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."
Sunday, October 23, 2011
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
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