Field based activities
During this month, I registered for and participated in a Verizon Thinkfinity class on social networking. We learned how the Thinkfinity website works and all the tools and resources available for teachers to use free. On this website, you are able to share your work and the work of others. Teachers can collaborate and share sources and links.
I also finished out the mentoring program. In addition, I began to read the book A New Breed of Leader by Dr. Sheila Bethel.
Monday, September 26, 2011
July 2011 Monthly Reflection
Field based Activities
This month we went on vacation and my husband got a new job 4 hours away. Lots of change is our house. I began the book Motivation by Daniel Pink. Now I just need to get motivated to finish it!
I also listened to a professional development webinar on the Tx VSN. This website provides support to Texas educators as they become involved in online learning. The professional development center has seven sections that include webinars, online tutorials, collaborations, readiness considerations, media/links resources, online teaching eligibility and requirements, and finally, how to get CPE credit for attending live events.
I also continued to participate in the summer mentoring program.
This month we went on vacation and my husband got a new job 4 hours away. Lots of change is our house. I began the book Motivation by Daniel Pink. Now I just need to get motivated to finish it!
I also listened to a professional development webinar on the Tx VSN. This website provides support to Texas educators as they become involved in online learning. The professional development center has seven sections that include webinars, online tutorials, collaborations, readiness considerations, media/links resources, online teaching eligibility and requirements, and finally, how to get CPE credit for attending live events.
I also continued to participate in the summer mentoring program.
June 2011 Monthly Reflection
Field Based Activities
This month I participated in a mentoring program, which was very enjoyable. The organizer paired me with someone in a similar position but about 20 years younger. We enjoyed getting to know each other and sharing stories of our work.
I also worked with a friend who developed a training program for adult education. The program centered on teaching adult students the basics for obtaining their GED. The desire of the program was to get the information in a form that would be easily assessable on the internet. Several of the adult education centers are both remote and without basic technology.
This month I participated in a mentoring program, which was very enjoyable. The organizer paired me with someone in a similar position but about 20 years younger. We enjoyed getting to know each other and sharing stories of our work.
I also worked with a friend who developed a training program for adult education. The program centered on teaching adult students the basics for obtaining their GED. The desire of the program was to get the information in a form that would be easily assessable on the internet. Several of the adult education centers are both remote and without basic technology.
Sunday, September 25, 2011
I-002 Communication and Collaboration log 2
To establish this partnership, I would point out the increase in economically disadvantaged students that have joined the district in the last five years. I would restate the district mission statement that clarifies the desire to provide a full education to all students. Also mentioned would be the need for money and mentors to make the program work. This program would create great ways to benefit children. Our community wants to see seen as a community that takes care of its children and that the neediest are falling through the cracks. The presentation would discuss the importance of music education to the economically disadvantaged student and the loss of members to important school programs such as orchestra because parents cannot afford the instruments. It would also discuss breaking the cycle of poverty through mentoring partnerships with students that lack academic support at home.
Proposed Activities
Mentoring of priority students
Provision of musical instruments to economically disadvantaged students
Tutoring provided on location for economically disadvantaged students
The program will provide for the provision of glasses and braces for those in need.
Provision of graduation caps and gowns
How you can help
Time – Become a Mentor
Support – Speak about the program to others, help identify needy students
Money – it cannot be accomplished without financial funding
Proposed Activities
Mentoring of priority students
Provision of musical instruments to economically disadvantaged students
Tutoring provided on location for economically disadvantaged students
The program will provide for the provision of glasses and braces for those in need.
Provision of graduation caps and gowns
How you can help
Time – Become a Mentor
Support – Speak about the program to others, help identify needy students
Money – it cannot be accomplished without financial funding
I-002 Communication and Collaboration log 1
Course embedded log for 5326 School Community Relations
In the article Building Bridges Toward Excellence: Community Involvement in High Schools, the authors write “School family and community partnerships in High schools have been associated with increased learning opportunities for students and community development (Durkin, 1998); more positive parent attitudes toward school (Sanders, Epstein, Connors-Tadros, 1999); the academic success of language-minority students (Lucas, Henze, Donato, 1990); and the reduction of student maladaptive behaviors (Nettles, 1991). (Sanders & Lewis, 2005). These outcomes are all possible through the creation of a foundation focusing on student equity. Increased learning opportunities are found in the tutoring lessons. Parents attitudes toward the schools will improve as they see the concern and care provided to their children through the provisions of musical instruments. Poor student behaviors will be addressed through the mentoring program and on-site tutoring will be beneficial to the minority students. Reflecting on this organization, many students would be grateful for opportunities provided to them that they otherwise would not afford. Also, businesses and business leaders have a charitable organization in which they can invest that directly benefits their community. Adult mentors also have a worthwhile organization to invest in the lives of children.
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
In the article Building Bridges Toward Excellence: Community Involvement in High Schools, the authors write “School family and community partnerships in High schools have been associated with increased learning opportunities for students and community development (Durkin, 1998); more positive parent attitudes toward school (Sanders, Epstein, Connors-Tadros, 1999); the academic success of language-minority students (Lucas, Henze, Donato, 1990); and the reduction of student maladaptive behaviors (Nettles, 1991). (Sanders & Lewis, 2005). These outcomes are all possible through the creation of a foundation focusing on student equity. Increased learning opportunities are found in the tutoring lessons. Parents attitudes toward the schools will improve as they see the concern and care provided to their children through the provisions of musical instruments. Poor student behaviors will be addressed through the mentoring program and on-site tutoring will be beneficial to the minority students. Reflecting on this organization, many students would be grateful for opportunities provided to them that they otherwise would not afford. Also, businesses and business leaders have a charitable organization in which they can invest that directly benefits their community. Adult mentors also have a worthwhile organization to invest in the lives of children.
Sanders, M., & Lewis, K. (2005). Building bridges toward excellence: Community involvement in high schools. The High School Journal, 88(3) , 1.
Tuesday, September 20, 2011
Internship Book Review
Book Review for
A New Breed of Leader: 8 Leadership Qualities that Matter Most in the Real World
By Sheila Murray Bethel, Ph.D.
This book outlines the qualities and characteristics needed for leaders in the 21st Century. Dr. Bethel writes that we must let go of the past and our reaction to change must allow for new leadership dreams and actions to emerge. The author describes these eight characteristics as puzzle pieces. As my educational colleagues consider these concepts, Dr. Bethel writes, “the value of each piece lies in the tools it gives you to shape your personal leadership strength and to reinforce your ability to serve others” (Bethel, p.6, 2009).
The eight qualities leaders need to acquire and possess are competence, accountability, openness, language, values, perspective, power and humility. Bethel categorizes leaders into four different groups. These include enlighteners, creators, sustainers, and builders. Enlighteners are those that feel an obligation to a cause, social issue, personal or corporate goals and their vision. Creators are those that can envision prospective ideas coming to fruition when others cannot. Sustainers have the ability to take the work of the enlighteners and creators and multiply the effectiveness and production, making the projects long-term successes. Builders are leaders those that have the ability to create a vision of which all stakeholders can take ownership (Bethel, 2009).
Competence is a quality that is continually built. Competence is what a leader uses to back up his vision and purpose as he expresses it to his followers. It is not always transferable from one leadership situation to another. It is expressed in four areas: emotional, intellectual, instinctive and strategic. Of these, emotional competence is what allows a leader to stay calm in the midst of conflict among employees or others. Proactive thinking, that helps avoid conflict by actions such as including all stakeholders, is a form of strategic competence.
Accountability is the second value necessary for today’s leaders. This quality requires leaders to walk the talk they give to their families, communities and employees. Today’s society needs leaders who are accountable and personally responsible. Accountable leaders are able to accept the blame for their mistakes, live by example and understand that others are watching them closely to see if they are authentic in their lives. Dr. Bethel writes, “Discipline…the ability to do what you should do, when you should do it, to the best of your ability, whether you want to or like to, or not” (Bethel, p. 101, 2009).
The third characteristic is openness. Openness is the ability to have an open mind, open heart and open ears. Leaders - who are open - foster an environment that allows for creativity and the freedom to encourage “out-of-the-box” thinking. They possess a sense of humor that allows for the dismissal of overt fastidiousness that squelches innovative thinking.
Language and its proper use are the fourth quality leaders need. Leaders need to be clear. “Clarity means being able to communicate in clear, simple, and precise terms” (p. 155). Leaders can improve their communications skills by improving their ability to present information, by studying the masters, by committing to speaking plainly, and by mastering the usage of words.
The fifth value is values! Leaders must have personal values that exist as a sieve through which all decisions fall. As a leader, your values include what you think is important, needed, and true. Some of the values individuals seek include recognition, relationship, status, power, accomplishment, wealth, and acceptance. All of these values play a role in our interaction with others. (Bethel, 2009)
Leaders should also possess the sixth characteristic – perspective. This quality allows us to consider events and their consequences from the past, present and future. It helps us to achieve balance and simplicity as we look at the challenges we face. This is important for school leaders as they try to balance the interests of all the stakeholders in a school community.
Power is the seventh quality. Leadership power can derive from the position a person holds. It can also be the personal fortitude a person possesses. Many educational institutions look for headmaster, principal or superintendent having the mindset of a servant leader. These leaders do not require others to do a task that they would not be willing to do themselves.
Lastly, the quality of humility is invaluable to leaders. This quality makes a leader approachable and sincere. It also keeps the leader from making decisions out of haste based on pride. It is also the quality that allows a leader to have the courage to apologize.
For educational leaders to home their leadership skills, Dr. Bethel lists some suggestions for personal development. These include managing time, commitment to goals, weight control, empathy, listen, spiritual development, budgeting money, concentration, attitudes toward children and parents, feelings of self-worth and getting sufficient sleep (p. 364). Developing these skills and others would help the educational leader to fulfill their purpose in the position they have found themselves.
Bethel, S. (2009). A New Breed of Leader: 8 leadership qualities that matter most in the real world: what works, what doesn't, and why . New York: Berkley Publishing Group.
A New Breed of Leader: 8 Leadership Qualities that Matter Most in the Real World
By Sheila Murray Bethel, Ph.D.
This book outlines the qualities and characteristics needed for leaders in the 21st Century. Dr. Bethel writes that we must let go of the past and our reaction to change must allow for new leadership dreams and actions to emerge. The author describes these eight characteristics as puzzle pieces. As my educational colleagues consider these concepts, Dr. Bethel writes, “the value of each piece lies in the tools it gives you to shape your personal leadership strength and to reinforce your ability to serve others” (Bethel, p.6, 2009).
The eight qualities leaders need to acquire and possess are competence, accountability, openness, language, values, perspective, power and humility. Bethel categorizes leaders into four different groups. These include enlighteners, creators, sustainers, and builders. Enlighteners are those that feel an obligation to a cause, social issue, personal or corporate goals and their vision. Creators are those that can envision prospective ideas coming to fruition when others cannot. Sustainers have the ability to take the work of the enlighteners and creators and multiply the effectiveness and production, making the projects long-term successes. Builders are leaders those that have the ability to create a vision of which all stakeholders can take ownership (Bethel, 2009).
Competence is a quality that is continually built. Competence is what a leader uses to back up his vision and purpose as he expresses it to his followers. It is not always transferable from one leadership situation to another. It is expressed in four areas: emotional, intellectual, instinctive and strategic. Of these, emotional competence is what allows a leader to stay calm in the midst of conflict among employees or others. Proactive thinking, that helps avoid conflict by actions such as including all stakeholders, is a form of strategic competence.
Accountability is the second value necessary for today’s leaders. This quality requires leaders to walk the talk they give to their families, communities and employees. Today’s society needs leaders who are accountable and personally responsible. Accountable leaders are able to accept the blame for their mistakes, live by example and understand that others are watching them closely to see if they are authentic in their lives. Dr. Bethel writes, “Discipline…the ability to do what you should do, when you should do it, to the best of your ability, whether you want to or like to, or not” (Bethel, p. 101, 2009).
The third characteristic is openness. Openness is the ability to have an open mind, open heart and open ears. Leaders - who are open - foster an environment that allows for creativity and the freedom to encourage “out-of-the-box” thinking. They possess a sense of humor that allows for the dismissal of overt fastidiousness that squelches innovative thinking.
Language and its proper use are the fourth quality leaders need. Leaders need to be clear. “Clarity means being able to communicate in clear, simple, and precise terms” (p. 155). Leaders can improve their communications skills by improving their ability to present information, by studying the masters, by committing to speaking plainly, and by mastering the usage of words.
The fifth value is values! Leaders must have personal values that exist as a sieve through which all decisions fall. As a leader, your values include what you think is important, needed, and true. Some of the values individuals seek include recognition, relationship, status, power, accomplishment, wealth, and acceptance. All of these values play a role in our interaction with others. (Bethel, 2009)
Leaders should also possess the sixth characteristic – perspective. This quality allows us to consider events and their consequences from the past, present and future. It helps us to achieve balance and simplicity as we look at the challenges we face. This is important for school leaders as they try to balance the interests of all the stakeholders in a school community.
Power is the seventh quality. Leadership power can derive from the position a person holds. It can also be the personal fortitude a person possesses. Many educational institutions look for headmaster, principal or superintendent having the mindset of a servant leader. These leaders do not require others to do a task that they would not be willing to do themselves.
Lastly, the quality of humility is invaluable to leaders. This quality makes a leader approachable and sincere. It also keeps the leader from making decisions out of haste based on pride. It is also the quality that allows a leader to have the courage to apologize.
For educational leaders to home their leadership skills, Dr. Bethel lists some suggestions for personal development. These include managing time, commitment to goals, weight control, empathy, listen, spiritual development, budgeting money, concentration, attitudes toward children and parents, feelings of self-worth and getting sufficient sleep (p. 364). Developing these skills and others would help the educational leader to fulfill their purpose in the position they have found themselves.
Bethel, S. (2009). A New Breed of Leader: 8 leadership qualities that matter most in the real world: what works, what doesn't, and why . New York: Berkley Publishing Group.
Monday, September 19, 2011
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