I had the opportunity to observe a second year social studies teacher, Miss A. Two days after the observation I completed the post-observation conference,which was conducted in Miss A's classroom. Miss A sat at her desk and I sat across from her. Throughout the conference, Miss A and I maintained eye contact and faced one another. The tone of both of our voices was very pleasant and friendly. We both used "ummm's" and "uhhhh's" several times. Miss A and I have been friends for the past two years, which I think made us nervous throughout this process leading to the "ummm's" and "uhhhh's". Being able to watch the video allowed me to realize how many times I said, "um" and "uh." I would not otherwise have picked up on that. I also noticed that we both giggled a few times. Once again, this could have been because we were friends and nervous, but irregardless should not occur during a conference with a teacher. If I choose to stay at Milton Hershey School there is a good chance that I could be supervising some of my friends and I will have to maintain a level of professionalism, which would mean not giggling and saying, "um" and "uh."
Before the conference I made sure to review the pre-conference notes and observation notes. During the conference, I reviewed my notes with Miss A. I made sure to start off with positive feedback. For example, Miss A did a nice job incorporating technology and content area reading strategies into her lesson. After providing positive feedback, I shared my recommendations with Miss A. Most of the recommendations had to do with classroom management and student behavior issues. Before giving my recommendation, I described what I saw and asked Miss A how she thought she could improve the situation. After listening to her ideas, I shared a few of my own. Based on the students she has in her classroom, I suggested that she try what she believes will work best with her students. However, I made sure to state that if she tries something and it does not work, she needs to try something else or schedule another meeting with me and we can work on a plan together. I also made sure to ask Miss A if she the lesson turned out how she planned.
For this conference, I believe that I used a collaborative approach. Throughout the conference I made sure to listen and clarify what the teacher was saying. Not only did I offer my recommendations, but I asked Miss A to participate in the problem solving process. Together we were able to come up with several possible solutions and Miss A was given the opportunity to choose the solution that she felt best fit her students. However, I did tell Miss A that if the situation did not improve she should schedule another meeting with me to develop another plan.
Overall, I think that the whole observation process went well. There are areas that I need to continue to show growth, including maintaining my confidence and composure during the post-observation conference.
Sunday, November 15, 2009
Monday, October 5, 2009
Classroom Seating Arrangements
I had the opportunity to visit several classrooms in my building. Two years ago when we moved into this school building, teachers were given the option of having tables or desks. About half of the teachers chose desks and half chose tables. In the rooms I visited I saw several different seating arrangements with tables and desks. One teacher had her desks arranged in a semi-circle and another teacher had his desks in rows. There were teachers with tables in a U shape and other teachers that had their desks arranged in rows, with two students per table. Finally, I saw another teacher who had her students sitting four to a table.
Through my observations, it appeared that the teachers who had tables were able to move around the classroom much easier than the teachers with desks. There was more empty space in the rooms with the tables, so both teachers and students were able to maneuver with ease. This did allow for smoother transitions when students had to turn in work, sharpen pencils or leave the classroom.
In my observations and discussions with teachers, the teacher that had tables used more cooperative learning and grouping. The teacher that had her desks in a semi-circle had the students work with partners and the teacher who had his students sit in rows appeared to use the least amount cooperative learning and grouping. He said that he did use it, but not on a regular basis.
All of the teachers had four student computers in the room and they were all lined up in the back of each teacher's classroom. Each teacher also had a laptop, smart board and projector. During follow up conversations I learned that most teachers use their laptop, projector and smart board and do not use the student computers. If a teacher wants all of the students to work on computers, he or she signs out one of the computer labs. The position of the computers in all of the rooms I observed made it apparent that they were not a large part of the teachers' instruction.
Room arrangements can help a supervisor understand a teacher's instructional techniques as well as plan professional development opportunities. If a teacher has his or her students sitting in rows and does incorporate cooperative learning, grouping and student interaction, this would be noted during an observation and discussed during a post-observation conference. As a supervisor, if I observed that many of my teachers were not incorporating these strategies, I would plan professional development which would train my teachers on how to use these strategies effectively.
It is important to realize though that just because a teacher has his or her room arranged a certain way, does not mean that it stays that way. As a teacher, I move my students and change my room arrangement as needed. Even though a teacher had his or her room set up in rows on the day I did my observation, that does not mean it always looks that way and that the teacher does not use cooperative learning and grouping. That is why I had follow up conversations with the teachers to learn more about their arrangement and instructional style. When doing an observation it is important to realize that you are only seeing a snapshot of that teacher's instruction.
Through my observations, it appeared that the teachers who had tables were able to move around the classroom much easier than the teachers with desks. There was more empty space in the rooms with the tables, so both teachers and students were able to maneuver with ease. This did allow for smoother transitions when students had to turn in work, sharpen pencils or leave the classroom.
In my observations and discussions with teachers, the teacher that had tables used more cooperative learning and grouping. The teacher that had her desks in a semi-circle had the students work with partners and the teacher who had his students sit in rows appeared to use the least amount cooperative learning and grouping. He said that he did use it, but not on a regular basis.
All of the teachers had four student computers in the room and they were all lined up in the back of each teacher's classroom. Each teacher also had a laptop, smart board and projector. During follow up conversations I learned that most teachers use their laptop, projector and smart board and do not use the student computers. If a teacher wants all of the students to work on computers, he or she signs out one of the computer labs. The position of the computers in all of the rooms I observed made it apparent that they were not a large part of the teachers' instruction.
Room arrangements can help a supervisor understand a teacher's instructional techniques as well as plan professional development opportunities. If a teacher has his or her students sitting in rows and does incorporate cooperative learning, grouping and student interaction, this would be noted during an observation and discussed during a post-observation conference. As a supervisor, if I observed that many of my teachers were not incorporating these strategies, I would plan professional development which would train my teachers on how to use these strategies effectively.
It is important to realize though that just because a teacher has his or her room arranged a certain way, does not mean that it stays that way. As a teacher, I move my students and change my room arrangement as needed. Even though a teacher had his or her room set up in rows on the day I did my observation, that does not mean it always looks that way and that the teacher does not use cooperative learning and grouping. That is why I had follow up conversations with the teachers to learn more about their arrangement and instructional style. When doing an observation it is important to realize that you are only seeing a snapshot of that teacher's instruction.
Monday, August 24, 2009
Postive School Culture and Its Impact On School Reform
Change can be very difficult for many people. Often times people are comfortable with the way they are doing things and the idea of change can be very overwhelming. There are many teachers that interpret change as more work. This can be very upsetting for teachers who are already putting in a lot of time and energy, especially if they feel that what they are already doing works. However, having a positive school culture can help ease these fears.
When a school has a positive culture there is open and honest communication. Teachers will be properly trained and kept up to date on current information so that they feel comfortable with the school reform. Administrators and teachers will be part of the decision making process so that teachers will feel more invested in the process. School leaders and staff members are supportive of one another which will help ease the overwhelming feelings that teachers often have when a reform is initiated. Finally, the school will have a powerful vision and mission that will be known and understand by all staff members. Since staff members are invested in the vision and mission of the school, they will be more likely to be invested in a reform if it meets the needs of the students, school and community.
Throughout this course I have learned a lot about effective leadership. Being an effective leader is much more difficult than I originally thought. The readings, activities and my involvement in administrative roles through my internship have made me see all aspects of leadership. An effective leader needs to be able to balance making informed decisions, meeting students' needs, supporting teachers, staff and parents, appeasing upper level admininstration, keeping up with current trends all while keeping true to the vision and mission of the school and district. This is a juggling act that can be very difficult. However, I feel if a leader makes it a point to create a positive school culture, the juggling act can be much more manageable.
When a school has a positive culture there is open and honest communication. Teachers will be properly trained and kept up to date on current information so that they feel comfortable with the school reform. Administrators and teachers will be part of the decision making process so that teachers will feel more invested in the process. School leaders and staff members are supportive of one another which will help ease the overwhelming feelings that teachers often have when a reform is initiated. Finally, the school will have a powerful vision and mission that will be known and understand by all staff members. Since staff members are invested in the vision and mission of the school, they will be more likely to be invested in a reform if it meets the needs of the students, school and community.
Throughout this course I have learned a lot about effective leadership. Being an effective leader is much more difficult than I originally thought. The readings, activities and my involvement in administrative roles through my internship have made me see all aspects of leadership. An effective leader needs to be able to balance making informed decisions, meeting students' needs, supporting teachers, staff and parents, appeasing upper level admininstration, keeping up with current trends all while keeping true to the vision and mission of the school and district. This is a juggling act that can be very difficult. However, I feel if a leader makes it a point to create a positive school culture, the juggling act can be much more manageable.
Sunday, August 2, 2009
Leadership Reflection 2
This course has made me think a lot about what an effective leader is. Having worked under several supervisors over the past seven years, I have had the opportunity to see first-hand what works and what doesn’t. However, the readings and discussions in this course have expanded my beliefs.
At the beginning of this course, I did not realize that there were so many leadership theories. It reminds me of the whole language/phonics reading wars debate. I really believe that no one style is right or wrong. I think that an effective leader needs to be flexible, open to change and to new ideas. This will allow a leader to look at theory and use the best technique in a situation. Not every theory will be effective for every person or situation and it is important for a leader to understand that.
Another important concept that I have learned in this course is that even though there are many theories on leadership, there are also many common elements amongst the theories. When reading Fullan, Covey, Deming, Sergiovanni and others, I have noticed that some of the common ideas are having high expectations for yourself and others, believing in others, seeking to understand and grow, and giving staff members opportunities to make decisions. Seeing these elements in several theories shows how powerful they are.
Most importantly, this course has allowed me to reflect on my own experiences as a leader and as a person who has been led. I have been able to think about the leaders who inspired me and who I excelled working with. They were leaders who challenged me, but were very supportive. They were leaders who empowered me and made me feel that I was a part of something that was meaningful. As an aspiring leader it is important for me to include these characteristics in my leadership style.
There are many important characteristics that an educational leader should possess. First, a leader should be honest. Staff members will respect and commit to a leader who displays honesty. Second, a leader should have integrity. A leader should act on his beliefs and not just talk about them. Even when no one is watching, a leader with integrity will follow through his or her beliefs. Third, a leader should be consistent. When staff and students see that a leader is consistent, they know what to expect and are more willing to commit to a vision. Fourth, a leader needs to be motivated to learn more and to see that the school’s vision is met. Finally, it is important for a leader to be enthusiastic about teaching, learning and working with children. This enthusiasm will spread to the staff and the students and people will be excited to work and learn.
At the beginning of this course, I did not realize that there were so many leadership theories. It reminds me of the whole language/phonics reading wars debate. I really believe that no one style is right or wrong. I think that an effective leader needs to be flexible, open to change and to new ideas. This will allow a leader to look at theory and use the best technique in a situation. Not every theory will be effective for every person or situation and it is important for a leader to understand that.
Another important concept that I have learned in this course is that even though there are many theories on leadership, there are also many common elements amongst the theories. When reading Fullan, Covey, Deming, Sergiovanni and others, I have noticed that some of the common ideas are having high expectations for yourself and others, believing in others, seeking to understand and grow, and giving staff members opportunities to make decisions. Seeing these elements in several theories shows how powerful they are.
Most importantly, this course has allowed me to reflect on my own experiences as a leader and as a person who has been led. I have been able to think about the leaders who inspired me and who I excelled working with. They were leaders who challenged me, but were very supportive. They were leaders who empowered me and made me feel that I was a part of something that was meaningful. As an aspiring leader it is important for me to include these characteristics in my leadership style.
There are many important characteristics that an educational leader should possess. First, a leader should be honest. Staff members will respect and commit to a leader who displays honesty. Second, a leader should have integrity. A leader should act on his beliefs and not just talk about them. Even when no one is watching, a leader with integrity will follow through his or her beliefs. Third, a leader should be consistent. When staff and students see that a leader is consistent, they know what to expect and are more willing to commit to a vision. Fourth, a leader needs to be motivated to learn more and to see that the school’s vision is met. Finally, it is important for a leader to be enthusiastic about teaching, learning and working with children. This enthusiasm will spread to the staff and the students and people will be excited to work and learn.
Friday, July 24, 2009
Transformational Leadership- Reflection Log
Transformational leadership is leading through empowerment, inspiration and example. Leaders who practice this style trust their staff to make informed decisions, which can motivate their staff to fully commit to a plan. These leaders are very comfortable not being in total control and see the experiences and resources that others have as a benefit to the school community.
Using a transformational leadership style can have a major impact on the way an administrator leads a school. Using this model, an administrator is likely to create teacher teams that will work together to make informed decisions. Since these teachers work with their students every day, they know what their strengths and needs are. The administrator will trust his or her staff to use this information to make appropriate decisions in teacher teams. Leaders will be more flexible because this model rests on the idea that it is non-linear and can change over time. However, it is important to remember that change does take time, so if a plan does not produce results immediately, it is important to remember to give it time to produce results before changing it. The school leader will act as a model to their staff, so that they pass along the same ideas to the students. Students need to feel empowered so that they take ownership over their own education. When students are able to make decisions, they are more likely to be motivated in the classroom.
I have worked with many teachers who are not comfortable with technology so they chose not to use it. In order to combat this issue, a transformational leader need be enthusiastic and inspire his or her staff when introducing technology integration. The leader will use technology in faculty meetings and will make sure that he or she is knowledgeable in technology integration. Trainings will be set up so that the staff feels comfortable using technology before they are expected to fully integrate it into their instruction. Once teachers are trained, the administrators may set up teacher teams to determine how technology can be used in their classrooms. Since the teachers know the curriculum and the students, they can determine how best to use technology in the classroom. Teachers can learn from one another and will have a chance to share their own ideas. This will empower teachers and help them commit to technology integration.
As a special education teacher, I have worked with administrators and teachers who do not want to deal with my students. The attitude is that they are my students and I should deal with them. With many schools adopting a Response to Intervention Model, general education teachers are beginning to take more of a role in the education of struggling students. Transformational leaders understand the need to individualize based on needs, which is used in teaching struggling students. These leaders need to educate and inspire their staff to believe that every student is their student and not a “special education” student. Allowing teachers to share information and ideas about differentiating instruction and behavior management will help teachers learn from one another and feel more comfortable teaching these students. Transformational leaders have high expectations of their staffs and students and they will expect that even the special education students are showing growth. Since this model is non-linear, it is a natural fit to creating IEP goals and accommodations, progress monitoring for growth and adjusting the plan as needed to best meet the needs of the students.
Overall, I feel that transformational leadership can be powerful in a school. Over the last seven years, I have worked with many administrators who have had many different styles. I have found that the leaders that listen to my ideas, respect my opinions and allow me to be a part of the decision making process, are the leaders that I have excelled working under.
Using a transformational leadership style can have a major impact on the way an administrator leads a school. Using this model, an administrator is likely to create teacher teams that will work together to make informed decisions. Since these teachers work with their students every day, they know what their strengths and needs are. The administrator will trust his or her staff to use this information to make appropriate decisions in teacher teams. Leaders will be more flexible because this model rests on the idea that it is non-linear and can change over time. However, it is important to remember that change does take time, so if a plan does not produce results immediately, it is important to remember to give it time to produce results before changing it. The school leader will act as a model to their staff, so that they pass along the same ideas to the students. Students need to feel empowered so that they take ownership over their own education. When students are able to make decisions, they are more likely to be motivated in the classroom.
I have worked with many teachers who are not comfortable with technology so they chose not to use it. In order to combat this issue, a transformational leader need be enthusiastic and inspire his or her staff when introducing technology integration. The leader will use technology in faculty meetings and will make sure that he or she is knowledgeable in technology integration. Trainings will be set up so that the staff feels comfortable using technology before they are expected to fully integrate it into their instruction. Once teachers are trained, the administrators may set up teacher teams to determine how technology can be used in their classrooms. Since the teachers know the curriculum and the students, they can determine how best to use technology in the classroom. Teachers can learn from one another and will have a chance to share their own ideas. This will empower teachers and help them commit to technology integration.
As a special education teacher, I have worked with administrators and teachers who do not want to deal with my students. The attitude is that they are my students and I should deal with them. With many schools adopting a Response to Intervention Model, general education teachers are beginning to take more of a role in the education of struggling students. Transformational leaders understand the need to individualize based on needs, which is used in teaching struggling students. These leaders need to educate and inspire their staff to believe that every student is their student and not a “special education” student. Allowing teachers to share information and ideas about differentiating instruction and behavior management will help teachers learn from one another and feel more comfortable teaching these students. Transformational leaders have high expectations of their staffs and students and they will expect that even the special education students are showing growth. Since this model is non-linear, it is a natural fit to creating IEP goals and accommodations, progress monitoring for growth and adjusting the plan as needed to best meet the needs of the students.
Overall, I feel that transformational leadership can be powerful in a school. Over the last seven years, I have worked with many administrators who have had many different styles. I have found that the leaders that listen to my ideas, respect my opinions and allow me to be a part of the decision making process, are the leaders that I have excelled working under.
Monday, June 15, 2009
Week 2 Reflection
After going through the two week online orientation, I feel that I have a good idea of the activities I will be participating in and the time it will take to complete the activities. In order to be successful in completing the activities and being an active participant, I need to schedule time everyday to check in with my team discussions and individual activities. It is important to stay current in the team discussions so that I can post responses in a timely manner. It is also important to stay in contact with my team members and communicate any concerns or issues I may have. For example, I am expecting my second child at the end of October. This will impact my availabilty for a few days when I am in the hospital. My team will need to know when I am going to the hospital and how that will impact the group.
Time management has also been a weak point for me. Knowing this about myself, I have become very good at making lists and scheduling my time. Having a checklist is the best way for me to organize all of the activities I need to complete. I also create a timeline for the completion of each activity, so that I do not procrastinate. As a special education teacher, I am constantly teaching my students how to chunk long term assignments and create timelines, so it is only fitting that I do this for myself.
My communication inventory results were very interesting. I scored a three in the intuitor style and feeler style. I scored a 2 in thinker and sensor styles. I have always considered myself as a "big picture" person. When working on a project or problem, I am able to see the whole picture. I look at what has worked or has not worked in the past and then how the solution will impact the future. According to the Communication Styles Guide, feelers are past oriented and intuitors are future oriented, which is exactly how I think and work in group settings. I am respectful and consider others feelings at all times. The fact that I am always thinking of others feelings has led to me getting hurt because I never expect people to be hurtful. The fact that I am respectful and past and future oriented, I tend to do well communicating with others and working in groups. Overall, I would agree with the Communication Inventory results.
At this point, I do not know where I need additional support. However, I have not started curriculum yet and am sure that there will be some issues that come up over the course of the year. The biggest issue that I may have is time management, but at this time I think that I have a good plan in place to make sure that I stay up-to-date.
Time management has also been a weak point for me. Knowing this about myself, I have become very good at making lists and scheduling my time. Having a checklist is the best way for me to organize all of the activities I need to complete. I also create a timeline for the completion of each activity, so that I do not procrastinate. As a special education teacher, I am constantly teaching my students how to chunk long term assignments and create timelines, so it is only fitting that I do this for myself.
My communication inventory results were very interesting. I scored a three in the intuitor style and feeler style. I scored a 2 in thinker and sensor styles. I have always considered myself as a "big picture" person. When working on a project or problem, I am able to see the whole picture. I look at what has worked or has not worked in the past and then how the solution will impact the future. According to the Communication Styles Guide, feelers are past oriented and intuitors are future oriented, which is exactly how I think and work in group settings. I am respectful and consider others feelings at all times. The fact that I am always thinking of others feelings has led to me getting hurt because I never expect people to be hurtful. The fact that I am respectful and past and future oriented, I tend to do well communicating with others and working in groups. Overall, I would agree with the Communication Inventory results.
At this point, I do not know where I need additional support. However, I have not started curriculum yet and am sure that there will be some issues that come up over the course of the year. The biggest issue that I may have is time management, but at this time I think that I have a good plan in place to make sure that I stay up-to-date.
Sunday, June 7, 2009
Orientation Week 1
Now the I have completed the first week of orientation, I feel rather confident navigating ELC. The scavenger was very helpful in showing me the ins and outs of site. When I first logged on, I was overwhelmed as I tried to understand and navigate the site. However, after spending time on ELC and completing the scavenger hunt, I feel more comfortable.
Online learning is a brand new experience for me. I just recently completed my M. Ed. at York College and the constant driving to and from campus and time away from my family was difficult. I enjoy going to school, but the time spent out of my home was too much. I think an online program will provide me with the joy of taking classes without the hassle of being away from my family.
I am very curious to see how the instruction will be delivered. I am also concerned with my own time management. I will need to make it a point to check in and keep up to date with my assignments. However, I do think that the online instruction will give me time to process information before responding, which I think will deepen my understanding. I find that when I have more time to process and make connections, my learning is enhanced.
Subscribe to:
Comments (Atom)