. One way to deal with teachers who resist change is to touch on the emotional side of peer pressure. Whitaker discusses the importance of doing what is right...and sometimes the right thing to do is to NOT join in when teachers make fun of students or make sarcastic comments. If we have enough teachers who are doing the right thing, the other teachers will see the importance, or they will totally isolate themselves.","dateCreated":"1289831770","smartDate":"Nov 15, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"30570379","body":"1. It is vital that principals develop core beliefs in order to have a foundation or reference point for making decisions and setting forth a school vision.
\n2. Whitaker downplays the inportance of getting faculty to go along with a particular initiative. He suggests it is people not programs that matter. His theory is that if we project caring for students, then we can incorporate new initiatives into our classrooms and be successful at any of them. Teachers who care about their students will have students who care about the teacher, each other, and the classroom goals.
\n3. It is important to consider the emotional side of teachers when implementing change because the biggest obstacle to change is the emotion of fear. The main factor discussed by Whitaker in dealing with teachers' resistance to change is to encourage staff who are not fearful of the change, to stay positive around those who are negative. He encouraged his staff to not engage in negativity or laughter of the negative comments of those teachers fighting change with negative attitudes and negative comments.","dateCreated":"1290351386","smartDate":"Nov 21, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"26716633","dateCreated":"1283820224","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\/26716633"},"dateDigested":1532428536,"startDate":null,"sharedType":"discussion","title":"November 14th Posting","description":"Posting date: November 14, 2010 by 11:59 p.m.
\nChapter 13: Understand High Achievers
\n
\n1. Why is it sometimes challenging for principals to work successfully with our highest achieving teachers?
\n2. How do our superstar teachers react to criticism? To praise?
\n3. Discuss Whitaker\u2019s rule of thumb for principals in terms of delegating responsibility. Do you agree? Why or why not? How does this rule also apply to our high achieving teachers?","replyPages":[{"page":0,"digests":[{"id":"29812913","body":"1) It is sometimes challenging for principals to work successfully with our high achieving teachers because most of the time, high achievers do most of the work within a school. Therefore, they hold themselves to very high standards. Sometimes, principals must ignore minor errors with these high achievers because they may self deflate (they hate to let others down). If we point out their minor flaws, they make take fewer risks and keep their successes more private. As school leaders, we do not want them to do this...we want them to be role models.
\n
\n2) High achievers put so much of themselves into waht they do that any criticism, no matter how minor, can become a personal affront. They take it personal because they are usually harder on themselves than anyone else. On the other hand, praise usually enhances the principal\/teacher relationship and become more welcoming and more comfortable to take risks in instruction. When we acknowledge their efforts, they usually redouble their efforts. They feel more connected to the principal and the school, and essentially, they gain more respect for the principal.
\n3) Whitaker's rule of thumb for principals in terms of delegating responsibility is simple: Principals must delegate anything that anyone else can do. I agree with this principal, even though personally, I would find that hard to do. I HATE asking others to do something I can do myself. It would be a stretch for me professionally, but I agree with Whitaker...we must delegate the tasks that can be completed by others. That will help reserve our times for things that only the principal can accomplish. This rule also applies to our high achieving teachers because we tend to ask them to do everything. We should not ask them to do things that others can do. This will give other teachers the opportunity to pull their weight, and it won't overload or put added pressure on the high achievers.
\n 3)","dateCreated":"1289226297","smartDate":"Nov 8, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"30155741","body":"1. I think it is sometimes challenging working with the highest achieving teachers because the principal has to be careful not to use criticism. These teachers hold themselves to such high standards; they are their worst critics. It is important to ignore minor errors. If a principal calls a superstar teacher out on something minor, he\/she is likely to fall apart. This teacher may withdraw and not share her successes with others. This also strains the relationship between the high achieving teacher and the principal.
\n2. Superstar teachers will deflate when they are criticized. They are less likely to take greater risks in the future and they are very likely to leave the campus and go somewhere else where they do not feel criticized. These same high achieving teachers flourish with praise. They thrive on success and hold themselves to incredibly high standards. They need to know that they are valued and appreciated. If they are praised, they will continue to take risks and continue to strive each day to be even better.
\n3. Whitaker states that we should definitely delegate when we can since there are so many duties that only the principal can accomplish. He suggests delegating when we can, but to be careful not to allow the superstar teachers to be the volunteers for such duties all the time. It's important that we don't overwhelm them as they are already doing so many other important things on campus and in their classrooms. He suggests that we should ask other staff to do things we know that they can handle and put the superstars on the more important tasks. I agree with Whitaker's suggestions. It only makes sense to involve other staff so that they can learn to be more proactive on campus and also see that they are capable. Perhaps this will help them grow professionally. Also, I agree that the high achieving teachers have enough on their plates.","dateCreated":"1289748254","smartDate":"Nov 14, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"26716619","dateCreated":"1283820195","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\/26716619"},"dateDigested":1532428536,"startDate":null,"sharedType":"discussion","title":"November 7th Posting","description":"Posting date: November 7, 2010 by 11:59 p.m.
\nChapter 12: In Every Situation, Ask Who is Most Comfortable and Who is Least Comfortable
\n
\n1. Why must principals --at times -- make decisions that are exceptions to explicit rules and guidelines? When does this situation most often arise?
\n2. Why does the landlord described in the book put effort into remodeling apartments of tenants deems undesirable? How does this apply to the way we might deal with mediocre teachers?
\n3. What are the repercussions of arguing with parent?","replyPages":[{"page":0,"digests":[{"id":"29466083","body":"1) Principals, at times, must make decisions that are exceptions to explicit rules and guidelines because sometimes the rules and guidelines do not address specific situations. There is that undeniable "gray area" where every rule and guideline does not always match the person or the situation. This situation most often arises when dealing with student behavior issues.
\n
\n2) The landlord described in the book puts effort into remodeling apartments of tenants deemed undesirable to change the tenants behavior or prompt them to move out. He feels that if he makes the place nice, they will either start behaving like they deserve to live in a nice place or it'll make them so uncomfortable that they'll move out. This applies to how we might deal with mediocre teachers with the same concept. We can make changes to our school that are moving it in the right direction, and they'll either join along and adapt, or they will choose a different career or career path.
\n3) Arguing with a parent empowers the parent. As administrators, one of our responsibilities is to model how to handle difficult situations. If we choose to handle parent problems by arguing back, we not only miss the opportunity to behave in an appropriate manner and model effective communication, but we also could possible lose the respect of our faculty.","dateCreated":"1288704053","smartDate":"Nov 2, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"29752655","body":"1. Sometimes principals must make decisions that are exceptions to explicit rules and guidelelines because not all situations present themselves as black or white. There are times this occurs, especially when considering expectations for behavior. This situation most often arises when the rules are not quite as clear or when they conflict with our personal set of values and beliefs.
\n2. The landlord in the book remodels the apartments of less than stellar renters in hopes that this new nicer apartment will change them for the better. They will come to believe they deserve to live there and in turn, will keep up the apartment and not damage it; or they will be uncomfortable with how nice it is and move out. Principals can use this same premise when dealing with mediocre teachers. An effective principal tries to get the teachers to change in a positive way due to their discomfort, rather than just complaining about the necessary changes.
\n3. Arguing with parents will not benefit the principal in any way. Argumentative parents typically have an arsenal of skill in this department and they will not only come out on top, but they will also gossip about what was said and how the principal behaved. Principals are expected to be the highest role models on campus; teachers and parents look toward the principal to set high standards. If the principal is argumentative, he\/she is not setting a positive example of effective communication nor is the principal setting a good tone for the campus as a whole.","dateCreated":"1289058424","smartDate":"Nov 6, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"26716591","dateCreated":"1283820132","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\/26716591"},"dateDigested":1532428536,"startDate":null,"sharedType":"discussion","title":"October 31st Posting","description":"Posting date: October 31, 2010 by 11:59 p.m.
\nChapter 10: Loyal to Whom?
\nChapter 11: Base Every Decision on Your Best Teachers
\n
\n1. How can two people both be right even when they vehemently disagree?
\n2. Why must principals base their decisions on the very best teachers in the school?
\n3. Why do we ask all teachers for input? Why do we ask our superstar teachers for input?","replyPages":[{"page":0,"digests":[{"id":"29230773","body":"1) Two people can both be right even though they vehemently disagree when they consistenly make their decisions based on what is best for students.
\n2) Principals must base their decisions on the very best teachers in the school because their acceptance is an important step toward implementation of any change. Best teachers also have a school-wide vision and don't necessarily promote their own programs and\/or agendas. Even though they can lobby for their own programs, they still have a global understanding of the school and the district.
\n3) We ask all teachers for imput so they will feel part of the decisions. We ask our superstars for imput to make the best decisions. The superstars are the best place to start fostering internal expertise. They have earned the respect of their peers, and new ideas they implement are likely to catch on. When we draw on our best teachers as role models, the chances of acceptance and implementation of new ides grows. Also, the best teachers have enough confidence in themselves to try something new and make it work. As principals, we need our superstars to influence their grade level, their team, their department, and the entire school.","dateCreated":"1288273116","smartDate":"Oct 28, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"29355873","body":"1. Two people can both be right even when they vehemently disagree if both people's intentions are based on what is best for all students. There is usually more than one way to skin a cat and as long as the goal is to do what is best for all students, any number of ideas may be valuable ones.
\n2. Principals must base their decisions on what Whitaker calls the superstar teachers. He states that it is important that these excellent teachers have a voice that is heard and that they will set the tone for what the other teachers will do. Whitaker suggests that if your best teachers do not thihk something is a good idea, it is likely that the rest of the faculty will not think it is a good idea either. Moreover, the superstar teachers are usually superstars because they have a vested interest in the entire campus; not just their own programs. They are able to assist in seeing the campus' good as a whole when decisions are being made.
\n3. We ask our backbone, or mediocre, teachers for input so that they have a voice and feel that they are part of the decision. We ask our superstar teachers for input because they have a better understanding of the campus as a whole. They pave the way for the new ideas we wish to implement as principals and they are usually well-respected by other teachers.","dateCreated":"1288476139","smartDate":"Oct 30, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"26716573","dateCreated":"1283820091","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\/26716573"},"dateDigested":1532428537,"startDate":null,"sharedType":"discussion","title":"October 24th Posting","description":"Posting date: October 24, 2010 by 11:59 p.m.
\nChapter 8: Standardized Testing
\nChapter 9: Focus on Behavior, then Focus on Beliefs
\n
\n1. How do great principals manage to get all teachers on the same page regarding standardized testing? Despite the fact that options vary so widely?
\n2. Effective principals realize the risk of making standardized tests and testing standards the center of the school's business. Explain this risk and what, instead, should guide our decision-making.
\n3. Why is it more effective and productive for principals to focus on teacher behaviors than on teacher beliefs?","replyPages":[{"page":0,"digests":[{"id":"28954003","body":"Great principals manage to get all teachers on the same page regarding standardized testing by describing a "large circle, small circle" exercise in which the teachers answer the questions "What should our schools be doing?" (large circle) and "What do standardized tests measure?" (small circle) Whitaker encourages principals to ask the facutly whether these two circles depict their personal views on these issues and whether they agree that the first circle is the core of the school. REgardless of the faculty beliefs, he stresses that we should convey to our faculty that even though the views on standardized testing are in the smaller circle, if we do not take standardized testing and student achievement on state mandated tests seriously, they will make the smaller circle the larger matter. He says that this exercise can change beliefs (even when they vary) into actions and it helps teachers realize that if we do not want standardized testing to become the core of our schools, we must address them appropriately.
\n
\n2) The risk of making standardized tests and testing standards the center of the school's business is simply that standardized tests and testing standards are constantly changing. If we base school business on these tests and standards, then the core of our school will constantly change and vision and goals won't be consistent. Instead, "every decision should rest on what is doing best for students." When students needs are considered first, schools can adapt to the constantly changing standards and expectations.
\n3) It is more effective and productive for principals to focus on teacher behaviors thatn on teacher beliefs because it is easier to change behaviors than beliefs. By changing behaviors, there is also the possibility that changed behaviors can actually change teacher beliefs.","dateCreated":"1287851474","smartDate":"Oct 23, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"28992783","body":"1. Great principals are able to get teachers on the same page about standardized testing by presenting a set of information and posing a set of questions to the faculty that is two fold: what should schools be doing and what do standardized tests measure. Whitaker delineates a two-circle process in which he outlines the topic "What Schools Should Be Doing" as the bigger cirlce. He moves away from debating the importance of standardized testing and rather suggests encouraging teachers that if we want to have autonomy on campus to do what is best for teachers, we must also change our behaviors so that we have student success on standardized testing.
\n2. The risk of making standardized tests the center of the school's business is that teachers neglect other cricital areas of development such as social skills, self-worth, behavior, etc. Also, the state standards at any given time are subject to change. Our decision-making should be guided instead on the students as a whole and what is best for them. If teachers can focus on this, students will be more successful on state tests.
\n3. It is more effective for principals to focus on teacher behaviors rather than teacher beliefs. Whitaker states that it is not necessary to spend time trying to get people to accept and adopt our beliefs; rather it is more efficient to change their behaviors. Once these desired behaviors are in place, the teacher may then come to adopt the belief we hold.","dateCreated":"1287968960","smartDate":"Oct 24, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"29024521","body":"Response to Carla's Posting:
\n
\nCarla,
\n
\nIt is a tricky move to get teachers on the same page when it comes to standardized testing but it can be done. If a principal is supportive and positive it helps tremendously. I think that you are correct that principals must focus on the big picture of whole student development. If a principals does this then the faculty will find it easier to buy in to the emphasis placed on the standardized testing portion of the school's mission.
\n
\nChanging behaviors is the way to create change. This is documented over and over in the research. Your posting is well done.
\n
\nJohn","dateCreated":"1288023122","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":"26716557","dateCreated":"1283820043","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\/26716557"},"dateDigested":1532428537,"startDate":null,"sharedType":"discussion","title":"October 17th Posting","description":"Posting date: October 17, 2010 by 11:59 p.m.
\nChapter 7: Hire Great Teachers
\n
\n1. Why is hiring great teachers so monumentally important to great principals?
\n2. Why does Whittaker downplay the importance of hiring teachers who are \u201ca good match\u201d?
\n3. How can principals discreetly let new teachers know which colleagues they should choose as role models?","replyPages":[{"page":0,"digests":[{"id":"28599773","body":"Hiring great teachers is monumentally important to great principals because it is the most rapid way in improve a school. Great principals must continually seek to hire better teachers than the ones they are replacing. Hiring great, enthusiastic teachers helps improve student achievement, and great teachers can serve as examples and role models for the teachers who need to improve their practices and themselves.
\n2) Whitaker downplays the importance of hiring teachers who are "a good match" because he feels principals should not hire teachers that are a good fit in the school, but instead should hire great teachers so that the school can become more like them. He states that hiring the best teachers is the most rapid way to improve the entire school.
\n3) Principals can discreetly let new teachers know which colleagues they should choose as role models by incorporating questions in the interview process that use great teachers as examples.","dateCreated":"1287345970","smartDate":"Oct 17, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"28988609","body":"1. Hiring great teachers is incredibly important. These new hires can either make or break a school. These new teachers are usually full of energy and they can be a great example to other more seasoned teachers.
\n2. Whitaker suggests the importants of hiring great teachers and getting the campus to change around these teachers, rather than hiring someone because they seem like a good fit for the campus. I have never heard it put this way but it makes perfect sense. It is important for these new hires to be great so that they can learn quickly and also set an example to others. Whitaker downplays hiring teachers who are a good match because these teachers may not necessarily be great teachers who can learn quickly and also be exceptional in the classroom. I think he is suggesting that these teachers may do an acceptable job, but might not bring anything to the campus to make that campus itself exceptional.
\n3. Principals can pose questions during interviews about how potential new hires feel about learning from others. From there, they can determine who is open to this and they can plant the seed that this is important. Also, once a new teacher is hired, principals can suggest which teachers would be beneficial to learn from and point that new teacher towards that path.","dateCreated":"1287964309","smartDate":"Oct 24, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"29024985","body":"Response to Carla's Posting:
\n
\nCarla,
\n
\nHiring is the single most important endeavor that we as leaders engage in. If the wrong person is hired it can cost the organizations millions in lost productivity. Principals need to participate in training about this very serious topic. It is very important to take the time to check all references that the candidate provides and some references that the candidate does not provide.
\n
\nGreat people should be hired for their talent not for how they will fit in with the group. If a weak performer is hired just because they fit in with the group then the children will suffer. Once the weak performer is on board then he or she can become part of the problem and not the solution.
\n
\nAdult learning is the single most important activity that goes on in a school. This adult learning leads to teacher improvement and that will lead to student success, which is what everything we do is about.
\n
\nSuper posting.
\n
\nKeep up the good work!
\n
\nJohn","dateCreated":"1288023695","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":"26716547","dateCreated":"1283820001","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\/26716547"},"dateDigested":1532428537,"startDate":null,"sharedType":"discussion","title":"October 10th Posting","description":"Posting date: October 10, 2010 by 11:59 p.m.
\nChapter 6: Teach the Teachers
\n
\n1. Students are the most important people in the school. How can principals best help their students?
\n2. Most principals realize that the majority of discipline referrals they receive emanate from the classrooms of only a few teachers. What should principals do to address this proactively rather than reactively?
\n3. Why is it important for teachers to get out of their own classrooms and observe one another teaching?","replyPages":[{"page":0,"digests":[{"id":"28242119","body":"1. Principals can best help their students by first helping the teachers. Teachers are the ones on the front lines with the students and if the teachers aren't being successful or working towards improvement, then the students are not going to be able to soar to their highest potentials. Effective principals are not sitting in their offices; they are in the classrooms ensuring that quality learning is going on in their building.
\n2. When discipline issues arise from the same teachers' rooms more often than not, an effective principal should deal with the situation immediately and professionally. Whitaker suggests that these teachers go and observe in other teachers' rooms in which classroom management is more effective. I think this is a terrific idea. The teacher, according to Whitaker, is more likely to learn from watching another teacher than by just accepting suggestions or directives from the principal. I think observing one's peers is a great way to learn and improve.
\n3. Teachers need to be out and visiting other teachers' rooms. Even the most effective teachers can improve and learn from others. Whitaker's suggestion about asking a potential teacher how she\/he feels about observing other teachers for the first couple of years is something I am going to do when I become a school principal. If people are resistant to this idea of sharing knowledge, skills, and techniques, then they aren't going to be teachers who want to continously grow and improve in their profession.","dateCreated":"1286739193","smartDate":"Oct 10, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"28244503","body":"Principals can best help their students by hiring good teachers and working diligently on making the teachers the best that they can be. Ultimately, istruction and student achievement are THE most important factors in a school. By hiring good teachers and helping all teachers improve, principals have a direct impact on these two factos
\n2) I think there are a few ways that a principal can address the issue of a teacher and frequent discipline referrals. Teachers are doing the best they know how. Obviously some teachers are better at classroom management than others. When a principal has a teacher with weak management skills, the principal can deal with this teacher in a proactive way by showing the teacher management skills and practices, frequently visiting the classroom, and by allowing the teacher to visit other classroom teachers who have good management skills.
\n3) It is important for teachers to observe other teachers teaching because it helps create a network of support and respect within the school. New teachers are able to see seasoned veterans in action using effection strategies and methods of delivering instruction. Colleagues alse gain a sense of trust within the group, and the veteran teachers gain respect within the faculty.","dateCreated":"1286745301","smartDate":"Oct 10, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"28325479","body":"1. I always followed the philosophy that if a principal takes care of the teachers then the teachers will take care of the students. I agree that hiring great teachers is essential in order for our students to excel.
\n2. Visiting classrooms is a key function of a principal. By being closely involved in the classrooms of of struggling teachers the principal will be able to assist the teacher in need of assistance.
\n3. Teachers observing master teachers can learn a great deal. The real power occurs when teachers get together in groups and engage in reflective practice with one another about what works in instruction and what does not.","dateCreated":"1286893418","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":"26716517","dateCreated":"1283819935","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\/26716517"},"dateDigested":1532428538,"startDate":null,"sharedType":"discussion","title":"October 3rd Posting","description":"Posting date: October 3, 2010 by 11:59 p.m.
\nChapter 5: The Principal is the Filter
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\n1. How should principals determine which information they should filter out and not share with staff members?
\n2. What is a determining factor in whether the teachers within our schools work with us or against us?
\n3. What is the result when the principal shares with the teacher an unpleasant situation that the principal had with an angry parent?","replyPages":[{"page":0,"digests":[{"id":"27909301","body":"1. When deciding which information to share with faculty, principals must determine how that information is going to affect others. If the information is something regarding an angry parent for example, it is not necessary to share. Information such as this is insignificant and can only lead to teachers feeling negatively toward that student's parents, the student in particular, and even students in general. It's important for effective principals to try daily to perpetuate a positive attitude. Information that staff needs to be aware of can sometimes not be kept from them, such as possible new legislature. I think it's critical that a principal be aware of all the facets of the new legislature though so that they can be a rational voice when others are panicking about possible change. It's important to keep oneself fully educated as an effective principal so that he\/she can accurately educate or inform the staff of new issues that will arise.
\n2. One determining factor of whether teachers will work with the principal or against the principal is whether or not that principal has credibility and good working relationships with his\/her faculty. If teachers feel the leader is credible, supportive, and has their and the school's best interest at heart, those teachers are more likely to work hard for that principal. Principals who perpetuate negativity are going to be seen in a negative light and teachers are less likely to work hard for them.
\n3. When the principal shares a story with a teacher about a conference with an angry parent, this often results in that teacher having negative thoughts and feelings toward that student and his parents. I think this kind of negativity breeds more negativity and before long this teacher is focused on the negative about each day, and rarely focuses on the positive. Unhappy teachers do not have the happiest students. As Whitaker states, principals set the tone for the building. I think this can be compared to a domino effect. One negative comment from the principal to a teacher leads to that teacher making similar negative comments. Now there's a veritable grapevine of negativity going around and it is certain that the students are feeling it as well.","dateCreated":"1286134752","smartDate":"Oct 3, 2010","userCreated":{"username":"carla.byrne","url":"https:\/\/www.wikispaces.com\/user\/view\/carla.byrne","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"27925941","body":"1) When deciding what to share with facutly and staff, principals must constantly monitor how they will respond to his\/her words. The principal sets the tone for the school, and that can be a negative thing if the principal isn't careful about how information is presented and if the principal does not effectively filter information and comments.
\n2) One of the determining factors of whether or not the teachers will work with the principal or against the principal is the principal's credibility. The focus of the principal becomes the focus of the school. If the teachers do not believe in the direction that the principal is leading, the principal will lose credibility and thus lose the backing of the teachers.
\n3) If the principal shares with a teacher and unpleasant experience with an angry parent, it could have a direct effect on how that teacher responds to all parents. The teacher could fear communicating with parents, the teacher could fear communinicating with that specific parent, and the teacher could fear dealing with any student with the same last name! Principals have to be careful with the information they share because their opinions have a direct effect on the attitudes and opinions of the staff members, whether positive OR negative.","dateCreated":"1286160117","smartDate":"Oct 3, 2010","userCreated":{"username":"tlcoleman3","url":"https:\/\/www.wikispaces.com\/user\/view\/tlcoleman3","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1288704234\/tlcoleman3-lg.jpg"}},{"id":"28326233","body":"1. Principals must present information to teachers in the most positive manner that is possible. Teachers will support a principal that is positive more often than someone who is negative. Principals must be as transparent with information as possible in order to facilitate honest, open communication. I agree with Carla that it is very important for principals to keep up with the current changes in the field if schools are to effectively meet the challenges of the future.
\n2. Principal credibility is crucial if the teachers are going to support the principal and his or her agenda. Terri has an excellent point in stating that the principal's focus becomes the focus of the school.
\n3. Principals need to be very careful in sharing negative parent comments with teachers. Negative talk tends to breed negativity in general and this brings the school to a lower level.","dateCreated":"1286894168","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}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}