Instructions on Uploading to TK20
I hope that this helps my Lamar friends out there. This is instructions on upload course embedded logs to TK20.
Monday, May 30, 2011
Sunday, March 20, 2011
Site-Based Management
I recently read an article titled Critical Issue: Implementing Site-Based Management to Support Student Achievement written by Phil Vincent and Debra Johnson.
I am compelled to write about my thoughts in regards to this article. While my campus currently participates in Site-Based Management and as a whole I think that the idea is a good one, the article points out a few key points that I disagree with. First, in general I don't think that decentralization of large school districts leads to the uniformity that is necessary to truly increase student achievement. Mostly, my experience has taught me that decentralization leads to everyone doing it "their way." Secondly, the article stated that the positive effects for principals include assuming a more managerial role. This is counter intuitive to all the other literature out there on effectively running a school. I can only hope that the use of that term was meant in a different manner.
To see for yourself feel free to read the article and post a comment. I have posted the article below.
Article
I am compelled to write about my thoughts in regards to this article. While my campus currently participates in Site-Based Management and as a whole I think that the idea is a good one, the article points out a few key points that I disagree with. First, in general I don't think that decentralization of large school districts leads to the uniformity that is necessary to truly increase student achievement. Mostly, my experience has taught me that decentralization leads to everyone doing it "their way." Secondly, the article stated that the positive effects for principals include assuming a more managerial role. This is counter intuitive to all the other literature out there on effectively running a school. I can only hope that the use of that term was meant in a different manner.
To see for yourself feel free to read the article and post a comment. I have posted the article below.
Article
Saturday, March 19, 2011
New Project
My current course of study is in school and community partnerships and part of our assignment is to create a project that we can complete that emphasizes these partnerships. When I approached my principal about this assignment he suggested that I create some kind of pamphlet about the programs that are offered on our campus that can increase student success. I took on that project and expanded it to get our students involved. Below are my ideas as they are taking shape.
The Current Reality:
Students are not aware of the available programs that they could use to further their academic career or catch up when they are behind in their credits.
Graduation rates in my school district are at 70% district wide with a campus rate for my campus at 74.9% as indicated by the AEIS report put out by TEA. The goal for the district is 100%. While this may seem a lofty goal it is one that the school and community can work to get within reach.
Vision:
The proposal indicates a plan to increase awareness of the available programs as provided by the campus which should in turn improve the graduation rate by supporting the needs of the students. There is room within the proposal to grow the program to bring in new supports to meet students needs to achieve the goal of on time graduation.
Timeline
The Current Reality:
Students are not aware of the available programs that they could use to further their academic career or catch up when they are behind in their credits.
Graduation rates in my school district are at 70% district wide with a campus rate for my campus at 74.9% as indicated by the AEIS report put out by TEA. The goal for the district is 100%. While this may seem a lofty goal it is one that the school and community can work to get within reach.
Vision:
The proposal indicates a plan to increase awareness of the available programs as provided by the campus which should in turn improve the graduation rate by supporting the needs of the students. There is room within the proposal to grow the program to bring in new supports to meet students needs to achieve the goal of on time graduation.
Timeline
Wednesday, February 23, 2011
Research in the Backseat
The stress of the semester has really set in. I find myself behind on my time line for my action research. I find myself fighting with my students to complete surveys and return contracts. I find myself behind on creating the next survey for both my students and my teachers and administrators. I have to schedule time for my internship supervisor and appraiser to visit my classroom to give me feedback on what her perception of the student achievement happening in my classroom equates to. TAKS is around the corner and trying to get anyone on the campus to help me is next to none. On a positive note, I feel a change in the pace of success is just around the corner. The kids are becoming independent, policies and procedures are being put into place that are helping them to be successful. Now begins the battles with the teachers to grade everything and the battle against time to get the mounds of paperwork done in a timely manner. Is it spring break yet? Oh wait, I don't want to wish for that as it means that I am that much further behind.
Sunday, February 6, 2011
Am I culturally diverse?
At the beginning of last week we were asked to complete a Cultural Proficiency Receptivity Scale Survey. After completing this I wrote the following. I thought it worth posting here as well as it really sums up my feelings about where I am in this experiences as I prepare to become a school leader.
While my mind and heart are set at the correct end of the scale, I believe that actually accomplishing these tasks will be much more difficult than having a belief that they are possible. I believe that all students can learn but right now, not all students are learning even when their teachers have a caring heart and provide them with what they need. I then must ask myself what that says about my potential as a leader. I think that as a leader I am still in my infancy about how to incorporate cultural proficiency into my leadership style. What I am finding, in general, is that my teaching style says many things about who I am but is not indicative of who I will be as a leader. I must learn to trust myself on a much grander scale. I must learn a whole new set of tricks to work with adults and train them on how to develop cultural proficiency with their students. And the most daunting task will be to develop a new way to view cultural relationships in the minds of the students.
This closes out another week and I am grateful that the assignments for the upcoming week are a little shorter. I don't know what it says about me that I really struggled with last weeks assignment on evaluating myself and my school on cultural diversity.
I also can safely post here my thoughts on one of the articles that we read on cultural diversity. While I know that the article titled "Cultural Proficiency: Tools for Secondary School Administrators" by K. Nuri-Robbins, D. Lindsey, R. Terrell, and R. Lindsey, was intended to provide information on evaluating cultural diversity in school, I was really put off by the tone of the article. I found myself re-reading page one 4 times before I finally skipped the page to try to find the meat of the article.
I was much more inchanted with the article titled "Teacher-Pay Experiments Mounting Amid Debate" by L. Olson. While I did not review this article here is part of my review of an article on a similar topic.
My district has been experimenting with merit pay for several years now and the word on the street is “I am not sure why they pay me extra for something I would do anyway. I would prefer to just be paid more initially. I am a professional who strives to do what is in the best interest of my students all the time.” I have heard this in the hallways countless times. I also keep in mind that we are a recognized school and so it is not the weak talking because they don’t want to work hard. Every teacher at my campus strives to put the best interest of their students ahead of their own paycheck. For many the merit pay system is just icing on the cake. It does not serve to keep them working at the campus. They choose to work there because they enjoy working with these kids. As a side note, the formulas which are used to determine the payout for each eligible employee are understood by very few people. Most people just state that they will take whatever extra money that the district is willing to throw their way. Personally, I find it a little offensive. My position does not qualify for merit pay because I do not teach a core area. I also do not qualify for school incentives that other administrators receive because I am not truly an administrator. In my position; however, I have a direct impact on graduation rates which is an area that is used to determine the school based payout for every teacher and administrator. In essence, I am working to put money in someone else’s pocket. I don’t negate the idea of merit pay as I agree that school districts should not reward mediocrity, but I firmly believe that further research needs to be done to establish the norms to which such pay is applied. As it was stated in the article, “Incentive pay cannot be provided as a quick fix; providing teachers with more pay will not instantly create better results. The pay-for-performance plans that have truly worked are the ones that are carefully planned and take into account a range of factors to highlight marked improvement.” (AASA, 2010)
Finally, I really enjoyed the opportunity to interview a principal regarding movement to an instructional leader over the traditional "boss." Here is a portion of my write up of that interview.
I believe that most administrators are working toward becoming the instructional leaders of the 21st century. As is also the case with the principal that I chose to interview. He stated that “I am the person responsible for ensuring that effective instruction is taking place in every classroom. This is done through leadership, observation, coaching, and ensuring that instruction is data-driven where possible.” He also observed that “instructional leadership is achieved through building relationships, demonstrating competence, gaining and growing expertise, supporting teachers, and collaborating to set and achieve common goals and objectives related to the academic needs of each classroom.” In terms of where his thoughts met the ideas of a 21st century leader he indicated that there is a big need to align professional development with the needs of the students based on data. This idea seemed to be in line with the stated goals of the 21st century leader. It is also noteworthy that the principal interviewed indicated that the state’s current professional development and appraisal system (PDAS) is a good basic framework for evaluating staff but there are several holes in that framework. This can be evidenced by the different evaluations given to the same staff member when appraised by different leaders. Either there is a hole in the framework or a hole in the professional development of the leader when implementing that framework.
While my mind and heart are set at the correct end of the scale, I believe that actually accomplishing these tasks will be much more difficult than having a belief that they are possible. I believe that all students can learn but right now, not all students are learning even when their teachers have a caring heart and provide them with what they need. I then must ask myself what that says about my potential as a leader. I think that as a leader I am still in my infancy about how to incorporate cultural proficiency into my leadership style. What I am finding, in general, is that my teaching style says many things about who I am but is not indicative of who I will be as a leader. I must learn to trust myself on a much grander scale. I must learn a whole new set of tricks to work with adults and train them on how to develop cultural proficiency with their students. And the most daunting task will be to develop a new way to view cultural relationships in the minds of the students.
This closes out another week and I am grateful that the assignments for the upcoming week are a little shorter. I don't know what it says about me that I really struggled with last weeks assignment on evaluating myself and my school on cultural diversity.
I also can safely post here my thoughts on one of the articles that we read on cultural diversity. While I know that the article titled "Cultural Proficiency: Tools for Secondary School Administrators" by K. Nuri-Robbins, D. Lindsey, R. Terrell, and R. Lindsey, was intended to provide information on evaluating cultural diversity in school, I was really put off by the tone of the article. I found myself re-reading page one 4 times before I finally skipped the page to try to find the meat of the article.
I was much more inchanted with the article titled "Teacher-Pay Experiments Mounting Amid Debate" by L. Olson. While I did not review this article here is part of my review of an article on a similar topic.
My district has been experimenting with merit pay for several years now and the word on the street is “I am not sure why they pay me extra for something I would do anyway. I would prefer to just be paid more initially. I am a professional who strives to do what is in the best interest of my students all the time.” I have heard this in the hallways countless times. I also keep in mind that we are a recognized school and so it is not the weak talking because they don’t want to work hard. Every teacher at my campus strives to put the best interest of their students ahead of their own paycheck. For many the merit pay system is just icing on the cake. It does not serve to keep them working at the campus. They choose to work there because they enjoy working with these kids. As a side note, the formulas which are used to determine the payout for each eligible employee are understood by very few people. Most people just state that they will take whatever extra money that the district is willing to throw their way. Personally, I find it a little offensive. My position does not qualify for merit pay because I do not teach a core area. I also do not qualify for school incentives that other administrators receive because I am not truly an administrator. In my position; however, I have a direct impact on graduation rates which is an area that is used to determine the school based payout for every teacher and administrator. In essence, I am working to put money in someone else’s pocket. I don’t negate the idea of merit pay as I agree that school districts should not reward mediocrity, but I firmly believe that further research needs to be done to establish the norms to which such pay is applied. As it was stated in the article, “Incentive pay cannot be provided as a quick fix; providing teachers with more pay will not instantly create better results. The pay-for-performance plans that have truly worked are the ones that are carefully planned and take into account a range of factors to highlight marked improvement.” (AASA, 2010)
Finally, I really enjoyed the opportunity to interview a principal regarding movement to an instructional leader over the traditional "boss." Here is a portion of my write up of that interview.
I believe that most administrators are working toward becoming the instructional leaders of the 21st century. As is also the case with the principal that I chose to interview. He stated that “I am the person responsible for ensuring that effective instruction is taking place in every classroom. This is done through leadership, observation, coaching, and ensuring that instruction is data-driven where possible.” He also observed that “instructional leadership is achieved through building relationships, demonstrating competence, gaining and growing expertise, supporting teachers, and collaborating to set and achieve common goals and objectives related to the academic needs of each classroom.” In terms of where his thoughts met the ideas of a 21st century leader he indicated that there is a big need to align professional development with the needs of the students based on data. This idea seemed to be in line with the stated goals of the 21st century leader. It is also noteworthy that the principal interviewed indicated that the state’s current professional development and appraisal system (PDAS) is a good basic framework for evaluating staff but there are several holes in that framework. This can be evidenced by the different evaluations given to the same staff member when appraised by different leaders. Either there is a hole in the framework or a hole in the professional development of the leader when implementing that framework.
Friday, January 28, 2011
To PDAS or not to PDAS?
As I pondered the goals of my current course on Human Resources I wanted to reflect on what parts of the evaluation process are meaningful to me.
In regards to evaluating teachers, I think that the most difficult aspect will be maintaining perspective. As administrators we must use data to paint a picture of a teacher’s effectiveness but like our students it is not the only picture. It is the necessary picture to the goal of graduation but we must foster the learning of all through various means and draw out the necessary skills through sometimes unconventional ways; like so with our teachers. We are all gifted in something.
I also believe that it is important to remember to build up our teachers through recognition of their strengths. It is more effective to build an already strength, than to focus on a weakness. Naturally we will overcome or adapt our weaknesses when we have a firm foundation in our strengths. As an administrator I think that I must focus on supporting my staff through open communication and utilizing the “sandwich” comment philosophy as much as possible. It is also important to have personalized and meaningful staff development opportunities.
What criteria should I use, you say?
While data is driving our country, our economy, and our livelihood, it should support the picture that I see when I view with my eyes and listen with my ears. When the two don’t match I need to listen with my heart and feel with my gut and problem solve outside of the box to help a teacher be effective. I read in an article by Talana Vogel a quote from Enid Lee: “Equity does not mean treating everyone the same way. It means doing whatever it takes to get everyone to the same place.” This will become my mantra for my classroom as well as my role as a principal.
While this post does not directly relate to my action research project I thought it important to chronicle my current thought process in relation to my development as an administrator.
Update on action research...I postponed my snapshot date to Monday since I was off at a training today and cannot access my current rosters. I am also behind on getting kids to complete the initial survey. I will be working on that process next week. I have at least identified the kids that have not completed the survey. It is amazing how time flies by and I am not keeping up.
In regards to evaluating teachers, I think that the most difficult aspect will be maintaining perspective. As administrators we must use data to paint a picture of a teacher’s effectiveness but like our students it is not the only picture. It is the necessary picture to the goal of graduation but we must foster the learning of all through various means and draw out the necessary skills through sometimes unconventional ways; like so with our teachers. We are all gifted in something.
I also believe that it is important to remember to build up our teachers through recognition of their strengths. It is more effective to build an already strength, than to focus on a weakness. Naturally we will overcome or adapt our weaknesses when we have a firm foundation in our strengths. As an administrator I think that I must focus on supporting my staff through open communication and utilizing the “sandwich” comment philosophy as much as possible. It is also important to have personalized and meaningful staff development opportunities.
What criteria should I use, you say?
While data is driving our country, our economy, and our livelihood, it should support the picture that I see when I view with my eyes and listen with my ears. When the two don’t match I need to listen with my heart and feel with my gut and problem solve outside of the box to help a teacher be effective. I read in an article by Talana Vogel a quote from Enid Lee: “Equity does not mean treating everyone the same way. It means doing whatever it takes to get everyone to the same place.” This will become my mantra for my classroom as well as my role as a principal.
While this post does not directly relate to my action research project I thought it important to chronicle my current thought process in relation to my development as an administrator.
Update on action research...I postponed my snapshot date to Monday since I was off at a training today and cannot access my current rosters. I am also behind on getting kids to complete the initial survey. I will be working on that process next week. I have at least identified the kids that have not completed the survey. It is amazing how time flies by and I am not keeping up.
Saturday, January 22, 2011
Update on Research Progress
School has been in session for 3 weeks and I have already implemented the beginning phase of my research project. I have been using a survey with all my students and have 95 returned already. My project for next week is to get the remaining surveys. I have also begun the reporting process which will be updated on a biweekly basis. My snapshot date is next Friday. Which ever students are on my rosters and meet the requirements to remain as part of my sample group will be used for final reporting.
Next phase of the project...Continue to encourage my students to progress, keep up with the reporting, and design the next survey.
Next phase of the project...Continue to encourage my students to progress, keep up with the reporting, and design the next survey.
Tuesday, January 11, 2011
Teach Like A Champion
Over the holidays I began reading Teach Like A Champion by Doug Lemov. It advertises "49 techniques that put students on the path to college." I have not finished it yet but I thought that the first two techniques seemed interesting. They are No Opt Out and Right is Right. I look forward to reading more about these techniques.
In other notes, I enjoyed my Christmas break. I really needed it. It has been a busy first week and a half back and tonight is the first time I have stopped to think about my reactions over the last week or so and how they reflect on me as an administrator. I will admit that my week has been nothing short of stressful and I find myself not really liking the me that has come out. When I looked at it with the lens of an administrator, I see that I still have a lot to learn. Stress brings out an interesting side to people. I am not looking forward to add more stress of another class but I think that the discipline that it forces me to have will be well worth it in the long run.
As for progress on my action research project, I have already begun collecting the initial surveys. Not sure I am "teaching like a champion but here we go on again. On to a new semester...
In other notes, I enjoyed my Christmas break. I really needed it. It has been a busy first week and a half back and tonight is the first time I have stopped to think about my reactions over the last week or so and how they reflect on me as an administrator. I will admit that my week has been nothing short of stressful and I find myself not really liking the me that has come out. When I looked at it with the lens of an administrator, I see that I still have a lot to learn. Stress brings out an interesting side to people. I am not looking forward to add more stress of another class but I think that the discipline that it forces me to have will be well worth it in the long run.
As for progress on my action research project, I have already begun collecting the initial surveys. Not sure I am "teaching like a champion but here we go on again. On to a new semester...
Tuesday, December 14, 2010
Week 5 Reflections, A reflection on reflections
As I have reflected on my personal growth during the time period of this course what I realize I have gained is a new way to look at those around me. I am now much more observant of my own actions with others and whether they align with best administrator practices or if it is an area that I need to work on. I am also more observant of the administrators on my campus. I look more deeply into the appearance of their practice and evaluate it as something that I value or something I should avoid. I am now much more aware of how my own personality will play into my role as an administrator. I am more aware of the areas that I need to work on. This reflects back to our first course more so than this most recent one but I really think that I needed some time to let the ideas of self-reflection set in and become part of my mindset.
I really love, more than I thought that I would, blogging about my experience. I too would like to expand my blog followers to some outside sources. I will begin by linking my blog to my FaceBook account and asking my friends who are avid bloggers to follow my blog. It is the ultimate word of mouth. I also want to learn more about the process of developing a quality action research project. I think that I may have delved into this course with some background knowledge and some basic experience but what I am learning is that I have much to learn about the process of actually participating in action research.
As I continue to reflect on the development of my own action research I am sure that I will be forced to dive more deeply into my own preconceived notions about what action research is and hopefully come out on the other side with a more defined viewpoint. I think that I need more time to let it rattle around in my brain for a while. As we approach this break I look forward to continuing to reflect. I think that one of the more poignant themes of this course was to really reflect on myself and my practices. I will do that by reading more in depth others blogs and begin to really research my own topic. In addition, I want to not let my brain wither and will be doing some more general leadership reading over the holidays. As they say, the devil plays into idle hands.
I really love, more than I thought that I would, blogging about my experience. I too would like to expand my blog followers to some outside sources. I will begin by linking my blog to my FaceBook account and asking my friends who are avid bloggers to follow my blog. It is the ultimate word of mouth. I also want to learn more about the process of developing a quality action research project. I think that I may have delved into this course with some background knowledge and some basic experience but what I am learning is that I have much to learn about the process of actually participating in action research.
As I continue to reflect on the development of my own action research I am sure that I will be forced to dive more deeply into my own preconceived notions about what action research is and hopefully come out on the other side with a more defined viewpoint. I think that I need more time to let it rattle around in my brain for a while. As we approach this break I look forward to continuing to reflect. I think that one of the more poignant themes of this course was to really reflect on myself and my practices. I will do that by reading more in depth others blogs and begin to really research my own topic. In addition, I want to not let my brain wither and will be doing some more general leadership reading over the holidays. As they say, the devil plays into idle hands.
Monday, December 13, 2010
Approval
As I close the week I am blessed to have the approval of my site supervisor on my action research plan. I also spent some time extending it beyond the data collection part of the plan. Since I have finally received an answer on the due date of the action research project as our penultimate course some time in the spring of 2012 I felt confident in adding the extension to fulfill the 8 steps suggested in Examining What We Do To Improve Our Schools. I have enjoyed the process of collaborating with others on our projects. I feel that I have not really done justice to others nor they to mine since we are all just trying to stay afloat with the end of the semester and all the course requirements. That brings me to some of my lingering concerns: time! Not time to complete the project but the time management needed to stay on top of our project and complete all required coursework and work a full time job...but I am complaining here. What doesn't kill us only makes us stronger, RIGHT? I will vow to spend some time over the holiday perusing my classmates blogs and really taking the time to read and comment on them.
I think that the blogging part of this class is quickly becoming my favorite. Now the only problem is making the time to really make it work for me and for others.
I think that the blogging part of this class is quickly becoming my favorite. Now the only problem is making the time to really make it work for me and for others.
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