I was a bit disheartened this week to find that none of the screencasts I did with Screentoaster were in my Screentoaster account. After a bit of searching, I was able to find one of the videos in my Dropbox. I need to keep looking for the 3 or 4 others I did. The one I found was an .avi file that was 30 minutes long. Uploading it to my portfolio was unsuccessful, and I am now trying to upload it to the course wiki I am creating. This will take a while.
Meanwhile, I have managed to create a resource page with all the links to the student textbook, and added similar pages to the other units I have created. Next, I will create pages for each of the 3-5 problems there are in each investigation of the unit. I will have to go into school for this so I can add in a .pdf version of the .doc worksheets I provide online.
I have a question for anyone reading this: I need the students to edit a worksheet that contains graphics, tables, and formatted text, so I have them available as Word Documents. Is there any other type of file I can use and still have the general population edit them? Google Docs is not really format friendly, so I have found it doesn't work for all the documents.
Friday, July 23, 2010
Sunday, July 18, 2010
CED0599 Week 2
Week 1 was spent revisiting the work I have already done on my project and getting in the 'mode' of working again on it. I also had to think of this work in terms of the CED0599 course, and plan what it was I would specifically accomplish during the course itself, and how long I think it would take to accomplish each task.
In Week 2, I organized the slew of sticky notes and legal pad scratchings into a cohesive timeline of tasks and specify how I would work on the project objectives within the confines of this course.
I have spent a significant amount of time working on this project since last summer, and I still have a significant amount of work to do. Primarily, I intend to add two units of study to the course wiki, and as time allows, review, add to, and/or modify current resources, and create homework correction videos.
Completing all of this will continue as time allows after this course is over, and throughout the next school year, minimally.
In Week 2, I organized the slew of sticky notes and legal pad scratchings into a cohesive timeline of tasks and specify how I would work on the project objectives within the confines of this course.
I have spent a significant amount of time working on this project since last summer, and I still have a significant amount of work to do. Primarily, I intend to add two units of study to the course wiki, and as time allows, review, add to, and/or modify current resources, and create homework correction videos.
Completing all of this will continue as time allows after this course is over, and throughout the next school year, minimally.
Wednesday, June 23, 2010
CED0565 Session 6
I had always thought of educational leadership in a formal sense: an assigned or requested position of authority or expertise. I think now, though, that educational leadership comes from a more informal approach of persuing an idea or goal with the ablility to draw in support, organize and manage people and information, and implement a strategy that works the best for the current system.
I think that an informal leader can be very influential. There are still obstacles to successfully leading as an informal leader. I've seen administration take for granted the leadership some faculty members have within their departments, and also try to expand in that leadership without first creating the opportunities for the authority of that person to be accepted. This has put all involved in an awkward battle for ego and pride.
I do think, however, that the improvement of education depends to a great extent on the leadership from within the system. Not only do administrators and assigned teacher leaders have to recognize needs and promote change, but teachers, parents, sometimes community members, and students have to also buy in to the need for change in order for it to successfully occur. A successful change is one where not only the objective is met, but all those effected by the change feel satisfied with their involvement in the process.
I think that an informal leader can be very influential. There are still obstacles to successfully leading as an informal leader. I've seen administration take for granted the leadership some faculty members have within their departments, and also try to expand in that leadership without first creating the opportunities for the authority of that person to be accepted. This has put all involved in an awkward battle for ego and pride.
I do think, however, that the improvement of education depends to a great extent on the leadership from within the system. Not only do administrators and assigned teacher leaders have to recognize needs and promote change, but teachers, parents, sometimes community members, and students have to also buy in to the need for change in order for it to successfully occur. A successful change is one where not only the objective is met, but all those effected by the change feel satisfied with their involvement in the process.
CED0565 Session 5
With the barage of information we received this week, I had a hard time wrapping my mind around all of it, so I sought out a little more information and found a couple of videos on System Thinking. (#1, #2, #3, #4) These helped me put together the idea of system thinking and how it affects the change cycle. Once I felt comfortable with the idea of change, I was able to reflect on some of the changes that I have experienced as a teacher at the high school. Through this reflection I came to realize that it feels good to be part of a change if I am given the opportunity to experience the entire cycle of change. Most of the time, I only participate in a change to a limited extent, and that is where the frustration arises. I used to think that it was just bad communication, but even though poor communication plays a role in limiting the change cycle, I know now there are so many more elements to consider. First and foremost, team building and constant surveying.
Tuesday, June 15, 2010
CED0565 Session 4
Eventhough the Collaboration, Leadership, and Climate surveys were hard to apply to the type of team we have, it was a good exercise as it made me think about each question and familiarize myself with the details of contents. I am very much a product person and tend to neglect the reflect and regroup part of working on a team. These are surveys that I will use in the future as they allow for a product in addition to a reflection.
I am thinking of the Change Game in the same way. Being an applied learner, I am finding the experiential activities highly beneficial. There are dynamics in making change that I hadn't thought of before. For instance, learning about who is influential and not, and making the right people aware of the problem and intended change is critical to the implementation of that change.
With help from hindsight and the Analysis of Change worksheet I saw that it took more than just sharing general information to make my principal aware of the need to change the math program at the high school. Taking the time to share the data in a report with our principal and Director of Instruction/Technology would probably have expidited the process.
I am thinking of the Change Game in the same way. Being an applied learner, I am finding the experiential activities highly beneficial. There are dynamics in making change that I hadn't thought of before. For instance, learning about who is influential and not, and making the right people aware of the problem and intended change is critical to the implementation of that change.
With help from hindsight and the Analysis of Change worksheet I saw that it took more than just sharing general information to make my principal aware of the need to change the math program at the high school. Taking the time to share the data in a report with our principal and Director of Instruction/Technology would probably have expidited the process.
Thursday, June 3, 2010
CED0560 Session 3
This week I was really reminded how education must be a constantly evolving system. From the mindset of the Class of 2013 to the Millennials, our culture, our students change. To think of educating my students the way I was educated, the way my mother was educated, or the way my grandma was educated is obsured. There are issues with every educational system, yet we are generally doing the best for that group of kids at that time with the resources available. The only problem I see is that the education system is seemingly always trying to catch up. The resistance to change comes from many directions. One is those who don't understand that our children learn best in ways different from ourselves. Another is the initial cost of change far exceeds the cost of maintaining status quo. Yet another is the 'comfort zone' some teachers create for themselves by repeating lessons for years on end.
These and many other factors contribute to the stagnation of education. It is not enough to simply recognize the need for change to get change started. The recognition of the need for change in education has to come from so many different directions that time itself becomes an obstacle. Until the decisions to make changes in education come from those on the front lines, students and teachers, and those on the front line have the best interest of the students' learning needs in mind, there will always be that lag between instruction strategies that are available and allowed and the instructional needs of our students.
These and many other factors contribute to the stagnation of education. It is not enough to simply recognize the need for change to get change started. The recognition of the need for change in education has to come from so many different directions that time itself becomes an obstacle. Until the decisions to make changes in education come from those on the front lines, students and teachers, and those on the front line have the best interest of the students' learning needs in mind, there will always be that lag between instruction strategies that are available and allowed and the instructional needs of our students.
Friday, May 14, 2010
CED0560 Week 1
I have a really limited formal leadership position in my school right now. I have been on the district technology committee since about 2000. Even then, the technology committee was more or less just a place for the grant writer to tell us what was going to happen. In the process of writing the grant we received, we were supposed to make a mission statement, but I think that was pretty much done already, too. I guess the primary role of the teachers on the technology committee was, and it, to serve as a sounding board. We hear the ideas presented to us, and respond to them. I think as long as there is no extreme response, things move ahead as planned.
I'm not one to complain without an idea for a solution. This one it tough, though. There isn't really a defined mission or vision that the technology committee is attending to. It would be really neat if we could identify staff members as technology 911 people; those identified as available to troubleshoot or assist with technology issues. These staff members could be noted in each building with an work phone and a cell phone number available. They could also be the ones to inventory and keep track of the audio/visual equipment in each building. Oh, yeah, they could also be a contact person, a liaison, between the those who are using the equipment and the IT technician, possibly elevating some of the work load for the over-worked and spread-thin technician.
I have also been trained as a coach in the 4MAT system and have served as a 2nd-year mentor for new teachers. In the 2nd year in our district, teachers have been trained to use 4MAT and were expected to write and implement a unit of study. The 4MAT coaches would guide the 2nd year teacher through that process.
I have been our science department chair, doing the usual budgeting, disseminating information, giving awards, and holding department meetings.
I have also, informally, made myself available to my colleagues, especially new ones, checking to make sure they had what they need, explaining policies and procedures, sharing practices, and trying to make them feel welcome and a part of the group.
Only being in my second year at a new building at a new grade level, I have stepped back from the 'mother hen' position and become the one seeking some guidance.
Finally, I lead a Rocket for Schools team, and in the past I have had the opportunity to work with several co-advisors. With this came some leadership opportunities,also.
I appreciated when the Organizational Leadership chapter in "Teacher Leaders" indicated that one of the distiguishing characteristics of a teacher leader is the fluidity and spontanaity of the role played by a teacher leader.
"Not all leadership positions are formal in nature. Every school has teacher leaders who do not serve—and may never have served—as official leaders, which is one of the most unique components of teacher leadership. In any kind of organization, informal leaders command a great deal of respect; they have much say and sway in determining a team's climate or the chances of a proposal's adoption, and they are often sought after for advice.Similarly, not all leadership roles are fixed—meaning assigned, specific positions. Someone might act as a mentor one week and then assume the role of innovator with a unique proposal the following week. These fluid and spontaneous roles are just as essential as the leader to the success of the team. Ideally, these people are the supporters whom the leader can trust and turn to for help in a variety of matters.
It is also expected that leadership roles will change, shift, and evolve over time. If someone was a team leader for the past five years, it does not guarantee him that role for a sixth year. Leadership roles should not be determined by seniority. Therefore, if standardized results are marginal or a teacher's leadership is questionable, a change is warranted. Don't be afraid to make changes; change, along with its potential for struggle and conflict, is often an essential ingredient of success. How to Survive as a Teacher Leader, John G. Gabriel, Chapter 1
I have found myself feeling under-used and unappreciated as a leader in my school in the past. This chapter has made me realize that, as informal as it is, the leadership I have offered in the past plays a role outside of what my intentions were - just trying to be helpful. I have something more to reflect on.
I'm not one to complain without an idea for a solution. This one it tough, though. There isn't really a defined mission or vision that the technology committee is attending to. It would be really neat if we could identify staff members as technology 911 people; those identified as available to troubleshoot or assist with technology issues. These staff members could be noted in each building with an work phone and a cell phone number available. They could also be the ones to inventory and keep track of the audio/visual equipment in each building. Oh, yeah, they could also be a contact person, a liaison, between the those who are using the equipment and the IT technician, possibly elevating some of the work load for the over-worked and spread-thin technician.
I have also been trained as a coach in the 4MAT system and have served as a 2nd-year mentor for new teachers. In the 2nd year in our district, teachers have been trained to use 4MAT and were expected to write and implement a unit of study. The 4MAT coaches would guide the 2nd year teacher through that process.
I have been our science department chair, doing the usual budgeting, disseminating information, giving awards, and holding department meetings.
I have also, informally, made myself available to my colleagues, especially new ones, checking to make sure they had what they need, explaining policies and procedures, sharing practices, and trying to make them feel welcome and a part of the group.
Only being in my second year at a new building at a new grade level, I have stepped back from the 'mother hen' position and become the one seeking some guidance.
Finally, I lead a Rocket for Schools team, and in the past I have had the opportunity to work with several co-advisors. With this came some leadership opportunities,also.
I appreciated when the Organizational Leadership chapter in "Teacher Leaders" indicated that one of the distiguishing characteristics of a teacher leader is the fluidity and spontanaity of the role played by a teacher leader.
"Not all leadership positions are formal in nature. Every school has teacher leaders who do not serve—and may never have served—as official leaders, which is one of the most unique components of teacher leadership. In any kind of organization, informal leaders command a great deal of respect; they have much say and sway in determining a team's climate or the chances of a proposal's adoption, and they are often sought after for advice.Similarly, not all leadership roles are fixed—meaning assigned, specific positions. Someone might act as a mentor one week and then assume the role of innovator with a unique proposal the following week. These fluid and spontaneous roles are just as essential as the leader to the success of the team. Ideally, these people are the supporters whom the leader can trust and turn to for help in a variety of matters.
It is also expected that leadership roles will change, shift, and evolve over time. If someone was a team leader for the past five years, it does not guarantee him that role for a sixth year. Leadership roles should not be determined by seniority. Therefore, if standardized results are marginal or a teacher's leadership is questionable, a change is warranted. Don't be afraid to make changes; change, along with its potential for struggle and conflict, is often an essential ingredient of success. How to Survive as a Teacher Leader, John G. Gabriel, Chapter 1
I have found myself feeling under-used and unappreciated as a leader in my school in the past. This chapter has made me realize that, as informal as it is, the leadership I have offered in the past plays a role outside of what my intentions were - just trying to be helpful. I have something more to reflect on.
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