Seating arrangements within classroom environments will vary from room to room and content to content. Since my school experience is going to be different, it will be exciting to observe how flexible arrangements effect levels of student engagement, collaboration, communication, productivity, learning and achievement. The Capital Area School for the Arts is a high school Arts school that focuses primarily on the Liberal Arts. The intensive high school level classes focus primarily on Music, Art, Video Production, Dance and Theater. Each classroom is very spacious and uniquely designed for it's content area. The Art room is very spacious with good natural lighting. It is arranged with large easels and several small groups of tables for student activities. These tables are used for collaborative learning activities and the easels are for independent Art activities. The teacher's desk is set in the far right back corner of the room. It is not a focal point in the room. Students are able to move freely around the room after direct instruction takes place. All activities are student centered, but very independent in nature at this time of the year. As the school end of the year performance is developed by the students, collaboration on the production's set will begin. The room was also equipped with a teacher's computer and three student computers and a printer.
I observed a dance class where there was a large dance floor and mirrored walls. There was a smaller location for 5 small rectangular tables with chairs and a small dry erase white board for direct instruction. Again, the teacher's desk was in a back corner and obviously not an important fixture for learning. The large dance floor was where active student learning took place. Students sat comfortably on the floor while the dance teacher instructed and then became involved in dance demonstrations and skill practice. Every student was completely engaged in the learning activities planned for the day. If only every content area could be so engaging and motivating. There was a teacher's computer, but no evidence of student computers in the room.
As I moved from the Dance room to the Video Production room, I found students moving freely around the halls into their respective classes. The Video room was arranged with 27 IMACs placed around the perimeter. There was a teacher station with an LCD projection and large white screen for instruction and student presentations. Students were assigned seats since they worked on the same computer for the entire year. There room was spacious and very easy to move around. I did not see tables for collaboration, but students were allowed to move to collaborate.
and share. Every student was engaged in their learning experiences while working on technology integrated projects.
Movement in the classrooms and halls of this new building is very flexible. Since there are only 75 students in the am and another 75 in the pm, it allows for a more intimate type atmosphere. Students are very well behaved and respectful. They are there because they choose to be. They are dedicated to their passion in the Arts. The atmosphere is very positive and uplifting. Teachers are very flexible and seem to practice a wide range of instructional practices. Most classes are very student centered. Students express themselves through their work in Art, Dance, Theater, Video Production, Song, and Music. The building is filled with the sounds of authentic learning. This small urban based school is not typical in any form. It is not typical at all. For more detail about the school, visit their school here http://www.casa-arts.org/. I am so excited to be working in such a unique school system. This will be a uniquely different experience, but I believe that it will allow me to think, learn and grow outside of the box.
Since staff is very experienced in their subject areas, I feel that it is a true learning environment. I did not see much as technology integration in many of the classes. I hope to make some recommendations with my ITS background and get some of the staff excited about using some online tools as well as digital cameras, microphones and recording devices. Some of these kids can really play their instruments beautifully. I don't see the seating arrangements as any type of concern since it really is not a focal point in any of the classrooms. It will be interesting to see how the room arrangements change as time goes on.
So what do you think about blogging in education?
A positive school culture must be created and cultivated in order for reform to take root and grow. A culture can make or break school reform initiatives.
"Schools with toxic cultures lack a clear sense of purpose, have norms that reinforce inertia, blame students for lack of progress, discourage collaboration, and often have actively hostile relations among staff. These schools are not healthy for staff or students." (National Staff Development Council, JSD Summer 2002) School culture that is negative will have detrimental effects on student learning and achievement. Students deserve leadership that seeks to build positive school culture through ongoing, collaborative, and trusting school community relationships. As stated by Barth (2006), "Probably the most important and most difficult job of the school-based reformer is to the change the prevailing culture of a school.(Fullan, p. 159)" School cultures are resistant to change, but effective leaders know how to create the desire for change within difficult environments. Positive school cultures foster school environments that are responsive to the diverse needs of all students. They promote supportive environments where professional development opportunities are valued and welcomed. Shared efforts are sought after to assist with decision making and planning of effective reform practices. Positive school cultures cultivate a passion for life-long learning within all of its members. "If the first major purpose of school is to create and provide a culture hospitable to human learning, the second major purpose of a school is to make it likely that students and educators will become and remain life-long learners."(Bart,p.167) Schools must not only focus on standardized test results, but the true development of their students as life-long learners. I hope to cultivate this type of atmosphere within the school that I will be working this year.
How has what you have learned so far in the course shaped your concept of an effective leader?
Effective school leaders are people who can work collaboratively with others to establish a positive school culture and climate. They are focused on creating a school foundation grounded in student learning and success. Effective leaders know how to communicate effectively in order to mobilize others in the pursuit of academic and professional excellence. As a leader, I will strive to act as a leader who not only talks the talk, but walks the walk as well. I will keep Kouzes' and Posner's five characteristics of exemplary leadership as a set of principles to work from while establishing my role as a innovative and effective leader.
- Model the way
- Inspire a shared vision
- Challenge the process
- Enable others to act
- Encourage the heart
Successful leadership presents many challenges, but met with someone who is committed to educational reform and educating all children, it can be reached. Leaders must speak from the heart and a set of core values and guiding principles. Leaders are pioneers and will most often step out on the limb for the sake of establishing innovative reform efforts. They strive for personal and professional learning, growth and improvement. There are many hats that leaders must wear, but with integrity, honesty, and humility, they will find success in whatever they do. As a true educational innovator, I will continue to lead by modeling effective instructional practices as well as in my continued passion and dedication to student learning and 21st Century educational reform efforts. I take my educational oath very seriously. I will continue to stay true to my personal and professional convictions and values in providing the ongoing necessary support for productive 21st Century community learning environments.
Resources
The Jossey-Bass reader on educational leadership By Jossey-Bass Inc, Michael Fullan
How has what you've learned so far in this course shaped your concept of an effective leader?
Over the past several weeks I have learned a wealth of valuable information about authentic administrative leadership. It is amazing to me that I was thinking many of the concepts mentioned in Burrello and Fullan. The passages about trust, honesty and integrity really hit home with me. I have always taken integrity seriously in every aspect of my life. Without integrity and honesty, you may lead a personally unfulfilled life. A person may go far professionally, but continue to search for something to fill the void where the lack of honesty and integrity has left the gap. People that lack both qualities, lead with ego not core beliefs. I have encountered many of these types of administrators that are not effective and normally face staff resistance and low staff and student morale. Administration that does not see the value in community involvement and others knowledge, skills and wisdom, risk constant conflict and resentment. If value is only placed on one's own ideas and initiatives, schools change or reform will most often not occur quickly or at all. In order to breed trust, honesty, respect, and loyalty, one must practice display and model these qualities as well. As a teacher, I have always communicated with students my relationship philosophy, "you get what you give" and this is a philosophy that I truly believe in and live by. If you give respect and practice honesty, integrity and loyalty, you will get in return. Authentic leaders, lead by example and use the unheroic skills to build a highly motivated transformative school community. Reculturing takes more than just a shared vision but a shared set of personal core qualities and beliefs.
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