"'The time has come,' the Walrus said, 'To talk of many things... of shoes and ships and sealing wax... of cabbages and kings... and why the sea is boiling hot... and whether pigs have wings!'"
This is one of my favorite quotes from "The Walrus and The Carpenter" by Lewis Carroll. I can't believe "the time has come" to reflect and summarize this final course... and ultimately, the end of my master's program. It is difficult to pick out the small details and conversations that have informed and molded me over the past year and a half... these same concepts will continue to guide and shape my career as I continue to work as a Curriculum Support Provider and pursue a future career in educational leadership.
There are countless things that have added value to my experience throughout this program (but I will try to elaborate on a few highlights):
1) The Sanger Cohort - Having a small group of people (who I got to know and trust) really helped me process and reflect upon the content and course material. I have made lifelong friends and am thankful to know that there are other hardworking and trustworthy individuals that are pursuing careers in educational leadership.
2) Instructional coaching & leadership - This is a very important concept that is multi-faceted and complex. There are several different approaches and theories... but having a variety of guest speakers and experienced professors who have different leadership and coaching styles helped provide opportunities for me to explore the kind of educational leader and coach that I want to be.
3) Mock-interview & guest speakers - Giving us a chance to process real-world examples and ask questions of administrators was extremely valuable. I am very thankful for this opportunity and will try to remember the advice and perspective that these experts in the field brought to our class.
4) My personal vision, goals, and ambitions - If I hadn't gone through this program, I wouldn't have discovered the potential and passion that I have for educational leadership. My professors and colleagues have helped me realize that I have the potential to be an effective educational leader someday. I am thankful for the opportunities for reflection and application. I am also thankful for the feedback and encouragement from my professors and peers. I will lean on my mentors and colleagues as I continue this journey into administration. This really... is just the beginning...
Monday, December 12, 2011
Monday, December 5, 2011
Capstone Paper & Professional Growth Plan
The final papers and assignments for our master's program have provided me with an opportunity to synthesize and reflect on what I have learned over the past year and a half. The capstone paper had me summarize the "current realities" at my school site and the "next steps" that will need to take place over the next five years. I never realized how much will change... from the transition to Common Core and the adoption of new curriculum and assessments... to the cost of updating and purchasing technology of the future and the countless other unknown factors (e.g., budget, government laws/regulations, union issues, district and school administration and leadership, political and social implications, etc.). Five years seems like such a short amount of time for many things to happen... the kindergarteners currently attending Reagan will be getting ready to enter junior high school... and my unborn son (who is actively kicking as I type) will be getting ready to enroll in kindergarten! Not being able to know where my career path will lead me is exciting and nerve-wracking at the same time. However, having a professional growth plan to keep me focused on implementing and applying the new strategies that I have learned throughout this program is key to continuous growth as an educational leader and Curriculum Support Provider. I focused on a plan that will help develop my instructional and cognitive coaching skills. I am excited to keep a "coaching log" to document the times, dates, topics, and follow-up coaching sessions with teachers that I work with. This has indeed been a very reflective process, and I hope to look back in about five years to see how our educational system has changed and how we've adapted to it.
Monday, November 14, 2011
You Can Buy Anything... Just Not EVERYTHING!
I met with my site principal to discuss our budget/funding system. First, he shared the “Blue Streak” Budget report that outlines annual allocations from site, categorical, and other accounts. Principals meet with the special project director and chief business officer twice a year to discuss site allocations. The first meeting is in August after the “Con-App” (Consolidated Application for Funding Categorical Aid Programs) is completed. Title I funds are distributed by the district office based upon the percentage of low socioeconomic (SES) students. Out of 19 schools, my site was ranked #13 (69% low SES) and received $37,672 this year in Title I funds.
Once funds are allocated, principals can begin to budget and spend categorical and site funds as needed to support student achievement. Each funding source and account has a specific purpose and there are restrictions and guidelines that must be followed. Careful budgeting must also be done at each site to make sure expenditures align with the school’s Single Plan for Student Achievement. Sometimes my principal uses “split-funding” to purchase items as needed. He also prefers to use the site budget when possible because he explained that the purchase order system (P.O.) can be a lengthy process when you have to get pre-approval and fill out the necessary paperwork. He discussed the protocol and paperwork for purchase orders, including the funding codes from the “blue streak.” He also showed me the list of object codes for purchasing.
We talked about the ASB account and the unrestricted Campus Club fund that he uses to supplement the site budget throughout the year. He also stressed the importance of the School Site Council (SSC) and the Single Plan for Student Achievement. The principal ultimately makes the final decisions regarding expenditures each year, but maintains a list of goals and priorities for annual funds. Improving technology is on the top of our list this year. He also works closely with the PTO (Parent-Teacher Organization) to plan fundraisers to help raise money for needed items each year, such as replacing old uniforms for athletics or purchasing new books for the library.
After attending the workshop on budgeting and discussing site funds and allocations with my principal, I feel like I have a better understanding of the way money flows in and out of elementary schools. Every penny matters and must be accounted for. Finance and budgeting is another important responsibility of educational administrators at all levels.
Once funds are allocated, principals can begin to budget and spend categorical and site funds as needed to support student achievement. Each funding source and account has a specific purpose and there are restrictions and guidelines that must be followed. Careful budgeting must also be done at each site to make sure expenditures align with the school’s Single Plan for Student Achievement. Sometimes my principal uses “split-funding” to purchase items as needed. He also prefers to use the site budget when possible because he explained that the purchase order system (P.O.) can be a lengthy process when you have to get pre-approval and fill out the necessary paperwork. He discussed the protocol and paperwork for purchase orders, including the funding codes from the “blue streak.” He also showed me the list of object codes for purchasing.
We talked about the ASB account and the unrestricted Campus Club fund that he uses to supplement the site budget throughout the year. He also stressed the importance of the School Site Council (SSC) and the Single Plan for Student Achievement. The principal ultimately makes the final decisions regarding expenditures each year, but maintains a list of goals and priorities for annual funds. Improving technology is on the top of our list this year. He also works closely with the PTO (Parent-Teacher Organization) to plan fundraisers to help raise money for needed items each year, such as replacing old uniforms for athletics or purchasing new books for the library.
After attending the workshop on budgeting and discussing site funds and allocations with my principal, I feel like I have a better understanding of the way money flows in and out of elementary schools. Every penny matters and must be accounted for. Finance and budgeting is another important responsibility of educational administrators at all levels.
Sunday, November 6, 2011
Face-to-Face Meetings - Nov. 4th & 5th
After nine hours of class, eleven pages of notes, and numerous handouts... it's hard to summarize and reflect on our last face-to-face class session for EAD 269. We had several amazing guests who left my head spinning with new ideas and information.
Our first set of guests were the HR representatives from Clovis, Sanger, and Visalia. I really liked the informal Q & A format of this session. I also appreciated their candor, humor, and sincerity. Here are some "highlights" and words of wisdom that they shared with our class from an HR perspective:
-"Do not sit in your office or fall into the paperwork trap... be in classrooms everyday!"
-"Learn how to delegate"
-"Be ready to have tough conversations"
-"If it isn't on paper, it didn't happen... document everything!"
-"Don't let your pride or ego get in the way... keep your emotions in check"
-"Consult with HR... and be proactive"
-"You are not a manager... you are a leader"
-"Know your non-negotiables"
-"20% of the people will take 80% of your time"
-"Don't get caught up in climbing the ladder"
Our second set of guests led us through a series of activities to promote active listening skills and the importance of student activities, especially in high school. Listening with respect is a crucial skill for any type of leader. The art of conversation has really become limited in our fast-paced world of texting, blogging, and twitter. There are so many one-sided or one-way conversations that happen on a daily basis... many people seek to be heard and focus mainly on getting their point across to others. We don't always take time to understand other people's point of view. Participating in the trio and small group discussion activities helped me realize how important it is to wait for other people to process and respond to a question or prompt (these activities would also make a great addition to any staff meeting or training). "Think time" is valuable for adults as well as students. I think it's funny that people are sometimes uncomfortable with silence (including myself). They feel like it's necessary to fill in the "dead air" or start right in without giving others a chance to process or think. I hope to continue to practice these listening skills in both my professional and personal worlds.
Our third guest, Terry Bradley, taught us all about school finance and budgeting. He was extremely knowledgeable and spent a great deal of time talking about the history of California finance from 1976 (Serrano vs Priest) to present-day. I have never taken time to truly sit down and examine the overwhelming shadow that is cast by propositions, keystone court cases, and state lawmakers (or rather... their staffers and lobbyists). School districts are now dependent on the health of the state economy and we are challenged as leaders to "do more with less". I am still alarmed by the statistic that we are the 8th largest economy in the world yet we spend so little per student compared to the national average. I also learned a lot about bonds, the student body fund, categorical programs, revenue sources, and considerations in projecting expenses. There are many factors to consider when planning a budget: general fund revenue (enrollment/ADA, revenue limit, categorical programs, carry over, local revenue sources, etc.) and expenditures (salaries, benefits, fixed cost, equipment, materials, etc.). I am excited to meet with my principal to look at our site budget now that I have some background in school finance and budgeting. Before they seemed like arbitrary numbers on a page... I think now they will have more meaning.
Again... another long, exhausting... yet rewarding weekend full of useful and applicable information. I appreciate the time each presenter took out of their busy weekends to teach, coach, and mentor us.
Our first set of guests were the HR representatives from Clovis, Sanger, and Visalia. I really liked the informal Q & A format of this session. I also appreciated their candor, humor, and sincerity. Here are some "highlights" and words of wisdom that they shared with our class from an HR perspective:
-"Do not sit in your office or fall into the paperwork trap... be in classrooms everyday!"
-"Learn how to delegate"
-"Be ready to have tough conversations"
-"If it isn't on paper, it didn't happen... document everything!"
-"Don't let your pride or ego get in the way... keep your emotions in check"
-"Consult with HR... and be proactive"
-"You are not a manager... you are a leader"
-"Know your non-negotiables"
-"20% of the people will take 80% of your time"
-"Don't get caught up in climbing the ladder"
Our second set of guests led us through a series of activities to promote active listening skills and the importance of student activities, especially in high school. Listening with respect is a crucial skill for any type of leader. The art of conversation has really become limited in our fast-paced world of texting, blogging, and twitter. There are so many one-sided or one-way conversations that happen on a daily basis... many people seek to be heard and focus mainly on getting their point across to others. We don't always take time to understand other people's point of view. Participating in the trio and small group discussion activities helped me realize how important it is to wait for other people to process and respond to a question or prompt (these activities would also make a great addition to any staff meeting or training). "Think time" is valuable for adults as well as students. I think it's funny that people are sometimes uncomfortable with silence (including myself). They feel like it's necessary to fill in the "dead air" or start right in without giving others a chance to process or think. I hope to continue to practice these listening skills in both my professional and personal worlds.
Our third guest, Terry Bradley, taught us all about school finance and budgeting. He was extremely knowledgeable and spent a great deal of time talking about the history of California finance from 1976 (Serrano vs Priest) to present-day. I have never taken time to truly sit down and examine the overwhelming shadow that is cast by propositions, keystone court cases, and state lawmakers (or rather... their staffers and lobbyists). School districts are now dependent on the health of the state economy and we are challenged as leaders to "do more with less". I am still alarmed by the statistic that we are the 8th largest economy in the world yet we spend so little per student compared to the national average. I also learned a lot about bonds, the student body fund, categorical programs, revenue sources, and considerations in projecting expenses. There are many factors to consider when planning a budget: general fund revenue (enrollment/ADA, revenue limit, categorical programs, carry over, local revenue sources, etc.) and expenditures (salaries, benefits, fixed cost, equipment, materials, etc.). I am excited to meet with my principal to look at our site budget now that I have some background in school finance and budgeting. Before they seemed like arbitrary numbers on a page... I think now they will have more meaning.
Again... another long, exhausting... yet rewarding weekend full of useful and applicable information. I appreciate the time each presenter took out of their busy weekends to teach, coach, and mentor us.
Sunday, October 30, 2011
Leadership Connectors - Putting It All Together (Ch. 7)
In Chapters 1-6, Hensley and Burmeister introduced and explored six key leadership connectors:
1) Communication
2) Support
3) Safety
4) Competence
5) Continuous Renewal
6) Trust
In Chapter 7, they include their "best wishes" for all current and future educational leaders: "What we wish for you is that you have been helped by reading this book, that you have had the chance to reflect on what you, as a leader, are doing, and, at the same time, you have been affirmed by all the good things you are doing. We celebrate you and your desire to continually renew yourself."
The book ends with a look at a high school principal's retirement dinner... a principal who we met at the beginning of his 35-year career. As I read through the chapter, I found myself wondering what my 35-year journey will look like. Well, it will be more of a 43-year career if I am even able to retire at the age of 65. This was a lot like writing my own obituary... or thinking about what people might say at my funeral someday. Several questions came to mind... How many years will I continue as a CSP? When will I become an administrator? Will I stay in my current district or will I pursue a position somewhere else? Will I end up at a school site, administrative office, college campus, publishing company, legislative office, or somewhere else? There are so many exciting unknowns, but the message is clear. No matter where I go... or what I choose to do... it's always about building and maintaining relationships.
"If ever there's a tomorrow when we're not together
There's something you must remember...
You're braver than you believe and stronger than you seem,
And smarter than you think, but the most important thing
Is even if we're apart, I'll always be with you."
-Christopher Robin to Pooh (From Pooh's Great Adventure)
1) Communication
2) Support
3) Safety
4) Competence
5) Continuous Renewal
6) Trust
In Chapter 7, they include their "best wishes" for all current and future educational leaders: "What we wish for you is that you have been helped by reading this book, that you have had the chance to reflect on what you, as a leader, are doing, and, at the same time, you have been affirmed by all the good things you are doing. We celebrate you and your desire to continually renew yourself."
The book ends with a look at a high school principal's retirement dinner... a principal who we met at the beginning of his 35-year career. As I read through the chapter, I found myself wondering what my 35-year journey will look like. Well, it will be more of a 43-year career if I am even able to retire at the age of 65. This was a lot like writing my own obituary... or thinking about what people might say at my funeral someday. Several questions came to mind... How many years will I continue as a CSP? When will I become an administrator? Will I stay in my current district or will I pursue a position somewhere else? Will I end up at a school site, administrative office, college campus, publishing company, legislative office, or somewhere else? There are so many exciting unknowns, but the message is clear. No matter where I go... or what I choose to do... it's always about building and maintaining relationships.
"If ever there's a tomorrow when we're not together
There's something you must remember...
You're braver than you believe and stronger than you seem,
And smarter than you think, but the most important thing
Is even if we're apart, I'll always be with you."
-Christopher Robin to Pooh (From Pooh's Great Adventure)
Sunday, October 23, 2011
Face-to-Face Meeting
This past weekend, I spent most of my Friday and Saturday with the Sanger, Clovis, Visalia, and Tulare cohorts. We are all striving to earn our masters in educational leadership and administration. Our professors secured a team of knowledgeable guest speakers to discuss several important topics, such as legal obligations/restrictions in education, mandatory reporting measures, personnel management, labor relations, effective meeting management, and expulsion and suspension guidelines. We also discussed the FRISK model and change initiatives. Needless to say, my brain was a little full by the time I left. However, there were many "ah-ha moments" and I was able to leave with new knowledge and several great resources.
Roberta Rowe is the managing shareholder of Lozano Smith in Fresno. She shared her expertise in student and labor matters in relation to school districts and educational law. We talked about search and seizure regulations and investigation protocol. As Ms. Rowe presented, she described several examples of cases that she had previously worked on. I found it amazing that there very few clear answers to any given law scenario. "It depends" is generally the answer given to a legal question or situation. The importance of monitoring, follow-up, and documentation (using the BRICK model... " If it is not written down, it did not happen") was a reoccurring theme throughout the weekend, especially with issues regarding bullying. Cyberbulling is a hot (and scary) topic that has been getting a lot of attention recently. The Ed. Code has had to be updated to include guidelines for student misconduct in cyberspace. Our world is constantly changing, and we (as future leaders) need to be prepared to help protect our schools and the emerging generations.
Dr. Linda Hauser presented on Effective Meeting Management and shared several ideas and strategies to improve team meetings. I plan to implement several techniques in future meetings, such as grounding, PDSA (plan-do-study-act), and exit slips. I also enjoyed the discussions and format of the way the class was conducted. The facilitator does not have to be the one who does the majority of the talking for learning to take place. Reflection also plays an important part of the learning process. Taking time to gather individual thoughts at the beginning (grounding) and end (exit slips) of the meeting helps each participant focus on the topic and decide what he/she will be able to "take away" and implement. "Next steps" or future agendas can also be discussed to develop team ownership and establish the various roles that each member will play or be responsible for prior to the next meeting.
Dr. Kevin Torosian provided a valuable pamphlet on student discipline and the Ed. Code. After completing the interview and assignment on student suspension and expulsion, I felt that I had a general overview of the suspension/expulsion process. This presentation helped clarify several questions that I still had, especially the difference between hearsay and direct evidence. I will be sure to keep this brochure handy in the future!
Dr. Wise presented the FRISK documentation model and clarified the upcoming assignment that we have to complete regarding unsatisfactory employee performance. Documentation is again a critical component and a legal obligation of administration.
All letters of discipline should include:
F = Facts (specific conduct and examples w/ evidence attached)
R = Rule (policy, authority, or expectation unmet)
I = Impact (negative or adverse effects on others)
S = Suggestions or directions for improvement (timelines, directives, and resources)
K = Knowledge (employee has a right to respond)
Samples were also provided for future reference. I think this will take some practice, just like the reflective questioning format or coaching discussions that we have discussed in our other leadership classes.
Finally, Dr. Buster talked about change initiatives and Michael Fullan's book, Motion Leadership. This is a very relevant topic in today's rapidly changing society. "Leading Change in Complex Valley School Districts" was the alternate title of this presentation and the challenge that we all face as future educators. The famous Margaret Mead summarizes the motivational work that we must accomplish, "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has."
Roberta Rowe is the managing shareholder of Lozano Smith in Fresno. She shared her expertise in student and labor matters in relation to school districts and educational law. We talked about search and seizure regulations and investigation protocol. As Ms. Rowe presented, she described several examples of cases that she had previously worked on. I found it amazing that there very few clear answers to any given law scenario. "It depends" is generally the answer given to a legal question or situation. The importance of monitoring, follow-up, and documentation (using the BRICK model... " If it is not written down, it did not happen") was a reoccurring theme throughout the weekend, especially with issues regarding bullying. Cyberbulling is a hot (and scary) topic that has been getting a lot of attention recently. The Ed. Code has had to be updated to include guidelines for student misconduct in cyberspace. Our world is constantly changing, and we (as future leaders) need to be prepared to help protect our schools and the emerging generations.
Dr. Linda Hauser presented on Effective Meeting Management and shared several ideas and strategies to improve team meetings. I plan to implement several techniques in future meetings, such as grounding, PDSA (plan-do-study-act), and exit slips. I also enjoyed the discussions and format of the way the class was conducted. The facilitator does not have to be the one who does the majority of the talking for learning to take place. Reflection also plays an important part of the learning process. Taking time to gather individual thoughts at the beginning (grounding) and end (exit slips) of the meeting helps each participant focus on the topic and decide what he/she will be able to "take away" and implement. "Next steps" or future agendas can also be discussed to develop team ownership and establish the various roles that each member will play or be responsible for prior to the next meeting.
Dr. Kevin Torosian provided a valuable pamphlet on student discipline and the Ed. Code. After completing the interview and assignment on student suspension and expulsion, I felt that I had a general overview of the suspension/expulsion process. This presentation helped clarify several questions that I still had, especially the difference between hearsay and direct evidence. I will be sure to keep this brochure handy in the future!
Dr. Wise presented the FRISK documentation model and clarified the upcoming assignment that we have to complete regarding unsatisfactory employee performance. Documentation is again a critical component and a legal obligation of administration.
All letters of discipline should include:
F = Facts (specific conduct and examples w/ evidence attached)
R = Rule (policy, authority, or expectation unmet)
I = Impact (negative or adverse effects on others)
S = Suggestions or directions for improvement (timelines, directives, and resources)
K = Knowledge (employee has a right to respond)
Samples were also provided for future reference. I think this will take some practice, just like the reflective questioning format or coaching discussions that we have discussed in our other leadership classes.
Finally, Dr. Buster talked about change initiatives and Michael Fullan's book, Motion Leadership. This is a very relevant topic in today's rapidly changing society. "Leading Change in Complex Valley School Districts" was the alternate title of this presentation and the challenge that we all face as future educators. The famous Margaret Mead summarizes the motivational work that we must accomplish, "Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has."
Monday, October 17, 2011
Leadership Connectors - Trust (Ch. 6)
Building trust seems like such a simple concept, yet it is so complex and difficult to establish. We spend our whole lives learning how to trust, who to trust, when to trust... and the amazing thing is... no matter who we decide to extend trust to... whether it be personally or professionally... it can be destroyed in a matter of seconds.
There are so many words and phrases that I highlighted in this chapter that capture the overwhelming complexity surrounding the topic of trust: vulnerable, sensitive, time, energy, commitment, say, do, communicate, identify, validate, safety, knowledge, skills, dispositions, emotions in check, proactive versus reactive, reflective, well-being, family, friends, health, interrelated, interdependent, respecting, honesty, caring, valuing, privacy, betrayal, perceive, transparent, tactful, protected, supported, confidential, transformation, confidence, nurtured, suspicion, on guard, think, listen, positive, apologize.
Leaders are pioneers for trust in any workplace. The above words summarize the many realms of trust that leaders need to be aware of when trying to establish an environment of caring and consistency. Of course, they must model the kind of trust they seek from others. They must also refrain from complaining, gossiping, and breaking confidentiality. I think those are the most common culprits that are responsible for the breakdown in trust in any relationship or community in today's society.
There are so many words and phrases that I highlighted in this chapter that capture the overwhelming complexity surrounding the topic of trust: vulnerable, sensitive, time, energy, commitment, say, do, communicate, identify, validate, safety, knowledge, skills, dispositions, emotions in check, proactive versus reactive, reflective, well-being, family, friends, health, interrelated, interdependent, respecting, honesty, caring, valuing, privacy, betrayal, perceive, transparent, tactful, protected, supported, confidential, transformation, confidence, nurtured, suspicion, on guard, think, listen, positive, apologize.
Leaders are pioneers for trust in any workplace. The above words summarize the many realms of trust that leaders need to be aware of when trying to establish an environment of caring and consistency. Of course, they must model the kind of trust they seek from others. They must also refrain from complaining, gossiping, and breaking confidentiality. I think those are the most common culprits that are responsible for the breakdown in trust in any relationship or community in today's society.
Sunday, October 9, 2011
Leadership Connectors - Continuous Renewal (Ch. 5)
Boy... I wish I had read this chapter at the start of my career as a teacher. The idea of "thriving, not just surviving" is key for continuous renewal; however, today's culture and the pressures around us make it difficult to be the organized, proactive, and balanced leaders that we need to be.
My parents were both "workaholics" and spent long hours at their jobs. For my blue turned white-collar family, a dedication and pride in one's career was clearly evident in our household. For many years, my dad owned a family restaurant with his brother. He spent long hours at his restaurant micromanaging, trying to keep everything "running smoothly." He loved what he did, but often would work six to seven days a week from open to close. This took a toll on his health and his relationships with family and friends. He turned to smoking and drinking to de-compress. His health and the relationships around him began to deteriorate. Thankfully, he was able to retire after a few years, but he had a lot of work to do to redefine himself and re-prioritize his life.
This was a difficult time for my family, but an important learning experience for me. I need to relentlessly seek balance in my life and create routines that will allow me to put my family and health first. However, I have learned that this is NOT an easy task. I take pride in my job and work late most days... sometimes feeling guilty when I leave "early" (before 5 or 6 pm). I consider myself a pretty organized person, and struggle with leaving things "undone" for the following day. I have come to realize that there will always be MORE you can do, but being satisfied with the work you are able to accomplish each day is important. Being visible and available for staff, students, and families throughout the day is an expectation that I have for myself. I am still learning how to get all the paperwork and emails done "after hours" or in between school events, meetings, walk-throughs, and trainings. Over the past year and a half, I've also been completing my masters. This adds another layer of paperwork on top of the mounds that I already have. Thankfully, my husband is very supportive and is currently finishing his PhD and teaching online courses through Oregon State. We have to be intentional about scheduling time for us to spend together (away from our books, computers, and cell phones). This doesn't give us a lot of extra time for our friends and family, but we try to seek opportunities to visit, call, or catch up with them as much as possible. We are both counting down to December when we will both be finished with school and can focus on our health, family, and career... especially our new baby that arrives late-January. I have a feeling that adding a new member to our little family will force me to shift my priorities once again. I hope to someday be as organized as "Charlene" in the section "Finding Balance." Remembering that we "only pass this way once" helps me take a step back and reflect on my emotional, psychological, and physical well-being.
My parents were both "workaholics" and spent long hours at their jobs. For my blue turned white-collar family, a dedication and pride in one's career was clearly evident in our household. For many years, my dad owned a family restaurant with his brother. He spent long hours at his restaurant micromanaging, trying to keep everything "running smoothly." He loved what he did, but often would work six to seven days a week from open to close. This took a toll on his health and his relationships with family and friends. He turned to smoking and drinking to de-compress. His health and the relationships around him began to deteriorate. Thankfully, he was able to retire after a few years, but he had a lot of work to do to redefine himself and re-prioritize his life.
This was a difficult time for my family, but an important learning experience for me. I need to relentlessly seek balance in my life and create routines that will allow me to put my family and health first. However, I have learned that this is NOT an easy task. I take pride in my job and work late most days... sometimes feeling guilty when I leave "early" (before 5 or 6 pm). I consider myself a pretty organized person, and struggle with leaving things "undone" for the following day. I have come to realize that there will always be MORE you can do, but being satisfied with the work you are able to accomplish each day is important. Being visible and available for staff, students, and families throughout the day is an expectation that I have for myself. I am still learning how to get all the paperwork and emails done "after hours" or in between school events, meetings, walk-throughs, and trainings. Over the past year and a half, I've also been completing my masters. This adds another layer of paperwork on top of the mounds that I already have. Thankfully, my husband is very supportive and is currently finishing his PhD and teaching online courses through Oregon State. We have to be intentional about scheduling time for us to spend together (away from our books, computers, and cell phones). This doesn't give us a lot of extra time for our friends and family, but we try to seek opportunities to visit, call, or catch up with them as much as possible. We are both counting down to December when we will both be finished with school and can focus on our health, family, and career... especially our new baby that arrives late-January. I have a feeling that adding a new member to our little family will force me to shift my priorities once again. I hope to someday be as organized as "Charlene" in the section "Finding Balance." Remembering that we "only pass this way once" helps me take a step back and reflect on my emotional, psychological, and physical well-being.
Sunday, October 2, 2011
Leadership Connectors - Competence (Ch. 4)
One day, I watched a two-year girl run across a field when she stumbled and fell. She looked at her parents and exclaimed, "Nice save!" as she picked herself up. Unphased by the grass stain on her pants, she laughed and ran off to continue the journey she was on...
As children, we are conditioned by our parents, mentors, and the reactions of others. Our self-esteem and competence is built upon the many experiences that we encounter along our "journey" to adulthood. How we face problems, view challenges, and respond to compliments or advice from others can either help build our self-efficacy or create self-doubt in our abilities to accomplish goals.
We know that perfection is an unrealistic goal for ourselves and others. The way we view our "missteps and stumbles" is an essential part of growing and learning. I am thankful for the many mentors that I've had in my life who have modeled and CONTINUE to help me develop my competence-building skills in the areas of social/emotional intelligence, communication, reflection, respect, life-long learning, organization/prioritization, systematic thinking, and humility. As a classroom teacher, I tried to model and develop these same skills within my students.... but I didn't realize how much they would teach me in the process. Now that I am supporting and coaching adults... not much has changed. I continue to learn and grow alongside others... celebrating my strengths and admitting my weaknesses... expecting to make mistakes... and trying to remember to take time to reflect throughout the journey.
As children, we are conditioned by our parents, mentors, and the reactions of others. Our self-esteem and competence is built upon the many experiences that we encounter along our "journey" to adulthood. How we face problems, view challenges, and respond to compliments or advice from others can either help build our self-efficacy or create self-doubt in our abilities to accomplish goals.
We know that perfection is an unrealistic goal for ourselves and others. The way we view our "missteps and stumbles" is an essential part of growing and learning. I am thankful for the many mentors that I've had in my life who have modeled and CONTINUE to help me develop my competence-building skills in the areas of social/emotional intelligence, communication, reflection, respect, life-long learning, organization/prioritization, systematic thinking, and humility. As a classroom teacher, I tried to model and develop these same skills within my students.... but I didn't realize how much they would teach me in the process. Now that I am supporting and coaching adults... not much has changed. I continue to learn and grow alongside others... celebrating my strengths and admitting my weaknesses... expecting to make mistakes... and trying to remember to take time to reflect throughout the journey.
Monday, September 26, 2011
Leadership Connectors - Safety (Ch. 3)
For this post, I decided to dig into my past a little and expose a painful memory...
For most of my career, I have felt nothing but supported by my supervisors and administrators. But as I read this chapter, I couldn't help but think of a situation I had experienced in the classroom. This involved a parent who was known for "bullying" staff members. This is the same parent that commonly marched into the office to try to manipulate administration. After being "verbally attacked" by the parent twice, once in the classroom and the other in the principal's office with the principal present, I decided to write an email to my administrator expressing my concerns and distress... here is an excerpt of my letter:
"I was deeply disappointed by the way the meeting with __________ was handled. She claimed that she asked for this meeting on Monday, but I wasn't given any notice (esp. after a FULL day of meetings - leadership and PLC) or prior warning as to what her new accusations were going to be. This is the second time that I felt verbally attacked and violated by the same parent. I felt that my control was taken away and I was put on the spot... left to defend myself in front of an irrational parent who had six days to plan what she was going to say. She was allowed to be extremely inappropriate and took things to a degrading and personal level - questioning my integrity as a professional and suggesting that I bully and manipulate students. I do not care to rehash what she said, but I do think it is a problem that she was allowed to get away with saying the things she said to me with a "mediator" present. I know you tried to step in a few times, but I do not feel you stood up or supported me during our meeting. When she stated that I can't handle my own issues and that it is ridiculous that I need you to be my "buffer" to solve problems, I would have liked you to step in and make it clear that this should be protocol for ANY of the staff members at ____. I am worried that she will CONTINUE to do this to other staff members if/when she gets the chance. She learned that she can get away with accusing (without specific details and evidence using only blanket statements and personal projections) teachers and berating them with or without a principal present. After she left, you tried to console me and said some nice things about what I do in the classroom and how I positively impact kids. I think it would've made more of an impact if you had said those things with the parent in the room so that she knows that I AM indeed a valued staff member who should not be treated in such a manner.
I do not mind listening to parent concerns (and I know sometimes I take them very personally - at least at first). I know this comes with the territory. But I refuse to be treated this way and do not want my colleagues to experience the same disrespect. I would like to know how we are going to change protocol for parent "meetings" or other situations that arise with irrational parents. This is a safety concern and it should be addressed like any other hazard, safety issue, or lockdown drill. I would also like parents to be reminded (and reprimanded) if they do not check into the office before they walk on campus. I also need more than a minute's notice to collect my thoughts and gather my composure before meeting with anyone.
Right now, resolving these concerns is way more important than getting that online gradebook set up. You asked me to be honest, and I think I have adequately expressed my concerns and suggestions for continued support at the current time. My goal is NOT to change _________'s mind. It is to establish a consistent and reliable schoolwide accountability system that will help prevent these kinds of conflict from reoccurring or happening at our "bully-free" school and community."
Chapter Three explains that everyone needs to feel physically, emotionally, and psychologically safe in order to shift our energy from basic survival needs to complex thinking and reflecting... and of course, focus on what's most important in schools... student learning. The above situation captures one of the most important lessons that I learned while teaching. Safety is indeed a fundamental leadership connector. I believe it is the principal's responsibility to create and maintain a "bully-free" zone for students, staff members, AND parents.
For most of my career, I have felt nothing but supported by my supervisors and administrators. But as I read this chapter, I couldn't help but think of a situation I had experienced in the classroom. This involved a parent who was known for "bullying" staff members. This is the same parent that commonly marched into the office to try to manipulate administration. After being "verbally attacked" by the parent twice, once in the classroom and the other in the principal's office with the principal present, I decided to write an email to my administrator expressing my concerns and distress... here is an excerpt of my letter:
"I was deeply disappointed by the way the meeting with __________ was handled. She claimed that she asked for this meeting on Monday, but I wasn't given any notice (esp. after a FULL day of meetings - leadership and PLC) or prior warning as to what her new accusations were going to be. This is the second time that I felt verbally attacked and violated by the same parent. I felt that my control was taken away and I was put on the spot... left to defend myself in front of an irrational parent who had six days to plan what she was going to say. She was allowed to be extremely inappropriate and took things to a degrading and personal level - questioning my integrity as a professional and suggesting that I bully and manipulate students. I do not care to rehash what she said, but I do think it is a problem that she was allowed to get away with saying the things she said to me with a "mediator" present. I know you tried to step in a few times, but I do not feel you stood up or supported me during our meeting. When she stated that I can't handle my own issues and that it is ridiculous that I need you to be my "buffer" to solve problems, I would have liked you to step in and make it clear that this should be protocol for ANY of the staff members at ____. I am worried that she will CONTINUE to do this to other staff members if/when she gets the chance. She learned that she can get away with accusing (without specific details and evidence using only blanket statements and personal projections) teachers and berating them with or without a principal present. After she left, you tried to console me and said some nice things about what I do in the classroom and how I positively impact kids. I think it would've made more of an impact if you had said those things with the parent in the room so that she knows that I AM indeed a valued staff member who should not be treated in such a manner.
I do not mind listening to parent concerns (and I know sometimes I take them very personally - at least at first). I know this comes with the territory. But I refuse to be treated this way and do not want my colleagues to experience the same disrespect. I would like to know how we are going to change protocol for parent "meetings" or other situations that arise with irrational parents. This is a safety concern and it should be addressed like any other hazard, safety issue, or lockdown drill. I would also like parents to be reminded (and reprimanded) if they do not check into the office before they walk on campus. I also need more than a minute's notice to collect my thoughts and gather my composure before meeting with anyone.
Right now, resolving these concerns is way more important than getting that online gradebook set up. You asked me to be honest, and I think I have adequately expressed my concerns and suggestions for continued support at the current time. My goal is NOT to change _________'s mind. It is to establish a consistent and reliable schoolwide accountability system that will help prevent these kinds of conflict from reoccurring or happening at our "bully-free" school and community."
Chapter Three explains that everyone needs to feel physically, emotionally, and psychologically safe in order to shift our energy from basic survival needs to complex thinking and reflecting... and of course, focus on what's most important in schools... student learning. The above situation captures one of the most important lessons that I learned while teaching. Safety is indeed a fundamental leadership connector. I believe it is the principal's responsibility to create and maintain a "bully-free" zone for students, staff members, AND parents.
Sunday, September 18, 2011
Leadership Connectors - Support (Ch. 2)
"Leadership offers an opportunity to make a difference in someone's life, no matter what the project."
-Bill Owens
Support is a basic need. It communicates value, care, connectedness, and protection. It also helps build and strengthen relationships. It takes good communication skills, visibility, knowledge about budgeting, trusted peers and advisors, and a constant "finger on the pulse" to determine the kind of support that is needed at any given time (whether it be financial, emotional, material, physical, human, or moral).
This chapter allowed me to reflect on my experiences and expectations as a Curriculum Support Provider. Although my job can sometimes be viewed as a "Vice Principal" role, providing support is my number one priority. When I first arrived at my new school, I didn't know what to expect and didn't have a clear understanding of what my day-to-day routine would look like. My administrator outlined his overall expectations. He asked me to keep a "finger on the pulse" and to be as visible as possible. In fact, my job changes every day as new needs and priorities surface. On most days, I feel a lot like "Tyler, the assistant principal" in the "What Can I Get For You?" section of Chapter 2. I can't walk from Point A to Point B without checking in, saying hello, or following up with a staff member, student, or parent. I have tried to build trust and credibility by being visible, available, and approachable at all times. I have also made it a priority to learn and greet every student on campus by name, especially new students and families. I am hoping they feel welcome and supported, not only by their teacher, but by the support staff... because ultimately... that's what we're there to do... provide SUPPORT!
-Bill Owens
Support is a basic need. It communicates value, care, connectedness, and protection. It also helps build and strengthen relationships. It takes good communication skills, visibility, knowledge about budgeting, trusted peers and advisors, and a constant "finger on the pulse" to determine the kind of support that is needed at any given time (whether it be financial, emotional, material, physical, human, or moral).
This chapter allowed me to reflect on my experiences and expectations as a Curriculum Support Provider. Although my job can sometimes be viewed as a "Vice Principal" role, providing support is my number one priority. When I first arrived at my new school, I didn't know what to expect and didn't have a clear understanding of what my day-to-day routine would look like. My administrator outlined his overall expectations. He asked me to keep a "finger on the pulse" and to be as visible as possible. In fact, my job changes every day as new needs and priorities surface. On most days, I feel a lot like "Tyler, the assistant principal" in the "What Can I Get For You?" section of Chapter 2. I can't walk from Point A to Point B without checking in, saying hello, or following up with a staff member, student, or parent. I have tried to build trust and credibility by being visible, available, and approachable at all times. I have also made it a priority to learn and greet every student on campus by name, especially new students and families. I am hoping they feel welcome and supported, not only by their teacher, but by the support staff... because ultimately... that's what we're there to do... provide SUPPORT!
Saturday, September 10, 2011
Leadership Connectors - Communication (Ch. 1)
Hensley & Burmeister (2009) outline six "leadership connectors" that help develop healthy relationships in schools. The first connector is communication. I plan to continue to work on improving my communication skills, both personally and professionally, as I prepare to be a good wife, mother, school leader, and future administrator.
Below are some highlights and take-home lessons from Chapter 1:
-Oral, written, and nonverbal communication needs to be consistent, sincere, honest, and humble
"Everything you say and do shapes people's opinions and feelings about you..."
-Saying "thank you" and giving credit to others can help develop a positive tone and culture of respect
-Listening is more important than speaking...
-"Framing" is a powerful tool to achieve a vision and must be used with integrity
-Optimism can turn problems into opportunities...
"You are creating a school focused on illumination, not on missteps in the darkness, a school that names its strengths and tackles its weaknesses without excuses, setting a path to overcome them..."
-Be proactive, rather than reactive
-Building consensus can be a powerful tool for building relationships
-Watch, listen, empathize, and appreciate others!
"The most important thing in communication is hearing what isn't said..." - Marilyn Drucker
Below are some highlights and take-home lessons from Chapter 1:
-Oral, written, and nonverbal communication needs to be consistent, sincere, honest, and humble
"Everything you say and do shapes people's opinions and feelings about you..."
-Saying "thank you" and giving credit to others can help develop a positive tone and culture of respect
-Listening is more important than speaking...
-"Framing" is a powerful tool to achieve a vision and must be used with integrity
-Optimism can turn problems into opportunities...
"You are creating a school focused on illumination, not on missteps in the darkness, a school that names its strengths and tackles its weaknesses without excuses, setting a path to overcome them..."
-Be proactive, rather than reactive
-Building consensus can be a powerful tool for building relationships
-Watch, listen, empathize, and appreciate others!
"The most important thing in communication is hearing what isn't said..." - Marilyn Drucker
Tuesday, August 30, 2011
The beginning of the end...
My final semester as a masters student has begun. Last week, I attended the first face-to-face meeting for EAD 269 - Site-Based Leadership - with Dr. Buster, Dr. Wise, and Dr. Darrow. I feel privileged to have such amazing professors and guest speakers for this course, and I am looking forward to the collaboration between Sanger, Clovis, Kingsburg, Visalia, and Tulare cohort students. With a focus on communication and technology, I feel that this course will indeed help "prepare credible and relevant leaders in education" and provide us with the tools and insight we will need to be successful leaders throughout our diverse communities.
One of the highlights from our first class was watching the RSA Animate video about motivation. In this video, Daniel Pink cleverly illustrates (literally) how higher incentives and extrinsic motivation/rewards yield poorer performance, especially when asked to complete cognitive tasks.
After watching this video, it was decided that we need better motivation strategies in schools, especially in a season heavily influenced by high-stakes testing, changing populations and communities, new school initiatives, and pressure to do more with less.
Although there is no magic bullet or quick and easy solution to implement, it is important for every school leader to learn about their staff, students, and community. By focusing on staff/student morale and the school environment, existing motivators can be exposed. Helping people build autonomy, achieve mastery, and discover their purpose can be the biggest motivation of all. Building capacity within all levels of a school community is extremely important, and helping individuals discover their "purpose" is a pivotal role for contemporary educational leaders.
One of the highlights from our first class was watching the RSA Animate video about motivation. In this video, Daniel Pink cleverly illustrates (literally) how higher incentives and extrinsic motivation/rewards yield poorer performance, especially when asked to complete cognitive tasks.
After watching this video, it was decided that we need better motivation strategies in schools, especially in a season heavily influenced by high-stakes testing, changing populations and communities, new school initiatives, and pressure to do more with less.
Although there is no magic bullet or quick and easy solution to implement, it is important for every school leader to learn about their staff, students, and community. By focusing on staff/student morale and the school environment, existing motivators can be exposed. Helping people build autonomy, achieve mastery, and discover their purpose can be the biggest motivation of all. Building capacity within all levels of a school community is extremely important, and helping individuals discover their "purpose" is a pivotal role for contemporary educational leaders.
Sunday, August 28, 2011
Metaphors for teaching and leadership...
I usually skim through the introductions of books, but I found myself reading the intro for Michelle Collay's "Everyday Teacher Leadership" and a few metaphors really stood out to me. She argues that teachers are leaders, especially when we engage in learning with other educators. Please enjoy these excerpts from her book:
"We are sometimes gardeners who have accepted a plot of land to care for when we didn't choose the seeds. Within our classrooms, we recognize the gifts and challenges our students bring, and we nuture those seeds into more fully developed plants. We till the soil, water the seedlings, and struggle to resist pulling the weeds. We strive to see the space as a garden filled with plants of which we don't yet know the names. The ground may lack certain nutrients or the right conditions for all the plants that come up, but our task is to keep all of them alive, not just those that are best adapted to the conditions.
Other times we are mechanics, often without the right tools to repair the systems in which we and our students live and work. We tinker with the machinery while knowing the machine is not designed to do the job. We borrow tools from our neighbors to make the short-term repair in hopes the machine can continue to function, even as we recognize its limitations. We walk away from this broken machine in frustration, only to return the next day because that's the only machine we have. There are few other forms of education for most working-class and poor students. We educators have chose to work with all students, taking responsibility to do our best with the materials and resources we have. Accepting this role is an act of leadership."
"We are sometimes gardeners who have accepted a plot of land to care for when we didn't choose the seeds. Within our classrooms, we recognize the gifts and challenges our students bring, and we nuture those seeds into more fully developed plants. We till the soil, water the seedlings, and struggle to resist pulling the weeds. We strive to see the space as a garden filled with plants of which we don't yet know the names. The ground may lack certain nutrients or the right conditions for all the plants that come up, but our task is to keep all of them alive, not just those that are best adapted to the conditions.
Other times we are mechanics, often without the right tools to repair the systems in which we and our students live and work. We tinker with the machinery while knowing the machine is not designed to do the job. We borrow tools from our neighbors to make the short-term repair in hopes the machine can continue to function, even as we recognize its limitations. We walk away from this broken machine in frustration, only to return the next day because that's the only machine we have. There are few other forms of education for most working-class and poor students. We educators have chose to work with all students, taking responsibility to do our best with the materials and resources we have. Accepting this role is an act of leadership."
Sunday, August 21, 2011
Welcome to my new blog!
I used to keep a blog in college, but my posts became more and more infrequent as life became busier and busier. This account will be my second attempt at blogging, mostly because it is a weekly requirement for my EAD 269 class.
A little bit about me...
I am a Curriculum Support Provider at Reagan Elementary School in Sanger Unified. As a "Vice Principal" figure, I am the "go to" person when the principal is busy or unavailable. As my formal title suggests, my job is to provide support to all teachers, staff members, and students. Curriculum is my focus, but the range of activities and tasks that I tackle day-to-day can vary greatly. I love my job and am excited to continue my second year as a CSP. I am also currently pursuing my masters and credential in Educational Leadership and Administration.
On a personal note, I am happily married to my amazing husband, Nick. We met in college and share the same birthday. He is my best friend and biggest fan. I wouldn't be able to accomplish or juggle as much as I do if it weren't for him supporting and encouraging me every step of the way. We are happy to report that we will be welcoming a new Blanchard to the family around Jan. 31, 2012. I am about 17 weeks pregnant and the anticipation & excitement is growing as rapidly as my belly. Although I will need to seek balance and learn to re-adjust my priorities before the baby arrives, I am REALLY looking forward to being a new mom.
Of course, the title of my blog "CarteBlanchard" can be defined as the complete freedom to discuss and document the reflections of my life. For all those who choose to follow, may you have the courage to freely share your opinions and comments as well.
A little bit about me...
I am a Curriculum Support Provider at Reagan Elementary School in Sanger Unified. As a "Vice Principal" figure, I am the "go to" person when the principal is busy or unavailable. As my formal title suggests, my job is to provide support to all teachers, staff members, and students. Curriculum is my focus, but the range of activities and tasks that I tackle day-to-day can vary greatly. I love my job and am excited to continue my second year as a CSP. I am also currently pursuing my masters and credential in Educational Leadership and Administration.
On a personal note, I am happily married to my amazing husband, Nick. We met in college and share the same birthday. He is my best friend and biggest fan. I wouldn't be able to accomplish or juggle as much as I do if it weren't for him supporting and encouraging me every step of the way. We are happy to report that we will be welcoming a new Blanchard to the family around Jan. 31, 2012. I am about 17 weeks pregnant and the anticipation & excitement is growing as rapidly as my belly. Although I will need to seek balance and learn to re-adjust my priorities before the baby arrives, I am REALLY looking forward to being a new mom.
Of course, the title of my blog "CarteBlanchard" can be defined as the complete freedom to discuss and document the reflections of my life. For all those who choose to follow, may you have the courage to freely share your opinions and comments as well.
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