565-Week 3

Who Moved my Cheese is brilliant! What a fantastic dipiction of the different characteristics leaders have to manage. With all of the changes taking place in my school district, I was really able to relate to the characters in a significant way. Each of the characters reminded me of teachers I work with, or have worked with.

I found the Tune In article very intriguing. First of all, I never really considered myself to be so near in age to the millenial generation. It is interesting to remember that as I was growing up, I often thought of the class behind me as being drastically different. I understand that the line between the generations is not that clear cut, but an interesting memory non the less. I'm curioius to know what the author's views are on the gen-y group, as they were not mentioned. Secondly, the article shared a thought that the millenial generation could likely be the first generation of life-long learners. This generation's willingness to change when needed is a vital when faced with the challenge of appealling to today's youth.




clash of generations

What do we what? JUSTICE! When do we want it? NOW!

Check out my pics from Madison today! They are all on Flickr (to your left). What an awesome experience. This event has truly demonstrated the effects and impacts leadership can have, be it good or bad.

565- Week 2

MPS has an application that is available to all employees, the Data Warehouse, which houses all kinds of data about every school in the district. The data stored here includes attendance, assessment, discipline, enrollment, support services, staff, professional development, and students. There is even data about the quality of the data provided! I believe this is a fairly new tool that has been introduced, or made more accessible, in the past few years. I like that this information is made so readily available for teachers. As we discuss the importance of data for the purpose of school/district improvement, it is vital for that data be made available to the people on the front lines. As a matter of fact, I don't think it is a bad idea to share that information with students, as well.

I have participated in data retreats at the first school I taught at. Being a charter school, the teachers were a part of the retreat, discussing the successes, failures, enhancements, and new directions regarding student achievement. Now, as a teacher in a large district, my only participation is listening to the principal summarize it. The WINSS site is new to me. I had a great time sifting through the information for my school. However, my mind kept wandering to thoughts of how confusing, or misleading, this information could be for the many people, including parents, who don't understand own to look critically at it.

565- Week 1

I have recently taken on a new position at my school. I am no longer in the classroom, but have been placed in the Implementer position. So, the leadership role I play has shifted significantly. As a classroom teacher leader, I was active in several school committees and made extra efforts to collaborate with my grade level partners. As an implementer, I continue to participate in those committees and more, as well as, having to interact with all of the teachers, rather than just my grade level. Working with all grade levels, I often model 'care-frontation' when faced with the challenge to motivate the staff.

I haven't completed all of the assignments yet, but I have enjoyed the reading and the TED talk. The text mentions the struggle many teachers have when appointed to leadership roles without having prior training. I've seen many teachers either sink or swim while stepping in to fill a vacant leadership position with little support. The teachers who've risen to the occasion have been people who, like the TED speaker discussed, view leadership with a sense of responsibility, rather than a sense of entitlement.