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How does the current process of observation and evaluation of staff ensure accountability while improving instruction and leadership? If it doesn’t, then why is precious time spent on developing and enforcing it? Do we hold ourselves accountable for implementing ideas and strategies learned through professionaldevelopment?
The catalyst for a significant portion of this growth was my embracement of social media as a powerful leadership tool. This is what I and others now refer to as Leadership 2.0. It is because of this evolved style of leadership that we have seen the significant change and transformation at my school on a variety of levels.
“ Leadership has less to do with position than it does disposition.” – John Maxwell I am currently working on a new edition of Digital Leadership for Corwin and I am very excited, as it will be in color. A great deal has changed since Digital Leadership was published in 2014. Leadership is leadership ladies and gentlemen.
This post is the seventh and last in a series that outlines the foundational elements of my new book, Digital Leadership: Changing Paradigms for Changing Times. Pillar #7 - Opportunity The interconnectedness of the Pillars of Digital Leadership leads to continuous improvements in school culture and professional practice.
Here is how educational leaders can champion personalized professional learning for their teachers: Needs Assessment: Start with the Individual One-size-fits-all professionaldevelopment (PD) is a recipe for disengagement. A shift to personalized professional learning can change this dynamic. Guskey, T. Moeller, S.
There has been a great deal of knocks on professionaldevelopment as of late and rightfully so. More often than not, professionaldevelopment is something that is done to educators as opposed to an experience that they truly value for growth. Learning is the ultimate goal for our students, not development.
Leadership must and will be different. Drive-by professionaldevelopment did not work in the past. Check out the International Center for Educational Leadership's ( ICLE ) vast services and Digital Practice Assessment (DPA) process to fill this gap. Teaching will and must be different.
No matter your position in education, you have gone through some form of professionaldevelopment. In many cases, the act of being “developed” comes in a variety of standard types such as workshops, mandated PD days, presentations, conferences, book studies, or keynotes. Effective teacher professionaldevelopment.
Continue to advance learning and equity in your schools with professionaldevelopment. While progress has been made in many schools, there is always a desire and a need for job-embedded professional learning that is practical and on-going, something that I emphasize in Digital Leadership.
During my ten years as a school leader I dreaded professionaldevelopment days in my district. I am not sure any educator looks forward to these monotonous experiences (developed under the guise of learning!) I attended many of these events just to meet the required hours of professionaldevelopment.
Professionaldevelopment days, mostly packed into the beginning of the academic year, are still the preferred mode to support staff while adhering to specific mandates. I have written in the past about the need to move from professionaldevelopment (PD) to professional learning. Below are a few examples.
New ones will most certainly pop up, so the focus should be on not developing the perfect plan, but instead the best one for your situation. During the crisis, we have seen digital leadership strategies embraced and innovation take hold despite roadblocks. In particular, we have seen some kids flourish in this environment.
Ensure ongoing professionaldevelopment – I cannot overstate the importance of this suggestion enough. Teachers need training on how to develop pedagogically sound lessons and quality assessments aligned to higher standards. Professionaldevelopment should be ongoing and embedded throughout the school year.
If you can't, consider developing a schedule where administrators and other support staff can fill them in lieu of teachers. Choice in professional learning Forcing educators to engage in one-size-fits-all professionaldevelopment at this time will tend to be hit or miss depending on the person.
Organizational leadership is a multifaceted and critical component of ensuring the success of educational institutions. Several key aspects underpin effective leadership in this context. Firstly, visionary leadership is essential, as it sets the direction and long-term goals for the district.
It is really about helping kids develop many of the qualities and characteristics in life that cannot be measured with an actual number such as leadership, commitment, perseverance, motivation, self-discipline, teamwork, resilience, enthusiasm, and reliability. Coaching is so much more than the result of a game, match, or competition.
Ongoing professionaldevelopment, constant review and analysis of successful attempts at the changes in learning opportunities and the increasing use of technology offer momentum." The Pillars of Digital Leadership provide a practical framework for any leader, regardless of technological proficiency, to improve professional practice.
However, a convergence of styles separates generalists from specialists when it comes to leadership. Moving from Specialist to Generalist Below are some common styles prevalent in leadership today. Managerial Whether we like it or not, management plays a pivotal role in leadership.
Despite my love for learning, I strongly disliked most professionaldevelopment sessions. On the contrary, teachers want professional learning that is practical, engaging and relevant. In 2017, I formed an after-school student activism and leadership club with a small group of seventh grade students.
Accessible facilities, ongoing professionaldevelopment, and family involvement are vital components. Change typically only occurs with effective leadership. It entails individualized education plans (IEPs), differentiated instruction, and universal design for learning (UDL) to meet diverse needs.
The same can be said about drive-by professionaldevelopment. When it is all said and done, the best experiences are ongoing and job-embedded so that the needed support, application into practice, feedback, and accountability for growth lead to actual changes to teaching, learning, and leadership.
Excuses are fueled by elements such as fear of change, a desire to protect the status quo, lack of education/knowledge, top-down leadership, micromanagement, and the unwillingness to take risks. Change Innovation Leadership' We can’t implement this due to the Common Core and an array of state mandates.
Yesterday I was granted an opportunity to deliver a keynote at the NYSCATE Leadership Summit in Troy, NY. The topic of my talk was, "Leadership in the Digital Age." Poor professionaldevelopment : How many times have we sat through training sessions that were boring, meaningless, and didn''t provide any practical implementation ideas?
One of the best parts about job-embedded, on-going work with school districts is facilitating a variety of professional learning opportunities. They have utilized me as a keynoter, coach (leadership and teaching), and workshop presenter.
Consider providing opportunities for staff to spread their wings by heading up committees, planning professional learning, and working side-by-side with you to develop new courses, electives, and schedules. Move away from drive-by professionaldevelopment and blanket approaches to personalized, job-embedded models.
Join us this summer for the best professionaldevelopment TAH offers! Students will study Lincoln’s most important speeches, as well as study various aspects of his political leadership, including his role as the leader of the Republican party and as commander in chief. Our summer experience on campus can’t be beat.
So many exciting things have happened recently as a result of my own learning and growth in educational technology and leadership. As a result, I have seen my own knowledge increase in these areas, participated in exciting professionaldevelopment opportunities, presented at both my school and at other events on web 2.0,
Develop a coverage schedule If you are an administrator reading this, hero status can be achieved by working with your leadership team to develop a coverage schedule. They should not be mandated to attend meetings, participate in PLC's, meet with parents, or attend professionaldevelopment.
With change comes the inevitable need to provide quality professionaldevelopment. Schools can leverage tech savvy teachers to facilitate professionaldevelopment. 21st Century Education Change educational leadership educational technology Opinion' Rest assured everything else will fall into place.
Professional Learning Typical means of professionaldevelopment (PD) such as drive-by events, one-off workshops, or book studies, while having value, will not lead to impactful virtual learning at scale. There needs to be a shift from “PD” to professional learning that is ongoing, job-embedded, and research-aligned.
The construction of a PLN enables educators to harness the power inherent in 21st Century technologies in order to create a professional growth tool that is accessible whenever, wherever. Share this post and help a colleague develop their PLN today! Personal Learning Network ProfessionalDevelopment Social Media Web 2.0'
These commonly arrive in the form of internal professionaldevelopment initiatives that chew up a great deal of time, but rarely achieve the types of systemic changes that are intended. It does not rely on someone being in a leadership position in a traditional sense, but more so on a desire to want to change professional practice.
I’d even go as far as to say that it is our duty, something I elaborate greatly on in Digital Leadership. Below is my evolved take: "When investing in technology, programs, professionaldevelopment, and innovative ideas, there needs to be a Return on Instruction (ROI) that results in evidence of improved student learning outcomes."
With the suggestions in hand, the leaders were empowered to review what we had seen and my recommendations to determine the focus for an upcoming professionaldevelopment day I would be facilitating. Feedback is a critical catalyst for professional learning and growth.
The onset of the process is typically fraught with challenges such as overcoming the status quo, a mentality of if it isn’t broke why fix it, fear, a void of leadership somewhere in the hierarchy of schools, lack of knowledge on initiating change, no clear vision, too many initiatives at once, naysayers/antagonists, and a one size fits all approach.
For the better part of my educational career, I always referred to any type of learning to assist me as a teacher or administrator as professionaldevelopment (PD). Up until this point, professionaldevelopment was always done to me as opposed to something that I wanted to be an active part of. Thus, my thinking changed.
This past April I was fortunate enough to have been asked to speak at the Moanalua High School ProfessionalDevelopment Conference in Honolulu, HI. It was an incredible opportunity to get back to Hawaii for a professional event as opposed to a vacation.
These types of conferences are fantastic, however, there are many ways educators can professionallydevelop themselves that are far more impactful than only attending webinars and conferences. Professionaldevelopment should be relevant to the teacher. Professionaldevelopment should be relevant to the teacher.
Using available micro-credentials from Digital Promise, each educator can create a personalized professionaldevelopment plan that builds on the expertise they feel they most need in the classroom and in our schools. Micro-credentials provide personalized professionaldevelopment opportunities aligned to theory of action plans.
This means looking at key practices such as Tier 1 instruction, pedagogy, assessment, feedback, differentiation, RTI , real co-teaching , and professional learning to see where there is an opportunity to grow. It starts at the top with leadership. The rest is now history.
Support can come in many forms, such as release time, supplies/equipment, professionaldevelopment opportunities, feedback, and just god old fashioned listening. Professionaldevelopment has to be relevant to educators, contain numerous choices, and be hands-on. Professionaldevelopment (see #9) is key.
21st Century Leadership Shift Happens (must see video for any educator unfamiliar with the tends and impacts associated with technology and social media. Principals can use social media for communication, public relations, branding, professionaldevelopment, and opportunity. Make free Skype to Skype calls. What did I miss?
Lots of things adjusted with distance teaching, but the changes to professionaldevelopment for educators has actually helped it become more accessible. Doug Fisher talked about new opportunities to learn and grow in an interview with Edthena founder & CEO Adam Geller for the teacher professionaldevelopment blog PLtogether.
Over the past 10 years as a teacher (and more recently as an aspiring administrator), I have consistently sought out new and innovative professionaldevelopment. Without any hesitation, the opportunity to participate in this MC work has been one of the most meaningful and rich experiences along my professionaldevelopment journey.
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