This document summarizes an online administrator mentor roundtable on school culture and transformational change. It provides an agenda for the roundtable, including introductions, norms for collaboration, a discussion of how the topic relates to participants' current roles, objectives, and a discussion of key aspects of school culture like defining culture, different culture types, and using a school culture typology worksheet. It also discusses transformational change through triple-loop learning and provides a scenario for participants to discuss how to address a principal struggling with cultural resistance to changes. The document aims to help administrators examine and potentially transform their school's culture.
Transformative organization and governanceSam Luke
The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
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The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
Exploring the Middle School Philosophy: A layered approach to meeting the dev...Deb White Groebner
This presentation was created for KSP 607 (Middle School Philosophies and Practices). Instructions read: “Prepare a persuasive presentation for your future middle school employer outlining in writing improvements that could be made to address the needs of middle school students. If you were given 15 minutes at a leadership committee meeting, what key points would you share to convince them of the merit of your recommendations?”
This product thoroughly shows deep and meaningful knowledge of the development and needs of middle school students. It is artifact 1bB. in my Competency Log (Domain 1: Planning and Preparation / Demonstrating Knowledge of Students). In addition to viewing the slides, please read the presenter notes (when viewing with SlideShare, click on the "NOTES ON SLIDE _" tab under the presentation window) to understand what I would say during this persuasive presentation. The course instructor requested permission to use my presentation as an example of exemplary student work.
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Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
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In this presentation you will learn about the Foundations of English Language Teaching. You will gain a deep understanding of the following:
General Learning Principles
Foundations of English Language Learning
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112 & 312. Practical Ideas to Transform Your School Culture and Create a Vision
A positive school climate & culture is critical to the learning process for students as well as creating a collaborative environment for teachers. Listen to practical ideas on how to create a positive climate and culture in your school. Whether you are a teacher or in a leadership role, you have an opportunity to make your school inviting for all.
Presenter(s): Bruce Vosburgh
Location: Colony C
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Exploring the Middle School Philosophy: A layered approach to meeting the dev...Deb White Groebner
This presentation was created for KSP 607 (Middle School Philosophies and Practices). Instructions read: “Prepare a persuasive presentation for your future middle school employer outlining in writing improvements that could be made to address the needs of middle school students. If you were given 15 minutes at a leadership committee meeting, what key points would you share to convince them of the merit of your recommendations?”
This product thoroughly shows deep and meaningful knowledge of the development and needs of middle school students. It is artifact 1bB. in my Competency Log (Domain 1: Planning and Preparation / Demonstrating Knowledge of Students). In addition to viewing the slides, please read the presenter notes (when viewing with SlideShare, click on the "NOTES ON SLIDE _" tab under the presentation window) to understand what I would say during this persuasive presentation. The course instructor requested permission to use my presentation as an example of exemplary student work.
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
Foundations of English Language TeachingImed Sdiri
In this presentation you will learn about the Foundations of English Language Teaching. You will gain a deep understanding of the following:
General Learning Principles
Foundations of English Language Learning
Language Teaching Principles
112 & 312. Practical Ideas to Transform Your School Culture and Create a Vision
A positive school climate & culture is critical to the learning process for students as well as creating a collaborative environment for teachers. Listen to practical ideas on how to create a positive climate and culture in your school. Whether you are a teacher or in a leadership role, you have an opportunity to make your school inviting for all.
Presenter(s): Bruce Vosburgh
Location: Colony C
The
Five
Dimensions
Of
Multicultural
Education
- Content Integration
- Knowledge Construction Process
- Prejudice Reduction
- Equity Pedagogy
- Empowering School Culture and Social Structure
SELF-TRANSFORMATION
Teachers ought to do three things, and that they have to teach students to do these three things.
And that is to know, to care and to act.
That is to say, in order to bring about reform and to bring about this self-transformation, we need knowledge. We cannot do it in ignorance. But knowledge is not enough. We also have to care and act.
Core technology of Hyundai Motor Group's EV platform 'E-GMP'Hyundai Motor Group
What’s the force behind Hyundai Motor Group's EV performance and quality?
Maximized driving performance and quick charging time through high-density battery pack and fast charging technology and applicable to various vehicle types!
Discover more about Hyundai Motor Group’s EV platform ‘E-GMP’!
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What Does the Active Steering Malfunction Warning Mean for Your BMWTanner Motors
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𝘼𝙣𝙩𝙞𝙦𝙪𝙚 𝙋𝙡𝙖𝙨𝙩𝙞𝙘 𝙏𝙧𝙖𝙙𝙚𝙧𝙨 𝙞𝙨 𝙫𝙚𝙧𝙮 𝙛𝙖𝙢𝙤𝙪𝙨 𝙛𝙤𝙧 𝙢𝙖𝙣𝙪𝙛𝙖𝙘𝙩𝙪𝙧𝙞𝙣𝙜 𝙩𝙝𝙚𝙞𝙧 𝙥𝙧𝙤𝙙𝙪𝙘𝙩𝙨. 𝙒𝙚 𝙝𝙖𝙫𝙚 𝙖𝙡𝙡 𝙩𝙝𝙚 𝙥𝙡𝙖𝙨𝙩𝙞𝙘 𝙜𝙧𝙖𝙣𝙪𝙡𝙚𝙨 𝙪𝙨𝙚𝙙 𝙞𝙣 𝙖𝙪𝙩𝙤𝙢𝙤𝙩𝙞𝙫𝙚 𝙖𝙣𝙙 𝙖𝙪𝙩𝙤 𝙥𝙖𝙧𝙩𝙨 𝙖𝙣𝙙 𝙖𝙡𝙡 𝙩𝙝𝙚 𝙛𝙖𝙢𝙤𝙪𝙨 𝙘𝙤𝙢𝙥𝙖𝙣𝙞𝙚𝙨 𝙗𝙪𝙮 𝙩𝙝𝙚 𝙜𝙧𝙖𝙣𝙪𝙡𝙚𝙨 𝙛𝙧𝙤𝙢 𝙪𝙨.
Over the 10 years, we have gained a strong foothold in the market due to our range's high quality, competitive prices, and time-lined delivery schedules.
Comprehensive program for Agricultural Finance, the Automotive Sector, and Empowerment . We will define the full scope and provide a detailed two-week plan for identifying strategic partners in each area within Limpopo, including target areas.:
1. Agricultural : Supporting Primary and Secondary Agriculture
• Scope: Provide support solutions to enhance agricultural productivity and sustainability.
• Target Areas: Polokwane, Tzaneen, Thohoyandou, Makhado, and Giyani.
2. Automotive Sector: Partnerships with Mechanics and Panel Beater Shops
• Scope: Develop collaborations with automotive service providers to improve service quality and business operations.
• Target Areas: Polokwane, Lephalale, Mokopane, Phalaborwa, and Bela-Bela.
3. Empowerment : Focusing on Women Empowerment
• Scope: Provide business support support and training to women-owned businesses, promoting economic inclusion.
• Target Areas: Polokwane, Thohoyandou, Musina, Burgersfort, and Louis Trichardt.
We will also prioritize Industrial Economic Zone areas and their priorities.
Sign up on https://profilesmes.online/welcome/
To be eligible:
1. You must have a registered business and operate in Limpopo
2. Generate revenue
3. Sectors : Agriculture ( primary and secondary) and Automative
Women and Youth are encouraged to apply even if you don't fall in those sectors.
What Exactly Is The Common Rail Direct Injection System & How Does It WorkMotor Cars International
Learn about Common Rail Direct Injection (CRDi) - the revolutionary technology that has made diesel engines more efficient. Explore its workings, advantages like enhanced fuel efficiency and increased power output, along with drawbacks such as complexity and higher initial cost. Compare CRDi with traditional diesel engines and discover why it's the preferred choice for modern engines.
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IBS monitors and manages your BMW’s battery performance. If it malfunctions, you will have to deal with an array of electrical issues in your vehicle. Recognize warning signs like dimming headlights, frequent battery replacements, and electrical malfunctions to address potential IBS issues promptly.
In this presentation, we have discussed a very important feature of BMW X5 cars… the Comfort Access. Things that can significantly limit its functionality. And things that you can try to restore the functionality of such a convenient feature of your vehicle.
"Trans Failsafe Prog" on your BMW X5 indicates potential transmission issues requiring immediate action. This safety feature activates in response to abnormalities like low fluid levels, leaks, faulty sensors, electrical or mechanical failures, and overheating.
Symptoms like intermittent starting and key recognition errors signal potential problems with your Mercedes’ EIS. Use diagnostic steps like error code checks and spare key tests. Professional diagnosis and solutions like EIS replacement ensure safe driving. Consult a qualified technician for accurate diagnosis and repair.
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Learn what "PARKTRONIC Inoperative, See Owner's Manual" means for your Mercedes-Benz. This message indicates a malfunction in the parking assistance system, potentially due to sensor issues or electrical faults. Prompt attention is crucial to ensure safety and functionality. Follow steps outlined for diagnosis and repair in the owner's manual.
2. Let’s Begin
Administrator Mentor Roundtable 4
Welcome and Introductions
Roll Call, Participants – Please put your full name and
email in Chat Box
3. Oregon Grown
Administrator Mentor
Professional Learning Community
Oregon Mentoring Program Format – In Person and
Online Learning Roundtables
Materials sent via email for today’s session
Materials will be posted on the ODE Mentoring
Professional Learning Website
4. Online Professional Learning
Norms for Collaboration
Honor Online Meeting Commitments
Respectful Use of Electronics
Equity of Voice
Active Listening
Respect for all Perspectives
Safety and Confidentiality
5. Connector: Current Role
Get ready to discuss the following with a
partner:
How does today’s topic, School Culture and
Transformational Change, relate to what you
are currently doing?
7. Prior Knowledge
What do you know about school culture and
its impact on staff, students, and/or parents?
8. Today’s Objectives
Each participant will:
• Examine the definition of school culture and
types of school cultures.
• Learn how to use and interpret the School
Culture Typology Worksheet in order to reshape
a culture.
• Explore transformational coaching moves to
address a school culture issue or dilemma.
10. Research/Literature
• Research confirms that a collaborative school culture
correlates positively with student achievement
(Gruenert 2005, 2015)
• Numerous studies of school change have identified the
organizational culture as critical to the successful
improvement of teaching and learning. (Fullan,1998,
Rossman, Corbett, and Firestone, 1998)
• A positive school culture is the underlying reason why
the other components of successful schools are able
to flourish (Habegger, 2008)
11. Guiding Question #2
How can we help beginning principals to be
more intentional in reshaping school
culture?
12. 3 Keys to Shaping a New Culture
1. Understand the concept of school culture
2. Learn the strengths and weaknesses of
your specific school culture
3. Learn how to influence your school
culture, or if necessary, how to transform
it
13. Defining School Culture
“School culture can be defined as the guiding beliefs and
values evident in the way a school culture operates.”
Fullan, 2007
“Culture is essentially a social indoctrination of unwritten
rules that people learn as they try to fit in a particular
group.” -Schein, 1992
“Members of a culture will help to shape one another, and
the culture in turn will evolve into a unique group of
individuals who share certain characteristics and take some
pride in being set apart from those outside the group.”
-Hofstede, 1997
14. Types of School Cultures
1. Collaborative
2. Comfortable-Collaborative
3. Contrived-Collegial
4. Balkanized
5. Fragmented
6. Toxic
Fullan and Hargreaves (#1-5)
Deal and Kennedy (#6)
15. School Culture Typology Worksheet
Toxic Fragmented Balkanized Contrived
Collegial
Comfortable
Collaborative
Collaborative
Row 1
Student
Achievement
Many teachers
believe if
students fail it is
students’ fault
Teachers usually
don’t discuss
issues related to
student
achievement
Most teacher
discussions
related to
student
achievement are
restricted to
departments,
cliques or close
friends
Teachers are
given time to
discuss student
achievement
and are
expected to do
that during this
time
Teachers are
given time to
discuss student
achievement,
most of this time
is spent on giving
advise or trick-
trading
Teachers are given
time to discuss
student
achievement and
this time is spent
critically analyzing
each others’
practice
Row 2
Collegial
Awareness
Many teachers
do not care
about the
effectiveness of
other teachers
Most of the
teachers are
unaware of what
other teachers
are teaching
Most teachers
are aware of
only what their
friends in the
school are
teaching
The school
leadership
expects
teachers to
know what
other teachers
are teaching
Teachers
occasionally
observe and
discuss what
other teachers are
teaching
Teachers seek out
opportunities to
observe and
discuss what other
teachers are
teaching
Row 3
Shared
Values
Values shared
by many
teachers are
contradictory
with student
needs
There is not
much agreement
among teachers
concerning
educational
values
There are small
groups of
teachers that
share
educational
values
The school
leadership
provides
teachers a list
of school
values
There is general
agreement among
teachers
concerning
educational
values
There is strong
agreement among
teachers
concerning
educational values
Row 4
Decision
Making
Decisions are
easily made
because many
teachers do not
care
Teachers are
usually not
interested in
participating in
decisions that
concern
students
Small groups of
teachers attempt
to control the
decisions made
concerning
students
School leaders
expect
teachers to
participate in all
decisions
concerning
students
Teachers
occasionally show
an interest in the
decisions made
concerning
students
There is an
expectation among
teachers to
participate in
decisions
concerning
students
Row 5
Risk Taking
Many teachers
protect their
teaching style
from “innovation”
Most teachers
typically do not
experiment with
new ideas
Innovations are
usually initiated
within a single
grade or dept.
School leaders
mandate
teachers to try
new ideas
Teachers
occasionally like
to experiment with
new ideas
Teachers are
constantly looking
for new ideas
16. What are our next steps?
Think about how you might facilitate using
this tool with your beginning administrator.
17. Guiding Question #3
Can people learn new ways of being, or
are our personalities, dispositions, and
interpersonal skills fixed?
18. Transformation and Triple-Loop
Learning
The process of transformation typically progresses through three
stages:
1. We gain new knowledge, skills, or ways of acting, in incremental
steps.
2. As we experience success with these new ways of doing things, we
begin to change our way of thinking; we imagine a new context for
these incremental changes; and we begin to reframe our sense of
possibilities.
3. As our new knowledge, skills, and ways of acting become
transparent to us - integral to who we are - and we see the world
differently, our learning is full integrated. We are transformed.
Blended Coaching, p. 85
19. Transformational Coaching
One way the coach can facilitate this
transformational process is through the
construct of Triple-Loop Learning. In turn,
the coachee can apply this process to
reshaping culture.
20. School Culture Scenario
Your new principal is excited about bringing
some new changes to his school. However, the
principal is following someone else who was at
the school for several years and had created a
culture that didn’t require much change or risk-
taking. Portions of the staff are resistant to his
new ideas and begin to express their discontent
openly as well as talk behind his back. The
principal is not sure how to proceed as student
performance is showing a downward trend.
21. Summarize
Today we took a deep dive into school
culture, examining the definition of culture
and various types of school cultures. We
also learned how to use the School Culture
Typology Worksheet, including next steps.
Finally, we explored Triple-Loop Learning
as a way of facilitating transformational
change.
22. Reflect and Apply
• Share any insights or ahas
• Jot down your next step(s) to begin the
process of examining school culture and
transformational change with your mentee.
23. Additional Resources
Books
Gruenert, Steve and Whitaker, Todd (2015). School Culture Rewired: How to
Define, Assess, and Transform It.
Hargreaves, Andy and Fullan, Michael (2012). Professional Capital:
Transforming Teaching in Every School.
Article
Habegger, S. (2008). The Principal’s Role in Successful Schools: Creating a
Positive School Culture.
24. Final Thought!
“ Schools need transformational leaders at every
level. These leaders are determined to lead people
to better behavior. They do not stop at criticizing
current behavior. Rather, they use their resources
and influence to help people improve.”
-Muhammad and Hollie, The Will to Lead, The Skill to Teach:
Transforming Schools at Every Level (2011)
25. Closure & Appreciation
Please help us improve…
Evaluate the content and online format:
We appreciate all you do and truly value
your feedback.
Thank you for joining us today!
💐
Editor's Notes
Slide can be up before starting.
Share norms on slide. Share online etiquette, accessing chat box, mute, raising hand, and availability throughout session.
Additional explanation:
Overview: While everyone has varying levels of comfort and ease with using technology, online professional learning requires some of the same collaborative norms as in-person learning. It also requires some norms specific to our online environment.
Honor online meeting commitments Arrive on time and participate fully until meeting is over.
Respectful Use of Electronics
Make an effort to learn to use the technology for online collaboration, and ask for help if needed. Use computer/tablet for note taking, if you like, but please disconnect from email so you can better connect with colleagues and content during our meeting.
Equity of Voice
Hear all voices. Provide opportunities for others to speak.
Active Listening
Truly listen to what people are saying, rather than thinking about how you will respond. Fully engage in online conversations, practice active listening, and respond verbally and/or in the chat box when asked.
Respect for all perspectives We all have different experiences and come with different perspectives
Safety and Confidentiality Our purpose is to learn how to support each other and maintain professionalism. This sets a context of safety to share ideas and grow. Confidentiality honors those who are in the room.
We will move into break out rooms for a quick connector, about 5 minutes. Each person in the dyad introduces self and shares why they are attending and how it relates to current work with mentoring. I.e., for example, your mentee may me experiencing a school culture issue. You are hoping to gain some strategies. (5 minutes in breakout rooms)
Why we chose topic – input from group members (spring)
Setting the context- School culture and iceberg metaphor
The external, or conscious, part of culture is what we see and is the tip. This includes behaviors and some beliefs (artifacts, symbols, etc).
The internal, or subconscious, part of culture below the surface includes some beliefs and the values and thought patterns that underlie the behaviors; reason for being
Values and beliefs work together in this way:
Values are simply the things we believe to be most important. i.e., Putting the child first.
Values provide a system of beliefs i.e., We believe all students can learn.
Beliefs can be hard to explain and often concrete examples such as artifacts, stories or symbols represent beliefs. A culture is built around values.
A change in behaviors might be attributable to a change in the culture if it is a behavior that persists over time and if it occurs regardless of who is watching.
Think for a minute about this prompt. Connect with your background knowledge as a principal or mentor. Locate your chat box and jot down one or two important ideas that relate to the development of school culture. Thank group for sharing ideas.
Today, we are going to dive into the topic of school culture more deeply as well as how to transform it.
We are attempting to marry two deep content areas: school culture and transformational change. While we have these outcomes, our processes and discussions in helping one another as a PLC is paramount.
We will be posing some guiding questions today, to prime the pump. Get your pencil and agenda ready!
Take a moment and consider to yourself. Jot down idea or two on your participant agenda.
Perhaps one of your ideas is reflected in this slide. Take a moment and read these three quotes that address the “why” aspect of our session today.
Participants read.
Follow up statements.
First quote- “Collaborative culture” denotes all the good things schools should be doing such as help, support, trust, openness, collective reflection, and collective efficacy. Gruenert noted this in 2005 work on school culture and again in is book published 2015. This body of research is still relevant.
Second quote- In study after study, where the culture did not support and encourage reform, the improvement did not occur.
Third quote from researcher who did a small study of three principals at high performing schools of low socioeconomic status who were achieving great academic success despite society’s obstacles.( Other components such as designing instruction for academic success) These 3 principals knew that school culture was the heart of improvement and growth. Included her article in Additional Resources The Principal’s Role in Successful Schools: Creating a Positive School Culture.
Take a moment to consider. We recognize that this is a complex question. So jot down on agenda whatever comes to mind without being too analytical. (1 min quick write) Thanks for taking the time to reflect.
While there are several approaches to transforming or shaping school culture, today we are going to look at the work of Gruenert and Whitaker in School Culture Rewired. Raise your hand if you are familiar with this body of work.
Fig. 1.1 p 3
Help BAM to understand 3 keys
Let’s walk through the keys as coaches to develop this framework as a BAM PLC
Let’s define “culture” so we share a common understanding.
Experts define culture as… (p.6 Culture Rewired) Site earlier examples brainstormed by participants and note similarities in definition above.
One way to look at difference between culture and climate (p.10 Culture Rewired)
School culture is its personality; School climate is its attitude
The biggest difference between the two is that an attitude is far easier to change than a personality.
Snow day analogy – The promise of a snow day doesn’t change the school’s personality (culture) but the collective shift in attitude (climate) allows the school to reveal what it values.
Get 6 Types of Cultures Handout as we review this slide.
Culture Rewired authors share 6 types of cultures introduced in the mid-late 90”s. First five introduced by Fullan and Hargreaves and sixth by Deal and Kennedy. Collaborative culture is #1 as it is the goal, the nirvana of school culture. #6 Toxic is the least desirable.
Chances are that an school fits one or more of the school-culture types, though one type is likely to predominate. P.63 Culture Rewired
The work of these experts is the foundation for the School Culture Typology Worksheet/Activity.
Ask participants to get out their School Culture Typology worksheet. This is an activity you could use with your mentee to help assess the school’s culture. Explain the goal and structure of the worksheet /activity.
Goal – Determine type of culture your mentee’s school has and how far it is from the most desirable-Collaborative (or the one he/she wants). This is really intended to be a “conversation starter” with your mentee.
Structure- First column are the 12 aspects of school culture (only 5 listed on slide); The other 6 columns are the Types of School Culture discussed in last slide.
Our directions are abbreviated from the original worksheet (You may have 1 or 2 pager-same content, different font size)
Step 1-Circle the statement that best describes your school in each row.
After completing:
Step 2- Look across rows and pick 1- 2 areas you think are a relative strength and 1-2 for potential growth. Collaborative culture is the goal (provides the setting for ideal student learning).
Model/think aloud as you demonstrate Step 1 --how to respond for each row. Ask participants to try it on their own. (approx. 3-5) to complete Rows 2 and 3.
Remind that after doing this, complete Step 2.
Take a couple of minutes to answer any clarifying questions on this activity. Additional/detailed instructions in School Culture Rewired or online.
Gave you an instructional piece- the tool. Now we want you to think about potential entry point and/or facilitative coaching strategies.
Jot down in your Participant Agenda. If time, can share out one or two ideas.
Additional idea…
Use of CDG to guide next steps for transforming culture.
Transition to Guiding Question 3
Refer to p.84 in Blended Coaching
According to Blended Coaching authors, yes! “Effective coaches believe firmly that people are capable of making fundamental internal changes.” Research is consistent with common sense; Studies on nature/nurture theory. Genetics plays a role (nature) as does environment and experience (nurture).
Authors of Blended Coaching share one model or strategy for facilitating transformational change and new ways of being.
Refer to pg. 85 in Blended Coaching (homework)
This is Triple Loop Learning – Read slide silently or aloud.
Technical (tool) + adaptive (way of being, Triple Loop Learning)
Blended Coaching, Chapter 12 Transformational Coaching p. 85-87 Great examples of triple-loop learning as it might apply to school principals.
How this might look for the School Culture Typology activity:
Loop 1- Coach uses typology activity to help the principal understand the culture. Loop 2- Coach and principal strategize next steps; could go on for months Loop 3- Principal begins to shape more positive school culture through increased use of collaborative activities.
In break outs (dyads or triads); scenario is written out on Participant Agenda.
Determine how you might approach this scenario as the coach. Think about how you might incorporate the School Culture Typology Activity and move towards reframing or strategizing with the coachee. Check out row 5 on Risk-Taking. (15 min)
After returning- Hope this was helpful to use the “collective wisdom” in your break out session. We hope this will better prepare you to try out some new facilitative moves for reshaping school culture with your coachee.
Recap our learning for the session…
Take out participant agenda once again to reflect and apply. (1 min.)
Books-
School Culture Rewired has lots strategies for starting the conversation and reshaping culture.
Professional Capital ((Human capital + social capital + decisional capital); keys in on the importance of collaborative culture, professional learning communities, and how to enact change.
Light, positive article mentioned earlier under literature.
1) Before we close today, we are asking that each of you complete the online evaluation We are grateful for all of you and need your help evaluating today’s session – both the content and the online format. Please take a couple minutes to complete the We truly appreciate and value all you do. Materials for this session will be posted on the ODE Mentoring website. This concludes our Roundtable for today.
