rude vs civil
categories: digital citizenship
Posts Tagged ‘administrators. EDAD’
good boss
categories: teaching
Good Bosses Remember to Do These 11 Things Every Day
The best bosses become mentors, and take time to teach others.
https://www.inc.com/the-muse/good-bosses-remember-to-do-these-11-things-everyday.html
We asked 11 people to highlight lessons learned from their favorite managers. No matter what kind of boss you have right now, you can apply these valuable pieces of advice in your own career.
1. Own Your Work
“If she told me how to do it, I would rely on her for every assignment, expecting a 1-2-3 step guide. She was training me to be independent, self-motivated, and take pride in my work,” Chocha says.2. Remember the Goal
3. Listen More
4. Ask for What You Want
5. Focus on the Why
6. Keep Things Moving and Delegate
7. Be Curious
8. Always Carry a Notebook
9. Make Yourself Indispensable
10. Build a Solid Network
11. Do Small Tasks Immediately
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more on leadership in this IMS blog
https://blog.stcloudstate.edu/ims?s=leadership
superintendents share surprises about their roles
categories: announcement
Lessons in Leadership: 4 superintendents share the biggest surprises about their roles
Roger Riddell Nov. 13, 2018
Navigating politics and learning to let go of past responsibilities were among the most unexpected aspects of their positions
Richard Carranza — Chancellor, New York City Department of Education
I’ve been principal in two different schools in two different states, so my heart’s really in the classroom, in the schools themselves. But it’s important that if anybody’s going to become a superintendent, you realize that you also have a good array of political issues that you’re going to have to deal with, [from] elected officials [and] individuals that are not elected but have considerable political clout and could affect the initiatives or agenda that you have.
Suzanne Lacey — Superintendent, Talladega County Schools
a thing I struggled with the most was just letting go of the jobs that I had done before.
Glenn Robbins — Superintendent, Tabernacle Township School District
“No one ever made a difference by being like everyone else.” An organization is either run by visionaries or operators. Which are you?
Leadership is a privilege. Serve others each day with a positive attitude. How strong are your relationships with not only your board of education and administrative team, but also the teachers association? Relationships and communication are first. Everything else comes second.
Stay true to the district’s goals and values. Remember to embrace the infinite game, and not chase the external finite game. Focus within, not external. Coach, mentor, support and challenge. Be the leader that creates more leaders, not produces more soldiers.
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more on EDAD in this IMS blog
https://blog.stcloudstate.edu/ims?s=edad
Teachers not principals
categories: announcement
Why Shouldn’t Teachers Become Principals?
When people leave the classroom in order to take on a building leadership role they are often confronted with more than a few people saying it’s too bad that they are leaving the classroom to go to the “dark side.” They are told that they will be disconnected from students.
Lee Hale wrote a piece called ‘Increasing Salaries So Teachers Don’t Have to Become Principals.’
Teacher salaries do need to increase. No dispute there. What does need to stop is the constant need to put a wedge between principals and teachers when they work in the same building and have an enormous opportunity to connect with students. As a principal I didn’t think my job was to walk the halls and check for students playing hooky. My job was to create relationships with students, teachers and parents, and to have a better focus on authentic learning learning experiences.
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more on ed leadership in this iMS blog
https://blog.stcloudstate.edu/ims?s=ed+leadership
Secondary Traumatic Stress for Educators
categories: student-centered learning
Secondary Traumatic Stress for Educators: Understanding and Mitigating the Effects
Jessica Lander Published on
Roughly half of American school children have experienced at least some form of trauma — from neglect, to abuse, to violence. In response, educators often find themselves having to take on the role of counselors, supporting the emotional healing of their students, not just their academic growth.
The condition has numerous names: secondary traumatic stress (STS), vicarious trauma, compassion fatigue.
The symptoms are similar in some ways to post-traumatic stress disorder: withdrawing from friends and family; feeling unexplainably irritable or angry or numb; inability to focus; blaming others; feeling hopeless or isolated or guilty about not doing enough; struggling to concentrate; being unable to sleep; overeating or not eating enough; and continually and persistently worrying about students, when they’re at home and even in their sleep.
One of the handful of studies of STS in schools found that more than 200 staff surveyed from across six schools reported very high levels of STS.
STS can affect teachers’ happiness, health and professional practice. But Betsy McAlister Groves, a clinical social worker and former faculty member at the Harvard Graduate School of Education, says that she has often been surprised by the number of teachers, school counselors and administrators who recognized the cumulative stressors that they faced in their schools but did not realize that their symptoms were a common reaction to working with traumatized children — and that these symptoms had a name.
How Schools Can Acknowledge Secondary Trauma:
Building a Culture of Awareness
Create Peer Groups
Trauma-Informed Schools: School leaders should take a school-wide approach. There is a growing movement around creating trauma-informed schools — schools that recognize and are prepared to support community members affected by trauma and traumatic stress. Such schools deeply integrate social-emotional learning into their teaching, culture and approach, understanding that the holistic health and wellbeing of their charges is essential for achieving academic success.
Resource for teachers and schools
- Assess how your work as an educator might be affecting you (both positively and negatively) by using the Professional Quality of Life (ProQOL) self-assessment tool and exploring the toolkit created by Teaching Tolerance to learn self-care strategies.
- Learn how, as an educator, you can begin to identify secondary traumatic stress and learn strategies for self care through the tip sheet created by the National Child Traumatic Stress Network.
- Explore the resources created by the Trauma and Learning Policy Initiative, a collaboration between the Massachusetts Advocates for Children and the Harvard Law School.
- How strong are your school’s trauma-responsive programs and policies? Take the 20-minute evidence-informed Trauma Responsive Schools Implementation Assessment to find out — and learn ways to grow your school’s work.
- Learn about additional individual and organization strategies for addressing secondary traumatic stress, compiled by the U.S. Department of Health and Human Services.
- Stay tuned for a new online curriculum for preK–12 teachers, named STAT (Support for Teachers Affected by Trauma), being created by experts in the fields of secondary traumatic stress, education, and technology. The curriculum, due for a 2019 launch, will feature five modules on risk factors, the impact of STS, and self-assessment, among related topics.
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more on mindfulness in this IMS blog
https://blog.stcloudstate.edu/ims?s=mindful
micromanagement
categories: learning
Micromanagement make BEST PEOPLE Quit!
https://www.linkedin.com/pulse/micromanagement-make-best-people-quit-brigette-hyacinth/
5 Damaging Effects of Micromanagement
1.Decreased Productivity – When a manager is constantly looking over their employees’ shoulders, it can lead to a lot of second-guessing and paranoia, and ultimately leads to dependent employees. Additionally, such managers spends a lot of time giving input and tweaking employee workflows, which can drastically slow down employee response time.
2. Reduced Innovation – When employees feel like their ideas are invalid or live in constant fear of criticism, it’s eventually going to take a toll on creativity. In cultures where risk-taking is punished, employees will not dare to take the initiative. Why think outside the box when your manager is only going to shoot down your ideas and tell you to do it their way?
3. Lower Morale – Employees want the feeling of autonomy. If employees cannot make decisions at all without their managers input, they will feel suffocated. Employees that are constantly made to feel they can’t do anything right may try harder for a while, but will eventually stop trying at all. The effects of this will be evident in falling employee engagement levels.
4. High Staff Turnover – Most people don’t take well to being micromanaged. When talented employees are micromanaged, they often do one thing; quit. No one likes to come to work every day and feel they are walking into a penitentiary with their every movement being monitored. “Please Micromanage Me” Said No Employee ever. I have never seen a happy staff under micromanagement.
5. Loss of Trust – Micromanagement will eventually lead to a massive breakdown of trust. It demotivates and demoralizes employees. Your staff will no longer see you as a manager, but a oppressor whose only job is to make their working experience miserable.
Micromanaging is the opposite of empowerment and it creates toxic work environments. It chokes the growth of the employee and the organization and fosters mediocrity.
If you want performance at scale: Select the right people, provide them with the proper training, tools and support, and then give them room to get the job done!
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more on micromanagement in this IMS blog
https://blog.stcloudstate.edu/ims?s=micromanagement
Incompetent Leader
categories: teaching
The Most Common Type of Incompetent Leader
Scott Gregory MARCH 30, 2018
https://hbr.org/2018/03/the-most-common-type-of-incompetent-leader
Researchers have studied managerial derailment — or the dark side of leadership — for many years. The key derailment characteristics of bad managers are well documented and fall into three broad behavioral categories: (1) “moving away behaviors,” which create distance from others through hyper-emotionality, diminished communication, and skepticism that erodes trust; (2) “moving against behaviors,” which overpower and manipulate people while aggrandizing the self; and (3) “moving toward behaviors,” which include being ingratiating, overly conforming, and reluctant to take chances or stand up for one’s team. The popular media is full of examples of bad leaders in government, academia, and business with these characteristics.
Absentee leadership rarely comes up in today’s leadership or business literature, but research shows that it is the most common form of incompetent leadership.
Absentee leaders are people in leadership roles who are psychologically absent from them. They were promoted into management, and enjoy the privileges and rewards of a leadership role, but avoid meaningful involvement with their teams. Absentee leadership resembles the concept of rent-seeking in economics — taking value out of an organization without putting value in. As such, they represent a special case of laissez-faire leadership, but one that is distinguished by its destructiveness.
Having a boss who lets you do as you please may sound ideal, especially if you are being bullied and micromanaged by your current boss. However, a 2015 survey of 1,000 working adults showed that eight of the top nine complaints about leaders concerned behaviors that were absent; employees were most concerned about what their bosses didn’t do.
Research shows that being ignored by one’s boss is more alienating than being treated poorly. The impact of absentee leadership on job satisfaction outlasts the impact of both constructive and overtly destructive forms of leadership. Constructive leadership immediately improves job satisfaction, but the effects dwindle quickly. Destructive leadership immediately degrades job satisfaction, but the effects dissipate after about six months. In contrast, the impact of absentee leadership takes longer to appear, but it degrades subordinates’ job satisfaction for at least two years. It also is related to a number of other negative outcomes for employees, like role ambiguity, health complaints, and increased bullying from team members. Absentee leadership creates employee stress, which can lead to poor employee health outcomes and talent drain, which then impact an organization’s bottom line.
Because absentee leaders don’t actively make trouble, their negative impact on organizations can be difficult to detect, and when it is detected, it often is considered a low-priority problem. Thus, absentee leaders are often silent organization killers. Left unchecked, absentee leaders clog an organization’s succession arteries, blocking potentially more effective people from moving into important roles while adding little to productivity. Absentee leaders rarely engage in unforgivable bouts of bad behavior, and are rarely the subject of ethics investigations resulting from employee hotline calls. As a result, their negative effect on organizations accumulates over time, largely unchecked.
Constructive leadership creates high engagement and productivity, while destructive leadership kills engagement and productivity.
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more on what makes “great leader” in this IMS blog
badges in Washington State
Digital Badges Initiative to Support Professional Development in Washington State
By Rhea Kelly 07/11/18
The Washington State Board for Community & Technical Colleges (SBCTC) is teaming up with software development company Concentric Sky on a digital badging initiative that will use Badgr digital badges to document professional development accomplishments of faculty, administrators and staff across the system’s 34 institutions.
Each college will be able to implement badging as well as guided pathways within their courses or programs, particularly for co-curricular activities that typically aren’t represented on transcripts. Examples of such programs include internships, community service and museum activities.
he platform is certified compliant with version 2.0 of the IMS Global Learning Consortium’s Open Badges Specification. With Badgr Pathways, badges from Badgr or any other Open Badges compliant platform can be stacked to create “learning pathways” that are shareable across institutions.
As part of the four-year project, SBCTC will also contribute to the Badgr open source project.
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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing