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Presentation to the Reclaiming Youth Finger Lakes Seminars at Cornell University

Presentation to the Reclaiming Youth Finger Lakes Seminars at Cornell University


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  • -Allow people to feel comfortable to move to another presentation if they wish -Polar Bear “ice breaker” Move chairs if need be Refer to hand outs as supplemental the only follow along will be the powerpoint
  • Transcript

    • 1. - an administrative perspective August 7 th , 2006 Reclaiming Youth Finger Lakes Seminars at Cornell University THE CIRCLE OF COURAGE
    • 2. About your presenter:
      • Tom Watts- Supervisor and Principal of Exceptional Education TST BOCES
        • Turning Point
        • Springboard
        • Lighthouse
        • Adolescent Psychiatric Unit Academic Support
        • Trumansburg Elementary 8:1:1
    • 3. Where are we from? Our community this afternoon…. What do we do?
    • 4. The role of administrators…
      • We believe our role is to assure that staff teams are functioning appropriately. The healthier the team the healthier the student.
    • 5. The role of administrators…
      • Our role is to provide organization, resources and consistency so that staff members can grow to manage more effectively on their own.
    • 6. Four Conditions of Effective Teams:
      • Diversity of Opinion
      • Independence
      • Decentralization
      • Aggregation
    • 7.
      • Aggregation- The effective school leader turns private judgments into collective decisions
    • 8. What is a team? Teacher, counselor, paraprofessional, psychologist, principal, clinical director Content area teachers Teacher’s aides Administrators Regional school Principals Special Education teachers, counselors, psychologists, CSE chairs STUDENTS & TEACHERS Teacher and Principal Parents School Monitors & Administrators Superintendents & Principals SOCIAL SERVICES & SCHOOLS
    • 9. Today’s goals….
      • - Focus on the Circle of Courage as it applies to team dynamics
      • -We will cover each component and give examples from our experience of implementing each in a school setting
      • -We will reserve time throughout for questions and dialog.
      • -Ever mindful of the needs of kids-clip
    • 10. Debunking the myths about the Circle of Courage
        • Purchased curriculum
        • Certified training
        • Exclusionary practice
      -“ Coddling ”
        • No Accountability
    • 11. The Truths about the Circle of Courage
              • Our culture is more fearful of breaking a law than breaking a child.
      Commitment to children
          • The good goal of constant improvement
          • Best practice, share success
          • Value based- clip
    • 12. Fear of Values
      • “ Who’s values are you sharing?”
        • Usually stops dialog
        • Find the courage to share beliefs and find a common language
    • 13. Common Values
      • Safety
      • Learning
      • Belonging
      • Mastery
      • Independence
      • Generosity
      The Circle of Courage
    • 14.
      • Administrative challenges
    • 15.
      • “It’s easier to throw stones at a house than to build it.
      • It’s harder to build a house when you are deflecting stones.”
      • -Every School Administrator
      , Ever
    • 16.
      • Time, Money & Trust
      • The Circle of Courage provides a framework for fostering trust among students and staff
    • 17.
      • Projective identification ( DSM-IV , pg. 756). The individual deals with emotional conflict or internal or external stressors by falsely attributing to another his or her own unacceptable feelings, impulses, or thoughts. Unlike simple projection, the individual does not fully disavow what is projected. Instead, the individual remains aware of his or her own affects or impulses but misattributes them as justifiable reactions to the other person. Not infrequently, the individual induces the very feelings in others that were first mistakenly believed to be there, making it difficult to clarify who did what to whom first.
    • 18.
      • Translation….
    • 19.
      • When someone complains to you, it makes them feel better.
      But it makes you feel like it is YOUR problem.
    • 20. Belonging
    • 21. Belonging Students in the Turning Point High School painted this replica of George Blue Birds’ painting.
    • 22. Belonging
      • Structure time with your staff so that you are there to hear ‘venting’ and root causes.
        • Team conflict resolution
        • -Team functioning and communication style
        • Avoid the culture of fear
        • -A story about staff name-calling, a two-tiered administrative response
        • J.A.M. group
          • -Don’t make decisions in isolation
    • 23. INDEPENDENCE
      • You cannot build character and courage by taking away initiative and independence.
      -Abraham Lincoln
    • 24. Independence
      • You cannot expect kids to gain in responsibly in a completely adult enforced system.-Clip
        • Level Reviews
        • Positive incident reports
        • Peaceful coexistence v. conflict resolution
        • In School Suspension
        • Incentive Trip Appeals
        • A story about reorganizing staff meeting time
        • Staff conflict mediation
    • 25. MASTERY
      • If people knew how hard I worked to get my mastery, it wouldn't seem so wonderful at all.
      • -Michelangelo
    • 26. Mastery
      • Stories:
      • -Critical Care to Administrative review
      • -“Take your coat off”
      • - A counselor’s shift
      • - A teacher’s paperwork
    • 27. MASTERY
      • The belief for mastery goes back to the idea that a healthy relationship is the most important asset a child can have and the most powerful tool we have in reaching a child on any level.
      • Leaders are the foundation of the relationships in their communities.-clip
    • 28. Mastery
      • Mastery is connected to your role of providing support.
      • You exist to provide a structured management of your staff concern.
      • Respond to staff anxiety about organizational issues with a process.
    • 29. Mastery
      • A school is a place where everyone should learn: All staff and students
      • Involve staff in the professional development process
        • Conference days
        • Mechanisms for best practice sharing and keeping up with professional advances
        • “Chasing the expert”- James Shanteau
    • 30. Mastery
      • Supporting worthwhile meeting time
        • Asch’s 3 lines
          • Ask your staff is it easier to change their opinion or to challenge the group
        • Milgrim, Bickman & Berkowicz- “Up in the sky”
          • Administrators cannot be the only one’s asking “what are you looking at?”
    • 31.
      • “Generosity hurts”
              • Turning Point Teacher Doug Keating
    • 32. Generosity
        • Administrative leadership in a Circle of Courage model comes from the idea that just as the highly creative child causes problems for the classroom teacher a highly creative staff member creates problems for the school administrator. To be creative is to be unpredictable. This makes others uneasy.
        • An administrator’s generosity is in accepting this and understanding the difference between creativity and incompetence.
    • 33. Generosity
      • Be generous with your leadership
        • A culture of above and beyond is necessary
        • Outcome is depth of relationship and success
          • Stories:
            • J. B. T.
            • Speaker’s panel
            • Overnights
            • Hospital visits
            • Backpacks to Katrina
            • Frankie and Rishawn
            • Service learning
            • “ At my old school they didn’t care”
    • 34.  
    • 35. Generosity Administrative Support of Creative Energy Students receive increased self-esteem, develop empathy for staff and students, have fun, see staff in new roles (i.e. camping) Staff get feeling of significance, an understanding of the greater nurturing that the students need beyond academics, valued for creativity, untapped collaboration community-clip
    • 36. Do you have any questions? Sometimes.
    • 37. Sources/recommended reading
      • Gladwell, M. (2002) The Tipping Point. How little things make a big difference. New York: Little, Brown & Company
      • Flowers, N., Mertens, S., & Mulhall, P. (2000). What makes interdisciplinary teams effective? Middle School Journal , 31 (4) 53-56.
      • Gladwell M (2005) Blink. The power of thinking without thinking. New York: Little, Brown & Company
      • Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century . New York: Teachers College Press.
      • Patterson, K et.al. (2002) Crucial Conversations: Tools for talking when stakes are high. New York: McGraw-Hill
      • Robinson, K (2001) Out of Our Minds: Learning to be creative. London: Capstone Publishing
      • Sapolsky, R. M. (1998). Why Zebra’s Don’t Get Ulcers. New York: W. H. Freeman & Company
      • Surowiecki, J (2004) The Wisdom of Crowds: Why the many are smarter than the few and how collective wisdom shapes business, economies, societies and nations. New York: Doubleday
      • Torrance, E. Paul (1962). Guiding Creative Talent . Englewood Cliffs, N.J.: Prentice Hall
      • Warren, L. L., & Muth, K. D. (1995). The impact of common planning time on middle grade students and teachers. Research in Middle Level Education , 18 (3), 41-58.