Effective leaderships


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Effective leaderships

  1. 1. Presented by Cassandra Davis EDAM 5330 July 27, 2010
  2. 2. <ul><li>Offer solutions in the classroom </li></ul><ul><li>Hire teachers that know their subject area </li></ul><ul><li>Hire go getters and self starters </li></ul><ul><li>Promote a community spirit of collaboration </li></ul><ul><li>Deal with issues quickly and in a positive way </li></ul>
  3. 3. <ul><li>Respected by the community </li></ul><ul><li>Open door policy for everyone </li></ul><ul><li>Willing to address the most difficult issues </li></ul><ul><li>Fosters policies that promote the highest standards </li></ul>
  4. 4. <ul><li>The principal must be aware of culture. Then he must ensure that his teachers are culturally responsive. </li></ul>
  5. 5. <ul><li>Seek to understand parents' hopes, concerns and suggestions </li></ul><ul><ul><li>Conduct needs assessments and surveys (in the parents' first language) of what parents expect of the school community </li></ul></ul><ul><ul><li>Establish parent-teacher organizations or committees to work collaboratively for the benefit of the students </li></ul></ul><ul><ul><li>Conduct home visits in which parents are able to speak freely about their expectations and concerns for their children </li></ul></ul>
  6. 6. <ul><li>2.Keep parents apprised of services offered by the school </li></ul><ul><ul><li>Send weekly/monthly newsletters (in the home language) informing parents of school activities </li></ul></ul><ul><ul><li>Conduct monthly meeting at parents' homes or community centers to inform parents of school activities </li></ul></ul><ul><ul><li>Host family nights at school to introduce parents to concepts and ideas children are learning in their classes and to share interactive journals </li></ul></ul>
  7. 7. <ul><li>3.Gain cross-cultural skills necessary for successful exchange and collaboration </li></ul><ul><ul><li>Research the cultural background of students' families </li></ul></ul><ul><ul><li>Visit local community centers to find out about the cultural activities and beliefs of the students </li></ul></ul><ul><ul><li>Tour students' neighborhoods to identify local resources and &quot;funds of knowledge </li></ul></ul>
  8. 8. <ul><li>Communicate clear expectations </li></ul><ul><ul><li>Be specific in what you expect students to know and be able to do </li></ul></ul><ul><li>Create an environment in which there is genuine respect for students and a belief in their capability </li></ul><ul><ul><li>Encourage students to meet expectations for a particular task </li></ul></ul><ul><ul><li>Offer praise when standards are met </li></ul></ul>
  9. 9. <ul><li>Vary teaching strategies </li></ul><ul><ul><li>Use cooperative learning especially for material new to the students </li></ul></ul><ul><ul><li>Assign independent work after students are familiar with concept </li></ul></ul><ul><ul><li>Use role-playing strategies </li></ul></ul><ul><ul><li>Assign students research projects that focus on issues or concepts that apply to their own community or cultural group </li></ul></ul><ul><ul><li>Provide various options for completing an assignment </li></ul></ul><ul><li>Bridge cultural differences through effective communication </li></ul><ul><ul><li>Teach and talk to students about differences between individuals </li></ul></ul><ul><ul><li>Show how differences among the students make for better learning </li></ul></ul><ul><ul><li>Attend community events of the students and discuss the events with the students </li></ul></ul>
  10. 10. <ul><li>Promote student engagement </li></ul><ul><ul><li>Have students generate lists of topics they wish to study and/or research </li></ul></ul><ul><ul><li>Allow students to select their own reading material </li></ul></ul><ul><li>Share responsibility of instruction </li></ul><ul><ul><li>Initiate cooperative learning groups ( Padron , Waxman, & Rivera, 2002) </li></ul></ul><ul><ul><li>Have students lead discussion groups or reteach concepts </li></ul></ul><ul><li>Create inquiry based/discovery oriented curriculum </li></ul><ul><ul><li>Create classroom projects that involve the community </li></ul></ul><ul><li>Encourage a community of learners </li></ul><ul><ul><li>Form book clubs or literature circles ( Daniels, 2002 ) for reading discussions </li></ul></ul><ul><ul><li>Conduct Student-Directed Sharing Time ( Brisk & Harrington, 2000 ) </li></ul></ul><ul><ul><li>Use cooperative learning strategies such as Jigsaw </li></ul></ul>
  11. 11. <ul><li>Research students' experiences with learning and teaching styles </li></ul><ul><ul><li>Ask educators who come from the same cultural background as the students about effective ways to teach them </li></ul></ul><ul><ul><li>Visit the communities of the students to find out how they interact and learn in that environment </li></ul></ul><ul><ul><li>Ask students about their learning style preferences </li></ul></ul><ul><ul><li>Interview parents about how and what students learn from them </li></ul></ul><ul><li>Devise and implement different ways for students to be successful in achieving developmental milestones </li></ul><ul><ul><li>Ensure success by setting realistic, yet rigorous, goals for individual students </li></ul></ul><ul><ul><li>Allow students to set their own goals for a project </li></ul></ul><ul><ul><li>Allow the use of the student's first language to enhance learning </li></ul></ul><ul><li>Create an environment that encourages and embraces culture </li></ul><ul><ul><li>Employ patterns of management familiar to students </li></ul></ul><ul><ul><li>Allow students ample opportunities to share their cultural knowledge </li></ul></ul><ul><ul><li>Question and challenge students on their beliefs and actions </li></ul></ul><ul><ul><li>Teach students to question and challenge their own beliefs and actions </li></ul></ul>
  12. 12. <ul><li>Use resources other than textbooks for study </li></ul><ul><ul><li>Have students research aspects of a topic within their community </li></ul></ul><ul><ul><li>Encourage students to interview members of their community who have knowledge of the topic they are studying </li></ul></ul><ul><ul><li>Provide information to the students on alternative viewpoints or beliefs of a topic </li></ul></ul><ul><li>Develop learning activities that are more reflective of students' backgrounds </li></ul><ul><ul><li>Include cooperative learning strategies </li></ul></ul><ul><ul><li>Allow students the choice of working alone or in groups on certain projects </li></ul></ul><ul><li>Develop integrated units around universal themes </li></ul>
  13. 13. <ul><li>Learn about students' cultures </li></ul><ul><ul><li>Have students share artifacts from home that reflect their culture </li></ul></ul><ul><ul><li>Have students write about traditions shared by their families </li></ul></ul><ul><ul><li>Have students research different aspects of their culture </li></ul></ul><ul><li>Vary teaching approaches to accommodate diverse learning styles and language proficiency </li></ul><ul><ul><li>Initiate cooperative learning groups ( Padron , Waxman, & Rivera, 2002 ) </li></ul></ul><ul><ul><li>Have students participate in book clubs or literature circles ( Daniels, 2002 ) </li></ul></ul><ul><ul><li>Use student-directed discussion groups ( Brisk & Harrington, 2000 ) </li></ul></ul><ul><ul><li>Speak in ways that meet the comprehension and language development needs of ELLs ( Yedlin , 2004 ) </li></ul></ul><ul><li>Utilize various resources in the students' communities </li></ul><ul><ul><li>Have members of the community speak to students on various subjects </li></ul></ul><ul><ul><li>Ask members of the community to teach a lesson or give a demonstration (in their field of expertise) to the students </li></ul></ul><ul><ul><li>Invite parents to the classroom to show students alternative ways of approaching a problem (e.g., in math: various ways of dividing numbers, naming decimals, etc.) </li></ul></ul>
  14. 14. <ul><li>And the key to retaining good teachers, is effective professional development. &quot;We have concluded that the nation cannot achieve quality teaching for every child unless those teachers can be kept in the classroom,&quot; say the report's authors. &quot;The missing ingredient is finding a way for school systems to organize the work of qualified teachers so they can collaborate with their colleagues in developing strong learning communities that will sustain them as they become more accomplished teachers.“ Judy Salpetor Univ. of Maryland </li></ul>
  15. 15. <ul><li>Workshops should focus on real needs </li></ul><ul><li>Real uses of technology </li></ul><ul><li>Building online communities </li></ul><ul><li>Models and Mentors </li></ul><ul><li>Learn from Case Studies </li></ul>
  16. 16. <ul><li>praise (tell folks they've done a job well - it is hard to overdo this one!) </li></ul><ul><li>appreciation (a simple &quot;thank you&quot; regularly will earn you respect) </li></ul><ul><li>recognition (awards, credit on a report, a letter of commendation). </li></ul><ul><li>Learning to give positive feedback is crucial! </li></ul><ul><li>Teambuilding exercises are a great way to build enthusiasm and cooperation. </li></ul><ul><li>we need to motivate by being clear about consequences of inappropriate behavior. </li></ul>
  17. 17. <ul><li>EMOTIONAL INTELLIGENCE (EI) . Some call this a &quot;gut instinct or an innate sense about what others are feeling.&quot; It used to be called empathy or intuition </li></ul><ul><li>using, understanding and managing emotions. Both Oprah and Madonna can read a crowd like no one else and their EI is part of what makes them both successful. Being able to read people. </li></ul>
  18. 18. <ul><li>You must be able to EMPOWER others. Jesse Jackson states that his Citizenship Education Fund &quot;seeks to empower citizens through the effective use of public policy advocacy, issue orientation, and connections between the greater community and the disenfranchised.&quot; He does this well. Teach people how to accomplish a task - don't do it for them (even if you can do it faster or better, you don't have the time). Tell people what you expect from them, give them the tools they need to succeed, and then get out of their way. Learn to listen; nothing is more empowering than being heard. </li></ul>
  19. 19. <ul><li>You must be TRUSTWORTHY . Jimmy Carter's greatest asset is that his behavior is consistent with his beliefs. Even those who disagree with him respect him enormously. No one will follow a dishonest or unfair leader with enthusiasm. Actions do speak much louder than words! </li></ul>
  20. 20. <ul><li>Leaders must be willing to take RISKS . If you do things the way they've always been done - you will always get what you had before! Co-founders of Google, Larry Page and Sergey Brin, regularly take risks and today are reaping the benefits. Leaders should also reward risk-taking in others. </li></ul>
  21. 21. <ul><li>A leader should be able to FOCUS & FOLLOW THROUGH . This involves setting priorities and doing what you say you will. Woody Allen, role model or not, once said, &quot;Eighty percent of success in life is just showing up.&quot; This is absolutely true. Knowing what to do and then doing it (or delegating it to some one who will make it happen) is a critical leadership trait. </li></ul>
  22. 22. <ul><li>it helps to have a sense of HUMOR . The ability to laugh at oneself demonstrates a degree of self-knowledge and is the easiest way to bring others along with you. Humor is also a great tension breaker but inappropriate if used to belittle someone. </li></ul>