tag:blogger.com,1999:blog-22181481803464138912023-11-16T12:08:19.118-05:00Effective Principals, Effective SchoolsTools principals can immediately use to improve their schoolRon Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.comBlogger142125tag:blogger.com,1999:blog-2218148180346413891.post-3446536832953680042014-03-31T05:00:00.000-04:002014-03-31T05:00:03.909-04:00Questioning the Value of Walkthroughs<div dir="ltr" style="text-align: left;" trbidi="on">
A recent study found that principals spend an average of 12.7% of their time on activities to improve instruction and 5.4% of their time on classroom walk-throughs. The time was slightly higher in elementary school than in secondary schools. But what's really interesting is that the study found that classroom walk-throughs were negatively associated with student performance, as measured by standardized tests, particularly in high schools. On the other hand, the same study found that there were achievement gains when principals worked to improve the school's curriculum and/or spent time coaching teachers.<br />
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Principals reported that they used walk-throughs to "check up" on teacher performance and to be visible throughout their school. While principals saw the walk-throughs positively, their teachers found them less valuable and even intrusive.<br />
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The study published in <i>Educational Researcher</i> (Grissom, Loeb & Master, 2013), gathered data from the Miami-Dade County Public Schools. Observers followed principals one full school day for each of three years. Follow-up interviews with principals provided additional data. <a href="http://www.edweek.org/ew/articles/2014/03/26/26principals_ep.h33.html?cmp=ENL-EU-NEWS1">This article from <i>Education Week</i> summarizes the findings</a>.<br />
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Walk-throughs are widely used in American schools as a tool for instructional improvement. But this study shows there is much to learn about their link to improvement. I'd enjoy hearing from you about the use of walk-throughs in your school. </div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-89215693933359019042014-03-28T05:00:00.000-04:002014-03-28T18:43:42.619-04:00Using Social Media for Instruction<div dir="ltr" style="text-align: left;" trbidi="on">
Recently the <a href="http://www.mnps.org/site234.aspx">Metro Nashville Public Schools</a> decided to gradually allow access on their wi-fi network to <a href="http://www.twitter.com/">Twitter</a> and <a href="http://www.youtube.com/">YouTube</a>. It's a significant change for the Nashville schools because they've blocked students from accessing many social media sites, including <a href="http://www.facebook.com/">Facebook</a>, when using the school's wi-fi system. The restrictions will be lifted first in high schools and then in middle schools. The change is driven by teachers who plan on using more social media to improve instruction. This decision reflects the growing recognition that social media is a powerful tool to access instructional tools and resources. The policy change will also be accompanied by lessons about the appropriate use of the Internet and social media. You can get the details of the change in this <a href="http://www.tennessean.com/article/20140310/NEWS04/303100033/Metro-schools-unblock-some-social-media-sites-classroom-lessons">article from <i>The Tennessean</i></a>, the local Nashville newspaper.<br />
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I'd enjoy hearing from you about the use of social media for instruction in your school.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-31385624271133508722014-03-18T05:00:00.000-04:002014-03-18T05:00:07.673-04:00Dealing with Resistant Teachers<div dir="ltr" style="text-align: left;" trbidi="on">
One of the biggest roadblocks to educational change is resistance from teachers, parents or other stakeholders. I understand that everyone deals differently with change. Some are more accepting, others more resistant. People often resist change because they are anxious about the implications. Often resistors have legitimate needs for information, training or support. There may be a conflict between their personal beliefs and the proposed change or there motives may be driven by concern for students rather than outright resistance.<br />
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While it is true that some people resist because that's who they are, they love being the "known resistor, most people don't readily embrace that role. They are genuinely concerned. A recent article on <a href="http://www.ascd.org/ascd-express/home.aspx">ASCD Express</a> share strategies for "<a href="http://www.ascd.org/ascd-express/vol9/910-bohn.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=express910">turning resistant teachers into resilient teachers</a>." It outlines four categories of resistors and provides strategies and tips that school leaders can use to overcome the resistance.<br />
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I'd enjoy hearing from you about your experience with resistance and how you've worked to overcome that resistance.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-5002372617384969792014-03-14T05:00:00.000-04:002014-03-14T05:00:00.867-04:00STEAM rather than STEM: Adding the Arts<div dir="ltr" style="text-align: left;" trbidi="on">
For the last decade there's been a discussion about the importance of STEM programs in schools (science, technology, engineering, math). But in the past couple of years educators have begun to add another component, the arts. The result is adoption of STEAM programs that include everything mentioned earlier but recognize the valuable role the arts can play in student learning. The prevalence of STEAM programs in several central Washington school districts illustrates the impact. A recent article in the <i><a href="http://www.tri-cityherald.com/2014/02/23/2844742/picking-up-steam-richland-school.html">Tri-City Herald</a></i> (Pasco, Kennewick, Richland, WA) describes the positive impact of STEAM programs on students in several elementary and high schools in the area. Even though the program is having an impact there are still concerns that the arts will some how be lost in the curriculum.<br />
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I'd enjoy hearing from you about STEM or STEAM programs in your school. </div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-20618725871121390052014-03-11T05:00:00.000-04:002014-03-11T05:00:07.734-04:00A Different Kind of AP Course<div dir="ltr" style="text-align: left;" trbidi="on">
Across American high schools have added <a href="https://apstudent.collegeboard.org/home">Advanced Placement </a>classes. The program is booming. Those classes are known for their rigor and the way they help students prepare for college. But six years ago AP teachers in the <a href="https://www.bsd405.org/">Bellevue School District</a> near Seattle teamed up with researchers from the University of Washington to make their AP government classes far more interactive and project based. Role plays and simulations are a central part of their curriculum. What began as a change in AP government and politics courses now includes AP environmental science and AP physics.<br />
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The results are impressive. Students in five dozen classrooms in Washington, California and Iowa score as well or better on AP exams compared to students in lecture-heavy traditional AP programs. For example, last year 88% of students in two high-poverty schools that are part of the program passed the AP US government test compared to 24% for comparable schools across the nation.<br />
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Here's a story from the <a href="http://seattletimes.com/html/education/2023026649_edlabadvancedplacementxml.html"><i>Seattle Times</i> describing the changes</a>. You can also <a href="http://video.seattletimes.com/3268797387001/">watch a short video</a> about the program. I'd enjoy hearing from you about your AP program and what you think about this modification.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-15994048587129484312014-03-07T05:00:00.000-05:002014-03-07T05:00:08.201-05:00Interviewing for a New Job<div dir="ltr" style="text-align: left;" trbidi="on">
It's the time of you when many school leaders think about looking for a new position. It's often a move to a larger school or a school at a different level. It might be a position in the central office or even the superintendency. I'm often asked by my students for advice about the process and how to be successful in that search. One of the resource I've found is the <a href="http://blog.nwjobs.com/careercenterblog/">NW Jobs Career Center Blog</a>. The posts offer really specific advice about how to be successful in your job search. Here are some recent posts that I found very helpful.<br />
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<a href="http://blog.nwjobs.com/careercenterblog/2014/02/a-job-interview-is-simply-a-conversation.html">A Job Interview is Simply a Conversation</a><br />
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<a href="http://blog.nwjobs.com/careercenterblog/2014/02/5-tips-to-create-a-positive-first-impression.html">5 Tips for Creating a Positive First Impression</a><br />
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<a href="http://blog.nwjobs.com/careercenterblog/2014/02/how-to-manage-job-interview-anxiety.html">How to Manage Job-Interview Anxiety</a><br />
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I'd enjoy hearing from you about your tips for being successful in the job market.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-89932132294104366072014-03-04T05:00:00.000-05:002014-03-04T05:00:01.716-05:00Twitter and Other Social Media for Instruction<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7L2HiAB9KeEBhnrCqjaxSWciHxZlJXaUMNW5a6rVFYr8ZmeijjMNe6QntHbXk4nA3wPYqDGlsBSHPLqBJhXF-yWXR8GJlJVHTbpx_F93yjKbdRsStEtLLYXKmSnC1Kkh5kx0ogB5TFgj4/s1600/7218-5.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7L2HiAB9KeEBhnrCqjaxSWciHxZlJXaUMNW5a6rVFYr8ZmeijjMNe6QntHbXk4nA3wPYqDGlsBSHPLqBJhXF-yWXR8GJlJVHTbpx_F93yjKbdRsStEtLLYXKmSnC1Kkh5kx0ogB5TFgj4/s1600/7218-5.jpg" height="200" width="137" /></a>One of the fastest growing trends in education is to encourage students to bring, and use, their own technology---smart Phones, tablets, laptops. Bring Your Own Technology (BYOT) or Bring Your Own Device (BYOD) programs are underway across the country. The most notable challenge with these programs is that students know far more than most teachers about how to use the devices for tasks. Often educators focus on the misuse of technology but the <a href="http://www.pewinternet.org/">Pew Internet and American Life Project</a> found that most students use their devices appropriately. That's let many schools to encourage teachers to incorporate technology and various forms of social media as a way to both motivate and engage students. The <i><a href="http://www.jsonline.com/" target="_blank">Milwaukee Journal Sentinel</a></i> recently showcased the <a href="http://www.jsonline.com/news/education/once-blocked-twitter-and-other-social-media-become-classroom-tools-b99144895z1-234020921.html">efforts in several Wisconsin schools to use Twitter and other social media</a>, once banned, for instruction.<br />
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It's a rapidly growing trend and recognizes the powerful ways technology can transform teaching and learning. Howard Johnston and I wrote about the trend and how social media can be used with 21st century learners to improve their academic experience. Our book, <i>The School Leader's Guide to Social Media,</i> is available from <a href="http://www.routledge.com/books/details/9781596672185/#contents">Routledge Education</a>, at <a href="http://www.amazon.com/School-Leaders-Guide-Social-Media-ebook/dp/B00FDR8KJS/ref=dp_kinw_strp_1">Amazon.com</a> and <a href="http://www.barnesandnoble.com/w/the-school-leaders-guide-to-social-media-ronald-williamson/1109650433?ean=9781596672185">BarnesandNoble.com</a>.<br />
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I'd enjoy hearing from you about how your teachers are using technology and social media to improve instruction.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-56649092558068030582014-02-24T05:00:00.000-05:002014-03-03T11:41:38.934-05:00Collaborative Inquiry and Professional Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Professional learning is the catalyst
for school improvement. An emphasis on learning reflects the reality that
learning never stops and that the most vibrant and successful schools are those
where everyone acts on the need to continue to improve. The most successful
professional learning involves educators in more collaborative activities to
examine their work and improve practice. Activities like book study, looking at
student work, instructional rounds and collaborative work teams reflect these
new norms. </span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif; line-height: 18px;">There
is a growing recognition that when a school faculty comes together around a
shared vision and a collective commitment to improved student learning, the
results are meaningful and long lasting.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><i style="mso-bidi-font-style: normal;"><a href="http://www.learningforward.org/">Learning Forward</a></i>, formerly
the National Staff Development Council, recommends that professional learning
focus on clear results and include activities that promote the growth and
learning of teachers and administrators.<span style="mso-spacerun: yes;">
</span>Activities should be based on standards, and they should be thoroughly
woven into the job, rather than simply being an activity that is done as an
“extra,” possibly outside of work hours or on staff development days. In other
words, learning activities should be results driven, standards based and job
embedded (NSDC, 2001).</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Many schools use professional learning communities as a way to engage
in professional learning.<span style="mso-spacerun: yes;"> </span>A
professional community of learners is a school where teachers and
administration continuously seek to learn and grow professionally and then act on
what they learn (Astuto, et.al. 1993; DuFour, et.al., 2010). The goal is
improve student learning by improving effectiveness and PLC's reflect these characteristics </span><span class="Apple-style-span" style="border-collapse: collapse; font-family: Times, 'Times New Roman', serif;">(Eaker, DuFour & DuFour, 2002; Hord & Sommers, 2008)</span><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">. </span></div>
<ul style="text-align: left;"><span class="Apple-style-span" style="border-collapse: collapse; font-family: Times, 'Times New Roman', serif;">
<li><b>Collective Inquiry</b>: Teachers and leaders work collaboratively to examine data about student learning and develop a plan to address students’ needs.</li>
<li><b>Results Orientation</b> – There is clarity about outcomes with a “laser light” focus on achieving the desired results.</li>
<li><b>Supportive and Shared Leadership</b>: Power and authority is shared by inviting teachers and families to provide input into decision making about improving student learning.</li>
<li><b>Action Orientation</b>: There is a willingness to try new things and adopt a “whatever it takes” stance in support of student learning.</li>
<li><b>Focus on Continuous Improvement</b>: Teachers and leaders recognize the value of routinely examining practice and making changes when appropriate.<span class="Apple-style-span" style="border-collapse: separate; line-height: 18px;"> </span></li>
</span></ul>
<span class="Apple-style-span" style="border-collapse: collapse; font-family: Times, 'Times New Roman', serif;">
</span>
<br />
<div>
<span style="color: black; line-height: 118%;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">A post in a recent Education Week blog discussed <a href="http://blogs.edweek.org/edweek/finding_common_ground/2013/12/fostering_teacher_leadership_through_collaborative_inquiry.html">collaborative inquiry as a way to nurture and develop teacher leadership</a>. </span></span><span style="font-family: Times, 'Times New Roman', serif; line-height: 118%;">The post makes a powerful case for collaborative inquiry as perhaps the most empowering feature of an effective learning community. I'd enjoy hearing from you about your experience with collaborative inquiry and PLC's.</span></div>
</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-76293524763192189302014-02-20T05:00:00.000-05:002014-02-20T05:00:01.754-05:00Recognizing the Students Your Serve<div dir="ltr" style="text-align: left;" trbidi="on">
I'm a voracious reader and am always looking for strategies and tools that teachers and principals can use to improve the educational experience of their students. This <a href="http://www.edutopia.org/blog/appeal-to-what-students-value-heidi-olinger">blog post from edutopia</a> reminded me of how important it is to get to know the students in our schools and classrooms. When they know we know a little about them as an individual, not just part of the larger class, it's both motivating and engaging. In this post Heidi Olinger suggests three strategies for doing just that. Here's a brief summary. Read more in the complete post.<br />
<br />
<ul style="text-align: left;">
<li>Ask students to write about themselves. The blog includes prompts that have worked with students of all grades.</li>
<li>Have a one-on-one conversation with students and ask them about how they experience the class.</li>
<li>Remember your time as a student and the nonacademic issues that competed for your time. They may be a springboard to learning.</li>
</ul>
<br />
I'd enjoy hearing from you and strategies you use to motivate and engage your students.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-6144758497348691162014-02-17T05:00:00.000-05:002014-02-17T05:00:01.115-05:00Intuition and Professional Learning<div dir="ltr" style="text-align: left;" trbidi="on">
Great teachers and principals have an intuitive sense about both good instruction and their students. That's really valuable and important to nurturing and sustaining quality schools. But too often I've worked in schools where people want to rely solely on their intuition, or their experience, to make decisions about school improvement. Ever heard someone say "I've been teaching for 20 years and I know . . . " That's almost always an indicator that the conversation will focus on the individual and collective experience of the staff rather than on research, data and information about best practices.<br />
<br />
In mid-January I read this blog post from the <a href="http://www.teachingquality.org/">Center for Teaching Quality</a>, <i><a href="http://www.teachingquality.org/content/what-role-do-hunches-play-professional-learning-communities">What Role Do Hunches Play in Professional Learning Communities</a></i>. It does an excellent job of advocating for deliberate reasoning when making school improvement decisions and challenges the idea of relying on "gut" reactions and hunches.<br />
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I hope you find this post helpful in your work as a school leader.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-65060913720224619752014-02-14T05:00:00.000-05:002014-02-14T05:00:03.186-05:00Instructional Coaching Tips<div dir="ltr" style="text-align: left;" trbidi="on">
One of the blogs I follow is the <a href="http://www.cultureofcoaching.blogspot.com/"><i>Culture of Coaching: Change Thinking . . . Change Practice . . . Change Schools</i></a> blog at PIIC (Pennsylvania Institute for Instructional Coaching). It's funded by the <a href="http://www.annenbergfoundation.org/">Annenberg Foundation</a> and the <a href="http://www.pde.state.pa.us/">Pennsylvania Department of Education</a>. The posts always make me think more deeply about instructional coaching and the way it can transform professional learning in schools.<br />
<br />
Here are some recent posts I found helpful.<br />
<br />
<ul style="text-align: left;">
<li><a href="http://www.cultureofcoaching.blogspot.com/2014/01/instructionalcoaching-is-intended-to.html">Purpose of Instructional Coaching</a></li>
<li><a href="http://www.cultureofcoaching.blogspot.com/2014/01/i-took-quick-poll-from-some-newer.html">Role of Coaches and Alignment with School Vision</a></li>
<li><a href="http://www.cultureofcoaching.blogspot.com/2013/12/susan-scott-fierce-inc.html">Coaches and Honest Conversations</a></li>
</ul>
<br />
I hope you find this blog helpful as you work to improve instruction in your school.<br />
<br />
<br /></div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-64917708570886475652014-02-11T05:00:00.000-05:002014-02-11T05:00:00.878-05:00"Marker Spaces" - Promoting Student Creativity<div dir="ltr" style="text-align: left;" trbidi="on">
At Monticello High School in Albemarle County (VA) high school the traditional library has been transformed into space where students can design and create their own work. The idea is to provide students with a place to gather, collaborate, study, read and do other creative work. For example, part of the library is now a music studio. Elsewhere they created a "hacker" room for computer programming, and a "genius bar" where students help one another fix problems with their computers. Students can use these spaces before and after school, during free periods or during lunch.<br />
<br />
It's a program called "Marker Spaces" and the staff reports that the library has become the hub of the school. It's a place where students can pursue their own interests, different hobbies and activities and collaborate on creative activity like music composition and TV or video production.<br />
<br />
Details about the transformation are described in <a href="http://www.nbc29.com/story/24201428/albemarle-schools-maker-spaces-program-gets-national-attention">an article from a local television station</a>. I'd enjoy hearing from you about your response to "Marker Spaces."</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-25834914418322463762014-02-09T05:00:00.000-05:002014-02-09T05:00:01.461-05:00A New Social Operating System<div dir="ltr" style="text-align: left;" trbidi="on">
I'm fascinated by the way technology and social media have transformed the way we communicate, nurture and sustain relationships and expand our learning. That interest made <i><a href="http://www.amazon.com/s/ref=nb_sb_ss_c_0_9?url=search-alias%3Ddigital-text&field-keywords=networked%20the%20new%20social%20operating%20system&sprefix=Networked%2Caps%2C155">Networked: The New Social Operating System</a></i> by Lee Rainie and Barry Wellman a good read. Rainie is Director of the <a href="http://www.pewinternet.org/">Pew Internet and American Life Project</a>, major researchers on social media trends, and Wellman is a Professor at the University of Toronto.<br />
<br />
Many worry that this new environment isolates people. But Rainie and Wellman suggest that social media actually expands our connections and creates larger, loosely connected circles of friends and colleagues. These networks expand our opportunity to learn, solve problems, seek advice, and become familiar with new ideas. It frees us from the natural limitations imposed by physical proximity.<br />
<br />
Of course expanded networks require that we enhance, or even develop, skills to develop networks, maintain connections with others and balance what can be multiple, occasionally overlapping, networks. In my case I've limited my <a href="http://www.facebook.com/">Facebook</a> network to friends and family. I use my <a href="http://www.twitter.com/">Twitter</a> account to expand my professional contacts and my professional learning. <a href="http://www.linkedin.com/">LinkedIn</a> is used to network with professional colleagues and others who share similar interests or backgrounds.<br />
<br />
I'd enjoy hearing from you about your use of social media and how it's transformed your personal and professional life.<br />
<br />
<br /></div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-10633867667687470012014-02-06T05:00:00.000-05:002014-02-06T05:00:01.530-05:00Parent and Family Engagement<div dir="ltr" style="text-align: left;" trbidi="on">
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">The evidence about parental and family engagement with school is clear.
When parents are active partners with their child’s school there is a positive
impact on things educators care about, things like achievement, attendance and
aspirations for the future (Epstein, et.al, 2002; Henderson & Mapp, 2002).
Virtually all educators recognize the importance of parents being involved in
their child’s school but still struggle to develop viable plans for promoting
such engagement particularly among families of limited means or who may be
recent immigrants. This brief will discuss parent and family engagement but the
primary focus will be on how teachers and principals can develop and implement
plans that increase parent and family engagement<a href="" name="_GoBack"></a> among
all parent groups but especially among these underserved populations. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Joyce Epstein from
the Center on School, Family and Community Partnerships at John Hopkins
University (<a href="http://www.csos.jhu.edu/p2000/center.htm">http://www.csos.jhu.edu/p2000/center.htm</a>)
synthesized the research on parent engagement and found that:</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
</div>
<ul style="text-align: left;">
<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Just about all families care about their children and want them to succeed.
They also want better information from their child’s school so that they can be
good partners with the school.</span></li>
<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Almost all teachers and administrators want to involve families but many do not
know how to go about building positive and productive partnerships with parents
and families.</span></li>
<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Virtually all students at all levels, elementary, middle and high school, want
their families to be more engaged with their school and knowledgeable about the
schools programs. Students say they are willing to be active partners in
supporting communication between home and school. (Epstein, et.al., 2002)</span></li>
</ul>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">The research also shows that affluent
communities have more robust family engagement than economically distressed
communities. It also shows that schools in more economically distressed communities
more frequently contact parent about problems and difficulties than positive
accomplishments. Further, single parents, parents employed outside the home,
parents living far from school, and fathers are generally less involved.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;"><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><br /></span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Arial;">The
Good News</span></b><span style="mso-bidi-font-family: Arial;"> - However, when
schools develop and implement appropriate grade and school level practices each
of these barriers can be reversed. Parent and family engagement is strong in
economically distressed communities when teachers and administrators build
positive relationships with students’ families, develop balanced partnership
programs including contacts about positive student accomplishments, and
scheduling school activities and opportunities for involvement at times and
places that fit the needs of diverse parent communities.</span></span></div>
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<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;"><span style="mso-bidi-font-family: Arial;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">Here are two resources that provides tools and strategies for increasing parent and family engagement.</span></div>
<br />
<br />
<ul style="text-align: left;">
<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">I recently prepared a <a href="http://ronwilliamson.com/uploads/Parent_Engagement.pdf">research brief for the Oregon GEAR UP Program on parent engagement</a>.</span></li>
<li><span class="Apple-style-span" style="font-family: Times, 'Times New Roman', serif;">A recent edition of <a href="http://www.ascd.org/ascd-express/vol9/905-toc.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=express905">ASCD Express focused on Family-School Relationships</a>. It provides useful information about home visits and how to guide parents in helping with homework. </span></li>
</ul>
</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-69363205021713662032014-02-01T05:00:00.000-05:002014-02-01T11:56:50.435-05:00Leading Schools in an Era of Declining Resources<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNIbziIeq-TfTX4w_TO0KNNztnhZdoxactLiiXeFmbjmusb8LTkgcnpCnWevAiQOEIyBD__gQMxOsuWGtNfsozV10WfN9y6u3lboNrzu3_iyzROnRowk9AhTsTUE2V7vEKj-IqWSJmcGyz/s1600/DeclineResourcesCover.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNIbziIeq-TfTX4w_TO0KNNztnhZdoxactLiiXeFmbjmusb8LTkgcnpCnWevAiQOEIyBD__gQMxOsuWGtNfsozV10WfN9y6u3lboNrzu3_iyzROnRowk9AhTsTUE2V7vEKj-IqWSJmcGyz/s1600/DeclineResourcesCover.jpg" /></a></div>
American schools have been hit with a tsunami of budget cuts and retrenchments that have buffeted most, crippled some and devastated others. At the same time, they face demands for ever-increasing accountability for student performance, major curriculum revisions and more public scrutiny and criticism for lapses in performance.<br />
<br />
Howard Johnston and I receive lots of requests from principals and other school leaders about how to respond in this environment. This led us to write <i><a href="http://www.routledge.com/books/details/9780415734813/" target="_blank">Leading Schools in an Era of Declining Resources</a></i> as a guide for leaders who must make practical decisions about how to adjust to, and even prosper in, this new economic environment.<br />
<br />
Neither of us is an expert on school finance. But we've been in the same position as so many of today's school administrators---having to do more with less, sometimes a lot less, and sometimes quickly and definitively. We've both worked in states that experienced tremendous economic hardship and both faced the stress of cutting personnel, reducing or eliminating programs, and working with angry staff and anxious parents and students.<br />
<br />
Our new book will is now available for pre-order at <a href="http://www.routledge.com/books/details/9780415734813/" target="_blank">Routledge</a>, <a href="http://www.amazon.com/Leading-Schools-Era-Declining-Resources/dp/0415734819">Amazon.com</a> or <a href="http://www.barnesandnoble.com/w/leading-schools-in-an-era-of-declining-resources-j-howard-johnston/1117346367?ean=9780415734813">BarnesandNoble.com</a>. It will be available in early June.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-78974127754568507322014-01-20T05:00:00.000-05:002014-02-01T12:54:13.055-05:0010 Things School Leaders Do to Kill Enthusiasm for Technology<div dir="ltr" style="text-align: left;" trbidi="on">
In late December <a href="http://www.nassp.org/">NASSP</a> sent an email that included links to the top articles of 2013. One of them caught my eye, <i><a href="http://www.techlearning.com/default.aspx?tabid=67&entryid=5539">Ten Ways Principals Kill a Teacher's Enthusiasm for Technology</a></i>. I remember reading it earlier in the year but found the reminders very helpful. I work with lots of principals who struggle with how to balance the need for infusing technology as a valuable instructional tool with the resistance that is associated with any change. The dilemma is that our students often are far more knowledgeable about the latest technology and how the way it can improve teaching and learning.<br />
<br />
The article is a helpful reminder about how leaders must model the use of technology, value its use and support teachers as they use it in their classrooms. Mandates almost always never work. Support, encouragement and adequate professional development do.<br />
<br />
I'd enjoy hearing from you about how strategies you use to successfully work with your teachers to increase the use of technology.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-64647074509867783772013-12-17T05:00:00.000-05:002013-12-17T05:00:00.076-05:00Supporting Homeless Students and Families<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEw7X84oTGtdYP7qRTwBfiyusI6V_uVn3FdzIHXGpIsgY4SzWcTJHZ_QIiMV3ecCstXHrk6DfHXX52ultuG8lCQTSP6et4f4LQ6R4Eme1YZgr8wmSNyMwpSGnlvZBm8t1BlBDhZabhj8JM/s1600/MilbyHS.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEw7X84oTGtdYP7qRTwBfiyusI6V_uVn3FdzIHXGpIsgY4SzWcTJHZ_QIiMV3ecCstXHrk6DfHXX52ultuG8lCQTSP6et4f4LQ6R4Eme1YZgr8wmSNyMwpSGnlvZBm8t1BlBDhZabhj8JM/s200/MilbyHS.JPG" width="200" /></a></div>
The number of homeless children in US schools continues to grow. Much of the increase is driven by the uncertain economy. Families are dealing with joblessness, less access to medical care, increased hunger and greater instability in the family unit. The nation's official poverty rate is 15.1% (2010), the highest since 1997.<br />
<div>
<br /></div>
<div>
Often associated with urban areas, homelessness and poverty is prevalent in rural areas as well. Rural families headed by women have a significantly higher poverty rate, generally 10% higher than other families.</div>
<div>
<br /></div>
<div>
Homeless children have legal protection under the McKinney-Vento Homelessness Assistance Act (1987). The law requires that state and local educational agencies assure access to school, despite one's housing circumstances. Homeless children can remain in their school of origin, even if they move into housing in another district. Schools must provide transportation to their original school and homeless students can enroll immediately even without the documents normally required of new students.</div>
<div>
<br /></div>
<div>
The <a href="http://www.serve.org/nche">National Center for Homeless Education</a> offers some tips on creating a welcoming school for homeless children.</div>
<div>
<ul>
<li>Welcome the student like any other new student.</li>
<li>Talk with your teachers about how to create welcoming classrooms.</li>
<li>Identify the important information that parents/families will need.</li>
<li>Maintain a supply of materials at school that are available for students who may not have them.</li>
<li>Understand your obligation about accepting the student and providing transportation if needed.</li>
<li>Talk with the family about what the student studied at their previous school.</li>
<li>Establish a place that students can complete homework either before or after school since they may not have a place where they are living.</li>
<li>Be sensitive to word choice when talking about homeless students, and their families, with others in the school and in your community.</li>
<li>Model welcoming and respectful behavior.</li>
</ul>
</div>
<div>
Additional resources for creating a welcoming environment for homeless students are available from:</div>
<div>
<a href="http://naehcy.org/">National Association for the Education of Homeless Children and Youth</a> (www.naehcy.org)</div>
<div>
<a href="http://www.serve.org/nche">National Center for Homeless Education at the SERVE Center</a> (www.serve.org/nche)</div>
</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-90098298026375288152013-12-12T05:00:00.000-05:002013-12-12T05:00:07.951-05:00Nurturing Teacher Leadership<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPUZN5_qt8SIP411HFJQpHhoRCnUNtKcyOTal6aXcEROHsx-21I8RHWkr5M_YSfYdLlMXCZW02Ljbi7i_0SXqZOEbKngGQ0cK8xShfIMb9LIZqtKQsB3XFpy7L7vGNfRkU_DF1p0GIlYzh/s1600/Stanfield.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPUZN5_qt8SIP411HFJQpHhoRCnUNtKcyOTal6aXcEROHsx-21I8RHWkr5M_YSfYdLlMXCZW02Ljbi7i_0SXqZOEbKngGQ0cK8xShfIMb9LIZqtKQsB3XFpy7L7vGNfRkU_DF1p0GIlYzh/s200/Stanfield.JPG" width="200" /></a></div>
<span class="Apple-style-span" style="font-family: 'times new roman';">One of a principal's most important roles is to nurture leadership skills among school staff by creating a school with a variety of leadership roles, opportunity for inquiry and reflection, and the chance to learn and develop new skills.</span><br />
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';"><br /></span></div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';">There are many ways to help others develop their leadership capacity. They include:</span></div>
<div>
<ul>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Inviting them to work on a project outside their area of expertise;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Asking them to help screen and interview new hires;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Encouraging them to attend district meetings with you;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Asking them to work with you to deal with a challenging parent or instruction issue;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Inviting them to lead a book study group;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Asking them to serve on the school leadership team;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Asking them to serve as a mentor for a new teacher;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Encouraging them to become a member of a professional organization;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Asking them to present information to the staff after attending a conference or other professional development activity;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">Inviting them to maintain a journal and reflect on the "good," "bad," or "flawed" leaders they know and observe.</span></li>
</ul>
</div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';">These ideas and others are discussed in </span><i><span class="Apple-style-span" style="font-family: 'times new roman';"><a href="http://www.principals.org/Content.aspx?topic=56566" target="_blank">Practical Suggestions for Developing Leadership Capacity</a></span></i><span class="Apple-style-span" style="font-family: 'times new roman';"> (</span><a href="http://www.principals.org/"><span class="Apple-style-span" style="font-family: 'times new roman';">NASSP</span></a><span class="Apple-style-span" style="font-family: 'times new roman';">, 2009).</span></div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';"><br /></span></div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';">I'd enjoy hearing from you about how you work to expand the leadership capacity in your school. I'm always interested in practical ideas I can share with my students and other leaders with whom I work.</span></div>
</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-87855675006526885052013-12-09T05:00:00.000-05:002013-12-09T05:00:12.600-05:00Understanding Decision Fatigue<div dir="ltr" style="text-align: left;" trbidi="on">
<span class="Apple-style-span" style="font-family: 'times new roman';">Recently there has been a lot of discussion about whether the time of day you make a decision impacts the quality of that decision. Well, the evidence is clear that there may be an impact. It is called decision fatigue and it describes a phenomena where the quality of one's decisions made later in the day deteriorates.</span><br />
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';"><br /></span></div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';">The research shows that during the day one's mental energy is depleted, particularly if you focused on complex tasks and decisions. Decision fatigue can cloud a person's judgment and explains undesirable behaviors such as losing focus during meetings, getting angry with colleagues, becoming impulsive or making decisions without consideration of the consequences.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5lnqNUMzJTMLoGVCL4aEEquP_Fs7WKgFbrrJflGwpcmKkzYOVQVc4LVN3PBQn8DZ6IrYVVdv9qgtqswte4hsyJM4TwNO1reCcBGT-f3ZtbNWarovWs-MUFRtKnDOv03FIhBebD6Hsfv-6/s1600/LelandSchool.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5lnqNUMzJTMLoGVCL4aEEquP_Fs7WKgFbrrJflGwpcmKkzYOVQVc4LVN3PBQn8DZ6IrYVVdv9qgtqswte4hsyJM4TwNO1reCcBGT-f3ZtbNWarovWs-MUFRtKnDOv03FIhBebD6Hsfv-6/s200/LelandSchool.JPG" width="200" /></a><span class="Apple-style-span" style="font-family: 'times new roman';"><br /></span></div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';">There are things you can do to minimize the effect. They include:</span></div>
<div>
<ul>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">recognizing the problem and monitoring your behavior during the day;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">planning your day so that you schedule important meetings and decisions early in the day;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">avoiding back-to-back meetings so that you have time to recharge your 'mental energy' between meetings;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">taking short mental breaks;</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">sleeping on decisions and avoiding making complex decision late in the day; and</span></li>
<li><span class="Apple-style-span" style="font-family: 'times new roman';">being clear about your goals so that you minimize the drain of energy associated with sorting through complex issues.</span></li>
</ul>
</div>
<div>
<span class="Apple-style-span" style="font-family: 'times new roman';">A <i>Research Brief</i> that describes this term more fully is available at the Resources page on my website at <a href="http://ronwilliamson.com/">http://ronwilliamson.com</a></span><span class="Apple-style-span" style="border-spacing: 2px;"><span class="Apple-style-span" style="font-family: Verdana; font-size: 16px;">.</span></span><span class="Apple-style-span" style="font-family: 'times new roman';"> I would enjoy hearing from you about your experience with decision fatigue and ideas you may have for avoiding the impact.</span></div>
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Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-70680419034482619812013-12-05T05:00:00.000-05:002013-12-05T05:00:02.202-05:00Effective Teacher Evaluation<div dir="ltr" style="text-align: left;" trbidi="on">
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In virtually every state changes have occurred in the teacher evaluation system. Some are very directive. Others provide options. But in nearly every case the focus is on improving accountability for student learning and providing more explicit criteria to measure teacher performance. But changes in teacher evaluation are not the only changes. Laws are also being adopted to change the evaluation system for principals and other school leaders.<br />
<br />
I'm always looking for helpful resources that can inform the work of principals and recently found an article on <a href="http://www.eschoolnews.com/" target="_blank">eSchoolNews</a> that identifies <a href="http://www.eschoolnews.com/2013/03/28/six-steps-to-effective-teacher-development-and-evaluation/?ps=281417-0013000000j0xqa-0033000000qi3ih" target="_blank">six steps to effective teacher development and evaluation</a>. Three ideas stand out from the others.<br />
<ul>
<li>include evidence of teaching and student learning from multiple sources</li>
<li>use information to provide constructive feedback to teachers, not shame them</li>
<li>adjust the system over time based on new evidence and feedback.</li>
</ul>
While principals legitimately struggle with the mandates around evaluation, it is critical that we recognize one of a principal's most important roles, to hire, nurture and retain high quality teachers. Sound evaluation systems support these efforts and include a way to recognize the incredible contributions that most teachers make to student learning.<br />
<br />
I'd enjoy hearing from you about how you're dealing with the changing expectations about teacher evaluation.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-57352133801448736072013-12-02T05:00:00.000-05:002013-12-02T05:00:10.975-05:00Confronting Myths About Rigor<div dir="ltr" style="text-align: left;" trbidi="on">
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When Barbara Blackburn and I wrote <i><a href="http://routledge-ny.com/books/details/9781596671454/" target="_blank">Rigorous Schools and Classrooms</a></i> we spent a lot of time talking about the challenges principals face as they work to improve the rigor of their schools. We began to talk about the myths that are associated with the concept of rigor and identified four of them that we think impact the way parents, teachers and administrators think about rigor.<br />
<div>
<ul>
<li><b>Myth #1:</b> <b>Lots of Homework is a Sign of Rigor</b> - For many people this is the most prevalent indicator. Many teachers are proud of the amount of homework they expect of their students. It is often built on the idea that "more is better." Unfortunately the evidence is that "more" often means doing more low-level activities, often repetition of things done earlier. Because students learn differently it is important to vary the instruction with the student and to use homework as an opportunity to deepen understanding of what has been learned.</li>
<li><b>Myth #2: Rigor Means Doing More</b> - There is also a belief that students need to do more than they are currently doing. Tony Wagner of Harvard found that classrooms are often characterized by low-level, rote activity. Howard Johnston and I asked parents about rigor and found that they believe rigor is doing less but doing it more in-depth. That is often difficult for principals to reconcile when talking with teachers and other school personnel. True rigor is expecting every student to learn and perform at high levels and requires that students delve deeply into their learning, engage in critical thinking and problem solving, and be curious and imaginative.</li>
<li><b>Myth #3: Rigor is Not For Everyone</b> - There is a belief that if everyone is engaging in rigorous activity, it somehow lowers standards and lessens the value. There is growing recognition that all students must be provided an opportunity for a rigorous educational experience that is more than just a set of courses. It is anchored in the belief that every student can be successful if given adequate time and sufficient support.</li>
<li><b>Myth #4: Providing Support Means Lessening Rigor</b> - Rugged individualism characterizes the fourth myth. There is a belief that if students are provided, and accept support, it is a sign of weakness. We've found that providing support is an essential component of a rigorous school. Students are motivated to do well when they value what they are doing and when they believe they have a chance for success. When Howard and I talked with teachers and parents about their own rigorous experiences they invariably described the support they were provided.</li>
</ul>
</div>
<div>
I'd like to hear your reaction to these four myths and about your experience increasing the rigor of your school and classrooms. I look forward to hearing from you.</div>
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Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-22924638833607537392013-11-18T05:00:00.000-05:002013-11-18T05:00:05.294-05:00Working with Gen Y Teachers<div dir="ltr" style="text-align: left;" trbidi="on">
A significant transformation is underway in American schools. As Baby Boomer teachers retire they're often replaced by members of Generation Y (born between 1977 and 1995). There is evidence that these teachers come from a far different set of experiences, experiences that motivate them differently than prior generations. Their expectations about the workplace vary as well.<br />
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<b><span style="font-family: Cambria;">Characteristics of Gen Y Employees<o:p></o:p></span></b></div>
<div align="center" class="NormalindentedParagraph" style="text-align: center; text-indent: 0in;">
<br /></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Highly educated,
value education and attribute their success to education;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Very comfortable
using technology and expect it to be available in the workplace;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Tend to be creative,
innovative and self-confident;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Committed to making a
difference and contributing to positive social change;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Want to be connected,
updated and included and involved in their work;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Desire relationships
with co-workers and supervisors;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Looking for
opportunities for growth, challenging work and assignments and flexibility in
work schedules;<o:p></o:p></span></div>
<div class="NormalindentedParagraph" style="margin-left: 0.3in; text-indent: -9pt;">
<span style="font-family: Cambria;">• Possess collaborative
skills, are committed to team-building and are not afraid of accountability;<o:p></o:p></span></div>
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<span style="font-family: Cambria;">Members of Gen Y share several characteristics.
They tend to be highly educated and concerned with the quality of education. As
a result they value education and “attribute their success to their educational
opportunities” (Wong & Wong, 2007). They are also very comfortable using
technology and avoid disconnected or technologically inferior workplaces. “They
were the first generation to grow up in a society saturated with electronic
technology” (Rebore & Walmsley, 2010). They tend to be creative, innovative
and very self-confident and enjoy working in small groups. Significantly, they
are committed to making a difference and contributing to positive social change
(Carter & Carter, 2001; Shaffer, 2008; Yuva, 2007). In a study conducted
for the Educational Research Service, Marx (2006) found that Gen Y teachers are
committed to addressing long-standing social issues including diversity and
greater inclusiveness in the workplace.</span><br />
<br />
<div class="NormalindentedParagraph">
<span style="font-family: Cambria;">These characteristics are different from previous generations of teachers, including many administrators who come from prior generations. It is important that school leaders acknowledge the powerful motivation for change, recognize their unique learning and working style and find ways to authentically engage and involve them in school leadership. I'd enjoy hearing from you about your experience as a member of Generation Y or working with a Generation Y employee.</span></div>
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Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-61009112790373693462013-11-12T05:00:00.000-05:002013-11-12T05:00:12.586-05:00Time as a Resource: The School Schedule<div dir="ltr" style="text-align: left;" trbidi="on">
It's the time of year when I begin to get calls from principals interested in revising their school's schedules. Lots of things drive interest in a new schedule---declining enrollment or resources, curricular changes, organizational shifts and school improvement plans. Regardless of the motivation it is critical to remember that time is a resource, albeit a finite one, and time can be used in ways that either inhibit or promote your school's instructional program.<br />
<br />
Principals are always looking for ideal schedule. Hundreds, indeed thousands, of good schedules exist, but there is no single perfect schedule. Each schedule reflects the uniqueness of a school community, the philosophy of its teachers and administration and the priorities of its community.<br />
<br />
So where do you begin? You start by clarifying your school's values and priorities. Virtually anything can be scheduled, but everything cannot be built into the same schedule. It's about choices. That's where priorities are so important. Take time to work with teachers and other stakeholders to clearly identify what you want to achieve with your schedule. Most importantly value collaboration. Participation in planning a schedule builds support and serves as a form of professional development. While planning make sure you have a balanced review of the options. Investigate all options and have a thorough discussion of advantages and disadvantages.<br />
<br />
But no factor is more important than the vision that teachers and administrators hold for your school. Without a vision, and without clearly identified priorities, the schedule is nothing but a tool for organizing students and teachers. With a clear vision you can create a schedule that positively impacts students and their learning.<br />
<br />
Here are four basic principles about scheduling.<br />
<br />
<ul style="text-align: left;">
<li>Schedules reflect a school's values and priorities.</li>
<li>Most effective schedules are anchored in a shared vision.</li>
<li>A quality schedule emerges when teachers and administrators work together in its design.</li>
<li>With clear goals the schedule becomes a powerful tool to positively affect teaching and learning.</li>
</ul>
<br />
I'd enjoy hearing from you about your school's schedule and how you use it to improve the educational experience of your students.</div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-84142725774145181822013-11-07T05:00:00.000-05:002013-11-07T05:00:05.727-05:00Digital Badges Document Professional Learning<div dir="ltr" style="text-align: left;" trbidi="on">
Badges are used by many organizations like the military or scouts to recognize accomplishments by their members. Physical badges are hundreds of years old but digital badges are a recent development. A new phenomenon, <a href="http://en.wikipedia.org/wiki/Digital_badges" target="_blank">digital badges</a>, is emerging as one way for educators to document their learning and qualifications. A digital badge is received after completing a learning module with established performance requirements. Upon completion individuals are awarded a "badge" that allows them to showcase their accomplishment. Proponents of badges identify four benefits.<br />
<br />
<ul style="text-align: left;">
<li>Badges promote active, engaged learning because virtually all badge programs are collaborative.</li>
<li>Participating in a badges program allows you to connect with other professionals concerned with the same issues and interested in the same learning.</li>
<li>Badges are becoming another form of credentialing, of sharing the things you've learned.</li>
<li>Badges are a way to recognize people for the knowledge they have, the skills they've developed and the interests they hold.</li>
</ul>
<br />
Sites, such as <a href="http://openbadges.org/" target="_blank">Open Badges</a>, are now available where you can aggregate your badges. This <a href="http://www.purdue.edu/newsroom/releases/2012/Q3/digital-badges-show-students-skills-along-with-degree.html" target="_blank">article</a> from Purdue University describes their use of badges. <i><a href="http://www.edweek.org/" target="_blank">Education Week</a></i> recently showed how <a href="http://www.edweek.org/dd/articles/2012/06/13/03badges.h05.html" target="_blank">K-12 students might use badges</a> to illustrate their skills. 2012 Digital Principal of the Year <a href="http://ericsheninger.com/esheninger/home" target="_blank">Eric Sheninger's website</a> includes a <a href="http://ericsheninger.com/esheninger/badges" target="_blank">page of the badges</a> he's accumulated.<br />
<br />
Digital badges are an emerging trend and an alternative to traditional professional development. I'd enjoy hearing your thoughts about "badges" and the use by educators.<br />
<br />
<br />
<br />
<br /></div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0tag:blogger.com,1999:blog-2218148180346413891.post-56392567601398189162013-11-04T05:00:00.000-05:002013-11-05T20:29:48.310-05:00Journaling - A Tool for Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
Ever since I became a principal I've kept a journal. I find it useful to take notes at meeting, to remind me of things I need to do and projects I need to finish. But most importantly I find that journaling is a way for me to quietly reflect about my life and my work. I'm often struck by the insights that emerge when I put pen to paper. Occasionally I'll share something that I've written but most of the time I value the privacy that the journal provides.<br />
<br />
I recently came across some suggestions about journaling developed by Kathleen Coudle-King, a senior lecturer at the University of North Dakota and an active journaler for more than twenty years. These tips resonated with me and I hope you'll find them helpful.<br />
<br />
<ul style="text-align: left;">
<li>Find a quiet, comfortable space where you can write in private.</li>
<li>Pick a certain amount of time and focus on you writing rather than worrying about wasting time.</li>
<li>Don't stick to words. Doodle, sketch or create a collage, if you prefer. Feel free to express yourself in various ways.</li>
<li>Pick a topic and focus on that. If you're having trouble thinking of something, pick a quote or something you worked on that day.</li>
<li>Don't force it. Not everyone needs to journal, and not every day. If you have other outlets for expressing yourself, use those instead of, or in addition, to journaling.</li>
<li>Use whatever tools make you comfortable. Use a journal that fits you and helps you reflect.</li>
</ul>
<br />
I've used an inexpensive composition book for my journaling. I've got a whole collection in a closet near by home office and surprise myself with how often I pick one up, read the entries, and recall the way my life has unfolded.<br />
<br /></div>
Ron Williamsonhttp://www.blogger.com/profile/00651448147308456695noreply@blogger.com0