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“ 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.
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.
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.
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.
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.
All services and offerings that we provide support longitudinal and evidence-based change to improve learner outcomes backed by research. Organizational leadership is a multifaceted and critical component of ensuring the success of educational institutions. Several key aspects underpin effective leadership in this context.
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.
Image credit: [link] As I was doing some research recently for a presentation, I came across a fantastic slide that really put into perspective the concept of excuses. “If Provide a clear rationale for change tied to research and examples from other schools where these initiatives have been successfully implemented.
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.
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.
Despite my love for learning, I strongly disliked most professionaldevelopment sessions. The way sessions were facilitated often contradicted research-based teaching strategies. On the contrary, teachers want professional learning that is practical, engaging and relevant. Homrich-Knieling, they actually listened!
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. The fact that there is no valid research base to support these mandates just builds greater resentment for the change process.
Over the years, I have not shied away from discussing the need to align ideas and strategies to research as well as evidence that shows in some way that there is an improvement in student outcomes. I’d even go as far as to say that it is our duty, something I elaborate greatly on in Digital Leadership. How has leadership changed?
We live in exciting times as unprecedented access to knowledge, research, and effective strategies at our fingertips can assist educators in creating meaningful experiences for students that align with both needs and strengths. It starts at the top with leadership. One thing is for certain: learning is not linear.
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.
Traditional Grading Practices and Homework There is a great deal of research out there that supports changes to how educators grade and the use of homework. In light of what the research says and the negative impact on our learners, it has been difficult for educators and schools to let go of these two practices.
One of the most powerful can be quality research, especially peer-reviewed studies. When trying to get the ball moving, leverage quality research. In this piece of #EDvice I discuss to vital role research plays in both initiating and sustaining the change process. Journal of Research on Technology in Education, 42(4), 357-377.
As much as this has been a game-changer for so many, we now have better access to research and evidence of improved student outcomes to really hone in on the types of changes that are needed in classrooms, schools, and districts across the world. More supports are needed. There is always a new program being purchased.
As I engage with districts and schools regularly, they frequently inquire about ways to gauge the outcomes and efficacy of their innovative strategies, such as BYOD, 1:1, blended and personalized learning, classroom and school redesign, branding, makerspaces, and professionaldevelopment.
By addressing the current challenges in education, promoting professionaldevelopment, and prioritizing emotional well-being, this article provides a comprehensive guide for educators committed to bridging the gap between teachers and principals. Teachers must be seen as leaders, capable of shaping the educational landscape.
They understand that successful implementation requires a focus on fundamentals: curriculum, instruction, assessment, and leadership. Leadership Academy : The CCSS require a number of shifts that need to be made in current curriculum, instruction, and assessment practices. Common Core Discovery Education ProfessionalDevelopment'
In collaboration with my staff and the support of District leadership, my efforts have laid the foundation for an innovative teaching and learning culture that focuses on preparing all students for success. Change educational leadership educational technology Innovation Opinion' That and being digitally resilient.
It has been quite the ride since I changed my perspective on teaching, learning, and leadership eight years ago. Social media had to be blocked for all and I, for one, wasn’t going to waste any of my precious time using it professionally or personally. The 8 keys are outlined below: Leadership and school culture lay the foundation.
[To celebrate our upcoming book, Leadership for Deeper Learning , I am publishing an excerpt each day for a week before its release. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader that’s based on empirical research, not just anecdotes. Excerpt 07.
EdSurge: Marlin ISD has shown remarkable academic growth under your leadership. It all ties back to professionaldevelopment. I dont expect teachers to be curriculum developers I want them to be curriculum implementers. One persistent challenge is that research, while invaluable, is ever-changing.
In response to COVID-19, OTAN was uniquely prepared to ramp up their digital professionaldevelopment, offering weekly Zoom office hours for adult educators who suddenly found themselves teaching and supporting learners remotely. What is their super power? Each team is also assigned a coach for brainstorming, guidance, and networking.
This is where the concept of digital leadership really comes into play. By carefully analyzing current components of professional practice, educators can begin to make the necessary paradigm shifts to replace existing practices with more effective and relevant ones. More importantly, it can empower our learners.
In some cases, these will be hard to swallow, but from an accountability perspective you will need to dig deep and display what constitutes real leadership even if this is not modeled by the people in power above you. Do your research - In this case, we had to adopt a new evaluation tool and there were many choices available.
It was in this position that I really began to learn about effective leadership. In lieu of a non-instructional duty, teachers could request a yearlong administrative internship where they assisted with day-to-day leadership tasks. One reviewer of Digital Leadership said the book shouldn’t be published.
Share current research and practices that support the change you are championing. Encourage colleagues resistant to change to attend professional learning opportunities with you, especially administrators. Get him/her involved in quality professionaldevelopment related to the change effort.
See what’s worked for successful entrepreneurs who’ve met their own goals, and find a fit for your continuing professionaldevelopment. While embracing the listed elements above, think about the following strategies that Trish and I believe lead to edupreneurial leadership. Start to follow them online.
Research by Cristol and Gimbert (2013) found that students utilizing mobile learning devices scored, on average, 52.34 At the International Center for Leadership in Education (ICLE) my team and I work with schools and districts to get mobile learning initiatives right before an all out rollout.
Decades of solid research have laid the foundation for current studies that bring to light how we can improve teaching, learning, and leadership. Performance tasks push students to think more deeply about their learning while developing a greater sense of relevance beyond the classroom. Wiggins, G., & & McTighe, J.
professionaldevelopment, the equipment and hands on guidance) for them to be successful with the effective implementation of these technologies in the classroom. His research focuses on the effective usage of social media, texting and other digital technologies with enhancing instruction and learning.
Another fantastic resource in addition to the definitions above is the Rigor/Relevance Framework by the International Center for Leadership in Education. Implemented Professional Learning Communities (PLC''s) as our means of professionaldevelopment entirely focused on improving student achievement.
She teaches concepts as wide-ranging as American Sign Language, critical thinking, typing, conducting research and writing in cursive. I'm a second-year doctoral student in educational leadership. So research skills, those foundational skills, are a part of it, and that involves parts of a book. That's what I do.
Our top post of the entire year was a vulnerable essay about an administrators leadership failure and how he made things right. School administrator Sarah Wright shares her thoughts on a trauma-informed approach to leadership. They gave their takes on innovating in math and social emotional learning. Here's What Does.
How does professionaldevelopment get labeled in your school or organization? Research on professionaldevelopment shows that the “drive-by” workshop model does not meet the needs of teachers. Just like education should be personalized for students, professional learning should be personalized for adults.
As the research leads on the project, we drew on literature and educator focus groups to investigate how technology could be leveraged most effectively in instruction, the barriers to adoption, and the strategies that could best support teachers in adopting effective instructional practices.
However, one of our greatest potential solutions is often missed in the national conversation: providing professionaldevelopment for principals. Yet, the significance of the key leadership position in our schools is largely overlooked and under-supported. Principals often lack access to professionaldevelopment opportunities.
It is dedicated to improving student achievement, classroom practice, and teacher leadership within Milwaukee Public Schools. Developing teams of teacher leaders who design and conduct action research projects that lead to iterative cycles of professionaldevelopment within MPS. I was almost out.
In this series, we take a closer look inside our new paper, “ Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation’s Teachers.”. However, education research also has been clear that good ideas get to scale only if the right policies and practices are in place.
This is a failure of leadership. It’s wishful thinking disguised as professionaldevelopment , and it’s yet another example of a school that’s going through the motions instead of engaging in meaningful, long-term, thoughtful improvement. Leadership Day 2010 – The final list! This isn’t the poor coach’s fault.
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