While reviewing Lambert, I kept finding myself drawn back to the statement about shared vision. “Realizing a shared purpose or vision is an energizing experience for participants, and a shared vision is the unifying force for participants working collaboratively.” (pg. 6). Within our school, we are working towards meeting AYP (Adequate Yearly Progress) this year. The items we have in place to help us achieve this goal, such as Scantron, might help. The problem lies in the lack of communication shown when the time came to implement. I am not saying we could have changed it (we know we couldn’t have), but it would have been nice to have a dialogue with the parents and teachers. This goes along with the shared vision and working collaboratively.
Now, there is an air of mistrust between the parents and administration. Teachers also feel left out as well. Parents now feel we are teaching to the test. However, if they would look at what we are doing and look at the curriculum as well they would see the two go hand in hand. However, the handling of the initial issue was enough for parents to have a hard time seeing beyond how it all started.
Everyone needs to come together and discuss the issues at hand. We know the chances are we will not make everyone happy. However, you have a greater chance of winning over the parents and getting their support when you include them in on what is best for their child’s education. Not only are students educated in the public school system, the education continues in the home as well. Most parents feel comfortable when the vision they have at home matches the one of the school as well.
Saturday, January 30, 2010
Friday, January 29, 2010
Ahh - So this is Collaboration!
How refreshing it is to serve on a committee where you feel the leadership values what you have to offer. Having been in previous leadership positions, I have learned and observed what works and what does not. This has helped to formulate my view of leadership. I truly believe it is a partnership between all involved with a shared vision of what the group wishes to achieve. This works in any setting.
The committee I currently work on (LPDC) has a leader but her job is to facilitate what we do to help one another to achieve the end goal. Through constant contact and constructive feedback, we have discovered new ways to work to not only achieve our end objective but also do it in a more productive manner where all feel they are contributing. Often times when a committee member has a question they pose it to the group. Rest assured you would start receiving answers usually within minutes of sending out a request. On the other hand, if you have an idea or wish to answer another’s question feel free. It is so much easier to work on a committee such as this. You do not feel as if it is taking away from what you are doing. Instead, it enhances your job and productivity giving you a sense of real purpose that what you are doing matters and is appreciated.
In order to approve items such as an IPDP, we have teams set up within the larger group. Within this team, the strong level of communication allows us to get the job completed in a timely manner. Many of the teachers we support are anxious for plan approval. Due to a well-constructed committee, the teacher can usually have an approval in less than a week. If they need assistance to revise something, we are there to help as well. It is interesting to compare situations.
The committee I currently work on (LPDC) has a leader but her job is to facilitate what we do to help one another to achieve the end goal. Through constant contact and constructive feedback, we have discovered new ways to work to not only achieve our end objective but also do it in a more productive manner where all feel they are contributing. Often times when a committee member has a question they pose it to the group. Rest assured you would start receiving answers usually within minutes of sending out a request. On the other hand, if you have an idea or wish to answer another’s question feel free. It is so much easier to work on a committee such as this. You do not feel as if it is taking away from what you are doing. Instead, it enhances your job and productivity giving you a sense of real purpose that what you are doing matters and is appreciated.
In order to approve items such as an IPDP, we have teams set up within the larger group. Within this team, the strong level of communication allows us to get the job completed in a timely manner. Many of the teachers we support are anxious for plan approval. Due to a well-constructed committee, the teacher can usually have an approval in less than a week. If they need assistance to revise something, we are there to help as well. It is interesting to compare situations.
Missing Collaboration
I think I know what I want in a leader and how I want to be known as a leader - A colleague who has earned mutual respect and values the ideas brought forth. Lambert (pg 4) states, “Collaboration that doesn’t work can be a real setback, because it makes participants more hesitant to offer their time and commitment to working with others in the future.” The reason I use this is quote is it sums up a situation I experienced previously.
As a member of a committee for our school we had a lead and several other teachers. When I would work on something and learn a way to use technology to make our job easier, I would share this with our elementary staff. I often heard how appreciative the staff was and it did make the job easier. However, I was told this was overwhelming some of the staff. I did make inquiries to make sure I was not sending out too much for everyone. I did not hear any complaints as previously mentioned. But I was told by my lead not to send things unless it was approved.
I was insulted and told my lead I would not share anything anymore. She was very worried and said this is not what they meant. They loved my ideas but just wanted the lead to approve them. I decided for myself I would stop due to the lack of collaboration from within our team. Apparently we all did not feel respected nor did we feel our ideas had even been considered as worthy of their time. When this occurs, you become quite apathetic and hesitant to work on a non-productive committee.
However, an opportunity opened up for me to serve on a committee that displays more of the ideals I hold dear in strong leadership – giving and earning mutual respect while valuing the input of team members.
As a member of a committee for our school we had a lead and several other teachers. When I would work on something and learn a way to use technology to make our job easier, I would share this with our elementary staff. I often heard how appreciative the staff was and it did make the job easier. However, I was told this was overwhelming some of the staff. I did make inquiries to make sure I was not sending out too much for everyone. I did not hear any complaints as previously mentioned. But I was told by my lead not to send things unless it was approved.
I was insulted and told my lead I would not share anything anymore. She was very worried and said this is not what they meant. They loved my ideas but just wanted the lead to approve them. I decided for myself I would stop due to the lack of collaboration from within our team. Apparently we all did not feel respected nor did we feel our ideas had even been considered as worthy of their time. When this occurs, you become quite apathetic and hesitant to work on a non-productive committee.
However, an opportunity opened up for me to serve on a committee that displays more of the ideals I hold dear in strong leadership – giving and earning mutual respect while valuing the input of team members.
Thursday, January 28, 2010
Newer Styles or Assumptions on Leading - My Impressions
In Lambert, we learned about newer styles or assumptions on leading
• Everyone has the right, responsibility, and capability to be a leader
o This is empowering to people when they believe they have what it takes to be a leader. We need leaders for various things and this is our right and responsibility to be able to provide this.
• The adult learning environment in the school and district is the most critical factor in evoking acts of leadership
o Not necessarily true. While very young child are not ready for the responsibility that comes with leading, they can provide information to fashion a leadership group.
• Within the adult learning environment, opportunities for skillful participation top the list of priorities
o As adults, we want to know our participation is welcomed, wanted and our skills are useful. This will entice people to want to participate.
• How we define leadership frames how people will participate in it
o This is very true. What does leadership look like? What does it involve? What are the responsibilities? All of these are part of the definition and will determine if or when someone wants to participate.
• Educators yearn to be purposeful, professional human beings, and leadership is an essential aspect of a professional life
o Educators went into teaching to be purposeful. Being professional is a part of every job and as such, we provided an opportunity be a leader in some form or another in every job we have. While this might not be formally recognized, the underlying message is you are a leader.
• Educators are purposeful, and leadership realizes purpose.
o As educators, when teaching a lesson there needs to a purpose for it. Therefore, educators are purposeful people. Leadership has a purpose to it as well – to help develop, present, implement, and invite others to pursue a common goal together.
• Everyone has the right, responsibility, and capability to be a leader
o This is empowering to people when they believe they have what it takes to be a leader. We need leaders for various things and this is our right and responsibility to be able to provide this.
• The adult learning environment in the school and district is the most critical factor in evoking acts of leadership
o Not necessarily true. While very young child are not ready for the responsibility that comes with leading, they can provide information to fashion a leadership group.
• Within the adult learning environment, opportunities for skillful participation top the list of priorities
o As adults, we want to know our participation is welcomed, wanted and our skills are useful. This will entice people to want to participate.
• How we define leadership frames how people will participate in it
o This is very true. What does leadership look like? What does it involve? What are the responsibilities? All of these are part of the definition and will determine if or when someone wants to participate.
• Educators yearn to be purposeful, professional human beings, and leadership is an essential aspect of a professional life
o Educators went into teaching to be purposeful. Being professional is a part of every job and as such, we provided an opportunity be a leader in some form or another in every job we have. While this might not be formally recognized, the underlying message is you are a leader.
• Educators are purposeful, and leadership realizes purpose.
o As educators, when teaching a lesson there needs to a purpose for it. Therefore, educators are purposeful people. Leadership has a purpose to it as well – to help develop, present, implement, and invite others to pursue a common goal together.
The Tenets of Classical of Leadership - My Initial Impressions
As leaders, we need constant growth like a student who is constantly learning. An old saying helps me understand this: “Those who forget the past are doomed to repeat it.” You are probably asking yourself,”How does this relate to leadership?” Well, if we forget lessons learned by previous leaders aren’t we more likely to repeat these mistakes? Thus, the learning part of being a leader.
Leaders. . .
should have formal authority and overarching roles
My initial impression of this style is it sounds to me like a dictator - someone who tells you to do something without asking for input or possible solutions. As for overarching roles, these should be to understand and motivate people. However, formal authority sounds more like control. Can you have formal authority and be able to motivate and understand others?
have superior expertise and information
This is something I agree with in part. I do feel leaders need expertise and have information, but does it need to be superior? Does this leave room for growth as a leader? I am not so sure. We are all experts in way or another but to say you have superior expertise sounds like people who need to be in control once again. Who is to say your expertise and information are superior to mine?
manage a rational system of management taking into account structures, routine, outcomes, personnel and action.
I like the sound of this for leadership. Leadership does need structure, routine, an outcome, personnel and action. By inviting others to be part of the leadership, all of these are accomplishable.
control students and staff (educational setting) or all employees
First impression? Couldn’t work in this type of environment. I need to feel my option matters. When I have been in situations where someone needed to have control of everything, my option did not matter even though my idea might have worked out great in the situation.
Leaders. . .
should have formal authority and overarching roles
My initial impression of this style is it sounds to me like a dictator - someone who tells you to do something without asking for input or possible solutions. As for overarching roles, these should be to understand and motivate people. However, formal authority sounds more like control. Can you have formal authority and be able to motivate and understand others?
have superior expertise and information
This is something I agree with in part. I do feel leaders need expertise and have information, but does it need to be superior? Does this leave room for growth as a leader? I am not so sure. We are all experts in way or another but to say you have superior expertise sounds like people who need to be in control once again. Who is to say your expertise and information are superior to mine?
manage a rational system of management taking into account structures, routine, outcomes, personnel and action.
I like the sound of this for leadership. Leadership does need structure, routine, an outcome, personnel and action. By inviting others to be part of the leadership, all of these are accomplishable.
control students and staff (educational setting) or all employees
First impression? Couldn’t work in this type of environment. I need to feel my option matters. When I have been in situations where someone needed to have control of everything, my option did not matter even though my idea might have worked out great in the situation.
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