Flipping Out About the New or So Called "Flipped Classrooms"

I have to rant here for a little while because this topic called the Flipped Classroom is getting way too much attentiion and exposure. I am so tired of education or educators having to attach "Good Instruction" to some new catch name or trendy thing to do in today's classrooms. I am often amazed at how many jump on the band wagon so to speak in terms of naming conventions. Here are my thoughts about the so called flipped classroom practices or the so called "new" way of doing things. 1. Visit this site - The Flipped Classroom - turning traditional teaching on its head....http://www.knewton.com/flipped-classroom/ Really, the infographic shows a traditional classroom like it is really all that we are seeing in our schools today. I am constantly in classrooms that have already been transformed into collaborative, creative and very self directed learning environments. We are in 2012 and yes there are still classrooms that are set up in rows of desks, but are students not participating in effective instruction simply because a teacher is no longer lecturing or providing direct instruction. Really, the guide on the side... haven't we heard this enough already? In my experiences in training and professional development over the past 24 years, it has been called "BEST Practice"! Creating the best possible learning situations for students to experience ongoing guided distributed instruction and practice. These are the staples of effective, creative, innovative and well managed classrooms. This is flipped??? I call it Best Practice. A teacher that stays on top of the professional game is not flipping anything. They are just simply Good and continuing to grow professionally! This infographic is just so insulting to me and to many of my colleagues who innovate everyday to instruct in the best ways possible for every learner. 2. Homework - Seriously, go home and watch me in this instructional video for homework and then tomorrow you will do your homework in class with me. Huh.... This practice is actually extremely discimininatory if you think clearly about it. Students, like the ones that I encounter in my travels in working with schools in improvement processes, do not have the luxury of the resources such as computers, internet, smartphones, parental support or understanding and equal access to complete such homework assignments. What do you do for those students? Some may argue, they can simply go to the library or they can watch it during a study halls or lunches. Again discrimination. When a child's basic needs aren't even being met at home, effective teachers realize that going home and watching videos to learn content is pretty unrealistic. So what now is the teacher to do with students who come back to school and say oh I couldn't watch the video, my dog ate the dsl cable.... They have to reteach, or have those students take time during class to then watch the videos which then creates a gap in who is getting what and when. Both are not very efficient. Oh and let's not forget, work that is not done at home is no longer "Homework". It's called classwork or guided practice, components of effective classroom practices. One might also want think outside of the box to getting student input by allowing them to design or create the instructional videos for learning. Teacher lead videos promote the same old ideology that teachers still have all fo the answers. How about enlisting the active participation of your student by having them locate and share great instructional videos to introduce new concepts. Get the kids interested in the new content by exploring. How many of you reading this already do this? Is it new or flipped? What about student learning readiness, styles and interests. Do you think this will engage every learner? That's a stretch. 3. Taking Education Professionals Seriously - It's no wonder why people in the genral population think that we are not worthy of increased slaries or the professional respect as others are afforded. Everytime there is a new name, label, or title givien to what many of us who have been at this profession for years, some are so eager to jump on board. These new things are not really new or flipped at all, it's what many have been doing for years to support and engage all learners. I am sorry, but in all of my years in the classroom at all levels, ES, MS and HS, it took creative planning and effective differentiated instructional practices to reach all of my students. I didn't flip anything. I just provided variation and choice for my students. I worked collaboratively with colleagues to create interdisciplinary learning experiences for students, I worked tirelessly on guiding, instructing, encouraging, supporting, enhancing and empowering students to create, collaborate, share, produce, learn and succeed. This is nothing "new" Good teachers do this every single day! Creating an instructional recording or video my be new to some, but many have been recording their lessons for years and placing them online for previewing and reviewing. Ultimately, the video provides a preview of what is to come. 4. Instructional/Educational Technology - Whether some want to admit it or not, technology is an essential part of learning today. Some in education feel that they have done it long enough without technology, why start using it now? Not a good argument or justification in my opinion. We need to be preparing our kids with the experiences that they are going to have after us, not the experiences that we are used to. I am an advocate of technology in education and promote it on my website Web20Guru, but know that like anything else, it has a time and place during instruction. Technology must be used relevantly to enhance instruction, engage and empower the learner, and enrich student learning experiences. Technology can lead to open learning experiences well beyond the scope of the four walls of our classrooms. Teachers should be provided support for expanding thier expertise, but they should also take the initiative to learn about how to effectively integrate technology to support instructional practices and desired student outcomes. It's not about flipping anything, it's about continuous professional growth and self directed initiative to be the best you can be. It really doesn't take money, just time to learn from colleagues from across the globe. 5. Good Teaching is Good Teaching - In any other profession, not keeping up on professional growth and practices would be malpractice. Why isn't it that way in education? Teachers that devote their lives to children and being the best damn teacher they can be don't need to wait for people to come up with the latest trendy names or sensational media coverage. Great teachers create learning environments that foster a passion for learning and personal growth. Kids know the great teachers, they will tell you. Those are the classrooms that they love to enter. They know those classrooms provide and promote instructional variety, choice, independence, guided practice, collaboration, creativity, communication, critical thinking, problem solving, technological resources, innovation, support, and true teacher passion for teaching and learning. This is not Flipped, it's just known as quality teaching. All teachers and educational professionals should be at the top of their game. Start where they are and be reqired to continue learning, just like we expect our kids to. Go ahead and create instructional videos, guide students while they work, but please for goodness sake, stop giving it a new trendy name. Just do it well and our kids will learn and succeed without the labels. Stop the Insanity! No more labels just do the best that you can with what you have. Our kids deserve nothing but our daily best. If you have "flipped" your classroom, that's great but remember that you have done nothing more than develop and implement an effective instructional practice that might work for some, but not for all. Remember equity and differentiation in the classroom are essential. Not all students will enjoy the flipped style of learning. Get feedback from all students to guide your instructional practices. Provide instructional flexibility, variation and student choice, these types of practices will go much further!

Facebook Page

Make sure to check out my new Facebook Page. I will be using that to post short comments and resources.

Ping is the way to update more than one PLN!

Week 7 Reflection

I was going to create an audio file for my post, but it is not being very kind. I will try to post it again in a different format.

How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?

Wow, this course is definitely one of the most beneficial courses in the program. Not the others were not, but this really allowed me to begin understanding and evaluating current issues with what is expected in the W, T and T curricula. During the course, I began to understand more about the critical need for aligning the w,t,t curriculum. I never really knew that there were three definitive areas. Once I grasped that knowledge, I began to understand that there are many misalignments within school and state level curriculum frameworks. This has not only helped me in my role at CASA in helping to develop a school curriculum framework, but also the need for the district where I sit as a school board member. I have even begun helping with their mapping and curriculum development. http://newportsd.wikispaces.com/ Teachers are now posting their curriculum maps on this district wiki.

As a young teacher, I was often handed a curriculum guide and said here you go, now figure out how to cover the standards. There was very little in how to teach, just what to teach. Today, I understand that the written should also include how it is taught. It is vital for teachers to begin understanding the HOW as well as the WHAT in curriculum. Without best practice models, we will never reach the children.

Today, I continue to see the real need for a truly embedded technology approach while building curriculum. It can not continue to be the extra. To me it is the learning essential within the other core essentials. I will continue to train share and talk to whoever will listen to the need for school leaders to build collaborative innovative curriculum that allows our children to be critical creative innovative thinkers and doers, NOT TEST TAKERS!

This is an exciting time in education. We can be the change agents that drive local, state and national education reform. We just have to keep saying and doing it until they listen, understand and do something to build 21st Century learning experiences for all of our children.


http://blabberize.com/view?share=174601

Curriculum Development

# As a school administrator and instructional leader, what instructional technology would you expect to see in the written, taught, and tested curriculum of a school or school district striving to meet the needs of 21st century learners?

As a school administrator, I will continue to be an advocate of Web 2.0 resources in education and a proponent of a fully integrated curriculum. It is critical that we create a 21st Century curriculum standards that are fully infused with technology resources and skills. Today's instructional practices and learning opportunities must reflect the times that we are living. We can not continue to practice the 20th Century methodologies with 21st Century students and desired learning outcomes. What are we doing to prepare our students for 2020? This is a question that I continue to ask myself and others in education. How are we going to get children ready for a global workforce that currently does not exist? We need to be visionary leaders who strive to design, develop, implement and evaluate the most up-to-date and sound pedagogical strategies for today's students. Instruction must be meaningful and current. The written, taught and tested curriculum must be aligned to standards and be connected at every level. If curriculum is not written or taught, how can it be tested. If written and taught yet not tested, we perpetuate a culture that creates instructional programs that have no validity in student growth and achievement. Valuable information must be gathered through reliable and valid means of assessment in order to assist in driving data based instructional decisions.

# What instructional technology would you promote to differentiate instruction for all learners? Consider some of the Web 2.0 tools discussed in Week 3 and some of the tools/ applications suggested in the UDL discussion.

Learning should be thought of as an evolving necessity for rich academic growth and achievement. Status quo in education just won't due! I will continue to promote Web 2.0 resources as well as various hardware in student learning experiences as well as teacher professional development. I have spent much time in assisting others with the integration of Web 2.0 tools into instructional practices. My wiki contains many resources and quick suggestions for integration. It really more like a hobby and fascination for me. I get so excited when I see a light bulb go off in the teachers that I work with. Simply because I know that they will share the tools and strategies with students. I have shared tools for collaborative activities during instructional practices. Please visit my wiki to get a glimpse of what I truly enjoy doing to assist with teachers, administrators and other education enthusiasts. Web 2.0 Guru My resources are listed on the resource page and my strategies can be found on my Best Practice 2.0 Some of my favorite most effective tools are scriblink.com, this helps for instant collaboration in small groups or from classroom to classroom. I also love www.notaland.com for web page development and commenting tools. Feedback can be gathered before, during and after instruction. This tool is great for formative assessment. Place your comment below. A real world example.



I believe that we need to find out how our students learn in order to provide learning experiences that meet them where they are. I have used learning profile inventories to gain insight into how students prefer learning. It is also imperative to know the readiness and interest levels of students. These steps will provide us with valuable information when designing instruction that works. I have created and used DI lesson/activity templates to assist teachers with designing strategies that work.

Twitter Venn

Twitter Venn

A great way to show relationships and current trends all in one location. You have to check this out. Twitter is not just about following a posting information about personal information. It's also about posting and sharing the latest information being mentioned worldwide. One of my new faves!

Week 2 Reflection

What are your philosophical beliefs about the purpose of school, about what subjects should be taught, and about how students learn? How does your work demonstrate your belief?

The purpose of school is to educate and develop all children into well rounded young adults who are prepared to meet diverse life long challenges with the necessary knowledge and problem solving skills for ongoing personal growth and success. We must inspire a passion for learning and growth. We need to teach to the whole child not to the tests. Many of today's schools inadvertently limit the amount of student experiences in self expression, productivity and success. We are so focused on them passing the tests and meeting AYP that we tend to forget about the rest of the child. Of course reading, writing and arithmetic are important, but we need to make sure that we are also teaching our children how to be hard working, self directed learners with effective communication, collaboration and creativity skills. They need to acquire skills while using relevant 21st Century learning resources to get them prepared for their future. We will continue to fall behind other countries if we do not begin to place more focus on the skills necessary for 21st Century global competitiveness. We must retool our schools if we expect our futures to be bright.

Within most schools, subject matter is still taught in stand alone courses. A more integrated or multidisciplinary approach must begin in order for children to make relevant connections. For example STEM topics could be taught in combination so that students can make those relevant connections to overlapping content. I believe that it is every teacher's responsibility to teach effective reading/literacy skills. Simply because they may teach Science or Social Studies does not excuse teacher from being expected to teach Reading/Literacy skills. Studies show that we stop teaching reading at the elementary level, though a continuation of critical reading strategies and skills is necessary for students to continue academic progress and growth.

As a supporter of extracurricular courses, I believe that all schools should continue teaching the Arts and Phys. Ed./Health courses. We can not move away from those avenues of learning. We must support those learning opportunities since they may be the one place where so many of our students learn and succeed. Schools that look to eliminate these courses, will contribute to our short comings as a nation.

In today's classrooms we are still not focusing on the skills necessary for students to be fully capable in the 21st Century. I witness this first hand on a daily basis. Students know how to use digital tools for their own interests, but not very much for their personal learning experiences. Continuing to block web sites from our students does not offer them the opportunity to responsibly utilize many 21st Century tools for their own learning. I believe that it is our job to teach students about the web tools for productivity, research, communication and collaboration. We must teach children how to be responsible digital citizens. If they aren't ever given the opportunity to demonstrate ethical, safe and responsible online practices, how will children ever become morally sound digital citizens?

I believe that we over utilize standardized assessment results and test kids far too much. We need to use authentic means for progress monitoring. Simply knowing that a student is not proficient in a skill does only half of what we need. When will we focus on the "How"? How do children learn? What are their learning styles, where are their assets and learning weaknesses? If we teach the same way as we always have, we will never reach them. Students must learn how they learn best and then be supported with activities that support those learning styles. We need to reach the whole child when teaching. Learning experiences must be differentiated based on needs, readiness and styles, not solely on standardized learning outcomes.

Since working in a school for the arts, my philosophy in continually supported by the level of student engagement, learning experiences and success. Students are measured through various means, primarily through authentic demonstrations of their new skills. Students are expected to demonstrate learning through physical representations or their original works of art, dance routines, video and music productions, and theater reproductions. During my intern, I have begun to support these students with the integration of various technologies. The teachers and students have been introduced to online learning networks, eportfolios, online gradebooks and video recording opportunities. This has added a new dimension to their learning. Students are excited to be able to share with each other and their teachers within their new student learning portal. They were surprised when they heard that a new private school network was created just for them. Students have been utilizing the video camera and laptop to record their work and self evaluate their learning and demonstrations. I could not believe how excited they were to do this. They have never used these tools in class. I continue to share web tools that will enhance their learning and will begin working with staff and students to create online eportfolios. Students are excited to begin working on this culminating project as they create a true representation of themselves through their work.

Education Week: Scholars Test Emotion-Sensitive Tutoring Software

Education Week: Scholars Test Emotion-Sensitive Tutoring Software

Tutoring program the senses emotions. Wow, this is so revolutionary it's scary! I am anxious to see if this truly does come to fruition. Carnegie does it again. Check out their Cognitive Tutor tool. What is coming in 2020? Anyone want to predict the future of education?

Better teachers, the union way - latimes.com

Better teachers, the union way - latimes.com

A great way to help teachers move from good to great! Evolving takes support and time not punitive measures. Accountability yes, but only based on student standardized test scores, NO!

Supervisory Post Conference Reflection

During the post conference I felt a bit uncomfortable since it was my first time conducting a full clinical observation as an interning supervisor. I had a difficult time playing the role of supervisor. I have always enjoyed coaching in other facets, but feel as though in this environment it is more difficult since I do not feel expert enough to make professional unbiased judgments as a supervisor. However, I do think that supervision/mentoring will become easier and occur more naturally over time through increased experiences. I specifically wanted to meet in the Mr. B’s classroom since it would be on the teacher’s turf and help to establish a level of comfort for him. We sat face to face in student desks to begin our post observation discussion. Our dialogue began as I asked if he felt as though he met his lesson objectives. Mr. B responded with a yes and began to explain. We then moved onto discussing each component of his lesson, Mr. B. seemed comfortable about discussing his strengths and weaknesses, although he began to fidget in his chair as our discussion continued. I think it was more about the small chair than being emotionally uncomfortable.

The conference began easily, however, I could have been more direct and clear about the lesson observation content. I didn’t believe that my discussion started well since Mr. B. was unsure of which lesson that we were speaking of. I needed to present my observation notes to open our conversation and remind him which lesson that we were currently reviewing. When asked about his objectives, Mr. B. responded with “Which lesson are you referring to?” Once clarification was made, we could then move forward. I found myself reflecting or echoing back to Mr. B. for clarification. I have learned and practiced the skill of reflective listening and try to practice it often. I specifically spent time asking questions about his type of formative assessments and how it was used to analyze student progress. I wanted to find out just how Mr. B. uses it to motivate and push students to self evaluate. He uses ongoing observations to collect data about student progress and learning.
Mr. B. provides students with open ended activities where student creativity and individuality is fostered. He gives students the opportunity to improve upon individual understanding, skills and knowledge. I found this to be one of his biggest strengths.

Throughout the post observation conference, I felt that I provided feedback that was positive, and also made simple suggestions for simple instructional practices that Mr. B. felt as areas of weakness. He stated that he is not the most organized and tries to stay on top of providing his students with daily lesson objectives and desired outcomes, but admitted to not doing such a good job of it. I suggested using planning templates and an area designated in the classroom for the display of goals and objectives. Mr. B. also discussed the uniqueness of CASA and how curriculum design is tricky since there are repeating students and they all remain in the same classrooms. He could potentially see one student for four consecutive years. I found this to be an area for growth and discussed scaffolding the core content and learning activities. I will be giving this instructional/curriculum development challenge more consideration for areas of revision.

The conference was definitely one of a more collaborative feel on my end. I tried to encourage Mr. B. to continue his instructional strategies since they worked to motivate students to work cooperatively to produce specific musical improvisational compositions. In asking more probing type questions, I felt that Mr. B. was able to find solutions for many of his own areas of need. It was my goal to lead him to the possible strategies that he could try in order to evolve and strengthen his weaknesses. I had some ideas as to what could help and suggested them. I will support him in trying to accomplish his goals to be more organized. Some things that we are working on as an entire staff is creating a customized curriculum with student learning map templates. I hope to assist with this during the year. I felt that this conference was more collaborative in nature and it served as a reinforcing or encouraging conversation. Mr. B. seemed very satisfied with my feedback, but I want to be more specific about areas of strength and need. I also think that the conference could have been more concise. I will keep working on how I provide feedback as well as ask probing questions.

Classroom Seating Arrangements

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.

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School Culture and Effective Leadership

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

Authentic Unheroic Leadership - Week 3

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.

Transformational Leadership - JHU Week 2

• How do you define transformational leadership based on your reading?

Transformational leadership is an adaptive process in which school communities work together to build a cohesive understanding and collaborative actions to ensure the attainment of the school’s purpose, collective goals, and shared vision through the development and sustainability of a successful learning environment thereby promoting and supporting highly personalized, differentiated, student-centered, self-directed, educational learning experiences for all of its members.

• How can transformational leadership impact the way an administrator leads a school?

In order for administrators to lead a school community into a 21st Century reculturing, it is critical for them to create a democratic professional bureaucracy within the school environment. He or she must consider the collective intelligences of all school members and stakeholders. It is up to the administrator to identify how each school agent plays an essential role in student learning, achievement and success. An administrator will not lead anyone anywhere if he or she can not enroll others in the school’s shared vision and purpose. Through open dialogue and collaborative discussions, an administrator can begin to educate school community members to promote understanding of the school’s core values, purposes and vision. By allowing stakeholders ownership of a collective plan, they will more willingly enroll and openly commit to steps in moving their school forward. Administrators need mobilize people to accomplish tasks. A team concept is necessary for school and student success to be achieved.

Within the transformational leadership concept there are five linked attributes that are significant in fostering school environments that have the capacity to change. There is a true need for diverse interrelationships that can co-evolve through rigorous interchanges. Relationships between students and teachers, teachers and departments, departments and school and so on can heighten the level of communication and foster an environment where growth flourishes. A school can capitalize on its own diversity promote and support global awareness, understanding, tolerance, and relationships. Diversity is a school asset not a hindrance, and most often it is not seen in this way.

School environments should also be nonlinear in nature as change will become more rapid and innovative in these types of environments. Interactions in nonlinear environments are multidirectional and mutual and are key catalysts for transformation of student-centered schools. Through richer, diverse, more unstable learning conditions there is more potential for continual growth and learning to occur. Status quo mentalities and environments do not promote the necessary change or growth for effective learning to take place.

Student and teacher learning must also be given the opportunity to be more independent in nature. Student centered classroom environments allow for rich self-generated and self-guided learning opportunities. Assuming responsibility for ones own learning will attract a real desire to learn and grow. Promoting independent learning will foster growth and ultimately achieve the shared vision and goals. Administration, at any level, should support the continual school improvement towards district benchmarks, values, vision, goals and core technologies. (Burello, p. 41)

• How can transformational leadership impact the school administrator as he/she leads integrating technology with instruction?

As an administrator develops a continuous 21st Century transformation, they must take into consideration time and resource availability. Technology can assist with the overall democratic practice in sharing information with school community stakeholders. Innovative collaborative online networks could open up more dialogue and discussions about the school vision, goals, needs, accomplishments and overall progress. Technology can also make meeting synchronously or asynchronously much easier. Everyone can contribute at their own pace or conviction. The network can enhance open communications and build trust within the community. Administrators must be proactive in their own learning and need to develop skills to be superior users of innovative technologies. While modeling how to integrate these tools into real world situations, administrators will lead others to do the same. They can empower teachers to build open communications and create more democratic diverse learning communities within their own classrooms. It only takes a few teachers, parents and students to become excited about connecting, collaborating and sharing to create an environment that begins to inspire others behave the same.

JHU - Week 2 Reflection - Act. 4

Now that you have a good sense of the types of online activities and the rhythms of an active participant, what steps will you take to be successful in this program?
As an active participant in the JHU Program, I will strive to do my best in the online activities and communications. I will make sure to use my Outlook calendar and itouch to stay up-to-date with all activities, assignments and expectations.

How will you be a contributing member of your team? How will team activities impact your time management?
As a team member, I hope to contribute reliable, relevant and useful information and resources to teammates. I will make sure to read and respond to comments, perspectives and ideas with support and open mindedness. I am excited to learn from others and will take back a wealth of information by connecting, communicating and collaborating with others from around the globe.

What have you learned about your communication style? How will this impact you as an online learner?
After taking the communication style inventory, I found that I am a "feeler" communicator. The characteristics for Feelers fit me perfectly. I agree with the description and count on my communication style to assist me with effectively communicating and contributing to group discussions and activities.


Where do you still need additional support?
I am fine at this point and do feel that I need further support. I am so excited to be getting started with this program and learning from others expertise and experiences and sharing mine as well.

JHU / ISTE Cohort Post

I just started my coursework for Johns Hopkins University /ISTE Admin and Supervisory Certificate program. I just spent the past hour or so completing assignments and posting to the discussion forum inside the ELC system. I feel very comfortable with ELC and look forward to using it to complete my course requirements. I only have one concern about the online learning and that would be completion of assignments over the course of one year. I have never taken so many courses in a year so I hope it's not too difficult. I never mind hard work since it pays off in the end. I am excited about my learning opportunities and professional growth as well.

Real Time Reading Collaboration

I just wanted to share this tool again since it is now working with another incredible Web 2.0 tool. If you go to the Project Gutenberg, you can find thousands of online texts for download. One of the best comprehensive databases of online text that I have ever seen. Once you download the desired books or text, you can open and create an account at BookGlutton and read them online with your friends. As you read you can chat and annotate together. Discuss parts of the text, read at your own pace, summarize together. Together, these two tools are so powerful. They not only allow students the opportunity to connect and share with others reading similar content, but collect and return to their content and annotations at any time. Think about the study groups that could be created with these tools. At BookGlutton you can also write and publish your own works. Imagine editing works together at any time. The learning and creating will go on after school hours. Truly amazing learning at its highest level.

Book Glutton

You have to check this one out. It's called Book Glutton. Bookglutton.com. You can read online. Embeddable books and annotate and chat with members and people that you invite to read along with you online. Wonderful tool for education.
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