Presentation for Parkland School Division Staff as we started our 2013-14 school year. Staff Engagement is one of our School Division's priority areas.
A brief evidence-based presentation (approximate run time 1 hour) for Youth Workers. This is aimed towards residential settings, but general enough for other contexts. Empowering your team to increase self-awareness is likely to improve their practice and engagement.
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
Presentation for Parkland School Division Staff as we started our 2013-14 school year. Staff Engagement is one of our School Division's priority areas.
A brief evidence-based presentation (approximate run time 1 hour) for Youth Workers. This is aimed towards residential settings, but general enough for other contexts. Empowering your team to increase self-awareness is likely to improve their practice and engagement.
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
The Talent Factor: Coaching for SuccessKari Weston
Organizational excellence is dependent on the successful performance of employees. Coaching for success leverages individual strengths to meet organizational needs. Employee performance is enhanced through a research-based coaching process which includes a targeted goal, structured support, deliberate practice and focused feedback.
Guide to Emotional Resilience & well-being - Great as a reference guide in Su...Alex Clapson
The Guide to Emotional Resilience written by Louise Grant & Gain Kinman & published in Community Care Inform. The article is written in a really accessible format & whilst the target audience was Health & Social Care workers, the messages apply to a much broader audience. Ideal to give out to your direct-reports / for use in supervision.
Identifying & Enacting Your Missions
Jen Gonzales, Director Student Life, Ryerson University
Connecting Meaning to Purpose: RyersonSA PD Conference 2015
Dr Julie Townsend and Mrs Victoria Rennie discussed Positive Psychology and its benefits to our students during the National Coalition of Girls' Schools in New York.
This session explores models and strategies for providing leadership through coaching others toward a mutually shared vision. It addresses the importance of empowering others to solve their problems.
Presenter: Kathy Harris, ConnectEd: The California Center for College and Career
This session is about you. And about your career. Where you want it to go. And how you can make it happen, whether you have children, are thinking about having children or have caring responsibilities. I also hope it will hold value and interest for those simply interested in exploring their own career development. The session is focused on transformation of self, using key events in the career journey of one individual to support others in exploring their own career development. 18 months after graduating and being appointed to my first role at Oxford Brookes University, I made the transition from young free and single 20 something, to single working parent, navigating the complexities of balancing brand new, and unexpected, parenthood with a fledgling career. Since then, I have been afforded, and fully exploited, a number of opportunities for career enhancement, and I have been given the space to do this alongside being a parent. This environment has enabled to me to take a burgeoning career and a child and be fully committed to both of them. 9 1/2 years and six roles later, it has become increasingly important to me to support colleagues in their career development, and in balancing their varied commitments in order to lead a full and satisfying working life. Using key experiences throughout my career for context, this session will explore the ways in which you view yourself; the way in which others view you; opportunities for (and barriers to) development; the sphere of control you exercise over your own future; and your allies and support network. The session will also explore the skills you use daily in your roles outside of the office to enhance your own professional practice, and how we, as individuals, can help set the tone for future managers, creating future generations of manager who support their colleagues in their development, regardless of their parental or caring status. The session will use small discussion groups to explore certain topics, individual and personal reflections which may or may not be shared, and personal pledges to ourselves about the next steps we want to take. It is intended to be a supportive, group session, where Chatham House Rules and commitment to confidentiality will be key to its success.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
Are you winning enough in life? Discover the untold secrets of succeeding without compromising your principles from the newly launched book “How a Good Person can Really Win” by Pavan Choudary
dan orang-orang yang berjuang di jalan Kami niscaya akan Kami tunjukkan jalan Kami, dan sesungguhnya Allah beserta orang-orang yang baik”. (QS. Al-Ankabut 69)
The Talent Factor: Coaching for SuccessKari Weston
Organizational excellence is dependent on the successful performance of employees. Coaching for success leverages individual strengths to meet organizational needs. Employee performance is enhanced through a research-based coaching process which includes a targeted goal, structured support, deliberate practice and focused feedback.
Guide to Emotional Resilience & well-being - Great as a reference guide in Su...Alex Clapson
The Guide to Emotional Resilience written by Louise Grant & Gain Kinman & published in Community Care Inform. The article is written in a really accessible format & whilst the target audience was Health & Social Care workers, the messages apply to a much broader audience. Ideal to give out to your direct-reports / for use in supervision.
Identifying & Enacting Your Missions
Jen Gonzales, Director Student Life, Ryerson University
Connecting Meaning to Purpose: RyersonSA PD Conference 2015
Dr Julie Townsend and Mrs Victoria Rennie discussed Positive Psychology and its benefits to our students during the National Coalition of Girls' Schools in New York.
This session explores models and strategies for providing leadership through coaching others toward a mutually shared vision. It addresses the importance of empowering others to solve their problems.
Presenter: Kathy Harris, ConnectEd: The California Center for College and Career
This session is about you. And about your career. Where you want it to go. And how you can make it happen, whether you have children, are thinking about having children or have caring responsibilities. I also hope it will hold value and interest for those simply interested in exploring their own career development. The session is focused on transformation of self, using key events in the career journey of one individual to support others in exploring their own career development. 18 months after graduating and being appointed to my first role at Oxford Brookes University, I made the transition from young free and single 20 something, to single working parent, navigating the complexities of balancing brand new, and unexpected, parenthood with a fledgling career. Since then, I have been afforded, and fully exploited, a number of opportunities for career enhancement, and I have been given the space to do this alongside being a parent. This environment has enabled to me to take a burgeoning career and a child and be fully committed to both of them. 9 1/2 years and six roles later, it has become increasingly important to me to support colleagues in their career development, and in balancing their varied commitments in order to lead a full and satisfying working life. Using key experiences throughout my career for context, this session will explore the ways in which you view yourself; the way in which others view you; opportunities for (and barriers to) development; the sphere of control you exercise over your own future; and your allies and support network. The session will also explore the skills you use daily in your roles outside of the office to enhance your own professional practice, and how we, as individuals, can help set the tone for future managers, creating future generations of manager who support their colleagues in their development, regardless of their parental or caring status. The session will use small discussion groups to explore certain topics, individual and personal reflections which may or may not be shared, and personal pledges to ourselves about the next steps we want to take. It is intended to be a supportive, group session, where Chatham House Rules and commitment to confidentiality will be key to its success.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
Are you winning enough in life? Discover the untold secrets of succeeding without compromising your principles from the newly launched book “How a Good Person can Really Win” by Pavan Choudary
dan orang-orang yang berjuang di jalan Kami niscaya akan Kami tunjukkan jalan Kami, dan sesungguhnya Allah beserta orang-orang yang baik”. (QS. Al-Ankabut 69)
The following IQ Doodle outlines a six step process you can use to help improve your focus and concentration while learning. Moreover, this process will significantly improve your productivity and optimize your study regime.
Explore this topic in details at http://blog.IQmatrix.com/smart-study-habits
POTENTIA edisi ke 12 dengan tema 'GENERASI PEMENANG'.
Terpilih menjadi Cover depan edisi ini adalah Bobie Valentinus dari Jurusan Akuntansi Fakultas Bisnis Universitas Katolik Widya Mandala Surabaya yang meraih prestasi Medali Emas Cabang Olahraga Wushu Pekan Olahraga Nasional XIX di Propinsi Jawa Barat. Edisi kali ini juga didominasi oleh berita-berita seputar Dosen dan Karyawan Berprestasi tingkat universitas. Selain itu, kami muat pula beberapa prestasi calon wisudawan yang mempersembahkan inovasi sebagai karyanya dalam Empat Teknologi untuk Bumi dan Tanaman Kencur Patch (Takepa). Seperti biasa, POTENTIA menekankan pada keunikan dan lokalitas cita rasa Indonesia untuk prestasi warga UKWMS.
Dalam edisi kali ini, kami juga mengikutsertakan tulisan-tulisan karya mahasiswa maupun karyawan UKWMS yang menjadi PROST (Public Relation Office Supporting Team) dari berbagai jurusan yang sangat layak diapresiasi. Mewakili kantor Humas UKWMS, kami mengucapkan terima kasih atas segala bentuk dukungan yang Bapak dan Ibu serta rekan-rekan sekalian berikan sehingga POTENTIA kini telah mencapai edisi ke 12. Besar harapan kami agar majalah dijital ini dapat terus diproduksi dan pembacanya semakin bertambah baik dari lingkungan internal maupun eksternal UKWMS. Statistik jumlah pembaca POTENTIA edisi 1 hingga 11 di situs www.slideshare.net kini telah mencapai angka 25.678 viewer dan masih akan terus bertambah.
Kritik maupun saran selalu kami nantikan dengan tangan terbuka demi perbaikan kualitas POTENTIA di masa depan. Terima kasih atas perhatian dan kerjasamanya, selamat membaca!
This is Alan Blankstein's text Failure is NOT an Option, Chapter 5. This chapter is about creating common visions and goals that work and are better than good to ensure successful schooling.
This session will engage participants in ways to fully leverage the LPI® to drive behavior change in workshop participants and culture change in the organizations they lead. Beyond interpretation of the results, themes, and development plans, we’ll explore techniques to go deeper with individuals. In addition to sharing our own insights and experience, we’ll facilitate table discussions and best practice sharing on topics such as powerful questions, tapping into genuine motivation, dealing with resistance, and ways to reinforce behavior change.
Renee Harness is the founder of Harness Leadership, a Certified Master Facilitator of The Leadership Challenge®, and key developer of LPI® Coach Certificate Program. Working with leaders at every level of an organization, her goal is to engage, inspire, and involve people in making meaningful contributions to their work, their communities, and their worlds.
Amy Dunn is a member of Integris Performance Advisor’s consulting team and focuses on facilitation of The Leadership Challenge®, LPI® coaching, The Five Behaviors of a Cohesive Team®, talent management, and meeting design and facilitation. Amy’s greatest professional joy comes from optimizing talent – within individuals, teams, and organizations.
Leadership Accelerator: Unleashing Potential in Younger Employees.pptxDennis Van Aelst
We recognize that our young professionals possess immense talent, fresh perspectives, and boundless energy. We believe in their potential to become the next generation of exceptional leaders. That's why we have developed this transformative program designed specifically to harness and amplify their abilities.
Transformational Executive Coaching
Expands people’s capacity to take effective action.
Challenges beliefs and assumptions that are responsible for one’s actions and behaviors.
Examines what one does, why one does what one does, but also who one is. What are the principles upon which one forms identity?
Ordinary to Extraordinary: The Role Each of Us Must Playcatapultlearn
Join us for an exciting session with educational thought leader Ray McNulty as he explores what causes one school to become a top performer, while most others seem to struggle with the same challenge. How do some schools seem to meet the needs of their students while others become dropout factories?
The lack of success in most systems isn’t not knowing what to do, but not instituting the needed changes effectively and with fidelity. In this webinar participants will learn about what it takes to become a high-performing education system in today’s rapidly changing world.
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...Teachstone
Do you struggle to provide effective CLASS observation feedback to teachers? Need guidance for using feedback to provide a foundation for improvement? Join Teachstone’s CLASS experts to explore answers and learn to build on your current approaches. This program is recommended for those with intermediate to advanced CLASS content knowledge, including Certified CLASS Observers and Trainers, and others with extensive knowledge of the tool.
Indistar was born in 2008, in one state for a select group of persistently low-achieving schools, and has since been changing and adapting and fitting to the contexts of 25 states and thousands of schools across the performance spectrum. We believe it is now poised to up the ante, to raise the stakes, to take a leap forward as a pesky little innovation machine. The innovators in this brave new world will be the states, districts, and schools that have been fitting Indistar to their particular contexts.
Indistar® is a web-based, continuous improvement process, adopted by a State Education Agency (SEA), tailored to its specifications, and provided for district and school improvement. For the SEA, Indistar is a tool with many applications, and it has been co-developed with the SEAs that use it and continuously enhanced with their input. At its most basic, Indistar provides a convenient and efficient means for schools and districts to submit forms and reports to the state. That, however, is not the primary or most important purpose for Indistar. Indistar’s purpose stems from the premises that underlie its development.
If Scott Dual Language Magnet Elementary School in Topeka, Kansas, were to write a six-word memoir, it might sound like this: Blacklist to waitlist in two years; or, Built from strengths, success soon followed.
The “Keys To Success for Indistar Schools” provides broad statements that help point schools in the direction of effective Indistar implementation and continuous school improvement. They range from keys to success from the principal and Leadership Team (LT) to teachers, Instructional Teams (IT), coaches, and a broad range of stakeholders. Schools that implement these keys with fidelity see results that significantly improve adult practices and resulting student achievement.
School improvement is premised on the firm belief that it is best accomplished when directed by the people closest to the students,
including classroom teachers, specialists, and school administrators. When working collaboratively in Instructional Teams, rather than
in isolation, they positively impact student achievement (Hattie, 2009). Research-based indicators of effective practice help guide
instructional teams to do their work. This process begins by establishing structures and organization for effective meetings. Once
these have been established, the teams turn to the work of developing standards-aligned units of instruction, among other tasks.
1. Select an indicator. Read the Wise Ways. Now focus on the literal meaning of the indicator.
2. How would you assess the current level of implementation of this indicator in your school?
___ No development or implementation
___ Limited development
___ Full implementation
Select an indicator. Read the Wise Ways. Now focus on the literal meaning of the indicator.
2. How would you assess the current level of implementation of this indicator in your district?
___ No development or implementation
___ Limited development
___ Full implementation
Indistar® is a web-based tool that guides a district or school team in charting its improvement and managing the continuous improvement process. You might call it a change management tool. Indistar® is a platform adapted by each State to fit its needs. Indistar® is called different things in different states. For example, Illinois calls it Rising Star, Alaska calls it STEPP, Idaho and Oklahoma call it the WISE tool, and the Bureau of Indian Education calls it Native Star. The system is also tailored for the purposes of each state, its districts, and its schools.
How school leadership teams guide their schools’ continuous improvement
And how Coaches and Capacity Builders support their work
School improvement is typically driven by a school-based leadership team. Scrutiny of student learning data informs their decisions and plans. An annual school improvement plan is their primary roadmap. The plan is created and followed for a year, then the cycle starts again. These plans begin by addressing specific subgroups of students and subject areas where the annual assessment shows weakness. The goal is to improve the scores that are low.
We will use the term “coach” to apply to the people external to the district who provide ongoing support for a District Leadership Team and the people external to the school who provide ongoing support for a School Leadership Team. In some cases, the person is called a “coach,” and in other cases the term may be “capacity builder” or “specialist.” In coaching with Indistar®, your learners are primarily the principal and School Leadership Team. Or, if you are coaching a district team, then your learners are the superintendent and District Leadership Team. Of course, the work of the Leadership Team fans out to engage everyone in the district or school community, so the coach is always mindful of the ways the Leadership Team’s lessons learned are internalized by others, how the Leadership Team’s objectives are explained to everyone, and how the Leadership Team supports each person’s mastery and application of effective practice.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. LEARNING TOGETHER
In this module, we will. . .
1. Reconsider the place we hold in the lives of students.
2. Reconnect with the reasons we are educators.
3. Examine the importance of passion, vision, and detail in
school leadership.
4. Consider how schools strive to get better.
8. REFLECTION & DISCUSSION
1. Why did you become an educator?
Remember when you made the decision? Why?
2. Who inspired you to become an educator?
3. What legacy do you want to leave when your
career is over?
Click to restart after activity
10. VISION AND BELIEFS
Do you believe that. . .
• the people closest to the students can direct the
improvement of their schools?
• those people bring to the table a wealth of experience,
talent, and ingenuity?
• a school improves by strengthening professional practice?
• the work of school improvement is best accomplished by
teams?
Then you’re in the right place! Great vision!
15. REFLECTION & DISCUSSION
Element Example (Good
Practice)
Deciding Shared Leadership
Data and Research
Learning Curriculum
Assessment
Instruction
Professional
Development
Connecting Students
Families
Teachers
Admin and Staff
Volunteers
Click to restart after activity
17. MORE THAN VISION
"Many leaders pride themselves on setting high-level direction: I'll set
the vision and stay out of the details. It's true that a compelling vision is
critical. But it's not enough. Big-picture, hands-off leadership isn't likely
to work in a change situation, because the hardest part of change—the
paralyzing part—is precisely in the details." (p.53)
Heath, C. & Heath, D. (2010). Switch: How to change things when
change is hard. New York, NY: Broadway Books
18. THE PROCESS OF GETTING BETTER
Feedback from Coaches and Stakeholders
Student
Performance
Student
Learning
Adult
Performance
19. REFLECTION & DISCUSSION
Putting Faces on the Process
Who do you turn to for help in getting better at what you
do—your professional practice?
How does that person help?
Click to restart after activity
20. WRAP UP
Doing the right things and doing things right
• Effective practice matters
• Specificity matters – the details
• Common language and understanding matter
• Process matters
• Celebrating success matters
Get better together with teams
• Deep engagement with professional practice
• Magnify each person’s experience and expertise
21. WHAT WE LEARNED TOGETHER
1. Did we reconsider the place we hold in the lives of students?
2. Did we reconnect with the reasons we are educators?
3. Did we examine the importance of passion, vision, and detail in
school leadership?
4. Did we consider how schools strive to get better?
Editor's Notes
Welcome to Getting Better at What We Do.
In this module, we will:
Reconsider the place we hold in the lives of students.
Reconnect with the reasons we are educators.
Examine the importance of passion, vision, and detail in school leadership.
Consider how schools strive to get better.
All educators are passionate about their work. Why is that?
Meet Alaina. Alaina has a big brother, a big sister, and a little brother. Her dog is named Junebug and her kitty is named Abby. Alaina loves her new doll, which she named Alexis. Alaina is in first grade.
A lot of people will support Alaina as she progresses through the grades in school. Her parents. Her schoolmates. Her teachers. Teams of teachers in her school. The principal. People in her community. The district staff and superintendent. The school board. People in the state education department. They are all part of a great support system for Alaina. They all do what they do because they have a passion for helping children succeed.
Think of a student you know well. A student in your school or district. A student in a school you work with. Picture this student in your mind. Where are you in this student’s system of support? What is within your reach that would contribute to this student’s success?
(At this point stop, and ask all participants to take a sticky note of the student in their mind on a sticky note)
As educators, whatever our role, we contribute to students’ success by getting better at what we do. Improving our own professional practice. At some point in our lives, we all made the decision to do work that would benefit children. That is who we are. That is what we do. That is our passion. We always strive to do it better.
Pick a partner near you. Or form a triad of three of you. Take turns telling your story by answering each of these three questions in turn:
Why did you become an educator?
Remember when you made the decision? Why?
Who inspired you to become an educator?
What legacy do you want to leave when your career is over?
We will take 7 minutes for this discussion and then share a few stories with the whole group.
[Ask for volunteers to tell a story they heard from a partner that impressed them. Allow about 3 minutes for this.]
Click the slide to restart after the activity.
Vision is important for educators. Vision is how we see the big picture. Our vision is a projection of our passion. Our vision is rooted in our beliefs.
Do you believe that . . .
the people closest to the students can direct the improvement of their schools?
those people bring to the table a wealth of experience, talent, and ingenuity?
a school improves by strengthening professional practice?
the work of school improvement is best accomplished by teams?
Then you’re in the right place! Great vision!
In our vision of how a successful school operates, we see three core dimensions: Deciding, Learning, and Connecting. This is the vision of a school from 30,000 feet. The long view.
Deciding. Deciding defines leadership, how decisions are made and by whom. Deciding includes how a school is organized to make decisions—the organizational structure and the teams. Deciding is how leadership is shared. Deciding includes the processes by which the school examines student performance and professional practice. Deciding is making choices to elevate professional practice – what adults do—that contributes to students’ success.
Learning: Learning is the school’s chief enterprise. Everyone is both a teacher and a learner. The learning dimension includes the standards-based curriculum, assessment, instructional planning, classroom culture, and instructional delivery, as well as professional development and training.
Connecting: Connecting is the dimension that describes the relationships among people intimately associated with the school—students, their families, teachers, administrators, school staff, and volunteers. What binds these people together? Their common interest in the students served by the school. When the school functions as a community, the people associate with one another and share common values about the education of children. Community, culture, climate are aspects of Connecting, people’s relationships with one another, their common values, their means of communicating and associating with one another. Goals and Roles. Communication. Education. Association.
Let’s consider our vision of a school’s three core dimensions—Deciding, Learning, and Connecting. What does each of these look like in a very successful school? What is the ideal? We will work in groups, and each group will discuss one of the three core dimensions and jot down a few Elements and Examples that would describe what this dimension looks like in a very successful school. What are the elements of Deciding, and what is an example of very effective practice in Deciding. In Learning? In Connecting? Elements and Examples of Good Practice. A few of each. We will take 7 minutes for this activity and then report out a few elements and examples.
[Divide into groups of 3 or 4 each, with at least 3 groups total. Assign one-third of the groups to discuss Deciding, another third to discuss Learning, and another third to discuss Connecting. 7 minutes to discuss and jot down Elements and Examples of Exemplary Practice. Then 3 minutes to report out a few elements and examples from each dimension.]
Click slide to restart after activity.
Each of us has a passion for what we do, and we have a vision of what school should be like for every student. Passion and vision are important.
Yes, passion and vision are important, but they are not enough. The Heath brothers, in their book Switch, say it this way: "Many leaders pride themselves on setting high-level direction: I'll set the vision and stay out of the details. It's true that a compelling vision is critical. But it's not enough. Big-picture, hands-off leadership isn't likely to work in a change situation, because the hardest part of change—the paralyzing part—is precisely in the details."
In a school, there are lots of details, and each one is important. The most important details are people’s professional practices, because that is what directly impacts student learning.
In the process of getting better, which is often called school improvement, the adults in the school continuously elevate the quality of what they do—their professional practice. The details. When adults get better at what they do, students get better at what they do, and the result is improved learning. The people in the school often have help—from the district, from coaches, from the state. And they get feedback on how they are doing from these same people as well as from the students, their parents, and others in the community.
Think of someone you turn to for help in getting better at what you do – your professional practice. How does that person help? We will take 4 minutes for you to share your thoughts with a partner. Then we will report out a few examples.
[Take 4 minutes for them to share their thoughts with a partner. Then take another 3 minutes for sharing with the whole group.
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We all begin with a passion for what we do that is rooted in our desire to help kids succeed. We have a vision of what a very successful school looks like, and we want that vision to be a reality for every school. For a school to get better, every adult in the school is always getting better at what they do -- their professional practice. We get better best when we work as a team. As a team we dig deep into what constitutes effective practice. We help each other get better.
Thank you very much for your thoughts today on passion, vision, and practice.
Thank you for learning together.
[Ask the participants to please complete the What We Learned Together form. Collect the form.]