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
Sunday, September 25, 2011
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
Thursday, August 11, 2011
Web Conference August 10, 2011
Web conference Reflection:
This week’s web conference was held on Wednesday, August 10th at 7 PM. The web conference discussion was centered on the requirements of the PISE or TLISE - a document evaluating our internship work. Students also discussed the need to update or create a professional development plan. Dr. Martin suggested we join professional organizations to increase our vitae and opportunities for professional development. Many organizations offer an aspiring administrator discount. One significant new thing I understood was that I would need to write a reflection for each of the 33 indicators of my internship.
This week’s web conference was held on Wednesday, August 10th at 7 PM. The web conference discussion was centered on the requirements of the PISE or TLISE - a document evaluating our internship work. Students also discussed the need to update or create a professional development plan. Dr. Martin suggested we join professional organizations to increase our vitae and opportunities for professional development. Many organizations offer an aspiring administrator discount. One significant new thing I understood was that I would need to write a reflection for each of the 33 indicators of my internship.
Wednesday, August 3, 2011
Web conference - August 2, 2011
Web Conference reflection:
August 2, 2011
The web conference began ten minutes early and questions about the assignment were the first asked. Dr. Mason clarified the upload requirements for tk20 for this class. In week five, students need to update the curriculum vitae, their ETLISE results with a reflection, update their professional development plan, career and goal plans and our updated internship plan. Wow, that is a huge job – the updated internship plan. The most difficult part for me is the formatting of the plan. It is difficult to navigate and not lose data. The draft of the action research will also need to be uploaded. Lamar now offers this class to students in their seventh course of those in the cohorts before thirteen. The information about APA in an earlier class would have been extremely helpful.
Other web conference questions were about the part of the assignment that asks for key words and when and how to submit the PISE and ETLISE. I have a hard time hearing Dr. Martin in these conferences, but I can hear Dr, Mason well.
August 2, 2011
The web conference began ten minutes early and questions about the assignment were the first asked. Dr. Mason clarified the upload requirements for tk20 for this class. In week five, students need to update the curriculum vitae, their ETLISE results with a reflection, update their professional development plan, career and goal plans and our updated internship plan. Wow, that is a huge job – the updated internship plan. The most difficult part for me is the formatting of the plan. It is difficult to navigate and not lose data. The draft of the action research will also need to be uploaded. Lamar now offers this class to students in their seventh course of those in the cohorts before thirteen. The information about APA in an earlier class would have been extremely helpful.
Other web conference questions were about the part of the assignment that asks for key words and when and how to submit the PISE and ETLISE. I have a hard time hearing Dr. Martin in these conferences, but I can hear Dr, Mason well.
Sunday, July 31, 2011
EDLD 5397 Week Three, Part 3
Janet Kelly- Cohort 13/ET8027
July 31, 2011
EDLD 5397 Internship for Leadership
Week Three, Part Three
Title –
Effect of Utilizing the Data Segregation Program Aware on Standardized Test Improvement
Janet K. Kelly
Lamar University
Author’s Note
Master’s degree candidate in Educational Technology
jkelly@my.lamar.edu
Needs Assessment –
My action research project was decided upon with the suggestion of my mentor. Since I am not employed, we felt surveying employees about a new program used in the district would be appropriate. My mentor decided in April that the May/June timeline for collecting data would be too soon, so I am scheduled to collect data in September.
The data I collect will be opinions on the use of the program Aware. The goal is to find out how the teachers are using the program, how they believe it is helping them, and how they need training to use the software effectively.
Objectives and Vision of the action research project. (ELCC 1.1)
The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?” Through surveying teachers, the research will work to determine how the teachers are utilizing the program. It will search for answers into what aspects of the program are the most useful, which features have not been fully utilized and how teachers believe the program is helping them to differentiate their classroom strategies based on the results of the benchmarks tests created within the program.
Review of the Literature and Action Research Strategy –
Although the product Eduphoria School Objects Aware is new, making decisions based on data is not. Marsh, Pane and Hamilton (2006) state that “information becomes actionable knowledge when data users synthesize the information apply their judgment to prioritize it, and weigh the relative merits of possible solutions.” The authors also found that local assessments done in frequent intervals were more valuable in providing diagnostic data than the once-a-year standardized test. The School Objects:aware program allows for the analyses of TAKS data segregated by sub pops and other factors. It gives districts the ability to make their own benchmark tests and question banks and to print the answer sheets on plain copy paper (Eduphoria School Objects: Aware, 2009).
Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the survey, any teacher concerns may become known and addressing those concerns may be a future task. I do believe my timelines are realistic. Creating surveys that encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.
I made the project decisions with my mentor and approval by our superintendent. We considered topics that the data collected would benefit the Instructional Technology Director. The other possibility was to research the use of Project Share in the schools, but this software is not as directly benefitting to students.
Eduphoria School Objects: Aware. (2009). Retrieved July 31, 2011, from Eduphoria: http://www.eduphoria.net/products/aware/default.aspx
Marsh, J., Pane, J., & Hamilton, L. (2006). Making Sense of Data-Driven Decision Making in Education. Rand Education .
Articulate the Vision (ELCC 1.2) –
This student will communicate this action research project to the staff of the elementary school where I will conduct the surveys. The vision of the project will be outlined in the surveys and will also be communicated through conversations as I ask teachers to participate. My mentor will also be involved in requesting the information on Aware from the teachers. We wish the staff to know how many ways this program disaggregates student data so that educationally data-driven decisions can be made for the betterment of each student. There is not a need to give the research results to the parents, students or community; unless, consideration was given to the program upgrade purchase and knowledge of teacher use was requested.
Manage the organization (ELCC 3.1) –
I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at August 2011 training sessions for the teachers on the program. Surveys will be conducted after one year of program use. Research will also include other districts that have used Aware and documented their results publicly. Since I only a Lamar student, I am not using any money but my own to do this research. No staff is available to help me complete this research.
Priority has been given to determining how the program Aware has helped students by allowing their teachers to determine the best ways each individual student can be taught. This research does not require student personal data.
Manage Operations (ELCC 3.2) –
Consultation with my mentor is the main strategy used to determine the operations of the project. In addition, the text on action research helped to determine the steps needed to complete this project. Although I can see where another project focused on changing culture or attitudes would require the group process skills and consensus building, this research project does not require that. I do not see any conflict arising from the process of collecting the data. The only conflict could be within the results of the data, if it appears a large portion of teachers surprisingly do not appreciate the qualities and features of the program Aware. My mentor may be disappointed that the survey results would claim a lack of training on the program, since she is responsible for the training. These issues would be one-on-one.
Respond to Community Interest and Needs (ELCC 4.2) –
Since the program Aware is capable of disaggregating data by ethnicity, gender, grade, school, and economic status, this program has the potential to point out previously unknown educational deficiencies in any sub pops in the school system. This is a great tool in the hands of teachers.
Start Date End date Needed Resources Evaluation
Attend Training session for employees on the software program Aware Aug-10 Sept - 11 video device, note pad
Research and watch the training videos for using survey monkey Oct-10 Dec-10 time on the internet
Invite seven people to join the focus group May-11 Sept-11 Time for phone calls and email
Meet with the focus group to gather data Sept-11 Oct-11 meeting room, incentive food
Meet with mentor to go over the survey Sept-11 Sept-11 conference time Site mentor approval
interview teachers individually Aug-11 Oct-11 meeting times
Submit the first survey Sept-11 Oct-11 approved survey, email addresses, permissions
Analyze the survey data Oct-11 Oct-11 Sufficient number of returned surveys
Write up my research report Aug-11 Nov-11 Professor advice, Mentor input, Survey data, interview notes, focus group notes Graded by professor
July 31, 2011
EDLD 5397 Internship for Leadership
Week Three, Part Three
Title –
Effect of Utilizing the Data Segregation Program Aware on Standardized Test Improvement
Janet K. Kelly
Lamar University
Author’s Note
Master’s degree candidate in Educational Technology
jkelly@my.lamar.edu
Needs Assessment –
My action research project was decided upon with the suggestion of my mentor. Since I am not employed, we felt surveying employees about a new program used in the district would be appropriate. My mentor decided in April that the May/June timeline for collecting data would be too soon, so I am scheduled to collect data in September.
The data I collect will be opinions on the use of the program Aware. The goal is to find out how the teachers are using the program, how they believe it is helping them, and how they need training to use the software effectively.
Objectives and Vision of the action research project. (ELCC 1.1)
The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?” Through surveying teachers, the research will work to determine how the teachers are utilizing the program. It will search for answers into what aspects of the program are the most useful, which features have not been fully utilized and how teachers believe the program is helping them to differentiate their classroom strategies based on the results of the benchmarks tests created within the program.
Review of the Literature and Action Research Strategy –
Although the product Eduphoria School Objects Aware is new, making decisions based on data is not. Marsh, Pane and Hamilton (2006) state that “information becomes actionable knowledge when data users synthesize the information apply their judgment to prioritize it, and weigh the relative merits of possible solutions.” The authors also found that local assessments done in frequent intervals were more valuable in providing diagnostic data than the once-a-year standardized test. The School Objects:aware program allows for the analyses of TAKS data segregated by sub pops and other factors. It gives districts the ability to make their own benchmark tests and question banks and to print the answer sheets on plain copy paper (Eduphoria School Objects: Aware, 2009).
Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the survey, any teacher concerns may become known and addressing those concerns may be a future task. I do believe my timelines are realistic. Creating surveys that encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.
I made the project decisions with my mentor and approval by our superintendent. We considered topics that the data collected would benefit the Instructional Technology Director. The other possibility was to research the use of Project Share in the schools, but this software is not as directly benefitting to students.
Eduphoria School Objects: Aware. (2009). Retrieved July 31, 2011, from Eduphoria: http://www.eduphoria.net/products/aware/default.aspx
Marsh, J., Pane, J., & Hamilton, L. (2006). Making Sense of Data-Driven Decision Making in Education. Rand Education .
Articulate the Vision (ELCC 1.2) –
This student will communicate this action research project to the staff of the elementary school where I will conduct the surveys. The vision of the project will be outlined in the surveys and will also be communicated through conversations as I ask teachers to participate. My mentor will also be involved in requesting the information on Aware from the teachers. We wish the staff to know how many ways this program disaggregates student data so that educationally data-driven decisions can be made for the betterment of each student. There is not a need to give the research results to the parents, students or community; unless, consideration was given to the program upgrade purchase and knowledge of teacher use was requested.
Manage the organization (ELCC 3.1) –
I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at August 2011 training sessions for the teachers on the program. Surveys will be conducted after one year of program use. Research will also include other districts that have used Aware and documented their results publicly. Since I only a Lamar student, I am not using any money but my own to do this research. No staff is available to help me complete this research.
Priority has been given to determining how the program Aware has helped students by allowing their teachers to determine the best ways each individual student can be taught. This research does not require student personal data.
Manage Operations (ELCC 3.2) –
Consultation with my mentor is the main strategy used to determine the operations of the project. In addition, the text on action research helped to determine the steps needed to complete this project. Although I can see where another project focused on changing culture or attitudes would require the group process skills and consensus building, this research project does not require that. I do not see any conflict arising from the process of collecting the data. The only conflict could be within the results of the data, if it appears a large portion of teachers surprisingly do not appreciate the qualities and features of the program Aware. My mentor may be disappointed that the survey results would claim a lack of training on the program, since she is responsible for the training. These issues would be one-on-one.
Respond to Community Interest and Needs (ELCC 4.2) –
Since the program Aware is capable of disaggregating data by ethnicity, gender, grade, school, and economic status, this program has the potential to point out previously unknown educational deficiencies in any sub pops in the school system. This is a great tool in the hands of teachers.
Start Date End date Needed Resources Evaluation
Attend Training session for employees on the software program Aware Aug-10 Sept - 11 video device, note pad
Research and watch the training videos for using survey monkey Oct-10 Dec-10 time on the internet
Invite seven people to join the focus group May-11 Sept-11 Time for phone calls and email
Meet with the focus group to gather data Sept-11 Oct-11 meeting room, incentive food
Meet with mentor to go over the survey Sept-11 Sept-11 conference time Site mentor approval
interview teachers individually Aug-11 Oct-11 meeting times
Submit the first survey Sept-11 Oct-11 approved survey, email addresses, permissions
Analyze the survey data Oct-11 Oct-11 Sufficient number of returned surveys
Write up my research report Aug-11 Nov-11 Professor advice, Mentor input, Survey data, interview notes, focus group notes Graded by professor
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