Intentional Leader: Embrace Change to Avoid Complacency

Monthly Theme: Change

Week 1

As I look at my educational rooted surroundings, I am amazed at how much has changed since I went to school as a student. Yes, I could be dating myself in saying that when I attended K-12 school, the following educational learning conditions were present:

-         All students did all the same work

-         Videos were shown via 16mm film, VHS and Beta

-         Individualized work, memorization and proper study skills were predominant

-         I did have teachers who were passionate and engaged my classmates and I but that varied from year to year

-         Lots of paper and pen work, reading from textbooks, writing notes from a chalkboard or projector

And now, as an educator myself and former Assistant Principal, attending a K-12 school in 2013 now showcases:

-         Differentiation for a variety of student learning styles and student needs

-         Opportunity for students to interact with their environment through various media, with other classrooms throughout the world

-         Collaborative, cooperative learning environments

-         Thinking about the thinking = metacognition and building criteria to set a target/make a judgement on the learning experience (ie. Critical thinking)

-         Learning from online sources, developing own learning artefacts

-         More opportunities for student exploring, creating, imagining and aspiring

Changes that have affected our educational norms have been divulged via Sir Ken Robinson’s infamous February 2006 TED Talk on Schools killing creativity. As well, other changes, due to the internet revolution have challenged us as well. See an updated version of the Social Media Video 2013 below as well as the Social Digital Media Revolution Statistics that will have your head spinning as to the vast expanse and reach social media has on each one of us.

 

Intentional Leader: The Joy of Giving Back

Monthly Theme: Legacy

Week 2

When I think of building a legacy, in the professional sense, I see our school division successfully able to build one via our Learning Coaches program.

Our Learning Coaches are now in their second year of implementation at all of our school sites. Their role is to facilitate job-embedded and ongoing professional development for teachers. They help identify, model and share promising practices related to inclusive education. (For further information, see Alberta Education’s Exploring Learning Coaches in Alberta 2010 publication.)

We also have specific expectations set up which include our five commitment statements, goals, daily work, results, interactions, engagement, reporting and evidence of success as seen below.

 

PSD’s COMMITMENT TO INCLUSION

Move from …

• The idea of fixing students to the idea of improving environments
• Dependence on staff (teachers and EAs) to focus on independence
• Special Education to ALL students being special
• A deficit model of thinking to a strength based model of thinking
• Having high expectations for some to having high expectations for ALL

Each of these ideas are located along a continuum.  Historically, in education, we have been more on the left  side of the continuum and over the last decade we have been moving towards the right side of the continuum.  These statements are an explicit declaration to our commitment to inclusion.

GOALS

In relevant and meaningful ways all students will learn, contribute and be active members of their learning community in the most inclusive and enabling environment. The ultimate focus is student learning.

DAILY WORK (of the coach)

With both individual teachers and/or groups of teachers the coach can:

• Support collaborative work at the school – solution focused – are growth agents
• Model lessons
• Observe students and provide feedback (identifying instructional needs)
• Facilitate lesson study or other professional learning structures
• Promote reflection
• Support joint problem-resolving efforts
• Assist in planning – curriculum,  environment, supports (technology, human, and other)
• Team teach
• Participate as a member of the school-based success team
• Facilitate data conversations to improve instruction (common assessments, PATs, DIPs, etc.)
• Supply resources with follow-up reflection (relevant, meaningful, research-based and “learning appropriate” information and resources )
• Promotes continuous learning experiences (asks questions, researches possibilities, seeks a variety of options)

 

RESULTS (benchmarks)

• Number of teachers engaging with the coach and the frequency of contact
• Types of supports that are accessed

INTERACTIONS BETWEEN COACH AND PRINCIPAL

• Coaches and Principals should meet a minimum of once a month
• Consideration should be given to additional meetings at start up, reporting times and year end
• Discussion is focused on the following:
• types of supports provided
• trends and themes the coach is observing
• number of contacts with teachers
• supports that the coach needs (PD, helping the coach reflect on their role, troubleshooting, etc.)

**Individual teacher performance is not a topic of conversation

ENGAGEMENT

• All teachers will work with the coach; how they work with the coach is flexible.
• Individual conversations
• In PLCs or grade level meetings
• In classroom or outside of classroom

REPORTING

• A minimum of two times per year the coach reports to staff general data about numbers of teachers they worked with, trends and themes, types of supports provided and additional supports that could be provided.­

EVIDENCE OF SUCCESS

Intentionally, coaches and Principals gather ‘good news’ stories and new learnings (testimonials from teachers) to be shared regularly with staff – What is Coaching doing for the staff and students?

As well, our Learning Coaches and Administrators read through an amazing article written and shared to us by Joellen Killion entitled, Are You Coaching Heavy or Light?, at the beginning of this school year. This article really dug into the ‘meat’ of what we would like to see our Learning Coaches working on with staff.

My role is working with the Learning Coaches to support their work at their school sites, to offer professional learning opportunities during our monthly meetings and to engage in thoughtful dialogue with them as they continue their work with staff. So far, this year has been incredible to watch these Learning Coaches truly work with staff to build their capacity, to network with each other (some Learning Coaches have different skill sets than others) and to share this learning on our PSD70 Learning Coach Blog.

This program, I believe is leaving a lasting impact and I hope this will continue despite the Alberta governments’ financial squeeze on educational resources.

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Fragile – Handle With Care

Today started my participation in a Book Study and I wanted to share some pertinent pieces to the first quarter of the book, How to be a Para Pro. This book provides some basic information about autism and on the students with ASD that we work with daily in our school division. Although the book title signifies that it was designed for Educational Assistants, I believe that any person working with students with ASD would benefit from a read.

The preface of this book is centered with the important notion of RESPECT – a respect for a student’s unique perspective, their unique learning style and their unique needs. It also presents an amazing label that hit me squarely between the eyes (read carefully and see what you think).

Even though there are many things about me that are unique, in the ways that really matter I am just like other children. I learn best from people I trust, and I learn to trust when I sense that people like me. Please try to see the world through my eyes, for I can’t see it through yours. And please know that even though it may not seem so, I really am trying to adapt to a world that my neurological challenges prevent me from understanding without your help. If you keep these things clearly in mind, you will less apt to label me a behavior problem, and more likely to teach me the things I need to know so that I can function with greater understanding and competence in a world that is often inhospitable to my needs.

I have an important role to support teachers, program facilitators and administrators in facilitating rather than impeding a student with ASD’s learning. As most of the time I work indirectly for the student, it is key that these personnel learn and share the student’s needs clearly so that I can offer targeted support. The above quote reminds me of The Doctors TV episode last Fall where Carly a young lady diagnosed with severe autism, shares her story. If you have a few minutes, it is well worth the time to watch the video.

The first chapter of this book focuses on “Getting to Know Your Student – The Autism Spectrum Disorders Continuum”. Overall, understanding that Autism exists on a continuum and ASD’s are neurological not psychological or environmental.

The second chapter focuses on, “Atypicalities in Social Understanding and Expression”.  ASD students will always have a problem in social behavior, they are bidirectional (deficits and/or excesses) which affect the students understanding of a social situation and sometimes leads to inappropriate social expression (not rudeness!)

The third chapter, “Impairments in Communication and Language”,  which reminds us that communication always develops before language, comprehension precedes meaningful expression and ALL behavior communicates. It also shares an important point that we must not assume communicative competence and mistake problems in communication for problems in behavior.

Finally, the fourth chapter, “Restricted Repertoire of Interests and Activities; Problems with Imagination” brings forth the thoughts that students with ASD showcase a very narrow range of interests that they do not choose themselves but it is part of their disorder. As well, free play should not be considered yet carefully planned and monitored.

Overall, my discussions with the Book Study members were fruitful. I came away with a need to share my thoughts before they left me. I also wanted myself to remember to…

HONOR THE CHILD.

Hence, I go back up to the top of this blog and once again re-read the Fragile – Handle With Care quote.

PS. Further info on Carly

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I Choose….

Source: lifeisgood.com via Carrie on Pinterest

What a great way to start the 2013 portion of this school year, I saw this on http://pinterest.com/drmelanieg/personal-growth-motivation  - some great quotes to share with others!

Happy 2013!

 

Intentional Leader: The Fruit of Focus

Monthly Theme: Focus

Week 4

Trusting in our abilities to meet the challenges placed before us can be difficult without focus, determination and a great support system. In this week’s Intentional Leader on page 63, the introductory story shares how American Olympian Jesse Owens focused on his Olympic events instead of the controversial Aryan supremacy indoctrination that was occurring in Europe in 1936.

Although my challenges may not be so politically fused or so open to a global audience, it’s very important for me to use the tools and resources before me to stay organized, planned and in contact with colleagues.

Some of my FOCUS tools:

• Online calendar – accessible by any device (computer to smartphone)
• Email(s) – viewing emails from all accounts through one access point allows me to scan, share, respond quickly. I like to view them early in the morning and then as needed throughout the day.
• Task manager – there are times when I use this but I think I should try to use it more often instead of writing on a sticky note.
• Evernote – love this online and App! I continue to find uses for gathering data in many forms (audio, text, photo).
• Twitter – my PLN (professional learning network) never fails me when I ask a question, share a thought or learning something new.
• SETT and Levels of Support – talking about students, their environment, tasks in learning and finally the tools and levels of support they need to be successful. This tool helps me focus our discussions and our response for resources.

What are your FOCUS tools and/or resources? Have they changed over the last number of years?

 

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Intentional Leader: Remove Distractions to Remain Focused

Monthly Theme: Focus

Week 3

Distractions. In this 24/7 ‘connected’ global society, distractions stress us out. They sway us away from our focus….and we miss out. Check out what mindfulness expert Andy Puddicombe shares about dealing with our distractions and transforming our lives in being more mindful and being available, really present in life.

Distractions in education. It is important that I need to unify my attention with my colleagues attentions and activities. The main focus is on the PSD vision and it needs to be revisited from a Division perspective and School perspective regularly. I’m a visual person so I like seeing and reading the PSD vision often and I like when meetings and projects are connected to the work that I do. Clarity, transparency and focus from Senior Team members allow me to engage my energies in the appropriate areas. I also like my reflection journey with the Intentional Leader book. This weekly and daily work allows me to FOCUS on a particular topic in relation to the work that I do. There are times where these reflections lead me to more questions than answers but there are also times where I find it’s the right question and the right time.

“We spend so little time in the present moment that it’s anything but ordinary.” — Andy Puddicombe

How do you eliminate your distractions?

 

A Successful Ed Tech Strategy

In this day of trying to infuse technology effectively in the learning environment, it is important that stakeholders in education set forth a bold vision.

This morning I had the opportunity to participate in an edWeb.net Webinar entitled “Connecting to Success in Canadian Classrooms: Ed Tech Challenges and Opportunities” where Robert Martellaci from MindShare Learning gave a Canadian Ed Tech context and Keewatin Patrician DSB in southwestern Ontario shared their 1:1 three year project. They had many great things to share about connecting technology to student learning.

* Canadian schools, staff and students are surrounded by technology. Using this technology effectively has become a priority.

* Keewatin Patrician DSB started with a 1:1 pilot three years ago in three classrooms which then went to three schools and is currently found in 23 schools. Lots of support for teacher development with tech teachers, aligning initiatives, seamless integration, school board owned devices (netbooks for students from grades 4-12, iPad pods for K-3 students and laptops for teachers).

* Questions we should be asking ourselves about technology integration in the learning environment:

1) What does an effective tech-enabled learning organization look like, feel like and sound like?

2) How are resources managed and sustained?

3) What are the most relevant and effective professional learning models for teachers?

4) How can student achievement be shown?

WHAT are you doing in your classroom, in your school and in your school division to align current initiatives with effective technology implementation?

 

Do You Have Highly Effective Tech Habits?

This infographic just came across my desk (or in reality my screen) today. It got me thinking….are these the main habits of highly effective teachers who use technology or are there more habits (or a rewording of these current ones)? Professionally these fit with the work that I am doing in supporting our administrators and teachers, however I like to also refer to the SETT model (Student – Environment – Tasks – Tools) before I even talk tech. 

 

Intentional Leader: Excellence is Doing Small Things in a Big Way

Monthly Theme: Excellence
Week 4

This week I was to focus on how I can model excellence by putting my signature on the work that I do through the small things I do.

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I really appreciate Booker T. Washington’s quote made over 160 years ago. This reminds me personally of my parents who model excellence in their daily life. My father, a business owner and German immigrant, showed me that customer service and a flair for building strong relationships was key to his success (he’s semi-retired now). His fervor for making people feel at ease and including them in conversations helped his business excel. (For those of you from Southern Alberta you may have heard of it as Otto’s Spudnut and Ice Cream Shop.) As for my mother, her French Canadian agricultural background and career as a Teacher, allowed her to travel the world and challenge its occupants from time to time with my brother and I tagging along. My mother also became my dad’s business partner so they certainly showed how two people can work and live together harmoniously. My parents continue to have high expectations of us and now their grandkids. Their continued support is important in an age where 24/7 anytime, anywhere access and can be fleeting of support.

This quote also reminded me of a tweet from @shareski sharing a video about “The biological advantage of being awestruck” and then it hit me that there was a book I had wanted to read and not yet done so….The Book of Awesome. This book by Neil Pasricha is on my “read this” list and after reading through my Week Four work, thought I’d better get to it. So, at this moment, I have put both The Book of Awesome and The Book of Even More Awesome on hold at my local library. I’ve even started to follow Neil @1000awesome on Twitter and look forward to reading more of his blog where he initially started his 1000 Awesome Things as a small reminder of the free little joys that make life sweet.

So, I now thought (without reading the book of Awesome) why not think of little ways to put a personal excellence signature on the work that I do? What would it look like? Here are some ideas:
• Share tidbits of information via the weekly employee Online newsletter
• Send out specific emails filled with resources, PD opportunities for administrators, specific groups of teachers
• Tweet and retweet out #psd70 happenings
• Encourage and sign up PSD stakeholders to share their learning on the 184 Blogs project

My focus now is how to change the ordinary things I do into things that I do better or more memorable than ever before. No small feat/task but one I know that I can really on my Learning Services Team, network, PLN, family and friends to support me in.

 

Intentional Leader: Excellence Comes by Exceeding Expectations

Monthly Theme: Excellence

Week 3

This week I was to consider ways that I can set the tone of exceeding expectations and how other organizations have impressed me.

This week reminds me of a phenomenal TED Talk by Tali Sharot where she shares her research suggesting that our brains are wired to look on the bright side.

For me, in the work that I do, I make every attempt to link the PSD vision and initiatives. I take a lot of time to plan workshops, sessions, webinars and working meetings. I recognize that effective planning and up-to-date research and resources allow our staff to move forward in the learning environment. It’s also a great time to build on existing relationships and develop new ones.

I know from experience that people or organizations that have exceeded my expectations in a product or service have impressed me with their:

Promptness, effectiveness, knowledge and passion

I think it is important that I continually share what services, professional learning opportunities and support that I can provide our administrators and teachers. I cannot assume that they already know what I can do to assist them in their work with students. I need to think of ways to exceed their expectations.

 

 

Image: FlickrCC