Debbie Wooleyhand's Posts - School Leadership 2.02024-03-29T13:37:05ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhandhttps://storage.ning.com/topology/rest/1.0/file/get/2190181288?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://schoolleadership20.com/profiles/blog/feed?user=3j7dtsq35ee13&xn_auth=noHappy Four Years of Blogging to Me by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2017-10-06:1990010:BlogPost:3052962017-10-06T23:48:25.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
This was my first post four years ago. I’ve written dozens of posts since, but I revisit this one to remind myself why I started.<br />
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So, why call a blog Common Sense School Leadership? As far back as I can remember, when it comes to following someone, all I have ever wanted is to be led by someone with common sense. It seems like a simple and practical wish. Common sense leaders are confident in their ability, but also keenly aware that they don’t know it all.<br />
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Leaders with common sense have a…
This was my first post four years ago. I’ve written dozens of posts since, but I revisit this one to remind myself why I started.<br />
<br />
So, why call a blog Common Sense School Leadership? As far back as I can remember, when it comes to following someone, all I have ever wanted is to be led by someone with common sense. It seems like a simple and practical wish. Common sense leaders are confident in their ability, but also keenly aware that they don’t know it all.<br />
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Leaders with common sense have a balanced perspective on life and work. They work hard and play hard and they never take themselves too seriously. Common sense leaders protect their employees in the way that Todd Whitaker discusses in his book, Shifting the Monkey. Common sense leaders intuitively know how to motivate, inspire, and challenge those who work for them.<br />
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Can anyone be a common sense leader? Probably not, common sense is hard to teach. You might be a common sense school leader if…<br />
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-your first thoughts are always centered on what’s best for students when solving problems.<br />
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-you see teachers as leadership assets in your building.<br />
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-you recognize your own power and reflect on whether your decisions are based on protecting or maintaining that power, or what’s best for your students and staff.<br />
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-you allow for some wait time before making important decisions.<br />
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-you value laughter and it can be heard throughout your building.<br />
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-you lean on others for advice and seek it out when you’ve made a mistake.<br />
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-you trust others, even before they’ve earned it.<br />
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Common sense leadership is needed now more than ever. The number of changes occurring in schools across the country requires common sense leadership that can help students, teachers, and parents understand it all. How about if we all try to be the common sense school leaders our communities deserve?School Leadership: It’s like riding a motorcycle By Christopher Wooleyhand, Ph. D.tag:schoolleadership20.com,2017-09-20:1990010:BlogPost:3046082017-09-20T21:00:00.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
<p>I began riding a motorcycle over two years ago. I never had any intention of becoming a biker. I was happy and busy and certainly didn’t need a new hobby. I was 51 when I started. Such a cliché. Mid-life crisis, right? Not really, but it’s hard to overcome appearances. I blame my friends. They started riding a few months before me, got their licenses, and took to riding like ducks to the water. Every time we got together they would ask me when I was going to join them. I scoffed at them,…</p>
<p>I began riding a motorcycle over two years ago. I never had any intention of becoming a biker. I was happy and busy and certainly didn’t need a new hobby. I was 51 when I started. Such a cliché. Mid-life crisis, right? Not really, but it’s hard to overcome appearances. I blame my friends. They started riding a few months before me, got their licenses, and took to riding like ducks to the water. Every time we got together they would ask me when I was going to join them. I scoffed at them, laughed, and tried to change the conversation, but they sowed a seed. I finally gave in and tried out my friend’s bike. I was hooked. A week later I bought my first bike (I’m already on my second, it’s bigger and faster of course). Over the past two years I have put in about 11,000 miles on my bike(s). I’ve been to Key West, Daytona, and all over the Maryland/Delaware area. The more I ride, the more I see the parallels between riding a motorcycle and school leadership. Here are a few of those lessons learned:<br/> <br/> Balance<br/> <br/> Before I could take the motorcycle license test, I had to get experience. You have to ride a motorcycle to get better at it, so for three months I was “riding dirty,” with no license. I would ride around my neighborhood, never venturing too far. One day I was at a stop sign. I thought the bike was in first gear as I prepared to take off. I wasn’t in first gear. I was in neutral. I picked up my feet (bad decision) hit the throttle and fell over. Luckily, my body broke the bike’s fall. I was bruised along the right side and very embarrassed. It took me a while to re-build my confidence, but I did.<br/> <br/> Lesson: Riding a motorcycle and school leadership require balance. School leaders who forget to nurture their personal lives will lose their balance and fall over. Sub lesson: Never give up!<br/> <br/> Braking<br/> <br/> Just after getting my license, I was heading down a very busy four lane highway. I was behind my friends and decided to zoom past them for fun. I didn’t see that the traffic in front of them had stopped. I hit the back brake too hard and my bike started to fishtail. I was headed into the back of a mini-van and swerved off the road into a grassy median strip to avoid a collision. I stayed on the bike, went down a small hill, and gradually worked my way back to the road. I was uninjured, but startled by how quickly things went bad. I spent the next several weeks working on my braking skills.<br/> <br/> Lesson: Know when to slow down. School leaders are always on the go. Sometimes we have to hit the brakes and change our path to avoid burning out or colliding with others.<br/> <br/> The Ride<br/> <br/> Not all my lessons have come from mishaps. Riding a motorcycle is freeing. It’s like riding a roller coaster without the rails. The people I ride with agree that once you learn to ride a motorcycle you gradually relax and think less about the “how” and start enjoying the “why.” When you first start riding you’re thinking about the clutch, the gear shift lever, the brakes, the throttle and everything else that goes with staying up and on the road. Later on, these become second nature and you begin to have fun.<br/> <br/> Lesson: Once you become an experienced school leader you can begin to enjoy the job in its entirety. Try not to get so caught up in the minutiae that you fail to enjoy the children, the staff, and the parents. Being a school leader is fun, enjoy the ride.<br/> <br/> Zen<br/> <br/> Riding a motorcycle takes patience. One of the first things you learn in a motorcycle safety course is that you must assume that no one can see you. Ride like you’re invisible. Every time I get on the bike I must remind myself to “be cool.” It doesn’t take long on a bike ride before someone in a car does something dangerous that puts you in peril. If you internalize everything, it will consume you and you can easily become an aggressive rider. Ride with confidence, but never assume others are paying attention to you. Be cool.<br/> <br/> Lesson: You control your emotions and your response when things go wrong. Be patient, take time, and breathe before you make important decisions. Nothing good happens when decisions are made in anger.<br/> <br/> Humility<br/> <br/> Being confident on a bike is important, but over-confidence is a problem. I learn something new every time I ride. I am always trying to improve my skills. The moment you think you’ve mastered the skill of riding a motorcycle is the moment you need to put the bike away for good. Humility on a motorcycle will keep you safe and, hopefully, alive. After just two years of riding, I know I have much more to learn.<br/> <br/> Lesson: The best school leaders understand that their growth and learning needs to be continuous. School leaders who think they’ve “arrived” will eventually find that their destination can never reached. Overconfidence in school leadership leads to a lack of collaboration. Schools need leaders who recognize their limitations and value the knowledge of others.<br/> <br/> Chrome up, rubber down. Ride on!<br/> <br/> You can follow Chris on Twitter @principal64.</p>Advice from principals on how to get that first teaching job! by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2017-03-28:1990010:BlogPost:2943752017-03-28T03:00:00.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
<p>The hiring season is coming up for many school districts. Excited and motivated young graduates will soon be applying for their first teaching position. The thought of that first interview can make even the most confident aspiring teacher a little queasy. Here are a few tips from veteran principals to make your interview a positive experience and help you get that job!<br></br> <br></br> Donna Usewick (@dsusewick), principal at Oakwood Elementary in Glen Burnie, Maryland suggests the following:…<br></br></p>
<p>The hiring season is coming up for many school districts. Excited and motivated young graduates will soon be applying for their first teaching position. The thought of that first interview can make even the most confident aspiring teacher a little queasy. Here are a few tips from veteran principals to make your interview a positive experience and help you get that job!<br/> <br/> Donna Usewick (@dsusewick), principal at Oakwood Elementary in Glen Burnie, Maryland suggests the following:<br/> <br/> “I think prospective teachers should be prepared to have specific examples when answering questions. For example, if they are asked what strategies they would use when teaching students to respond to text, they should have specific examples of what they have used and what they might want to try in the future. They should also not be afraid to say, I didn’t have a lot of experience with something and why, but give the impression that they are willing to learn on their own or seek assistance.”<br/> <br/> Jason Otte (@fishingfan24), principal at Windsor Farm Elementary in Annapolis, Maryland says:<br/> <br/> “My tip would be to make sure that the teacher makes it clear they have a positive attitude and are open to being coached because there is so much to learn and demonstrate. Specifically, I want to know how they will stay organized with all they will have on their plate. By specific I mean, do they use a calendar, do they use binders for paperwork etc.? At the end of the interview, I try to articulate exactly what I am looking for so that they can reflect and decide if this is the right place for them.”<br/> <br/> Lisa Koennel (@LKoennel), principal at Ridgeway Elementary in Severn, Maryland offers this advice:<br/> <br/> “My main suggestion is for candidates to let their personalities shine through in the interview. They should show their passion when answering questions by giving insight into their relationships with students and the impact they feel they can make on students’ lives. I am always impressed when they demonstrate some knowledge of the school community by doing their homework prior to the interview.”<br/> <br/> Ginger Henley (@miss_gingerann) principal at Walter S. Mills Parole Elementary in Annapolis, Maryland notes:<br/> <br/> “The first thing I notice is how the candidate is dressed. It sounds so simple but I have had candidates show up in LulaRoe leggings and very casual and/or unprofessional clothing. I perceive that as the candidate is not taking the interview seriously, therefore it makes me cautious that they will not take the position and responsibilities seriously. First impressions make a difference. Secondly, brand new teachers need to show their passion for students in the interview. No matter what question they are being asked, if they can gear their answer towards student success and their passion for the profession, it will set them apart from other candidates. I can teach you what you need to know to be a successful teacher, but I cannot teach you passion for student success. The candidate has to bring that to the classroom, the school building and the interview!”<br/> <br/> Jeffery Haynie (@crazydukie), principal at Solley Elementary in Glen Burnie, Maryland encourages candidates as follows:<br/> <br/> “They should have done their research to learn as much about the school as possible; how will their work impact the mission and vision of the school? All of their answers should revolve around the students and the social, emotional, and academic impact. I always listen to the answers that are given… I don’t want a text book answer, I want to know that what they believe about students is firmly founded in each of their answers.”<br/> <br/> Excellent suggestions from an experienced group of school leaders. Teacher candidates should know that, sometimes, the decision to hire them, or not, will be based on the “right fit” idea. It will take patience as you go from interview to interview. If you’re fortunate, you may have more than one offer to consider. If that’s the case, go with your gut. Where did you feel more comfortable? Which interview left you feeling inspired or motivated? If you’re a qualified candidate, you will probably get a job. Stay positive. As mentioned above, show your passion. Then, once you get the job, be prepared to work harder than ever. Good luck!<br/> <br/> You can follow Chris on Twitter @principal64.</p>We Can Do Better by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-12-20:1990010:BlogPost:2898222016-12-20T23:36:07.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
“Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.”<br />
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– Franklin D. Roosevelt<br />
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Such a timely quote by Franklin D. Roosevelt. As educators, school leaders, parents, and involved citizens, we must remember our role in preparing students to choose wisely. Education will always be important to the success of democracy. As we end one year and enter a new, we should reflect on how we are raising and…
“Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.”<br />
<br />
– Franklin D. Roosevelt<br />
<br />
Such a timely quote by Franklin D. Roosevelt. As educators, school leaders, parents, and involved citizens, we must remember our role in preparing students to choose wisely. Education will always be important to the success of democracy. As we end one year and enter a new, we should reflect on how we are raising and educating our children.<br />
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What will the world be like for the next generation? What skills will our children need? How will they gain these skills? Who will influence our children the most? As the world becomes more diverse, how will society change and how will our students respond to that change? These are deeply philosophical questions, but they are at the root of democracy. Looking at the roots of American democracy may help us in answering these questions.<br />
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“Educate and inform the whole mass of the people…they are the only sure reliance for the preservation of our liberty.”<br />
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-Thomas Jefferson<br />
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The question is, where will our students get educated and where will their information come from? How will they become informed citizens? We all have a duty to make sure that our children are critical thinkers. While protecting them from our personal biases, we should encourage them to look at a variety of sources before drawing conclusions. Original thinkers built our country. We need more.<br />
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“Real liberty is neither found in despotism or the extremes of democracy, but in moderate governments.”<br />
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-Alexander Hamilton<br />
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Modern politics is a mess. It’s hard for me to believe that we have become a nation of extremism. If you disagree, just start a conversation with a neighbor you don’t know well. You’ll likely find that you have far more in common than not. We can do a better job of making sure that our children respect the views of others, especially when those views are counter to ours. You can find a middle ground with almost any fundamental belief. Finding it is always worth the struggle.<br />
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“Those who expect to reap the blessings of freedom must, like men, undergo the fatigue of supporting it.”<br />
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-Thomas Paine<br />
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We all want life, liberty, and the freedom to pursue our happiness. They are such fundamental cornerstones of democracy. The Declaration of Independence speaks to all of us, not a select few. Our children need us to remind them that our country was founded on principles that apply to everyone. More importantly, action is required by all of us to ensure those freedoms. Democracies require participation. We must be tireless in pushing our children to become active, contributing members of society, not sideline observers.<br />
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No matter your political beliefs, it should be obvious that our country can be and do better. Other nations look to us. We stand as an example to the world. We stand as example to our children. What kind of an example is the question? We can do and be better. We must.<br />
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You can follow Chris on Twitter @principal64.Lessons Learned Through Sports by Christoher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-11-24:1990010:BlogPost:2883882016-11-24T14:50:48.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
I grew up playing sports. My three brothers and I were always on the go. Whether it was playing whiffle ball in the backyard or tackle football in the nearby field, we were always playing something. We spent very little time in the house. Our neighborhood was our playground.<br />
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I played baseball, lacrosse, football, basketball, soccer, and wrestled. I wasn’t an athlete. I liked to wear a uniform. Seriously, I was lured to sports by the smell of a fresh new uniform, hat, or helmet. We grew up in a…
I grew up playing sports. My three brothers and I were always on the go. Whether it was playing whiffle ball in the backyard or tackle football in the nearby field, we were always playing something. We spent very little time in the house. Our neighborhood was our playground.<br />
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I played baseball, lacrosse, football, basketball, soccer, and wrestled. I wasn’t an athlete. I liked to wear a uniform. Seriously, I was lured to sports by the smell of a fresh new uniform, hat, or helmet. We grew up in a humble home. We had what we needed, but we were never spoiled. Sports allowed us to be anything we wanted to be. They were an escape to a great adventure.<br />
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As adult, when I look back on those years, I realize I learned more about leadership through sports than I ever have from a training or professional development experience. The lessons I learned from playing sports have stayed with me through every step of my career. They are simple lessons, yet they have provided me with a stable base in the most challenging times.<br />
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Here are a few of those lessons:<br />
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1-Preparation is important<br />
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To be successful in sports and in life, you have to be prepared. Being prepared means you study. You study your craft. You read. You consider yourself a lifelong learner. Every destination is the starting point to the next journey. People who think they’ve arrived get lazy and complacent. Celebrate success, then make your next plan.<br />
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2-You have to be willing to work hard<br />
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I grew up in an era when people said, “Hard work is its own reward.” There is great value in sweating and extending yourself beyond your comfort level. In some ways, the results don’t always matter if you are willing to work hard. Success happens through fixing mistakes. Putting your head down and giving that extra effort often leads to good results.<br />
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3-Teamwork is key<br />
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It is rare for anyone to succeed without the support of others. Teamwork isn’t always pretty. Teammates can disagree, argue, and push your buttons. Being on a team isn’t always a comfortable experience. That’s a good thing. Few great accomplishments ever come from completely harmonious efforts. As long as everyone has the same goal and vision, the team will eventually function at a high level.<br />
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4-Your attitude matters<br />
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If you don’t find joy in your professional pursuits, consider finding another field. Your attitude matters. Nothing inspires others more than working with someone who has a true passion for their profession. Are you going to have a great attitude every day? No, of course not. Recognize those moments and do your best to protect others from your mood or find a good listener and share your worries.<br />
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5-You won’t always win<br />
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I teach chess to elementary students. The first conversation we have before touching a piece is about winning and losing. Everyone eventually fails at something. Failure is a given. It’s all about how you respond. Resilience is becoming a scarce personal commodity. Spend a little time mourning your loss, then make a plan to get better.<br />
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6-You learn more from losing<br />
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Winning is awesome, but we rarely learn much from it. Winning teams are constantly examining their success. They evaluate their individual players and make adjustments as necessary. However, when they lose, they use the opportunity to get better. They don’t wallow in self-pity. They find the teachable moments from losing.<br />
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7-Continually set goals and revise<br />
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In sports and in life, we must be willing to set goals. Say them out loud. Tell them to other people. Write them down. We all have the power to reinvent ourselves. Whether you reach a goal or not, set a new one. When you stop setting goals, you are making a conscious decision to withdraw from the game. That’s no fun. Life should be fun. Set goals that will stretch you as a person. Those are the goals that will give you the most personal satisfaction when you reach them.<br />
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I am grateful for the opportunities my parents gave me growing up. They gave me the support and encouragement I needed to try a variety of sports. With four sons born close together, they spent hours driving us to practice, coaching, and cheering us on. Sports are not life, but they certainly make life more enjoyable. Most importantly, they teach us lessons that can’t be learned any other way.<br />
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You can follow Chris on Twitter @principal64.Teacher Leadership Matters by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-09-30:1990010:BlogPost:2854782016-09-30T17:04:27.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Teacher leadership was the discussion topic for #mdeschat the other night. Many great insights were shared. Here are a few:<br />
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“A leader helps to create more leaders and inspires. That is exactly what I want to do as a teacher.” -Michael Donnelly @mrdonnelly3<br />
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“In the collaborative culture that we build, shared leadership is needed, we can’t do it alone!” –Cheryl Cox @CoxCherylcox628<br />
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“Teaching is so complex and involves so many variables; empowering critical thinking about what matters is key.”…
Teacher leadership was the discussion topic for #mdeschat the other night. Many great insights were shared. Here are a few:<br />
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“A leader helps to create more leaders and inspires. That is exactly what I want to do as a teacher.” -Michael Donnelly @mrdonnelly3<br />
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“In the collaborative culture that we build, shared leadership is needed, we can’t do it alone!” –Cheryl Cox @CoxCherylcox628<br />
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“Teaching is so complex and involves so many variables; empowering critical thinking about what matters is key.” –Walter Reap @WalterReap<br />
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“In education, change is constant. By empowering teachers as leaders, they can implement systemic goals in a way that is meaningful to students.” –Dana Wiles @nfesgr2<br />
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“Teacher leaders affect student achievement exponentially by raising the expectations among colleagues.” –Elizabeth Curley @Curley_Liz<br />
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“Opportunities to collaborate with county resource staff allows teacher leaders to enjoy learning and sharing while inspiring others.” –Vanessa Gilbert @vanlynn75<br />
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“Shared leadership allows the school to capitalize on the different talents each member of the team brings to the community.” –Zipporah Miller @zipmiller<br />
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“Teachers, when empowered, learn a lot from each other.” –Todd Stanzione @toddstanzione<br />
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“Benefits of teacher leadership: teacher retention, student achievement, positive school culture, decreased isolation, enhanced collaboration.” –Andrea Zamora @AACPS_Zamora<br />
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“Leadership is about one’s vision of him/herself. Not about title or position, it is about one’s actions.” –Jill Snell @Jill_Snell81<br />
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“To grow, teachers need to step out of the classroom and see varying perspectives; grow from the strength of others and stretch their thinking.” –Stephanie Straw @ststoney16<br />
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“Teacher leaders are innovative, have high expectations for all, and are masterful at cultivating relationships to grow students.” –Denise Faidley @DeniseFaidley<br />
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“If the teacher is a facilitator and leader, she/he will guide students to discover and build their learning by solving real life problems.” –Evylyn Quinones @evyabel<br />
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Such awesome insight from a great PLN! If others share these views on teacher leadership our children are in good hands!<br />
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You can follow Chris on Twitter @principal64. You can follow me @PPW78.I’ll take it as a compliment! by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-09-22:1990010:BlogPost:2850022016-09-22T16:58:12.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Our school recently held a parent night for our Spanish speaking families. I stood at the front of the school opening the door and greeting families as they arrived. The turn-out was nice and included many of our students. After some refreshments, one of our first grade teachers took the students to her classroom for some fun activities while our EL teacher and community liaison worked with the parents.<br />
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The parents participated in warm-up games to help them get to know each other. While we…
Our school recently held a parent night for our Spanish speaking families. I stood at the front of the school opening the door and greeting families as they arrived. The turn-out was nice and included many of our students. After some refreshments, one of our first grade teachers took the students to her classroom for some fun activities while our EL teacher and community liaison worked with the parents.<br />
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The parents participated in warm-up games to help them get to know each other. While we sometimes see our Spanish families as one group, they often represent many different countries, backgrounds, and cultures. Even so, the Spanish language is what connects them. As educators, we need to find opportunities to get our English learners and their families together.<br />
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The parents who attended our event were enthusiastic and excited to be included in their child’s school. You could tell that they appreciated having an interpreter there to listen to and ask questions of. They also shared how much they appreciated our efforts and how much their children love their school.<br />
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When I welcomed the parents to our event, I told them how important it is to our staff that they feel connected to the school. Their language should never be a barrier to helping their children succeed. We should be breaking down walls, not building them. I also stressed how important it is that they keep speaking Spanish to their children. Spanish families don’t have to give up their culture or language when they come to America.<br />
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Toward the end of the night, the parents had a chance to share and ask questions. One of the parents stood up and with a wry smile said, referring to me, “I thought he was a security guard because he is always outside greeting people.” This brought raucous laughter from the whole group and illustrated the cultural differences in the parents’ educational experience in their home countries. Many of them had never had the opportunity to interact with a “director” (principal).<br />
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At first I thought that being identified as a “guardia de seguridad” by our EL parents might be an indication that I need to do a little PR work with them. The more I thought, however, the more I realized it was a compliment. If they see me as someone who is protecting the school, that’s a good thing.<br />
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That night was one of those special times when you realize that what you do matters. It was satisfying to know that our Spanish speaking families appreciate the efforts of our staff. They value their families and love their school because their children are happy. They want to be involved, but don’t always know how. They trust in their school and yes, they sometimes see their principal as a security guard. I’m okay with that. I’ll take it as a compliment.Who's Got It Better Than Us? by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-08-09:1990010:BlogPost:2826892016-08-09T11:01:48.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
John Harbaugh, coach of the Baltimore Ravens and his brother, Jim Harbaugh, coach at the University of Michigan, have often used the quote above to motivate their players. The quote was passed down to them by their father Jack, a life-long college football coach. The words are a simple reminder to appreciate the best things in life. They encourage us to be grateful for all that we have.<br />
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After 30 years in education, there is still nothing more exciting to me than the start of a new school year.…
John Harbaugh, coach of the Baltimore Ravens and his brother, Jim Harbaugh, coach at the University of Michigan, have often used the quote above to motivate their players. The quote was passed down to them by their father Jack, a life-long college football coach. The words are a simple reminder to appreciate the best things in life. They encourage us to be grateful for all that we have.<br />
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After 30 years in education, there is still nothing more exciting to me than the start of a new school year. The sense of renewal and professional rebirth is palpable. New teachers arrived in our building today to prepare for the students who will be here in two weeks. They are so excited and energetic. Their passion is contagious. Our veteran teachers have been trickling in, too. While tempered with wisdom and experience, their enthusiasm is equally strong.<br />
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The school year is long. Challenges can come from every direction, but in August everything is possible. New teachers can launch fulfilling, long-lasting careers. Veteran teachers can re-invent themselves. In education, we get to start anew every year. This phenomenon seems unique to the field of education. How many careers have renewal built into their calendars? Who’s got it better than us?<br />
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Before we launch into the new school year, let’s take a moment to reflect on how special our field is. We get to play a small part in the lives of children. That small part can lead to great things. We should never take for granted just how far our reach goes. What we do matters and it matters every day. What tremendous opportunities we will have this year! The staff is preparing. The students are coming. Who’s got it better than us?Let's Make Soup! by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-02-06:1990010:BlogPost:2673472016-02-06T23:59:05.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Thursday, February 4th is National Homemade Soup Day. To celebrate, three members of the #mdeschat PLN shared what “ingredients” make a school great. They offer the following food for thought, which is best digested with a nice bowl of homemade soup, you decide what kind!<br />
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“I’d say the three most important ingredients that will determine if a school is great are people, relationships, and mindset. A great school doesn’t ever reach “greatness.” The stakeholders have a growth mindset and are…
Thursday, February 4th is National Homemade Soup Day. To celebrate, three members of the #mdeschat PLN shared what “ingredients” make a school great. They offer the following food for thought, which is best digested with a nice bowl of homemade soup, you decide what kind!<br />
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“I’d say the three most important ingredients that will determine if a school is great are people, relationships, and mindset. A great school doesn’t ever reach “greatness.” The stakeholders have a growth mindset and are always looking for ways to improve and adjust their contributions to improve the school. The journey to greatness is never complete. You need people who are working to improve themselves, each other, and to teach the students a growth mindset. This includes all stakeholders, not just school staff. The relationships between people is what will facilitate the school stakeholders in being able to learn and grow from each other. Basically, a great school is one that is better tomorrow than it was today.” -Michael Donnelly, @mrdonnelly3, 6th GradeTeacher, Monarch Global Academy<br />
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“I think there are a lot of components that make a school great, but the number one “ingredient” is the ability to take feedback in all aspects and create change. Feedback from students, parents and teachers. Teachers accepting feedback from administration, parents and students. Administrators taking feedback from students, parents and teachers and making changes. Accepting feedback to make positive changes leads to a positive school culture where everyone feels like they have a voice in their child’s education which ultimately leads to student success.”-Ginger Henley, @miss_gingerann, Principal, Crofton Elementary<br />
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“Ingredients needed to make a school great: a great leader, fearless teachers, support, and creative freedom. I think that a great leader is someone with a clear vision and the ability to both support and push staff members towards, not only that vision, but also reaching their full creative and professional potentials. To make a school great, teachers need to be fearless. They need to be willing to try new things (and possibly fail), take risks, and push themselves out of their comfort zones. Teachers will only be able to do this with a leader who will stand up for his/her teachers when necessary, otherwise there is so much extra “stuff” that will hold a school back from being exceptional. There needs to be out-of-the-box thinking, learning, and teaching happening to make a school great, and there needs to be a certain level of creative freedom in order for that to occur.” -Bonita Bradway, @boncheri86, 4th Grade Teacher, Tyler Heights Elementary<br />
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Wow, great advice from three exceptional educators! Thanks to Mike, Ginger, and Bonita for sharing their “recipes” for school success. Do you have any advice or thoughts on what successful schools do, or should do? Add your ideas in the comment section below to keep the conversation going!<br />
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You can follow Chris on Twitter @principal64.Pulling the Goat by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-01-15:1990010:BlogPost:2649312016-01-15T16:42:17.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
After graduating from college in 1987, I served in the Peace Corps for two years. I was assigned to the tiny island nation of St. Kitts/Nevis in the West Indies. The islands in the Caribbean are beautiful, but the economies struggle due the challenges of maintaining industry and tourism structures.<br />
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The people in the West Indies were very accepting of Americans, although many of them thought that we were all just like the people on the TV show Dallas. It was a life-changing experience for me.…
After graduating from college in 1987, I served in the Peace Corps for two years. I was assigned to the tiny island nation of St. Kitts/Nevis in the West Indies. The islands in the Caribbean are beautiful, but the economies struggle due the challenges of maintaining industry and tourism structures.<br />
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The people in the West Indies were very accepting of Americans, although many of them thought that we were all just like the people on the TV show Dallas. It was a life-changing experience for me. In many ways it put me on a path that has taken me to where I am today.<br />
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When I arrived on the island, I immediately began doing the things people associate with the romantic vision of Peace Corps service. I bought two chickens so that I would have eggs. Neither bird ever laid an egg. I eventually ate them both. I also bought a goat with idea that it would keep the grass around my house trimmed. Of course, it didn’t like the grass in my yard, so I had to walk it a half mile down the road every morning to a nice patch of grass that it preferred.<br />
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Walking the goat every morning taught me some important lessons. I don’t know if every goat is the same, but mine didn’t like to be led or pulled. He wanted to go in front and resisted every effort to be pulled in a direction that I wanted to go. I eventually relented and usually got where I wanted to go a little faster with the goat leading.<br />
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That lesson has stayed with me for a long time and is a fitting analogy for the state of education today. National and state initiatives treat educators much like I treated the goat. Federal and state officials want to be out in front pulling the obstinate education reform goat along their own preferred path. What they don’t seem to understand is that the goat has its own idea of where it should go.<br />
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Everyone outside of the walls of the American schoolhouse seems to have a million ideas on how to improve education. Everyone is an expert because they have all been to school. What would happen if state, federal, and district officials allowed teachers and principals to lead the school reform efforts in America? What would happen if they let the goat lead?<br />
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I imagine if teachers and principals were allowed more autonomy they would be able to address the specific needs of their students without the burden of implementing one-size-fits-all curricula and programs. There would be less testing and more relationship building. Teachers would spend more time teaching and using formative data to revise their instruction. Instructional changes would happen in a timely manner and students would make greater progress.<br />
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The ESSA signed in December is a start in the right direction. It gives states back more control over reform efforts, although the carrot and stick funding formulas still exist. Maybe states will begin asking for the opinions of teachers and school leaders. Maybe local districts will consider letting the goat lead. That wouldn’t be a baaaaad thing, would it?<br />
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You can follow Chris on Twitter @principal64Turning a Cruise Ship by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2016-01-05:1990010:BlogPost:2642732016-01-05T11:23:34.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
President Barack Obama signed the Every Student Succeeds Act (ESSA) on December 10, 2015. According to the government’s webpage, the reauthorization of NCLB represents “good news for our nation’s schools.”<br />
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The bipartisan law proclaims to:<br />
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Advance equity by upholding critical protections for disadvantaged and high-need students.<br />
Require—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.<br />
Ensure that…
President Barack Obama signed the Every Student Succeeds Act (ESSA) on December 10, 2015. According to the government’s webpage, the reauthorization of NCLB represents “good news for our nation’s schools.”<br />
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The bipartisan law proclaims to:<br />
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Advance equity by upholding critical protections for disadvantaged and high-need students.<br />
Require—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.<br />
Ensure that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students’ progress toward those high standards.<br />
Help support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators.<br />
Sustain and expand historic investments in increasing access to high-quality preschool.<br />
Maintain accountability and action to effect positive change in our lowest-performing schools.<br />
Edweek recently noted that ESSA will continue to hold states accountable to the Education Department. States will have to submit accountability plans starting in the 2017-18 school year. States will be allowed to pick their own accountability goals, both long-term goals and smaller, interim goals. These goals must address proficiency on tests, English-language proficiency, and graduation rates. Interestingly, states will no longer have to do teacher evaluation through student outcomes as they did under NCLB waivers.<br />
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What does all of this mean for teachers and school administrators? It means that they go to work tomorrow and the next day knowing that change is coming, but also knowing that the implications of ESSA will take a while to be seen. Fortunately, most of us won’t be sitting around waiting for direction. We will continue to work passionately and persistently for all students.<br />
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Watching education reform lead to measurable change is like watching a cruise ship turn. The average cruise ship speeds across the ocean at around 27 miles per hour. At an average weight of over 150,000 gross tons, it can take a long time to turn one around. It’s a maneuver that requires the collaboration and teamwork of many people. From the captain on the bridge to the mechanics in the engine room, everyone needs to do their job.<br />
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ESSA holds the promise of great things for our children. Much like ESEA in 1965, NCLB in 2002, and Obama’s Race to the Top initiatives, ESSA has the potential to make a difference for American students. Whether that potential is realized depends on a “crew” of politicians and education officials working together to turn the education reform ship in the right direction. As 2016 begins, let’s watch and remain hopeful that the journey and destination will be worth the wait.A "Teachers' Principal" by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-06-26:1990010:BlogPost:2497982015-06-26T19:24:20.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
I had the fortune of hearing Todd Whitaker speak this week. Two years ago I attended his keynote at NAESP in Baltimore. His message never gets old. Having him at our district’s leadership conference this week was a great way to bring closure to the school year and provided motivation in planning for next year.<br />
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After listening to his words of wisdom, I am even more committed to being a “teachers’ principal.” What is a teachers’ principal and why does it matter? The term “players’ coach” gets…
I had the fortune of hearing Todd Whitaker speak this week. Two years ago I attended his keynote at NAESP in Baltimore. His message never gets old. Having him at our district’s leadership conference this week was a great way to bring closure to the school year and provided motivation in planning for next year.<br />
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After listening to his words of wisdom, I am even more committed to being a “teachers’ principal.” What is a teachers’ principal and why does it matter? The term “players’ coach” gets used often in sports. The term generally refers to a coach who has a good relationship with his/her players. When making decisions about their team, players’ coaches give consideration to how their choices will impact the entire team.<br />
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The analogy connects well with teaching and leadership. Principals who apply Todd Whitaker’s advice to “make decisions based on their best teachers” are subconsciously utilizing a teachers’ principal approach to leadership. Being a teachers’ principal is not about delegating away responsibility. A teachers’ principal recognizes that the whole is greater than its parts. A teachers’ principal gives great thought to each and every initiative they foster.<br />
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Teaching is arguably the best and most challenging job there is. Principals have an immense influence on the success of their teachers and students. Principals who get to know the strengths and needs of their staff can tailor their professional development efforts to grow each and every teacher.<br />
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Below are four pillars for planning your school’s professional development efforts. They are adapted from the Annenberg Foundation’s 2012 report, Designing with Teachers, Participatory Approaches to Professional Development in Education. They illustrate how school leaders can operate from a teachers’ principal perspective.<br />
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1. Participation, not indoctrination- everyone should have a role in the professional development efforts in a school.<br />
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2. Exploration, not prescription- PD should be individualized for teachers and specific to their content areas.<br />
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3. Contextualization, not abstraction- PD should be practical, meaningful, and immediately useful in the classroom.<br />
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4. Iteration, not repetition- the choices that schools make related to PD should be examined regularly and adjusted based on their success and specifically their outcomes related to student achievement.<br />
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Principals who view themselves as a “teachers’ principal” find that adult learning flourishes in an environment that uses individual strengths to build overall teaching capacity. Thanks to Todd Whitaker for reinvigorating my commitment to being a better principal, a teachers’ principal. It’s still June, but I’m looking forward August already. Let’s go!<br />
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You can follow Chris on Twitter @principal64.Standing At The Back Of The Elephant by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-05-06:1990010:BlogPost:2433032015-05-06T21:46:24.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
The headline of Lyndsey Layton’s Washington Post article yesterday reads, “Most states lack expertise to improve worst schools.” Layton notes in her article that the government’s 3 billion dollar investment hasn’t led to improved performance in our most challenged schools. Apparently, the states “did not have the staff, technology and expertise to pull those schools out of the bottom rankings.”<br />
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The schools that were targeted for improvement had to choose one of four school reform strategies:…
The headline of Lyndsey Layton’s Washington Post article yesterday reads, “Most states lack expertise to improve worst schools.” Layton notes in her article that the government’s 3 billion dollar investment hasn’t led to improved performance in our most challenged schools. Apparently, the states “did not have the staff, technology and expertise to pull those schools out of the bottom rankings.”<br />
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The schools that were targeted for improvement had to choose one of four school reform strategies: replace the principal and at least 50 percent of the staff; close the school and enroll students in another, better-performing school; close the school and reopen it as a charter school; or transform the school through new instructional strategies and other techniques.<br />
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So, billions of dollars and several years after school districts received funds from the American Recovery and Reinvestment Act of 2009, we are left wondering how to help our neediest schools. Replacing the principal and staff doesn’t work. Closing the school and enrolling students in a “better performing school” doesn’t work. Reopening a school as a charter school doesn’t work. Transforming a school through new instructional strategies doesn’t work, as if anyone really knows what that means. Not only did these strategies not work, one third of the schools that received federal funds ended up with declining test scores.<br />
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The most we have learned from the federal government’s attempt at school reform is that they are no better than the states are at raising student achievement. Let’s think of this enigma using a vivid analogy. Student achievement in our most challenging public schools is the veritable “elephant in the room.” For the past 20 years, or more, state and federal education officials have waited at the back of the elephant studiously examining what comes out. Meanwhile, no one has bothered to think about what goes in the front.<br />
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How about if we spend the next twenty years focusing on what goes into the elephant? Let’s start with well-trained, well-paid, teachers and administrators who are supported with resources and time for planning. Maybe we can staff schools with so many teachers, teaching assistants, and support personnel that no child ever falls through the cracks. It’s that simple.<br />
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American schools have tremendous potential when they are given the resources they need. If we are not willing to put money and resources into our schools, then stop bothering to study what comes out of the backside of the elephant. All you will get is…well, you know.<br />
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You can follow Chris on Twitter @principal64.Social Media in Schools: Why bother? by Christopher Wooleyhandtag:schoolleadership20.com,2015-04-12:1990010:BlogPost:2401532015-04-12T22:49:36.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
I am excited to present at the Maryland Association of Elementary School Principals conference later this month. The focus of my session is on how social media can be used to enhance adult and student learning. If you’re a social media regular, this is a message that you are more than likely familiar with. However, we still have a large number of educators and leaders who are hesitant to capitalize on social media for the benefit of their schools.<br />
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I think this hesitancy comes from a lack of…
I am excited to present at the Maryland Association of Elementary School Principals conference later this month. The focus of my session is on how social media can be used to enhance adult and student learning. If you’re a social media regular, this is a message that you are more than likely familiar with. However, we still have a large number of educators and leaders who are hesitant to capitalize on social media for the benefit of their schools.<br />
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I think this hesitancy comes from a lack of confidence with technology and worries about the potential negatives of social media. If we are to harness the possibilities of social media, we are going to have to get over those feelings of inadequacy. No one is truly a social media expert. Technology and social media are changing and growing at such a rapid pace that no one can really keep up.<br />
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Motivation also seems to be a factor keeping educators from using social media. Is it really worth the effort to use social media in our schools? Will using social media improve academic achievement? I think the answer to those questions can be found in a meta-analysis conducted by Waters, Marzano, and McNulty in 2003. This study is often cited in journals and papers that examine the relationship between leadership behaviors and student achievement.<br />
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Waters, Marzano, and McNulty looked at 30 years of educational research and uncovered the leadership qualities that lead to improved academic achievement. Here are a few of the qualities and behaviors they identified:<br />
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-A willingness to actively engage the status quo<br />
-Quality contact and interactions with teachers and students<br />
-Establishment of clear goals while keeping those goals in the forefront of the school’s attention<br />
-Fostering of shared beliefs and a sense of community<br />
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Ultimately, school leaders are responsible for raising student achievement. When developing school improvement plans, teachers and principals must ask whether their initiatives will lead to improved student performance. Each school must be confident in choosing what to include and what to exclude from their plans. Will the four behaviors above lead to improved student achievement? The research suggests so.<br />
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Can these behaviors be enhanced by using social media? If I am a school leader who capitalizes on social media, can I better engage the status quo? Will social media improve my interactions with teachers, students, and parents? Would social media be an effective way to keep my school’s goals in the forefront of everyone’s attention? Can social media help me foster shared beliefs and a sense of community cooperation?<br />
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Educators tend to have strong feelings about where their priorities should be spent. What if the answer to each question above is yes? School leaders owe their students, teachers, and parents the opportunity to at least explore the potential of social media. Perhaps George Couros said it best in his blog, The Principal of Change:<br />
“There can no longer be an “opt out” clause when dealing with technology in our schools, especially from our administrators. We need to prepare our kids to live in this world now and in the future. Change may feel hard, but it is part of learning. We expect it from our kids, we need to expect it from ourselves. This is not optional anymore.”<br />
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You can follow Chris on Twitter @principal64.Are you a resilient educator? By Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-03-27:1990010:BlogPost:2388372015-03-27T23:35:54.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Are you a resilient educator? How do you respond when things don’t go your way? This week was challenging for me. I’ll spare the specifics, but I’m finishing the day wondering where things went wrong this week. The most alarming part of having a bad day or week is the feeling of losing control. How can you get that control back? Here are a few suggestions that might help. I’m going to try and take my own advice.<br />
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Put Your Day or Week in Context<br />
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Everyone has their moments. Was this day or week…
Are you a resilient educator? How do you respond when things don’t go your way? This week was challenging for me. I’ll spare the specifics, but I’m finishing the day wondering where things went wrong this week. The most alarming part of having a bad day or week is the feeling of losing control. How can you get that control back? Here are a few suggestions that might help. I’m going to try and take my own advice.<br />
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Put Your Day or Week in Context<br />
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Everyone has their moments. Was this day or week an anomaly? Unless you’ve started a new pattern of behavior, next week will be better. It has to be.<br />
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Keep Your Sense of Humor<br />
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If you can still laugh at yourself, you’ll be okay. Humor doesn’t fix everything, but it signals the start of turning your bad mood around.<br />
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Re-center Yourself<br />
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Take some time to reflect on what went wrong and why, but don’t get stuck there. Make a conscious decision to get back on track. Think of a few strategies that you can use next week to steady the ship.<br />
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Face the Music<br />
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If your week went wrong due to relationship issues, decide if you need to directly address someone. Nothing keeps your stomach turning more than unresolved conflict. Pick the right moment and have a heart-to-heart with those who are connected to your stress.<br />
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Get Some Me Time<br />
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Do something for yourself. Go shopping, go for a walk, a run, a bike ride, or just go somewhere! Time alone helps clear your thinking. If you’re comfortable being alone with your thoughts you will always have a way to cope with stress.<br />
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Get Back on the Horse<br />
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Start the new week believing in a fresh start. Avoidance is a poor strategy for anyone who wants to have a better day. Hold your head up, smile, and say something positive to the first few people you see. You’d be surprised how quickly you can build the momentum you need to have a great week!<br />
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Educators and school leaders can and should model resilience. If we want students to respond appropriately to stress, we should show them how. We don’t have to discuss every detail of our personal lives, but sharing anecdotes that illustrate the times we have overcome stress can help students develop their own strategies. It’s okay to show your humanity. Your students will be all the better for it.<br />
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You can follow Chris @principal64.Fostering the Standards for Mathematical Practice by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-03-14:1990010:BlogPost:2366932015-03-14T18:46:30.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Since the adoption of the Common Core Standards, many states have been working to foster math instruction that incorporates the Standards for Mathematical Practice. These standards are viewed as the key practices that need to be in place in every math classroom, every day:<br />
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1. Make sense of problems and persevere in solving them.<br />
2. Reason abstractly and quantitatively.<br />
3. Construct viable arguments and critique the reasoning of others.<br />
4. Model with mathematics.<br />
5. Use appropriate tools…
Since the adoption of the Common Core Standards, many states have been working to foster math instruction that incorporates the Standards for Mathematical Practice. These standards are viewed as the key practices that need to be in place in every math classroom, every day:<br />
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1. Make sense of problems and persevere in solving them.<br />
2. Reason abstractly and quantitatively.<br />
3. Construct viable arguments and critique the reasoning of others.<br />
4. Model with mathematics.<br />
5. Use appropriate tools strategically.<br />
6. Attend to precision.<br />
7. Look for and make use of structure.<br />
8. Look for and express regularity in repeated reasoning.<br />
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The challenge for school leaders and teachers is understanding what these practices look and sound like in the classroom. What do we have to do in order to foster the Standards for Mathematical Practice? The following suggestions are gleaned from several sources (see links below) and should encourage a conversation around what effective math instruction looks like:<br />
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-Students should be talking with and interacting with each other every day.<br />
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-Math should be about real life problems, not isolated skills.<br />
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-Students need support and practice in learning how to communicate mathematical ideas.<br />
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-Manipulatives and technology should be used when they enhance understanding.<br />
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-Assessments should reflect the way math is being taught.<br />
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-Strategies to promote the practices should include giving students the answer to questions and asking them to decide what the question is; having students make up problems that meet some pre-determined criteria; and posing “What if?” questions about what might happen if a change is made to the quantity or any other aspect of a given problem.<br />
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-Students will need consistent strategies for reading problems and determining what the question is asking.<br />
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Practice number one might be our biggest challenge. How do we get students to persevere in math? Teachers can support perseverance through modeling and teacher talk. A combination of practice, scaffolding, and encouragement can build a foundation for the resilience our students will need to meet success in math.<br />
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Standards for Mathematical Practice<br />
<a href="http://www.corestandards.org/Math/Practice/">http://www.corestandards.org/Math/Practice/</a><br />
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What Should I Look for in a Math Classroom?<br />
<a href="http://www.utdanacenter.org/mathtoolkit/support/look.php">http://www.utdanacenter.org/mathtoolkit/support/look.php</a><br />
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Implementing the Common Core Mathematical Practices<br />
<a href="http://www.ascd.org/ascd-express/vol8/805-parker.aspx">http://www.ascd.org/ascd-express/vol8/805-parker.aspx</a>Maryland Govenor Seeking Charter School Revisions by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-02-28:1990010:BlogPost:2352442015-02-28T00:01:19.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Maryland Governor Larry Hogan is proposing significant changes to state charter school laws. Yesterday, a hearing on House Bill 486 was held in Annapolis. While the political rhetoric associated with the charter school movement is complex, it should be clear that conservatives and liberals stand on both sides of the issue. Charter schools are supported by both Democrats and Republicans.<br />
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In general, advocates of charter schools want to encourage innovative teaching and creative approaches to…
Maryland Governor Larry Hogan is proposing significant changes to state charter school laws. Yesterday, a hearing on House Bill 486 was held in Annapolis. While the political rhetoric associated with the charter school movement is complex, it should be clear that conservatives and liberals stand on both sides of the issue. Charter schools are supported by both Democrats and Republicans.<br />
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In general, advocates of charter schools want to encourage innovative teaching and creative approaches to reaching underserved students. That is a laudable goal and one that is certainly shared by teachers, school leaders, and communities across America. The only problem with that logic is that charter schools are not outperforming their counterparts. A 2010 report by the Education Law Center notes that:<br />
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“Research on charter schools paints a mixed picture. A number of recent national studies have reached the same conclusion: charter schools do not, on average, show greater levels of student achievement, typically measured by standardized test scores, than public schools, and may even perform worse."<br />
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For additional information from the report, see:<br />
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<a href="http://www.educationjustice.org/newsletters/nlej_iss21_art5_detail_CharterSchoolAchievement.html">http://www.educationjustice.org/newsletters/nlej_iss21_art5_detail_CharterSchoolAchievement.html</a><br />
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Maryland House Bill 486 includes language that illustrates the problematic thinking connected with those who favor charter schools. The proposal provides for a lottery system that gives preference to students living in poverty, in need of special education services, with limited English proficiency, and those who are homeless. At first glance, that sounds like a great way to improve learning opportunities for our students who are most in need. However, the bill provides charter schools with the freedom to circumvent state teacher certification requirements, which ensures that the students who need the most qualified teachers won’t get them. Lotteries are also inherently corruptible and many districts across the country have questioned whether they are being monitored and administered ethically.<br />
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Maryland’s bill also provides public construction money to charter schools. This will create competition within school districts that, in some cases, could mean choosing charter school capital improvements over public school needs, a veritable “Sophie’s Choice” for local school boards. Public construction money is just one of the complications that charter schools bring to local boards. Charter schools create the need for additional district personnel and time to oversee them and check for compliance. That takes time and money away from an already shallow pool of funds.<br />
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The irony of the current charter bill proposal in Maryland is that it ignores how underfunded schools already are. If Maryland’s public schools were funded at anything near the appropriate level, then maybe exploring charter schools would be worthwhile. The backlog of capital improvement projects in Maryland’s school districts and the per-pupil spending inequities across the state suggest that the time for charter schools is yet to come.<br />
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To learn more about House Bill 486, visit the link below:<br />
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<a href="http://mgaleg.maryland.gov/webmga/frmMain.aspx?pid=billpage&stab=01&id=hb0486&tab=subject3&ys=2015RS">http://mgaleg.maryland.gov/webmga/frmMain.aspx?pid=billpage&stab=01&id=hb0486&tab=subject3&ys=2015RS</a><br />
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You can follow Chris on Twitter @principal64.What does a literacy-rich classroom look like? By Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-02-14:1990010:BlogPost:2334002015-02-14T19:14:25.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Early literacy efforts are, needless to say, an ongoing concern for school districts across the US and the world. The pendulum on what methodology is best has swung in enough directions to make the average teacher dizzy. What constitutes good reading instruction?<br />
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The International Reading Association adopted standards in 2005 that are research-based and worth revisiting. The IRA recommends that effective early childhood educators:<br />
<br />
<br />
-Recognize the importance of language and literacy…
Early literacy efforts are, needless to say, an ongoing concern for school districts across the US and the world. The pendulum on what methodology is best has swung in enough directions to make the average teacher dizzy. What constitutes good reading instruction?<br />
<br />
The International Reading Association adopted standards in 2005 that are research-based and worth revisiting. The IRA recommends that effective early childhood educators:<br />
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-Recognize the importance of language and literacy experiences relative to achievement<br />
-Integrate early literacy experiences into the curriculum<br />
-Connect physical, emotional, and social goals in the language and literacy curriculum<br />
-Develop appropriate language and literacy standards<br />
-Create a language and literacy program that is culturally competent<br />
-Participate in professional development opportunities to stay up-to-date on evidence-based practice<br />
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For more info, see the IRA link below:<br />
<br />
<a href="http://www.reading.org/Libraries/position-statements-and-resolutions/ps1066_preschool.pdf">http://www.reading.org/Libraries/position-statements-and-resolutions/ps1066_preschool.pdf</a><br />
<br />
The question we must continually ask ourselves is, “What do those standards look like in the primary grades?” What would an observer “see” in the classroom that demonstrates those standards? The third bullet above is a poignant reminder that early literacy skills are best honed in a classroom that capitalizes on the social, emotional, and physical connections to learning. Yes, strong literacy skills are a must for every teacher, but if they are unable to connect with students on a personal level, their success will be limited.<br />
<br />
The other theme running through the IRA’s recommendations is that language and literacy are complementary skills. Students in the primary grades must be exposed to a language-rich environment. Reading skills will grow much quicker and deeper in a dynamic classroom that promotes discussion, movement, play, theater, and student autonomy. A teacher who structures the classroom for student-choice will develop the independence in students that they need to succeed in life.<br />
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What do you expect to see in the primary grades when it comes to reading? What indicators tell you that a classroom is literacy rich?<br />
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You can follow Chris on Twitter @principal64.3 Tips for Building Teacher Leadership by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-01-30:1990010:BlogPost:2318412015-01-30T17:42:36.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Good schools have good leadership. Great schools have great teacher leadership. We can all think back to the day when the single heroic leader model was the norm. This was the era of the authoritarian principal who ruled with a firm hand. They were the only “expert” in the building and they used their influence in every aspect of management. Some of those dinosaurs remain, but much like the dinosaurs, they are headed for extinction.<br />
<br />
The postmodern principal recognizes that schools have no…
Good schools have good leadership. Great schools have great teacher leadership. We can all think back to the day when the single heroic leader model was the norm. This was the era of the authoritarian principal who ruled with a firm hand. They were the only “expert” in the building and they used their influence in every aspect of management. Some of those dinosaurs remain, but much like the dinosaurs, they are headed for extinction.<br />
<br />
The postmodern principal recognizes that schools have no chance of success unless leadership is a shared commodity. The job is just too big. The need to develop teachers as leaders is a generally accepted premise in most school districts. The challenge, of course, is how to do it. How can school systems and individual schools harness the skills of their teachers to improve instruction and raise student achievement?<br />
<br />
Here are three thoughts that school leaders may want to consider when developing teacher leaders:<br />
<br />
Include Everyone<br />
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School leaders who select the teacher leaders in their building automatically limit the potential for success. Everyone can lead in some way. If teachers aren’t considered part of the leadership team, then they are unlikely to be a part of a school’s success. Principals who are perceived as having “their people” create a climate of acrimony that leaves many on the outside looking in. Leadership opportunities must be given to everyone.<br />
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Identify and Capitalize on Strengths<br />
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We expect teachers to know the strengths and challenges of their students. School leaders must do the same with their teachers. This can be done formally (surveys) or informally (conversations/observations). Either way, school leaders can capitalize on that knowledge when developing their school improvement plans. Every teacher should be offered and encouraged to have their moment to shine.<br />
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Trust<br />
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School leaders must take a leap of faith and trust teachers. Sometimes, that trust must be given before it is earned. Most principals want control over the sharing of information in their buildings. They want to make sure that instruction is consistent and focused. Trusting teachers and their expertise will actually enhance quality instruction. Teachers want to be included in the important decisions related to instruction. When school leaders exclude teachers, they eliminate the potential for innovation. Innovative teaching comes from a school climate that fosters risk-taking. If principals are willing to trust their teachers, the ideas will come pouring out.<br />
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Building teacher leadership is one way that school leaders may be able to ensure long-term success. School leaders come and go. Turnover and change are inevitable. When leadership is shared, the transition to new leadership is much smoother. We owe it to our students and their families to utilize the knowledge of our teachers. Let’s replace those dinosaurs with a new generation of resilient and inclusive leaders.<br />
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You can follow Chris on Twitter @principal64.Are You a Dynamic Leader? By Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-01-12:1990010:BlogPost:2300382015-01-12T23:30:00.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
What is dynamic leadership? How do you know if you have it or not? Why is it important? School leaders continue to take on a range of daily responsibilities. Dynamic leadership may be the singular approach that allows schools to meet with success. Our students and teachers cannot afford to be led by those who lack the skills to ensure that every minute of their day is spent meaningfully. Are you a dynamic leader? Let’s look at the arguable qualities that make a leader dynamic or…
What is dynamic leadership? How do you know if you have it or not? Why is it important? School leaders continue to take on a range of daily responsibilities. Dynamic leadership may be the singular approach that allows schools to meet with success. Our students and teachers cannot afford to be led by those who lack the skills to ensure that every minute of their day is spent meaningfully. Are you a dynamic leader? Let’s look at the arguable qualities that make a leader dynamic or not.<br />
<br />
Dynamic<br />
Fearless <br />
Inclusive<br />
Failure as opportunity<br />
Innovative<br />
Proactive<br />
<br />
Not<br />
Fearful<br />
Isolated<br />
Failure as disaster<br />
Traditional<br />
Reactive<br />
<br />
Fearless, not fearful<br />
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Leaders who are consumed by fear are unable to make even the simplest decisions. They are the veritable “deer in the headlights.” On the other hand, fearless leaders are thoughtful and decisive. They weigh all of the options while making timely decisions. Fearless leaders operate from a mindset that focuses on what is right for students first. They don’t allow fear to cloud their judgment.<br />
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Inclusive, not isolated<br />
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Dynamic leaders understand that you can never have enough help and support. While they are confident in their ability, they know that the success of their school depends on many people. They give a voice to students, teachers, and parents. Most importantly, they trust that others are competent and capable. They assume the best in people without being naïve.<br />
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Failure as opportunity, not disaster<br />
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Failure is inevitable. Dynamic leaders expect failure, some even plan for it. Dynamic leaders model their humanity by acknowledging failure and using it to plan for the next success. Students benefit from observing school leaders and teachers who model a mature response to failure. If we expect our students to be resilient, we need to give them the tools for handling failure.<br />
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Innovative, not traditional<br />
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Traditional thinking gets you traditional results. Innovative thinking, however, can take you places you’ve never been before. What is the number one quality of an innovator? They look to others for new ideas. Yes, some innovators create their own great ideas, but most innovation builds on the work of others. Innovative leaders are self-aware. They know their strengths and challenges, so they fill in the gaps by capitalizing on the human assets around them.<br />
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Proactive, not reactive<br />
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Dynamic leaders are always one step ahead of change. They anticipate change and start planning for it before it’s necessary. Proactive leaders are calm and cool under duress because they are rarely surprised. They support students and teachers by contextualizing change. In schools, proactive leaders integrate new curricula, standards, and teaching practices with those already in place. Their “we can do this” attitude reassures others that someone is looking out for them.<br />
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While dynamic leadership can be discussed and debated, it is harder to define. It may be one of those “I’ll know it when I see it” phenomena. What other qualities make a leader dynamic? Post your comments below or tweet out a response to this post and help us grow the list.<br />
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You can follow Chris on Twitter @principal64.Advice From a Great PLN by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2015-01-02:1990010:BlogPost:2285552015-01-02T18:09:44.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
The topic for #mdeschat last night was looking toward the New Year. While the challenges of teaching and leading are many, it was reassuring to hear the hope and energy expressed by many in last night’s chat. The last question was “fill-in-the-blank” and the answers are a good example of the power of positive thinking.<br />
<br />
“2015 will be a great year because…<br />
<br />
@WalterReap<br />
…I will continue to avoid “the box” and create an environment where creativity is valued.”<br />
<br />
@BarbaraGruener<br />
…I am surrounded by…
The topic for #mdeschat last night was looking toward the New Year. While the challenges of teaching and leading are many, it was reassuring to hear the hope and energy expressed by many in last night’s chat. The last question was “fill-in-the-blank” and the answers are a good example of the power of positive thinking.<br />
<br />
“2015 will be a great year because…<br />
<br />
@WalterReap<br />
…I will continue to avoid “the box” and create an environment where creativity is valued.”<br />
<br />
@BarbaraGruener<br />
…I am surrounded by passionate educators who uplift, encourage, empathize, understand, care, support, hope, heal and love.”<br />
<br />
@stony12270<br />
…we have amazing resources to utilize as educators! Twitter networking has no limits!”<br />
<br />
@teacherwithtuba<br />
…that beats the alternative.”<br />
<br />
@justin_heid<br />
…more and more educators are stepping out of their comfort zones for the benefit of student learning and growth.”<br />
<br />
@krisyvonne<br />
…I will listen to understand.”<br />
<br />
@JonHarper70bd<br />
…each day my own PLN grows and I get to learn from brilliant people who have much to teach me.”<br />
<br />
@TiawanaG<br />
…I will continue to build strong, long-lasting relationships through social media.”<br />
<br />
@Renglish71<br />
…I have family by my side, a career that’s invigorating, and a network of colleagues on Twitter to support me!”<br />
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@ppw78<br />
…I have a balance between work and home and a child graduating high school.”<br />
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@Mrs_Abi_VR<br />
…I’m lucky enough to have another year in the world’s greatest profession!”<br />
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@SchooLeader<br />
…I have decided to make it so.”<br />
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Such inspiration from people who spend every day supporting teachers and students! Perhaps Brandon Kiser’s (@SchooLeader) last statement says it best, 2015 will be great if we only decide to make it so! That spirit of thinking reminds us of our potential. Is it possible to make significant change and progress just because we decide to? I sure hope so.<br />
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You can follow Chris on Twiiter @principal64.Tips for successful parent-teacher conferences by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-11-10:1990010:BlogPost:2238242014-11-10T23:00:00.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
November is parent/teacher conference month in many school districts across the United States. Conferences give teachers the opportunity to have a face-to-face meeting with parents and discuss student progress from the first quarter of the school year. What should teachers remember as they prepare for conferences? What should parents expect to learn from their conference? I asked several principal colleagues to share their sage advice.<br />
<br />
What is your best piece of advice for teachers as they…
November is parent/teacher conference month in many school districts across the United States. Conferences give teachers the opportunity to have a face-to-face meeting with parents and discuss student progress from the first quarter of the school year. What should teachers remember as they prepare for conferences? What should parents expect to learn from their conference? I asked several principal colleagues to share their sage advice.<br />
<br />
What is your best piece of advice for teachers as they prepare for conferences?<br />
<br />
Try to hear your message through the ears and hearts of the parents. Parents send us their very best and whatever you are saying about their child you are saying about them, too. Be honest, be respectful, be kind. – Pat Keffer @psikeffer<br />
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Start with one positive, even if it seems like a stretch. Listen to their concerns, but keep them on track. – Donna Usewick @dsusewick<br />
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Always start with a positive and don’t overwhelm parents with constructive feedback. Pick a few things the student needs to work on (the big rocks) and focus on those items. Also, try to be specific about what they can do to positively influence the change needed. It is also helpful to provide some information about major curricular shifts within the Maryland College and Career Ready standards. – Jason Otte @fishingfan24<br />
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I encourage teachers to have a written plan for what they want to share and be consistent with all parents – share something positive (a snapshot of their child during the school day), areas of concern, how the parent can provide support at home, and offer an opportunity for questions. Student work should also be available for the parent to review. Above all, it is important for the teacher to be positive and engage the parents as partners in their child’s education. - Sue Myers @SueMyers1984<br />
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Come prepared—jot down notes before the conference about the child that include positives and opportunities for growth. While we want to celebrate all students’ successes and special traits, we want to encourage growth in all students. Providing parents with specific strategies and areas to focus on supports student learning and pulls parents into the magic of learning. – Rachel Amstutz @rachelamstutz<br />
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Be prepared. Make sure you know the student themselves, not just the work they do. Rehearse what you are going to share about school wide initiatives. -Amanda Salveron @APACSalveron<br />
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What should parents expect to learn from their conference with the teacher?<br />
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Parents should understand the strengths of their child as well as the areas of need…academically and socially, and specifically how the parents can help and support. This would require an understanding of the expectations that the teacher has for the child and class, again, academically and socially. – Pat Keffer @psikeffer<br />
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Parents should have a good overall picture of progress. Teachers need to make sure that parents know that this is 10 or 15 minute conversation and that constant communication is the key. – Donna Usewick @dsusewick<br />
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It would be my hope that parents would walk away feeling positive, with a better understanding of what specifically their child needs to work on, as well as some information about major educational shifts that could impact their child. – Jason Otte @fishingfan24<br />
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Parents should expect to learn their child’s current skill level in all academic areas as well as specific strengths and next steps. Expect to leave with strategies to begin using immediately at home to help move your child to the next level! –Rachel Amstutz @rachelamstutz<br />
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Parents should learn about what the teacher is doing to meet the needs of their individual student. They should also learn how they can be supportive of their student at home. – Amanda Salveron @APACSalveron<br />
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Conferences can be a stressful event for parents. Here are some final tips to help reduce anxiety as parents prepare for their conference:<br />
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• Ask your child if there is anything that s/he would like you to discuss with the teacher<br />
• Jot down notes on what you would like to discuss at the conference<br />
• Arrive promptly or a few minutes early<br />
• Begin with positive comments about the teacher or classroom<br />
• Take notes about what is discussed to share with your child<br />
• Express appreciation for the conference<br />
• Keep to the allotted amount of time<br />
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Thanks to my awesome PLN for providing great advice about parent-teacher conferences.<br />
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You can follow Chris on Twitter @principal64An ineffective way to look at teachers by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-11-06:1990010:BlogPost:2236342014-11-06T23:32:07.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
<p>I wrote the following which appears in today’s edition of the Baltimore Sun in the <i>Readers Respond </i>section.</p>
<p></p>
<p>Liz Bowie’s recent reporting on Maryland’s teacher evaluation system (Where ineffective teachers are found, November 2, 2014) raises many questions. Bowie’s investigative report contains several quotes from Sandi Jacobs, the vice president of the National Council on Teacher Quality. The NCTQ is a Washington think tank with a clear political agenda that is…</p>
<p>I wrote the following which appears in today’s edition of the Baltimore Sun in the <i>Readers Respond </i>section.</p>
<p></p>
<p>Liz Bowie’s recent reporting on Maryland’s teacher evaluation system (Where ineffective teachers are found, November 2, 2014) raises many questions. Bowie’s investigative report contains several quotes from Sandi Jacobs, the vice president of the National Council on Teacher Quality. The NCTQ is a Washington think tank with a clear political agenda that is anti-teacher and highly critical of teacher education programs across the United States. Their advisory committee includes Joel Klein and Michelle Rhee, two former school system czars who share a dislike for teachers, principals, and their unions.</p>
<p></p>
<p>Jacobs questions the expertise of school leaders by suggesting that they are unwilling to have “difficult conversations” with ineffective teachers. She implies that school leaders have not been trained to assess teachers and are not asked to be instructional leaders. Bowie’s report ends by stating that economists believe that the percentage of ineffective teachers should be somewhere between 15–20 percent.</p>
<p></p>
<p>Liz Bowie’s article leaves the reader believing that Maryland’s teacher rating system is insufficient and that there are many ineffective teachers out there who are being rated higher than they deserve. The article also suggests that Maryland principals are to blame. While few educators or administrators believe that the current teacher evaluation system is perfect, many believe in the need for accountability. Teachers and principals understand the focus on student performance and its connection to evaluation.</p>
<p></p>
<p>Several states have struggled to develop fair, value-added measures to quantify a profession that is part art and part science. Maryland will continue to refine its teacher evaluation model and itsschool districts will adjust accordingly. Hopefully, Maryland’s education system will never be run by economists. I would be uneasy working in a state or school district that considers 15-20 percent an acceptable number for ineffective teachers.</p>
<p></p>
<p>Economists and meteorologists have similar records of success when it comes to forecasting. School leaders cannot afford to use guesswork when developing highly effective teachers. They do not think about percentages, they think about people. Great principals support and develop great teachers. They also spend time counseling ineffective teachers out of the profession. That alone accounts for the low percentage of ineffective teachers in the profession.</p>
<p></p>
<p>What percentage of ineffective teachers is acceptable? The answer has to be zero. Try the same question with other professions. Air traffic controllers? Physicians? News reporters? Politicians? Police officers? Rather than questioning whether three percent is too low, we should be working to make sure that no ineffective teacher ever stands<a name="_GoBack"></a> in front of our children.</p>
<p></p>
<p><a href="http://www.baltimoresun.com/news/maryland/education/blog/bs-md-teacher-evaluation-results-20141028-story.html">http://www.baltimoresun.com/news/maryland/education/blog/bs-md-teacher-evaluation-results-20141028-story.html</a></p>
<p></p>
<p>You can follow Chris on Twitter @principal64.</p>Isn't it time for an elementary TOY, Maryland? by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-10-20:1990010:BlogPost:2217112014-10-20T12:12:53.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
According to educationbug.org, there are 1,424 public schools in the state of Maryland. More than half (866/60%) of those schools are elementary level. With a little investigating at localschooldirectory.com one can discover that there are 33,000 elementary teachers (K-5) in Maryland and 24,544 secondary teachers.<br />
<br />
The question I have is, if there are nearly ten thousand more elementary teachers in Maryland than secondary teachers, why has there been only one elementary level Maryland Teacher…
According to educationbug.org, there are 1,424 public schools in the state of Maryland. More than half (866/60%) of those schools are elementary level. With a little investigating at localschooldirectory.com one can discover that there are 33,000 elementary teachers (K-5) in Maryland and 24,544 secondary teachers.<br />
<br />
The question I have is, if there are nearly ten thousand more elementary teachers in Maryland than secondary teachers, why has there been only one elementary level Maryland Teacher of the Year in the last eleven years? This puzzling pattern is not just a state issue, but a local district issue as well. I can’t remember the last time an elementary teacher won the county teacher of the year in my district.<br />
<br />
I am not suggesting that there is some kind of nefarious plot against elementary teachers, but there may be something as deeply disturbing afoot. Have elementary teachers become the Rodney Dangerfield’s of education? Is there a lack of respect for what elementary teachers do? Are secondary teachers selected more often because they tend to specialize in specific content areas? I have more questions than answers, but I am hoping that respect is not the reason.<br />
<br />
I have great admiration for what middle and high school teachers accomplish every year. They make an impact on the lives of students that often determine the direction they will take as young adults. Yet, no one can tell me that their accomplishments are more meaningful or important than what elementary teachers do.<br />
<br />
I get the sense that the people who sit on these selection committees think elementary teachers spend their days wiping noses and tying shoes. While our teachers do those things gladly, they also provide innovative instruction in science, technology, reading, math and many other areas. Elementary teachers form the foundation that middle schools and high schools build on. Without that foundation, our educational system would crumble.<br />
<br />
I am hopeful that selection committees across Maryland (and other states) will be diligent in evaluating candidates fairly. Fairness starts with giving equal weight to the level that candidates represent. Being a middle or high school teacher should not give one an advantage over elementary level candidates. Perhaps members of these selection committees should spend a little time in an elementary school. If they did, it wouldn’t be long before this glaring disparity was rectified.<br />
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You can follow Chris on Twitter @principal64.Why Should Educators Blog? by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-10-07:1990010:BlogPost:2205622014-10-07T23:57:00.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
I began blogging a year ago today. This is my 70th post in a calendar year. I was never the type to keep a journal. When I was eleven years old I was given a diary for Christmas from my mother. I dutifully wrote in that diary for six weeks, then my entries trailed off to nothing. Maybe it’s a guy thing. We’re just not a reflective gender. Nevertheless, I started writing Common Sense School Leadership on October 7, 2013.<br />
<br />
For me, Twitter was the “gateway” from micro-blogging to full blown…
I began blogging a year ago today. This is my 70th post in a calendar year. I was never the type to keep a journal. When I was eleven years old I was given a diary for Christmas from my mother. I dutifully wrote in that diary for six weeks, then my entries trailed off to nothing. Maybe it’s a guy thing. We’re just not a reflective gender. Nevertheless, I started writing Common Sense School Leadership on October 7, 2013.<br />
<br />
For me, Twitter was the “gateway” from micro-blogging to full blown blogging. The connections and conversations I had with educators across the globe motivated me to better understand the issues that connect us all. Twitter helped me find my voice. It is a great venue for trying out ideas with an audience that is generally supportive and interested in a meaningful dialogue.<br />
<br />
There are thousands of blogs out there. Mine is nothing special. So, why bother? Why spend the time writing about issues in education? Here are three reasons you might want to consider blogging:<br />
<br />
1. To grow<br />
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Blogging makes you think deeply about your views and beliefs. Who knows how many people will read your blog? While we may hope that others find our musings at least minimally interesting, our growth comes through the writing process. The more you write about topics that you are passionate about, the more you understand yourself.<br />
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2. To connect with others<br />
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The opportunities to connect with colleagues are often limited by our schedules. How often do you have time to discuss important educational issues with others? Blogging (and reading others’ blogs) expands your learning circle. When you share your blog with others, you meet people from all over the world. The only thing you have to do is dedicate your time, energy, and willingness to the process.<br />
<br />
3. To learn<br />
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The concept of professional learning is being redefined. It’s no longer about attending an “event.” Blogging cuts out the middle man. It gives you direct access to innovative thinkers and doers. You no longer have to wait for someone’s book to come out or for a great speaker to present at your favorite annual conference. Many blogs focus on the practical aspects of our profession. This means that you can get tips, suggestions, and ideas in real time, when you need them- no waiting necessary.<br />
<br />
<br />
So, what’s keeping you from blogging? Not enough time? That’s the one thing no one can give you more of. Blogging can be done any time of the day. You just have to decide it’s worth it. You have value. You have great ideas. We need to hear them. Give it a try!<br />
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Follow Chris on Twitter @principal64.Six Tips for Growing Good Readers by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-10-02:1990010:BlogPost:2199822014-10-02T00:23:29.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
In 2000, the National Reading Panel issued a report that served as the basis for reading instruction across the United States. Many NCLB initiatives used the Panel’s report to justify a very narrow definition of reading instruction. Their findings suggested that the best approaches to reading incorporate:<br />
<br />
Explicit instruction in phonemic awareness<br />
Systematic phonics instruction<br />
Methods to improve fluency<br />
Ways to enhance comprehension<br />
<br />
Fourteen years later, as we prepare for the Common Core…
In 2000, the National Reading Panel issued a report that served as the basis for reading instruction across the United States. Many NCLB initiatives used the Panel’s report to justify a very narrow definition of reading instruction. Their findings suggested that the best approaches to reading incorporate:<br />
<br />
Explicit instruction in phonemic awareness<br />
Systematic phonics instruction<br />
Methods to improve fluency<br />
Ways to enhance comprehension<br />
<br />
Fourteen years later, as we prepare for the Common Core era, schools are hopefully shifting their focus to a broader and more comprehensive view of reading instruction. Something significant has been lost with recent school reform efforts. The creation of formulaic reading programs has moved schools away from fostering a love for learning in their students.<br />
<br />
Before you can interest a child in unlocking the sounds associated with letters, you must at least light a candle of interest. If you want children to become fluent readers who also comprehend, then show them how reading unlocks the world. Schools wishing to elevate student success should encourage parents and teachers to consider the following tips on growing good readers:<br />
<br />
1. Talk to them<br />
<br />
Vocabulary development and reading skills are linked processes. The more you read, the better your vocabulary, the more you engage in conversation, the better you’ll be able to read. Busy parents must take the time to talk with their children about a range of subjects. Teachers must give their students opportunities to talk with their classmates. While we can all appreciate the value of peace and quiet, our children will become better readers from ample opportunities to talk.<br />
<br />
2. Read to them<br />
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Oral comprehension supports the growth of independent reading skills. Parents of young children should be reading to them every night. Teachers should build read-alouds and books on tape into their daily instruction. Older students also benefit from listening to others read. You can turn the table on them by having students record themselves for others to listen to.<br />
<br />
3. Model good reading<br />
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Children tend to value what the adults in their lives show enthusiasm for. If you want your child to be a reader, you have to model it. Talk to them about the books you are reading. Share your excitement about your favorite genre. Have a quiet reading time in your home or classroom where everyone is reading at the same time. Involve the extended family in sharing their reading interests. Invite guest readers to the classroom to share their love for reading.<br />
<br />
4. Ask Questions<br />
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Questioning is the starting point for reading comprehension. Good readers are constantly asking questions as they read. Young readers should be encouraged to share what they are thinking as they are reading. Reinforce questioning before, during, and after reading. As children improve their questioning skills, raise the level from explicit to implicit questioning.<br />
<br />
5. Take them places<br />
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Background knowledge is vital for growing good readers. Every trip a parent takes their child on, no matter how long or short, should involve literacy moments. Trips to the store, to the park, or to the gas station can all provide teachable moments for parents. Point out signs, letters, and numbers as you travel. Have your child help you with the grocery list. They can “read” it to you as you shop. Children need to see the connection between reading and the real world. The more background knowledge a child has, the better prepared they’ll be when the demands of reading get harder.<br />
<br />
6. Go to the library<br />
<br />
You can never expose a child to too many books. Our public libraries are tremendous resources for parents and teachers. Many have very liberal policies when it comes to checking books out. Your local library probably sponsors a summer reading program and many offer homework help for school-aged children. In hard economic times, public libraries offer parents affordable and often free resources for growing young readers.<br />
<br />
Good readers become great readers through a process that is part art and part science. While phonemic awareness and phonics should be components of good reading instruction, we must remember to build a love for reading in our students. A love for reading blooms in students who are exposed to a variety of literature using methods that actively engage them.<br />
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Let’s think of it this way: the stem, leaf, roots, and flower are the phonics/phonemics of reading, the love for reading comes from the soil, sun, and water we supply. If we provide the best of both for our students, they will surely become lifelong readers.<br />
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You can follow Chris on Twitter @principal64.Growing Sustainable Teacher Leadership by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-09-24:1990010:BlogPost:2190222014-09-24T10:38:13.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
One of the biggest challenges principals have today is hiring, growing, and sustaining teacher leaders. In his article for Phi Delta Kappan titled, Beginning Teacher Induction: What the Data Tell Us, Richard Ingersoll discusses teacher attrition. He noted that, “…40% and 50% of new teachers leave within the first five years of entry into teaching.” That statistic alone should give principals pause to reflect on their hiring practices, induction efforts, and school culture. Teacher leadership is…
One of the biggest challenges principals have today is hiring, growing, and sustaining teacher leaders. In his article for Phi Delta Kappan titled, Beginning Teacher Induction: What the Data Tell Us, Richard Ingersoll discusses teacher attrition. He noted that, “…40% and 50% of new teachers leave within the first five years of entry into teaching.” That statistic alone should give principals pause to reflect on their hiring practices, induction efforts, and school culture. Teacher leadership is difficult to foster when teachers are fleeing the profession.<br />
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What can principals do to ensure that the teachers they hire are successful for years to come? Principals must develop a comprehensive and inclusive approach to growing sustainable teacher leadership in their buildings. If principals adopt consistent practices in four key areas: hiring; induction/support; observation/evaluation; and professional development, they can improve teacher retention and focus their efforts on growing teacher leadership.<br />
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Hiring<br />
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Principals will tell you that growing sustainable leadership begins with the hiring process. Hire a poor candidate and you will spend a long time undoing your error. Hire a great candidate and you can stand back with pride as they excel. Simple enough, but how can you increase your chances of hiring a great teacher? A few simple practices can dramatically increase the odds of hiring the next teacher of the year candidate:<br />
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▪ Hire by committee- Let your teachers help select their next colleague. This immediately improves your new employee’s chances of being successful because their peers will be invested in their future. New teachers who have colleagues looking out for them will find it hard to fail.<br />
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▪ Ask questions that are based on your school’s values- The questions don’t have to be lengthy, but they should be the same for every candidate to ensure fairness. The interview committee should get a sense of whether the candidate will fit in with the school’s culture. Develop questions that evoke the responses you want (e.g. Give us an example of how you have collaborated with other teachers to meet the needs of your students).<br />
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▪ Call references- It is surprising how many principals skip this basic step. Even if you already know who you want to hire, take the time to call their references. It may take a little time, but it could save you from hiring the wrong person.<br />
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▪ Avoid hiring from desperation- Principals often end up advertising positions and interviewing at the last minute. An unexpected retirement, a family crisis, and suddenly you are desperate to fill an opening. This is the worst position to be in. It’s like buying a car when yours has to be towed onto the lot. Be patient. Hire a long-term sub if you have to, but don’t hire someone just to check it off your “to do” list.<br />
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In her 2013 article, Teachers Hiring Teachers, Mary Clement noted that involving teachers in the hiring process strengthens teacher leadership. She also found that when teachers are included in the selection process, schools are more likely to “make good matches.”<br />
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Induction/Support<br />
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Once you have your new hire, you need to provide the support to get them off on the right foot. It can be a very helpless feeling to walk into a building and not know who your resources are. Planning for the induction and support process shows new employees they are valued and that you recognize their needs are different.<br />
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In their 2012 Teacher Induction Discussion Guide, The National Association of State Boards of Education (NASBE) provides suggestions for the scope and structure of teacher induction programs. They suggest that comprehensive teacher induction programs include the following:<br />
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▪ multi-year support for new teachers for at least two years;<br />
▪ high-quality mentoring utilizing carefully selected and well-prepared mentors;<br />
▪ regularly scheduled common planning time with other teachers;<br />
▪ ongoing professional development; and<br />
▪ standards-based evaluation of new teachers throughout the process.<br />
As we all know, relationships are key to the achievement of our students. They are also the key to the success of our teachers. The success of new teachers is highly dependent on the relationships they have with their colleagues, support personnel, and their principal. Principals can strongly influence the progress of new teachers just by being available to them. Schools that grow skilled teachers do so through comprehensive and highly supportive methods. When teachers feel they are part of something bigger than themselves, they rise to the occasion and grow exponentially in their skills.<br />
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Observation/Evaluation<br />
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The observation and evaluation process is a critical component in growing sustainable teacher leadership. Principals who focus on using teacher observation and evaluation to improve instruction will have more success than those who use it as a punitive tool. When observation and evaluation conferences include honest conversations about student performance, they are much more likely to lead to teacher growth.<br />
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Charlotte Danielson is recognized as a leader in the teacher observation and evaluation field. Many districts have adopted her approach when developing teacher and principal evaluation models. Her Framework for Teaching: Evaluation Instrument synthesizes her previous work and responds to the instructional implications of the Common Core State Standards. Danielson’s framework addresses four domains essential to the teacher observation and rating process:<br />
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1. Planning and Preparation<br />
2. Classroom Environment<br />
3. Instruction<br />
4. Professional Responsibilities<br />
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Danielson’s framework is comprehensive and targets the skills and knowledge that teachers are expected to master. Her framework is based on empirical studies that connectspecific teacher behaviors to student achievement. Teachers are unlikely to feel threatened if observation and evaluation discussions are centered on student achievement. In order to grow sustainable leadership in schools, teachers and principals must work collaboratively in the observation and evaluation process.<br />
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Professional Development<br />
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The state of professional development in education is rapidly changing. Professional development models that rely heavily on the expertise of outside facilitators are passé. Just like principals expect teachers to provide instruction to meet the needs of all learners, they mustprovide the same for the developmental needs of their teachers. Professional development should be job-embedded and inclusive of the needs of individual teachers.<br />
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In 2012, the Annenberg Innovation Lab released a report titled, Designing with Teachers: Participatory Approaches to Professional Development in Education. The group that collaborated on the report included researchers, teachers, and school administrators from a variety of schools and states. The group was seeking to construct a framework for participatory professional development. They found that there are four core values associated with participatory PD:<br />
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▪ multi-year support for new teachers for at least two years;<br />
▪ high-quality mentoring utilizing carefully selected and well-prepared mentors;<br />
▪ regularly scheduled common planning time with other teachers;<br />
▪ ongoing professional development; and<br />
▪ standards-based evaluation of new teachers throughout the process.<br />
As we all know, relationships are key to the achievement of our students. They are also the key to the success of our teachers. The success of new teachers is highly dependent on the relationships they have with their colleagues, support personnel, and their principal. Principals can strongly influence the progress of new teachers just by being available to them. Schools that grow skilled teachers do so through comprehensive and highly supportive methods. When teachers feel they are part of something bigger than themselves, they rise to the occasion and grow exponentially in their skills.<br />
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It's About School Culture<br />
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Ultimately, teacher retention and development are products of school culture. A culture that values the contributions of everyone is able to thrive even when typical levels of teacher turnover occur. Principals who hire effectively, support new teachers, foster the observation process, and provide innovative PD greatly increase the likelihood that teachers will remain in, and contribute to, the profession.<br />
Teachers want to make a difference. They want to be the best they can. If schools thoughtfully support their professional needs, anything is possible. The belief system in a school that values teacher retention and leadership is the same value system that will support student learning and growth. That creates the ultimate win/win opportunity for schools.<br />
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This article, written by Christopher Wooleyhand, was published in the September/October 2014 issue of Principal magazine. Copyright 2014 National Association of Elementary School Principals. All Rights Reserved.<br />
You can follow Chris on Twitter @principal64.Meet Chris Shriver-Edcamp Baltimore Co-founder by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-09-14:1990010:BlogPost:2165872014-09-14T12:00:00.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Edcamp Baltimore (@EdcampBmore) will be held next Saturday, September 27th on the campus of Johns Hopkins University. Co-founder, Chris Shriver (@ccshriver) sat down with #mdeschat to discuss her passion for technology, teaching, and the edcamp movement. Chris will guest host #mdeschat on Twitter this Thursday, September 18th, 8PM EST.<br />
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You serve as a Digital Learning Specialist at Garrison Forrest School. What are the roles and responsibilities of your position?<br />
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As a Digital Learning…
Edcamp Baltimore (@EdcampBmore) will be held next Saturday, September 27th on the campus of Johns Hopkins University. Co-founder, Chris Shriver (@ccshriver) sat down with #mdeschat to discuss her passion for technology, teaching, and the edcamp movement. Chris will guest host #mdeschat on Twitter this Thursday, September 18th, 8PM EST.<br />
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You serve as a Digital Learning Specialist at Garrison Forrest School. What are the roles and responsibilities of your position?<br />
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As a Digital Learning Specialist, I work directly with students and faculty in the lower division of my school. My main responsibility is teaching a class called Imagineering (a hands-on STEM class with a focus on building and problem solving) in grades PK-5. I also work with teachers to help implement technology in their classrooms. We are a Google Apps for Education school with a 1 to 1 program in grades 4-12, so we have many opportunities for collaboration and curriculum enhancement using digital tools. I also often help with faculty training during our in-house professional development days.<br />
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How has technology changed since you began your career?<br />
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This is a tough one to answer, at least succinctly. My teaching career has had two phases, one before children and one after. The first phase ended in 1996 with the birth of my oldest daughter. At that time, I was teaching English to non-native speakers at Virginia Commonwealth University and the world of edtech for me consisted of not much more than word processing and email, all of which was accomplished in a lab, students and teachers alike.<br />
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When I re-entered the classroom (at my current school) in 2006, I found myself at a 1 to 1 school where every teacher was assigned a personal computer (a big change from 1996!). There was a lot to learn, but fortunately, I consider myself a life-long learner. After a few years as an assistant teacher, I became the Digital Learning Specialist for the Lower School. I was fortunate to have a classroom that was technology-rich (I was in a Mac lab with an interactive whiteboard, and we were piloting the classroom use of iOS devices in our younger elementary grades). However, as I look back even these short 4 years, I realize a lot has changed.<br />
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In 2010, I taught technology in isolation in a lab. Students came to me, and we learned tools for the sake of learning the tool. Sometimes, what we did in the lab was an extension of what was happening in the classroom, but that was often not the case. Two years ago, we decided to close the lab (we needed additional classroom space) and move my work with the students into the homerooms. This allowed the projects to be directly tied to what the students were doing in class.<br />
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We were successful because now my class time with students deals very minimally with websites and tech tools. That is part of what happens now in the homerooms (with my support as needed). My role has been re-imagined once again as the STEM teacher, and with it, I have a new classroom. I teach a class primarily focused on building and creating with our hands, aided and enhanced by technology when it is the best tool for the task. When we do have computer time, rather than websites and software, we often find ourselves learning programming. I would say the biggest change in how we as a school view technology is the realization that we cannot simply teach our students to be consumers; we must also teach them to create.<br />
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You are a co-founder and member of the organizing committee for Edcamp Baltimore (September 27th at JHU). How did you get involved with edcamps?<br />
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I met Shannon Montague (@montysays) in January 2012 at a Photoshop workshop at Calvert School. We recognized one another from Twitter. Coincidentally, she and I had plans to both attend EduCon in Philadelphia a few days later. Although we didn’t really spend our time together at the conference, we both came away with similar experiences. As you may know, attending EduCon is three days of meeting and connecting with the Who’s Who of Twitter. There, both Shannon and I heard a lot about edcamps (most of the current Foundation board was in attendance).<br />
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A few months later, we found ourselves having coffee at the Starbucks in Pikesville discussing the steps necessary for putting together an edcamp for Baltimore (Shannon is a master organizer). The excitement of what we had heard about at EduCon was contagious, and we knew we wanted to bring it to Baltimore. November 10, 2012 was the first Edcamp Baltimore.<br />
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What do you think it is about edcamps that appeals to so many educators?<br />
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Edcamps put educators first. We become the students, so our needs come before that of our schools or districts. We have a voice in what we want to learn. This is so exciting because I think educators enjoy learning; after all, we have decided to devote our careers to being in the classroom. So when we find ourselves surrounded by others like us, dedicated, passionate teachers who voluntarily give up a Saturday to learn, the feeling is pure joy.<br />
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What would you tell someone who has never been to an edcamp to encourage their attendance?<br />
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I think the biggest hurdle for most is the idea of giving up part of the weekend. However, every edcamp I have attended has brought me into contact with some of the most amazing educators I have ever met. I truly believe the decision to attend an edcamp will be a decision no educator will regret. For anyone who is in need of refueling (often the reason we are reluctant to give up the weekend), edcamps are the opportunity to rediscover the joys that brought you into the classroom. You will leave with far more than the day you donate.<br />
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What are you looking forward to most about Edcamp Baltimore this year?<br />
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I am looking forward to the people! This has been a year of unbelievable excitement and anticipation for Edcamp Baltimore. In the first two years, we had to do a lot of selling of the event. This year, our loyal attendees have done all the heavy lifting. They have tweeted and contacted colleagues, and the response has been tremendous. We are in a very vibrant community, full of exciting innovation, and I am really looking forward to learning from and connecting with all of these dedicated educators.<br />
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A BIG thank you to Chris for sharing her knowledge and passion!<br />
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You can follow Christopher on Twitter @principal64.Five Thoughts on Student Engagement by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-09-08:1990010:BlogPost:2162522014-09-08T22:17:06.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Teachers naturally want their students to be engaged in the instruction they provide. They want their students to be personally absorbed in the learning process. The “how” of engagement can be challenging, even for experienced teachers. Planning for active student engagement requires meticulous preparation and thought. Most of all, it requires that teachers truly know each and every one of their students.<br />
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Teachers who know the strengths and needs of their students use that knowledge to raise…
Teachers naturally want their students to be engaged in the instruction they provide. They want their students to be personally absorbed in the learning process. The “how” of engagement can be challenging, even for experienced teachers. Planning for active student engagement requires meticulous preparation and thought. Most of all, it requires that teachers truly know each and every one of their students.<br />
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Teachers who know the strengths and needs of their students use that knowledge to raise the potential of their success. They put their students in learning situations where the rewards are high and the risks of failure are low. They don’t try to manipulate the end result, but they narrow the number of potential outcomes.<br />
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Here are five thoughts on how teachers can increase student engagement:<br />
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1. Have them teach each other.<br />
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See how high the level of focus goes when students are told that they will be teaching a new concept to their classmates. It’s not about the fear factor, but students certainly become more engaged in classrooms that include opportunities for them to teach each other. Of course, it has to be genuine, not contrived. While this approach may take more time, it leads to greater retention of the material and deeper understanding of the concepts.<br />
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2. Assign authentic tasks with meaningful final projects.<br />
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Students are quickly motivated when their learning is related to topics they are passionate about. In turn, passionate teachers can easily motivate their students by selecting lessons that focus on real-life problems and issues. The final projects associated with problem-based learning should be meaningful. The simplest question teachers should ask before determining the focus of an investigation is, “Who will we share what we’ve learned with and how will we do it?”<br />
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3. Promote working together.<br />
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While it may be hard to know what careers we are preparing students for, we can assume that collaboration will be a key skill for their success. Students need training in how to work with others. It is not a natural talent. Consistent structures and practices lead to collaboration that flows and seems natural. Teachers can begin with highly controlled practices and, as students assume more independence, they can exercise a gradual release of responsibility.<br />
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4. Incorporate technology<br />
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The modern teacher has many choices when it comes to using technology as a teaching tool. Teachers must become comfortable with learning about technology alongside their students. Blogging, file sharing, digital media, digital citizenship, PBL, Genius Hour, maker movement, curation and many more terms have made their way into the current educational lexicon. Start investigating the newest technology. If you don’t, you can bet your students will.<br />
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5. Get students moving.<br />
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Students should be sitting as little as possible during the school day. If your students aren’t moving every fifteen minutes, they probably aren’t learning as much as you want them to. Brain-based research has clearly linked the role of movement in learning. Where does the blood pool when you’re sitting for long stretches of time? You can bet it’s not in the brain. Movement breaks and physical activity re-awaken the brain’s synapses and make students available for new learning. So, get moving!<br />
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You can follow Chris on Twitter @principal64.Top Five Reasons to Attend an Edcamp by Christopher Wooleyhand, Ph.D.tag:schoolleadership20.com,2014-09-01:1990010:BlogPost:2152342014-09-01T15:44:11.000ZDebbie Wooleyhandhttps://schoolleadership20.com/profile/DebbieWooleyhand
Edcamp Baltimore will be held at Johns Hopkins University-Bloomberg Center for Physics and Astronomy on Saturday, September 27th. Edcamps are cropping up all over the United States as viable alternatives to traditional education conferences.<br />
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What is an edcamp? While you can find many answers with a quick internet search, you have to attend one to truly understand their value. Here are my top five reasons for attending an edcamp. Are there any that you would add?<br />
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1. For Educators, By…
Edcamp Baltimore will be held at Johns Hopkins University-Bloomberg Center for Physics and Astronomy on Saturday, September 27th. Edcamps are cropping up all over the United States as viable alternatives to traditional education conferences.<br />
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What is an edcamp? While you can find many answers with a quick internet search, you have to attend one to truly understand their value. Here are my top five reasons for attending an edcamp. Are there any that you would add?<br />
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1. For Educators, By Educators<br />
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Edcamps are conferences developed by educators for educators. Have you ever attended a conference and found that the content was lacking? Edcamps reduce the chances of that happening. Edcamp attendees tend to have common interests around the best teaching and learning practices. You’ll get tips that you can use immediately back at your school.<br />
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2. Agenda Created by the Attendees<br />
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The agenda for an edcamp is created on the spot. There are no pre-planned programs and usually no keynote speakers. Edcamp sessions are proposed by those who attend. You can propose a session on a topic that you would like to learn more about and see if anyone in attendance has expertise in that area. You can also propose a session on a topic that you would like to lead.<br />
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3. They’re Free, But You Can Buy Lunch and Cool t-shirts<br />
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Nothing beats free! You can spend an entire day with little or no cost to your bank account. Most edcamps offer lunch, if you need it, and who doesn’t want a cool edcamp t-shirt to show off to their colleagues!<br />
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4. You’ll Grow Your Personal Learning Network<br />
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As strong as our colleagues may be, educators can only benefit from connecting with those outside their usual travels. Edcamps can be springboards for professional growth. Through social media (Twitter, Facebook, etc.) we can find the creative teaching ideas that flow from a highly motivated group of learners. Many edcamp participants backchannel their learning by tweeting out ideas and resources using the edcamp’s hashtag (#edcampbmore). If you can’t attend an edcamp, find a hashtag to follow!<br />
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5. The Model Easily Translates to School-based PD<br />
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The edcamp model is quickly becoming a professional development alternative that can be used at the school level. Many schools are running their own versions of edcamps to promote the value of learning from each other. Teachers enjoy and benefit professionally when they learn from their peers. Our schools are full of teachers who want to contribute to the success of their schools. Edcamps give them that opportunity.<br />
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You can follow Chris on Twitter @principal64.