Searching for "leadership"
Edtech playground: Helping teachers choose better tools
By Nicole Krueger Leadership
A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.
Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.
Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.
In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.
More on ISTE in this IMS blog
more on digital literacy for ed leaders in this IMS blog
Are you leading or managing? Are you being led or managed? Which do you prefer?
Joe Keshmiri | Mar 20, 2018
the process of influencing others to understand and agree what needs to be done and how it can be done effectively, and
the process of facilitating individual and collective efforts to accomplish the shared objectives
People who carry out these processes
or, people in positions of authority in societies/organizations
The Difference between Leaders and Managers:
- Both personalities were thought to produce a different sense of self that would guide conduct and attitudes.
- Managers are seen as regulators and perpetuators of the existing institutions, identifying with them.
- Leaders were viewed as individuals who did not depend on membership for identity, working for an organization but never belonging to them.
- This distinction offered a theoretical basis for understanding why leaders seek opportunities for change
(Mintzberg, and Kotter, et al 1998)
- Leader seek change and innovation
- Leaders do not depend on others or institutions for identity
- Leaders work for the organization but do not belong to them
- Managers and leaders are different
- Leaders are active, not reactive, they exert an influence to alter moods, evoke images and expectations
- Managers are more rational, more detached, more concerned with process and tactics than with substance.
Management – ‘to bring about, to accomplish, to have charge of or responsibility for, to conduct’.
Leadership –’influencing, guiding in direction, course, action, opinion’.
Bennis and Nanus (1985):
- Creates change
- Works through relationships with people
- Establishing direction
- Aligning people
- Motivating and inspiring
- Planning and budgeting
- Organizing and staffing
- Controlling and problem solving
The real challenge is:
To combine strong leadership and strong management and use each to balance the other
more on leadership in this IMS blog
Twitter chats can boost student voice, enhance digital citizenship
Roger Riddell Dec. 19, 2017
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:
- why Twitter? why is Twitter chosen by the author as the social media platform, considering that Snapchat is the social media app by choice of teenagers?
- why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
- how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”
The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”
Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.
What is your approach to the institutional use of social media at your school?
Conference 1st to 4th March 2018 Atlanta, Georgia, United States of America
Contact person: Angela Baker
Tracks: Age-Friendly Environments; Business and Aging; Global Aging Curriculum and Policy Issues; Translating Research to Education and Training; Program and Curriculum Development; Workforce Development
Lessons From Finland: What Educators Can Learn About Leadership
7 Qualities That Promote Teacher Leadership in Schools
7 Qualities That Promote Teacher Leadership in Schools
three shifts in policy and leadership culture may help move these efforts forward:
- New types of assessment are gaining ground. Several states are piloting performance-based assessments to replace standardized testing.
- Exemplars in the business community are now promoting flat organizational structures, where employees work in smaller teams and have more voice and power over how they work.
- Teachers are more networked than ever before, providing a unique opportunity to share and spread good teaching practice.
crucial decisions about curriculum, leadership roles and discipline.
While the hybrid roles that teachers play at teacher-powered schoolsmay seem like a lot of work, they give teachers the power to decide what programs, textbooks, software, etc., should or should not be used in order to make space for the community’s vision. And when teachers decide together on the vision and strategy to reach all students, they are often more invested and excited by the change they are creating from within.
Some of the best available examples of how to improve teacher quality and promote teacher leadership lie in models offered by other high-performing places, like Finland and Singapore.
Seven qualities must be in place.
- A vision and strategy for teacher leadership, “with stated goals and clear images of tasks to be done, must be in place.” Teachers must feel part of creating this vision in order to buy in.
- A supportive administration. “Principals must be willing to share power with teachers and must have the skills to cultivate them as leaders,” most educational leadership programs focus on supervising teachers, not supporting them as leaders.
- There need to be appropriate human and fiscal resources.
- Work structures that enable authentic collaboration are crucial. While more resources help on this point, there are creative ways to stretch limited dollars.
- Supportive social norms and working relationships are key to teacher leadership. “All too often, policymakers develop incentives to motivate teachers and administrators,” . “Instead, policies and programs should be in place to value teachers spreading their expertise to one another, allowing teaching to be exercised as a team sport.”
- Organizational politics must allow for blurred lines between roles. Teachers can only take on leadership roles at the expense of principals and district-level administrators. This also requires teacher unions to act more as “professional guilds” and for districts to follow the example of some for-profit businesses that are flattening bureaucracies.
- The school and system must be oriented toward risk-taking and inquiry. Just as students need hands-on applied learning rooted in inquiry, so, too, do teachers need powerful driving questions to push their work forward. “School systems must be able to interrogatethemselves about the extent to which they create opportunities for teachers to learn and lead in ways that spread teaching expertise and improve student outcomes.”
Guajardo, M., Oliver, J. A., Rodríguez, G., Valadez, M. M., Cantú, Y., & Guajardo, F. (2011). Reframing the Praxis of School Leadership Preparation through Digital Storytelling. Journal of Research on Leadership Education
(5), 145–161. http://doi.org/10.1177/194277511100600504
p. 149-150. Digital storytelling applies techniques that cross disciplines, fields, and subject matter. Digital storytelling pioneer Dana Atchley used the varied techniques such as case study, personal experience, introspection, life story, interviews, artifacts, cultural texts, observations, historical interaction, visual texts, and others (Lambert, 2002, 2006). Atchley’s techniques are firmly rooted in research methodology and collectively describe routine and problematic moments and meanings in individuals’ lives (Denzin & Lincoln, 2000; Lambert, 2006). Qualitative researchers often refer to this process as a bricolage, or the creation or construction from a variety of things. This bricolage helps Downloaded from jrl.sagepub.com at SAINT CLOUD STATE UNIV on June 8, 2016 Guajardo et. al./REFRAMING THE PRAXIS OF SCHOOL LEADERSHIP 150 to clarify our ontologies and inform epistemologies. Ladson-Billings (2000) explained epistemologies as more than the traditional way of knowing. Instead, epistemologies are a system of knowing that has both internal logic and external validity. The assortments of experiences used to inform our way of knowing then become the deliberate choices between hegemony and liberation. This process allows individuals to move beyond a traditional epistemological stance, or what Stanley (2007) has called the master narrative. Shujaa (1997) has called it a worldview epistemology that looks at knowledge as a symbiotic interaction of how we view the world, the knowledge we possess, and the knowledge we are capable of passing on to others.
p. 156 digital storytelling has been found to help organizations understand themselves (Militello & Guajardo, 2011). When organizations delve into introspective practices through the use of digital media, small and large organizations alike invite the opportunity to learn from deep, digital reflection.
Global Leadership Week Next Week
April 25 – 29, 2016
Global Leadership Week (GLW) is a week-long celebration of leadership through global action in K-20 education, taking place April 25 – 29, 2016, and organized by the Global Education Conference (GEC) Network. GLW is an opportunity for global education leaders (and those who want to be!) to learn from one another and share effective principles in leadership, particularly within the context of an interconnected, global age.
During Global Leadership Week, leaders in schools, universities, non-profit organizations, and corporations have designed and will be hosting over 25 virtual events to showcase thought leadership. The global education community at large can choose to participate in these online activities by browsing event listings on the GLW calendar. All events are free of charge to attend.
You can participate actively in these events by posting comments and ideas to Twitter using the hashtag #globaled16. Global Leadership Week discussions are also being hosted in a new Edmodo feature called Topics. You’ll need a free Edmodo account to participate and we encourage you to respond to the prompts on this page: https://www.edmodo.com/topics/609/2016-Global-Leadership-Week. Also, feel free to add yourself to the participant map.
AND it’s still not too late to design and host a virtual event focused on global education leadership next week. We will post your event on our website’s calendar. If your organization is a sponsor or a non-profit, we will promote your event through social media. Submit to host an event here. And while time is short, if your organization can reach several thousand educators, consider joining us as an outreach partner. Email Lucy Gray at firstname.lastname@example.org. Include a short description of how you can help get the word out to your network and a logo for your organization.
This event is brought to you by people and organizations who believe in the power of globally connected teaching and learning. GLW is organized by the Global Education Conference Network, Flat Connections, GlobalEdLeader, Global Oneness Project, iEARN-USA, the Learning Revolution Project, and VIF International Education.
Meyers, P. (2015). The Agility Shift: Creating Agile and Effective Leaders, Teams, and Organizations
. Retrieved from http://pamela-meyer.com/the-agility-shift/
Joiner, W., & Josephs, S. (2007). Leadership Agility: Five Levels of Mastery for Anticipating and Initiating Change. San Francisco, CA: Jossey-Bass.
7 Qualities That Promote Teacher Leadership in Schools