Posts Tagged ‘administrators. EDAD’

Provost CTL

9 Reasons Why Your Next Provost Should Be a CTL Director

Rethinking the recruitment pool.

https://www.insidehighered.com/blogs/learning-innovation/9-reasons-why-your-next-provost-should-be-ctl-director

No. 1: Teaching and Learning Is What Colleges and Universities Do

No. 2: Institutional Resilience and Instructional Continuity

No. 3: The Alignment of Institutional Structures to Learning Science

No. 4: The Integrated CTL Model and Institutional Leadership

No. 5: The Prioritization of Diversity, Equity and Inclusion

No. 6: Relationships With Faculty Colleagues

No. 7: Experience Leading Institutional Change Initiatives

No. 8: The Scholarship of Teaching and Learning

No. 9: The Strategic Shift to Blended and Online Learning

call for chapters: K12 in virtual learning environments

Call for Chapters: Transforming Teachers’ Online Pedagogical Reasoning for Teaching K-12 Students in Virtual Learning Environments

https://www.igi-global.com/publish/call-for-papers/call-details/4854

Call for Chapters

Proposals Submission Deadline: November 16, 2020
Full Chapters Due: February 21, 2021
Submission Date: February 21, 2021

Introduction

How can students learn safely amid the challenges of the global pandemic? Currently, it is not safe to have them crowded in a classroom engaged in face-to-face learning. The challenge has forced K-12 teachers to think differently about teaching. Unexpectedly, and with little warning, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus. The critical questions include: Has this shift assured that students will learn the identified essential content and skills for the 21st century? Will they develop the skills identified through the 4C’s: communication, collaboration, critical thinking, and creativity (Thoughtful Learning Organization, 2016)? The rapid shift of K-12 education to being online left educators and parents lacking in confidence that students will receive an appropriate education through the virtual environments proposed for keeping students safe. The speed with which this transition was made prevented educators from developing the necessary knowledge and skills needed to create engaging learning in the unfamiliar virtual environment. Superficial observations of the online features and organizations for virtual environments suggest these environments lack key elements for guiding students in engaging in the skills such as those identified by the 4 C’s. A more serious question is: Are the bold claims true that students cannot learn online in virtual environments? Some say that teachers lack the knowledge of how to think about online teaching in a virtual environment. This begs the question, are today’s teachers simply applying their classroom strategies as they have done in their face-to-face classrooms, only now in front of a web camera?

Objective

The primary objective of this book is to gather and present actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The chapters will provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions. The ideas and frameworks will present effective online pedagogical reasoning for the redesign and implementation of K-12 virtual classrooms.

Stockdale Paradox

What the Stockdale Paradox Tells Us About Crisis Leadership

https://hbswk.hbs.edu/item/what-the-stockdale-paradox-tells-us-about-crisis-leadership

“I lived on a day-to-day basis. … [M]ost guys thought it was really better for everybody to be an optimist. I wasn’t naturally that way; I knew too much about the politics of Asia when I got shot down. I think there was a lot of damage done by optimists; other writers from other wars share that opinion. The problem is, some people believe what professional optimists are passing out and come unglued when their predictions don’t work out.”

The Stockdale Paradox—have faith, but confront reality—can be seen in slightly different forms in many cultures.

Stockdale himself was a follower of the ancient Greek Stoic philosophers, who were noted for their concern with understanding reality correctly and shaping one’s response to it optimally. The maxim of Epictetus, “What, then, is to be done? To make the best of what is in our power, and take the rest as it naturally happens,” has similarities to both Buddhist doctrine and the Alcoholics Anonymous Serenity Prayer. (“God, grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to know the difference”). Therapy techniques such as radical acceptance similarly emphasize the point of letting go of desires and beliefs about what should be and seeing reality as it is.

In the words of Marsha Linehan, the founder of radical acceptance: “Radical acceptance doesn’t mean you don’t try to change things … You can’t change anything if you don’t accept it, because if you don’t accept it, you’ll try to change something else that you think is reality.”

Research by Leach and others indicates that people who survive disasters are able to regain cognitive function quickly after the event, assess their new environment accurately, and take goal-directed action to survive within it. This is the balance that the Stockdale Paradox facilitates: the realism to let go of intrinsic survival mechanisms and the deep-seated faith to learn the new ones.

the pattern of human response to disasters has been shown to be remarkably consistent across cultures, and for disasters of many different causes, effects, and durations, from earthquakes to shipwrecks to kidnapping.

Advice and exercises for leaders

Begin meetings by having each person introduce themselves by their name, job title, mission, and their immediate tasks

This provides practical information to rescuers, but also has the effect of bringing people back to themselves and helping them begin to focus again.

Angela Duckworth’s concept of grit may be useful here. By grit, Duckworth does not mean endurance for its own sake, but rather commitment to a high-level goal, purpose, or mission—and the ability to assess and revise lower-level goals and tactics as necessary.

One question should be regularly asked at meetings: “What is something that doesn’t fit in, that doesn’t make sense?” 

Normalize admitting these mistakes and analyzing them. Discuss weak spots, harm reduction, and damage control—people will sometimes fall when traveling uncertain terrain, so how can they fall without injuring themselves?

Create ways for your team to surface both their deep faith and their real fears. 

In mental contrasting, a person:

  • Visualizes a goal and its rewards, and then
  • Visualizes what obstacles—including their own behavior—stand between them and their goal. (It is important to do it in this order.)

In their paper on the Stockdale Paradox, authors C. W. Von Bergen and Martin S. Bressler point to previous studies that show when people focus on only positive thoughts about the future, “they literally trick their minds into thinking they have already succeeded and, so, do not need actual efforts to attain something perceived as already acquired.

Beyond Incrementalism

Beyond Incrementalism

https://www.insidehighered.com/views/2020/09/22/too-many-presidents-are-focusing-tactics-rather-strategy-during-challenging-time

In a time of growing and increasingly complex challenges, too many top administrators, leadership teams and boards are focusing on tactics rather than strategy

how should presidents begin to think strategically about the content and the pedagogy of the education their institutions will offer going forward? How should they lead their institutions to take concrete steps to eliminate systemic inequities on their campuses? How can they facilitate a commitment to combat racism not only on their campuses but also in their local communities and beyond? How can they manage all this as many face daily threats to their institution’s financial health?

Some of the presidents with whom I talked, along with several trustees and faculty members, have inspired the following suggestions for how at least some campus leaders may begin to think about the future.

Move even more online. 

Rethink goals in light of demographic realities, concerns about costs and shifting student interests.

Reconceptualize and streamline institutional structures to better serve faculty and student realities.

Consolidate student support services. 

Embrace the virtue of the out-of-doors. 

Budget for mission, with long-term strategies in mind. 

Address systemic racism, sexism, homophobia and other biases.

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Responding to Susan Resneck Pierce’s excellent Views piece, “Beyond Incrementalism.”

https://www.insidehighered.com/digital-learning/blogs/learning-innovation/online-learning-not-strategic

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more on administration in this IMS blog
https://blog.stcloudstate.edu/ims?s=administration

Six leadership qualities

6 Things That Will Hold You Back From Becoming a Good Leader

Want to keep growing? Make sure not to be this person.

https://www.inc.com/marcel-schwantes/6-things-that-will-hold-you-back-from-becoming-a-good-leader.html

1. Managers who take all the credit.

2. Managers who are MIA.

3. Managers who treat people as objects.

4. Managers who act on impulse.

5. Managers who don’t share information.

6. Managers who micromanage.

digital onboarding

What Is Digital Onboarding?

Digital onboarding has many advantages over traditional onboarding processes. For example:

  • It can reduce costs, as it requires less in-person training time and less time spent getting the information new employees need. It can also reduce the costs of paper and ink that would typically be used for materials.
  • New employees can start working sooner, as they’re not spending their entire first day or their first few days filling out paperwork. Digital onboarding allows this process to be spread out, reducing overwhelm and allowing employees to get on-the-job training and experience quickly.
  • Digital onboarding can be offered to new hires before they even step foot on-site. That said, bear in mind that many onboarding activities are considered work activities and will still need to be paid; this is something to consider before offering any onboarding that occurs before payroll has been set up for a new hire.
  • It will ensure that the materials presented to each new employee are consistent because they are kept centrally located.
  • It will ensure all new hires get the most current version of policies and forms, as the central location can easily be kept up to date rather than having copies in every hiring manager’s hands.
  • Digital onboarding may make it easier to track which items a new employee has and has not completed, as they’re available online and can be tracked automatically instead of manually.
  • Employees can complete the entire onboarding process at a pace that is preferable to them, within reason.
  • It will ensure nothing is missed because checklists and confirmations can be built into the process.
  • The digital onboarding process can be seamlessly integrated with other learning management software or HRIS the organization uses.
  • It can provide reference materials for employees to use in the future.
  • It can help the employer stay in compliance with all legally required forms.

Gig Academy

House of Cards: Can the American university be saved?

Daniel BessnerTwitter Sept 8, 2929

https://www.thenation.com/article/society/gig-academy-meritocracy-trap-universities-crisis/

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Your Classes Are on Zoom and Your Teaching Staff Is Being Cut

FRANCO PALAZZI

https://jacobinmag.com/2020/04/academia-uk-essex-university-layoffs-higher-education/

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On the Current Situation: Normal Violences, Pandemics, Emergencies, Necropolitics, Zombies, and Creepy Treehouses?Jeremy Hunsinger

https://fastcapitalism.journal.library.uta.edu/index.php/fastcapitalism/article/view/386

School Leaders Early Exit

https://blogs.edweek.org/edweek/District_Dossier/2020/08/coronavirus_principal_early_retirement.html

Will the pandemic change the cycle for educational leaders?

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more on EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad

Classroom Routines Change

Classroom Routines Must Change. Here’s What Teaching Looks Like Under COVID-19

By  August 5, 2020

https://www.edweek.org/ew/articles/2020/08/06/classroom-routines-have-to-change-heres-what.html

Class cultures built on collaboration or group project work will change.

discuss these priorities and present ideas for adapting common classroom routines for remote or socially distanced settings.

  • Frequent, meaningful engagement
  • Cognitively demanding work
  • Responding to formative assessment

Adapting Common Classroom Routines in an Online (or Socially Distanced) Environment

  • Introduce yourself to students at the beginning of the year
  • Hold a remote discussion
  • Plan a socially distanced art, music, or physical education lesson
  • Have students think-pair-share

 

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