Teacher Leadership Pt.1: M3_Reflection

 To begin, this module required participating teachers to not only reflect on healthy relationships, but the functionality of themselves as leaders in the community with respect to the initiator of positive communications. Those who are reflecting on the idea of initiating communication between the community members needs to keep in mind that we all have different beginnings. I have developed a personal teacher challenge (https://teacherstatus14.blogspot.com/2022/02/teacher-challenge-1-sel-social.html) in which the teacher is trying to complete 1 of the 4 strategies/activities 1 or more times each week. 

The relationships that are created and fostered within our work experiences directly impact those events that take place outside of work hours. In this module the focus is "Healthy Relationships", now this module and its topics have the whole idea of teamwork and community building but as a leader, there is a bigger emphasis I think that needs to be viewed which is why team and community is important. the understanding of how a team's function is not just for the sake of having a team that takes on tasks. It is ponderous when thinking about the ideas of leadership and the onus of leadership within a team rather than of a team. 

In Don't Take Work Stress Home with You Coleman and Coleman discuss the ways that employees can avoid taking home work from stress (2016). This article really took what has been discussed in this module and applied a direction-to having direction. As a leader it is clear that a team needs to have direction and in a school that direction needs to have the stakeholders involved. It does so happen that sometimes though, a team and its members are sometimes taking it on themselves to put in the extra efforts to get the job which is commendable, however it should be noted that there needs to be checks in place. A team is a good way to manage large projects and solve big problems within communities as well as a reasonable way to build a community, however it does sometimes becomes difficult for a team or its members to know pacing. In some cases a team may not know it overworked until its too late which is usually how burnt out teachers realize they are burnt-out. It is not usual for a dedicated individual to stop and say, "I think I need to stop-I'm making too much positive progress". A lot of the time people become hungry for the continual progress forward or possibly even the recognition. 

When discussing collaboration, yes, it is a good thing. Having a vision is important and indeed as a colleague it is important for one to reach out and touch on those human interactions in the office/around the school to keep work environments functional as well as humane. It should be said though that as leaders it is important to literally set aside time to build that collaboration time in a productive/meaningful way rather than over-collaborating. It sounds like something a leader wouldn't parade, but what is being stated is that there doesn't need to be a meeting for say a student union and teacher or yearbook meet-up literally every week (a couple examples). Teams should try to have a decent foreseeable meet-up schedule with tasks to do in between or to ensure that a meet is not to know what is happening the week after only.

As the digital age develops collaboration also changes. Instead of holding meetings to discuss every development in a particular area now, schools can actually utilize on-staff staff expertise by developing clouds/video hosting records for the members in its community as well to save after school and lunch time for teachers to do what they need to-which may very well be time to complete tasks that would normally need to go home with them or stress relieving activities.

Sources:

JColeman, J. Coleman. Don't Take Work Stress Home With You. July 28, 2016. Harvard Business Review. Feb 27, 2022. from https://hbr.org/2016/07/dont-take-work-stress-home-with-you

A 21st Century Teacher Challenge #2-"21st Century Learners and Technology"

 Essential Question: "How am I engaging learners of the 21st century and preparing them for life in the 21st century?"

What does it mean to engage a learner of the 21st century?

"human beings must acquire totally different knowledge, skills and strengths in order to survive and thrive in the increasingly more complex world"

How is the type of knowledge students need/gain different than that of life prior to the 21st century?

a) Hunter-Gatherer Lifestyle

-Survival in nature

-Tool making (primitive)

-Tracking and hunting

-Basic necessity scavenging/nomadic life

-Fire-making

 

b) Agricultural Basis

-Survival from the land

-Man made tools/animal drawn tools

-Planting and harvesting

-Livestock/domestication of animals

c) Industrial Based

-Function within an organization

-Mechanization

-Industrialization of production

-Management of people

-Literacy

-Persuasive methodology

d) Information-Rich

-Technological skill sets

-Empathetic capacities

-Extended Literacy

Specifically students can practice the following to better prepare for the 21st century,

-Persisting

-Managing impulsivity

-Listening with understanding and empathy

-Thinking flexibly

-Thinking about thinking (metacognition)

-Striving for accuracy

-Questioning and posing problems

-Applying past knowledge to new situations

-Thinking and communicating with clarity and precision

-Gathering data through all senses

-Responding with wonderment and awe

-Taking responsible risks

-Finding humour

-Thinking interdependently

-Remaining open to continuous learning

These qualities feed into the success of learners in the modern world as the need for collaborative attributes thickens.

Task:

Try to produce one activity each week that involves extended use of technology to "view, respond, or participate in", over each week. This can be the use of an online quiz/game; discussion posting; videos over third party platforms or the production of a poster through an online graphic design site.

Teacher Challenge #1-SEL (Social Emotional Learning)

 Essential Question: "How did I incorporate SEL into the unit I am teaching?"

What is SEL?

"the process of developing fundamental social and emotional competencies or skills in children and creating a caring and supportive school climate."

To delve further this might look like the following, 

-self-awareness

-the ability to regulate emotions

-self-motivation

-empathy

-social skills

Potential Strategies?

1. A teacher can develop a challenge in which at least once a week (generally a Monday and/or a Friday), the teacher should ask students to draw a happy, indifferent face or a sad face at the type of their page based on how they are feeling. The teacher should follow-up with students who are perceived as concerning, first. 

2. Teachers can also incorporate into all/most assessments (formative) a series of different emotional faces that students can circle based on how they feel about the material/mood or something that allows students to voice their feelings.

3. If the class is online or the use of paper in class is limited, the students should be inquired on by the teacher with a phone call to the parents stating that this is a "friendly correspondence and routine follow-up with various students through the semester to check-in ask how the student is coping at home with the learning materials, if there is anything the student may have mentioned that might be beneficial for the teacher in regards to direction.

4. A postcard. Students are given a selection of postcards they may choose from, write a greetings and imaginary "So this is what I have done this week," as a sort of joke/fun mental break from reality once in awhile. The main idea would be that students choose who they would like to give one to and if they even like, the teacher can create a secret placement of the postcard for the classmates who either want to remain anonymous or are shy. This could be organized with an in class post box that the teacher can check everyday.

Fostering Critical Thinking in Students Throughout Seminars and/or Tutorials

 Tips/Strategies shared by a colleague. Highly applicable to Academic and University prep courses.

1) Good discussion questions are not answered "yes" or "no". Instead they lead to higher order thinking about the work (analysis, synthesis, evaluation).

Why? "Yes" and "No" confirm or infer a response, this is an entry level question but doesn't demonstrate critical thinking because there is no process-just like in a math problem.

2) Good discussion questions call for more than simply recalling the acts or guessing what the teacher already wants to know, but are open ended, leading to a variety of responses.

What does that look like? Considering connections between a student's personal experience to a text and determining what may be similar or different between the two.

3) Good questions recognise that readers will have different perspectives and interpretations-such questions may require dialogue between teacher and student.

Consider if a student read Spider-Man #01 (Amazing Fantasy) or watches the first 20-something minutes of Spider-Man (2002)-You know, the one with Toby McGuire? Well, then ask yourself or a student. Is Spider-Man a good role model for children or does he promote irresponsible use of power?

4) Good discussion questions require a careful reading of the text. They often focus on a particular passage or focus on particular connections between different parts/aspects of the text.

5)Good discussion questions are simply and clearly stated. They do not need to be reworded or repeated to be understood.

6) Good discussion questions are useful to the students. Good questions can help to clarify passages or issues students may find difficult. They help students understand cultural differences that influence their reading. They invite personal responses and connections.

7) Good discussion questions make connections between the text at issue and other works as well as the themes and issues of the course.

8) Lead up to larger and more open questions by introducing first questions that create context and fluidity into the train of thought required to understand the question successfully. 

9) Ask interpretive questions before evaluative questions. Let your earlier questions lay foundation for your later questions.

10) Be flexible about your list of questions. If you let the conversation get to far gone though, you need to consider how to tie it back to the original discussion focus.

11) Be respectful and appreciative at all times, but don't be afraid to disagree with a comment. consider asking "What do others believe?"

Intermediate FNMI ABQ: Introduction Module 1- Task 3 "Indigenous History Research"

 For this task, you will reflect and learn more about local Indigenous history.

Research and identify websites addressing local First Nations, Métis and Inuit communities, traditional territories and languages, treaties, community organizations and resources.

Post the url of one informative website with your classmates and reflect on your learning regarding Indigenous history in Canada (2 to 3 sentences only).

Be sure to review the sites your classmates shared.

This video was an excellent introduction into where to start one's study of Indigenous History and how to organize it (I feel that way at least), (2018) Dion "Dr. Susan Dion - The Historical Timeline as Lesson"

https://vimeo.com/255920929

Intermediate FNMI ABQ: Introduction Module- Task 1 "Why is it so important to learn about Indigenous Peoples?"

The Medicine Wheel

The learning of the history, culture and issues that affect First Nation, Métis and Inuit peoples in Canada has become an integral part of the education of young people in our country today. Many approaches used in the teaching of Indigenous youth and teaching about Indigenous people are unique and require a significant degree of sensitivity. Teachers need to be creative, dynamic and sensitive when developing teaching approaches and programs for Indigenous learners and Native Studies.

Medicine Wheels have been, and continue to be used, by many Indigenous groups to address complex issues. Medicine Wheels are a cultural construct that can be used as a pedagogical tool for teaching, learning, contemplating and understanding our human journeys at individual, band/community, nation, global and even cosmic levels. Medicine Wheels have thus emerged as a framework for educational development as the wheel reflects foundational characteristics of many Indigenous cultures, including the interconnectedness of all entities and has assumed a broad appeal in the process of cultural revitalization.

Within Medicine Wheels there are many, many ‘rings’ of teachings that exist with significant meaning independently, but are all the more powerful when understood as a collective of interdependent knowledge teachings and practices. Presented in the figure below are some of the ‘rings’ of teachings that relate directly to the content of this course. The teachings represented are: 1) the four gifts of the directions; 2) the process of actualizing those four gifts; 3) the four aspects of one’s personal being; 4) the components of cultural/community development; 5) the learning process; 6) the areas with which we foster relationships; and 7) the life stages. These circles of teachings reflect the key themes of learning in the course and are thus used as Indigenous epistemological and pedagogical understandings of the course content.

At the centre is where the learner stands. While this typically refers to the child, the framework is equally applicable to the adult, in this case the course participant. The individual at the centre stands and looks out at everything that surrounds them. Surrounding them are the different spheres of influence that affect the learner. These spheres of influence include the family and the local and surrounding First Nation communities. Finally, the outer sphere of influence would involve the resources, policies and allies from other First Nations across Canada and the greater Canadian society.

Another important theoretical foundation is the concept of partnership and communication in education between the main sphere of influence of the student: the Indigenous nation, the community, the home and the school. As a teacher, it is important to foster these partnerships and to understand their role in the education system. Partnership requires ongoing reciprocal communication. Learning by students becomes more meaningful and engaging when it is supported and informed by partnerships between the home, the school community, and the larger community as a whole. In this way, the student is surrounded by valuable community resources and has opportunities to learn first-hand from the knowledge and skills of the people in the community. The use of the Medicine Wheel as an organizing structure for this conceptual framework signifies the importance of a non-linear and cyclical process of instruction and pedagogy in First Nations learning.

As you work your way through this course, reflect on the structure of the Medicine Wheel and how it relates holistically to the Indigenous ways of teaching, learning and knowing.

Here is a great resource if you are looking for more information on the Medicine Wheel:

Best Start/Meilleur Depart, Health Nexus Sante. (2011). A Child Becomes Strong - Journeying Through Each Stage of the Life Cycle. Toronto, ON: Best Start Resource Centre -  A Child Become Strong Article 

Why is it important to learn about First Nation, Métis, and Inuit people?

1. Review the following documents:

Truth and Reconciliation Commission website - www.trc.ca

Truth and Reconciliation Calls to Action -  Calls_to_Action_English2.pdf (trc.ca) (Education calls #6-

12 on pages 1-2, Education for Reconciliation calls #62-65 on pages 7-8)

Statistics Canada. (2016). http://www.statcan.gc.ca/daily-quotidien/171025/dq171025a-eng.htm 

2. After reviewing the above documents, respond to the following questions:

Why is it important to learn about Indigenous peoples?

What does this mean for students (Indigenous and non-Indigenous)?

3. Post your response to the Task Board and review your classmates' posts.

As per discussion,

"Why not learning about another culture, language or peoples? Really? I mean, without saying that its quite the same as when a teacher takes it upon themselves to become a member of a Catholic School Community or non-native french speaker integrates themselves into a French Immersion School Community. On some level I feel there is a moment where education needs ensure that teachers have the training they need to meet the needs of their students.

To be frank, I thought it was a mandatory course through my concurrent education year. I must say that it was extremely helpful with experiences after during teacher's college.

Students in public schools and Catholic schools of ON are living in a bubble when it comes to the foundations and history of Canada. The Social Studies curriculum begins preparing them for what is to come in the high school history education but by that time the students have already developed a conception that Canada is and always was a culture mosaic. To extent  “Canada” itself has always been, but it was what came before that which is important.

The curriculum that is offered now begins to tie up the loose ends of the past educational curriculum but needs to offer more than a bit of knowledge to help students truly understand where Canada came from. The native people lived by a simple philosophy in life and once the Europeans arrived, things became complicated. A modern world mingling with a world that didn’t want to remove itself from what had always been. Not unlike today, there are many traditions that these cultures (we call the First Nations) have many beliefs that offer more than animism and theism in general. Their teachings offer a fundamental respect for all living things and that is what kept their cultures alive for the amount of time it has.

This fundamental belief of respect for one another (including the earth itself) is a crucial teaching that applies further than simple religion and language but also into the basic science elementary school students learn. Biodiversity, food chains, etc.

The reading of culture and tradition is poetry in itself. The Ojicree practice chanting that offers teachings and stories in many different respects. The students we teach in our schools are indeed learning English but why can’t they also be observing another language’s translated chants or scripts of dialogue, etc. This allows students to view a text from a different viewpoint. The teachings of cultures are applicable to language arts on most levels. Yes, they would most likely need to be translated but its not as if they are not already.

Overall, the idea of learning about indigenous studies is a matter of developing understanding of the world around us, and respect for not just fellow Canadians, but other humans. This is not just an English world, or a French World, is multi-cultural and just as we show willingness to work closely with one culture, we certainly should for all."

Intermediate FNMI ABQ: Module 1- Task 2 "Knowledge Inventory Survey"

As per course, "Test your knowledge. The following Knowledge Inventory survey will ask you questions about your general knowledge as it relates to First Nations, Métis and Inuit peoples. This will give you a sense of what you know and what you need to know.  Answers have been provided, but we strongly encourage you to review these only once you have completed your own responses first. 

Reflect on your results in your learning portfolio submission for module 1.  

 KNOWLEDGE INVENTORY SURVEY KNOWLEDGE INVENTORY SURVEY - Alternative Formats.

 Knowledge Inventory FNMI Answers(1).docx Knowledge Inventory FNMI Answers(1).docx - Alternative Formats

Once you have identified your weaker areas, do some independent research. Start with the attached e-book Education As Reconciliation.  A note about this book: this resource is in draft and needs an update.  It is being created for teacher education students.  Please do not distribute it in any form. " 

Sources:

Long, D. & Dickason, O. P. (2011). Visions of the heart: Canadian Aboriginal Issues. Don Mills, ON: Oxford University Press.

https://www.northernontariolocal.ca/l/on/first-nations-organizations

(Community Organizations in Northern Ontario)

https://www.ontario.ca/page/ontario-first-nations-maps

(Ontario First Nations Maps)

https://www.thecanadianencyclopedia.ca/en

https://www.historicacanada.ca/heritageminutes

https://indigenouspeoplesatlasofcanada.ca/

https://www.hiawathafirstnation.com/about-us/history/

https://www.ontario.ca/page/treaties

(Ontario First Nations Treaties)

http://www.sandylake.firstnation.ca/?q=profile

(Sandy Lake Treaty Site)

Teacher Leadership Pt.1: M3_FA 4-Collaboration

 As per course, 

"Read:

 

Sharing good Practice: Strategies to Encourage Teacher Collaboration

https://blog.irisconnect.com/uk/sharing-and-collaboration-in-schools

 

Watch:

 

Michael Fullan – Building Relationships of Collaboration

https://vimeo.com/88184195

 

As a leader it is important to let those around you know that you are also a co-learner; meaning you also need to improve, take risks, experience failures and successes, and continue to practice in order to master your craft.  Just as we understand that each and every one of our students comes to class with his/her own set of strengths and weaknesses, we must also acknowledge that we as educators also have areas we excel in and areas where we need improvement.  This is why collaboration among teachers is so important. 

 

In order for any of the strategies for collaboration to be successful teachers must be willing to be vulnerable with one another, and be willing to discuss challenges they are facing in their classrooms.  As a leader, you can promote this by expressing your own faults, and asking for help in the areas in which you need it. When others see this, they will be more likely to participate.  The end result will be meaningful, constructive collaboration in which the teachers and students will both benefit exponentially from. 

 

Post:

How can your leadership abilities provide a collaborative atmosphere that support teachers and students?

 

Review and comment on two other postings by your colleagues."

As per discussion,

"Leaders are not just people/teachers who are appointed, assigned or elected to a position of leadership. Advocacy in a community is also a way of which one may be able to identify a leader. 

In becoming an advocate in regards to a particular methodology, group of students or cause in the school community, one is demonstrating leadership. As a young teacher in a community with a dwindling number of returning staff members (or staff members who were not readily available for coaching/mentoring on a regular basis), the school I used to work at developing a "W.O.W." (watching others work) program. This program is built to reinforce dialogue within the school community and allow teachers/colleagues to finding mentoring opportunities as well as develop confidence in their appraisal/observations.

I had the opportunity of having a very supportive colleague observe my class (ENG2D) and provide lots of positive feedback, this was a way of building collaboration within the English department as well as the whole school. A friend of mine went to teach Math 10 (Academic), after only be certified as an English/PE teacher (this was a long time ago in a BC accredited school). His success was directly linked to the assistance he received from a member of the Math department. Without deep roots in Math, the Math department wanted to take advantage of having a surplus of English teachers and sought to insert English teachers as Math teachers into the department so that the grade 10 math and intro to Math in English courses were handled by someone who was adept at working with students at that level of ESL. A lot of the Math department was experienced and preferred having students who they could focus more on theory with rather than the basic language development.

These collaborations made the school successful for a period of time on a level that was marked with the transition into a new leadership that didn't quite fill the position as fully as the previous leadership team."

EDUC 3230-Essay#1 (Lakehead University 2014)

 

Carmelo Bono

March 03, 2014

EDUC 3230

Dr. Kerr

 

Deweyan Critique of Falkenberg’s Article, by Fred Harris

            Dewey is a philosopher of education who believes that the learning is not done strictly by the teacher but that there is transference of knowledge between the teacher and students. Falkenberg’s article is discussing the ability of people to experience something and subject it to the world around us accordingly can be used to teach a meditation form that can essentially better then learning ability of students. It seems as though Falkenberg is discussing the practice of inner thinking and critical observation for one’s own understanding of what the teacher is putting in front of the student. Dewey is a philosopher that believes experiences cannot be had without them being physically done by individuals. The reason he believes this is because without actually completing an action beforehand you cannot know for sure what the real possibilities are that would outcome from it. Dewey continues to explain that internal experiences are completely dependent on our real life experiences therefore to meditate a sense of thinking before acting is impossible without at first knowing a certain outcome since the internal world knows no efficacy.

            Falkenberg is pinned against Dewey Fred Harris in this article because Harris observes that Falkenberg is an idealist where Dewey is also and idealist but also a realist. Harris realizes that by Falkenberg’s intentions he hopes to better the education system through the introduction of in depth critical thinking within oneself but then recognizes that Dewey believes the experiences need to be had before the student experience internal reflection of actions before acting. Harris notes in agreement with Dewey’s belief that the life process is the very fact of the external world experiences. Falkenberg refers to the life process when speaking about reflecting on the internal world which is problematic when looking at Locke’s theory of the “blank slate”. An individual can not just simply know if I complete task “A”, then it will result with result “A”.

            The practice of what Falkenberg believes is basically the act of self-reflection. We see more and more reflecting being done in the education system as time presses on. I know in this professional year of our education, so much of what we do is reflection pieces. However he believes that this reflection of the disciplines is what is necessary to move the education system forward. The part of what Falkenberg believes that falls short perfect is the part that the reflecting is not a true reflection on the external world. Harris is saying that Falkenberg is unable justify why the common sense inquiry is inadequate and why we need the disciplines. Harris (as Dewey) declares that people are not concerned with the means to the end; just the means and that’s wrong, people need to be concerned with the means. The means however though are important because as human beings we need to take into account the things to be done to get where we want to be; for example, we do not want to make one student a target as a walking example of bad school work in order to scare the students into being examples of good work. Falkenberg is thinking that the ends are more important than the means when it comes to education because he is more than likely thinking in terms of lower intellectual beings; he may be thinking of capitol punishment or even standardized testing for that matter. In some ways I think today we forget to look at the means because we have the ends so important to us.

            Overall Harris believes the curriculum is broken right now in the sense that it is forcing students to partake in an education that may not be necessary to them. Students may not be engaged and thinking about the means to the end because they essentially don’t care; they have been striped of the directed passion they had for learning when you give a science major who likes to read and write about facts; that grade 12 writer’s craft course. Terrible example because writer’s craft is elective but the idea still remains there. Better example. Math student who doesn’t speak any French is put into a French class; they have just had their passion for learning tarnished because they are being forced to learn. The idea of learning is like any other activity in the world; if you have good experiences, you will enjoy it and do it more. Likewise though, if you do not enjoy it and you despise it, you will not continue doing it, in fact you may even grow an anxiety for it.

            I remember once reading about an experience a tutor had with a student who had a natural ability for math. At an early age this student was mocked in class by the teacher about a math problem and form then on the student suffered horrible anxiety after a certain level of complexity in math. The tutor heard about this student while working with another client and spoke to the parents asking if he could try something to bring the student’s confidence back. The student was producing work 2 levels below their level and after six months, was already three quarters of the way back to the level they should have been producing work at.

            Dewey`s curriculum of education, as Harris describes, is directed towards occupational necessities depending on the students in the system. Harris believes we need to go back to this idea because students who just need to learn things they want to and learn things they need to but will never use; creates stagnation in their passion for learning. The students are no longer concerning themselves with the means of passing classes and learning things but focusing on the ends. The ends being the passing grade and the means being effort, commitment or even cheating.

            I think it is important to recognize a student’s strength’s and work their course goals, not only into those strengths but their desired future as well. When looking at the education system we do see wiggle room of courses for students after grade 10 however the courses/electives available to students is little to nothing that sincerely stands out. The introduction to psychology, anthropology, and sociology course is a course that looks at three courses that are similar yes, but certainly does not reach the level of engagement as it should when trying to encourage student’s learning in those fields.

 

Works Cited

Harris, F. (2013). A Deweyan critique of Thomas Falkenberg’s article “Teaching as Contemplative Professional Practice”. Paideusis, 21(1), 51-53. Retrieved fromhttp://journals.sfu.ca/paideusis/index.php/paideusis/article/view/348/194

Teacher Leadership Pt.1: M3_FA 2-Vision

As per course,

" Watch:

Shared Vision
https://vimeo.com/225811986 

 

A common vision is something that the connected parties share as a common goal.  Common vision means working together to employ strategies that support the growth and development of the shared goal.  In regards to leadership, a common vision is something that is introduced by the based on the principles of research that have demonstrated real results. The leader's role is to provide a model (based on the research) as an example for teachers; however, paramount to this process is the understanding that this is just a model and does not have to be the way you (as the teacher) interpret it. In fact, it is more productive and beneficial if the teacher interprets it in a way that speaks to them.  The leader can then ask coaching questions and provide support as they work together to implement the shared vision. Furthermore, in order for a common vision to be nurtured and validated it needs to be a collaborative process whereby all parties are involved including administration, students, teachers, families, and communities. Within this structure of a common vision is the inherent understanding that failure is a means by which learning can be further developed. It is the leader's role to ensure that the environment is a safe place conducive to taking risks. Failure can then be used as a tool to show students that we're all co-learners who are in it together and this can be used as a pathway for continued reflection and motivation. 

 

When a common vision is instilled at the core it is something that the peoples involved can take away and apply it to different aspects of their experiences. Such as when students develop into leaders themselves and are able to make choices for what they believe in.

 

Post:

What is a common Vision? What does common vision mean? What does this mean in regards to leadership? What are some important aspects a leader must consider?

 

Review and comment on two other postings by your colleagues."

As per discussion, 

"A common vision can look like a lot of things, this context of an educational community would refer to the function and standard that the school strives to foster in its community members. Among some of the course content I have read and viewed in this module, a video that resonates though is that of focus area 1 "School Climate". The video "Establishing A School Climate" by "Professional Learning Support" discusses Kelly Rizzo's view on how her role as an administrator is not just "her role" and outlook on the team, but how she is a facilitator in a community and how teacher sharing of ideas/resources can further develop a community. From this it is clear that a vision is integral to something studied previously which was "School Culture". 

Vision can be used to describe an epiphany or a team goal. Often times a strong leader can intertwine the two. In cases where a team environment is still being developed a vision is not necessarily going to be a shared vision at first, I believe I mentioned earlier in another focus area that sometimes a leader will need to walk the team by the hand through a few successes first before being able to sit down as a team and confidently expect that a clear vision will arise amidst the tired teachers on faculty. Its not like this in many places or even some places (probably), but there is an important part about vision that needs to be said which reflects that a team may not always be able to at first devise a vision of its own. As a leader, trying to inspire other leaders in the community, I would like to see a team that can really, really be apart of the vision building goal because then there is ownership of that vision.

I believe in the past I mentioned homerooms and their failure in sustained silent reading at a former school of employment while overseas. This would have been one example in which "the vision" (as the leader actually put), was not shared and did not reflect the goals of the school culture on a whole, thus leading the school into a new year with a vision that would crash and burn in a month or so. After that vision, after its burned-that's the moment where a leader proves themselves the most,  but not the one that leaders want to be in. Leaders need to be able to rely on their team, and they can't if their team wants no part of their vision, without ownership by the team of the vision-a crucial ingredient is missing-voice/collaboration."

Teacher Leadership Pt.1: M3_FA 3-Mindfulness

 As per course, 

"Watch:

What is Mindfulness

https://vimeo.com/215726789 

 

Mindfulness in the classroom and school community means being more aware of the impacts that stress has on our students’ abilities to learn and our abilities to teach. By acknowledging this, we can create safe and healthy spaces and know how to respond to stress to support out school community. Mindfulness can be a leadership attribute as it helps to strengthen the emotional intelligence of the multiple intelligences. When students are aware of their own feelings and the feelings of others, they are able to empathize with their peers and build stronger relationships with each other. Students and teachers can be role models for this by supporting and promoting mindfulness in their school community through mental health awareness and breaking down the stigmas that surround it. More collaborative activities in the classroom can help build emotional intelligence amongst the students and offering different options when assessing students can also help give students the chance to work on activities that they are confident in. Also, being flexible is a huge factor as students can have so many things that are happening in their lives like for example, extracurricular activities, jobs, taking care of younger siblings, providing income to support their families, etc.… By being mindful of this, teachers can help support their students and help to decrease the stress and anxiety that they may be feeling.

 

Thoughts to be Discussed:

What is mindfulness in the classroom and school community? How can you promote/support mindfulness? How and why can mindfulness be a leadership attribute? Demonstrate your understanding on mindfulness by creating a mindmap.

 

Review and comment on two other postings by your colleagues."

As per discussion,

"Mindfulness is an attribute of a leader because it shows the prerogative of a leader, it reveals and reinforces that process of work towards that vision as discussed in focus area 2. 

Without leaning on an example too much, (I have already read and began reflecting on the focus area-I have seen that a lot of my experience and understanding of focus in this century/era is surrounding the gender discussions and developments within society (especially within schools/educational institutions), I would say that mindfulness of the government was demonstrated and paved a path for social justice efforts to become a serious point of focus for leaders in school communities across Canada-but specifically I am referring to Ontario.

We had a student once when I was in high school who decided to battle the gender norms and begin wearing a kilt to school. The guy wasn't not someone who identifies as anything other than male nor did he ever share outwardly with his friends (me being one of them), that he had a sexual orientation that he was trying to represent in this action. This guy just thought that gender conformity was being pushed rather than expanded. Rather than laying a suspension or even detention on him as some people thought would happen when the homeroom teacher sent him to the principal's office on the ground of indecent dress (uniforms were a sensitive issue in our school), he was told that he was heard and that his ideas as expressed spoke loudly. He didn't do it again, he never said why, it just became something that was joked about for awhile. Later that year we were surprised to hear about an unofficial GSA developing to support students who needed a place to sometimes be or speak to a professional/friend/peer-privately. We weren't surprised by which of our friends were apart of the initial initiative, but for some of what the media headlines were, it was interesting to see unravel. There were no protests or anything, nor did we expect there would be-we had a fairly open and friendly school community where faculty members were supportive and often advocated for students.

An example in my experience where mindfulness was not demonstrated was at the last school I worked at in which over the years there, about 2 students (I heard of) had attempted to take their life. At the time I posted concerns in regards to the school's reaction and lack of attention to student's mental well-being in a boarding school,

"Another one of our students tried to take their own life. This was not a "cry for help" sort of situation either, it was done with intention according to sources. This is not the first time this has happened. The school simply lacks the professional services and supports needed in order to accommodate and deal with students who are suffering or experience difficulties mentally overall or at certain points in time.

It's alarming to me, that after 6 years-no coordination from the school administration came out in regards to "how do we support students?"; yes academically we have an SBT team, but is that enough? A team of teachers and admin who meet once a week (if that now), and discuss the academic standings of students since its too early for teachers to really know how their students act on a regular basis? Chinese at our school are in some cases extreme introverts, and are not struggling with mental health wellness issues, but on the other hand-how would we know? Some students we have only meet and known for such a short time. How can minimal contact in an overpopulated class amount to a significant diagnosis of concern?

I don't know the student that tried to take their life-I know people who have. But it doesn't matter because 'I care.' No one should wake up feeling like they HAVE to be somewhere and HAVE to do something, its a school not a prison-there are many ways out. What was so horribly unavoidable that an individual contemplated and attempted the ending of themselves over jumping a fence? Calling their parents? Saying 'I quit'? Or even, 'I know, I'll call (insert name here)'?"  

The school made their administration available for discussion privately for any faculty and or students who needed a shoulder. I expressed my thoughts on mental health awareness more than a couple times and each time it was treated as "well that is the career department's task since they touch on that in a unit. Yet, there was more attention on the fact that the administration wanted to see students demonstrating attention and department budget on dream university choices/presentations. Even then, there was not much budget for that sort of thing or resources for that matter (based on where we were located). I was not a department head at that time. When I was, we had attempted a mental health awareness fair, unfortunately we could only ask volunteer classes to come to the main lobby area before lunch and then keep presenters during lunch (1.10hrs) as needed.

Mindfulness is not just reaction though, it also needs to be prevention/initial."

Teacher Leadership Pt.1: M3_FA 1-A School Culture

 As per course,

"Watch:

 

A Healthy School Culture

https://vimeo.com/87240571

 

A Toxic School Culture

https://vimeo.com/87240125

 

Establishing a school culture?

https://vimeo.com/203004178

 

A school culture is the environment that exists within the school community.  It is exemplified by the behavioural norms that exist in the school. 

 

A healthy school culture is one in which all school staff believes in the ability of its students, and that each and every child can be successful. As a result, teachers adapt and modify teaching strategies according to their student’s strengths and needs. A healthy school culture is one in which teachers collaborate with one another, sharing ideas, and giving honest descriptive feedback. Teachers have a willingness to change in order to reach every student. Administrators act as co-learners, encourage risk-taking, and support teachers in every way that they can. This may be through connecting teachers, providing resources, professional development opportunities or simply being a good listener. A healthy school culture is one where all students and staff feel valued, respected and important. The feeling is one of positivity, and administrators are well equipped to manage frustrations. The focus is on learning, and ensuring each and every student has the opportunity to experience success.

 

When a school values the opinions of all of those within its community, and comes together to form big ideas or goals to follow, the school creates a sense of togetherness, and ultimately this will lead to a more positive culture.

 

Post:

 

What is a school culture? Explain what this looks like, sounds like and feels like.

 

Review and comment on two other postings by your colleagues."

---------------------------------------------------------------------------------------------------------------

As per discussion, 

"A school culture reflects the overall attitude that is taken to the community and its members, in the video "Establishing a School Culture" by "Professional Learning Supports", our speaker Kelly Rizzo speaks to the idea of building a sustainable circle of experts to systematically help develop a strong sense of existence and development within the school community itself. To extend on the idea of a rich school culture, Rizzo also focuses on the inclusion of parents as a form of educational input/output for students after school.

In the international school community, the school culture is seemingly toxic as outlined through the video by Dr. Muhammad but is characteristically changing as the Chinese government is forcing a paradigm shift that will systematically eliminate schools (one by one) that are abundantly schools of a "toxic" nature. This is interesting because over the last decade, international school's educational governance was characteristically "as long as they don't talk about the three T's and stay in line-we don't care what they do.", in this mentality a laissez-faire approach was taken to the delivery of education by many "large companies" view the necessity versus excess of international schools. What would characterize some of these schools a healthy, as Dr.Muhammad describes, (would be if they first align what the educational body is trying to accomplish and ensuring the methods/content are capable of getting students to the cognitive destination) is actually what makes some of them so atrociously terrible in the first place. This is a direct cause for international schools to systematically close their doors or feel the financial pressures that the Chinese government is dumping on them. To see this unfold is quite remarkable really because a lot of these international schools are profit driven-I mean, that's how so many overseas teachers are paid the way we are, they are often profit driven because they are apart of a corporate group (often holding groups or Real Estate Companies). These corporate bodies want through money into their structures and human resources but don't once stop to question what it is they are delving into as a curriculum. 

For example, there are many schools offering many different Canadian curriculums, meaning I worked at school that was accredited in BC's Provincial Curriculum, offered a job at another school that is accredited with the Alberta Provincial Curriculum and currently work at a school that is accredited to offer Ontario Secondary School Diplomas. 

Now, without talking myself out of a job-specifically one of the biggest headaches for educators who are concerned with the material and content (rather than delivery specifically) is the functionality of the curriculum in this country. Each province was built to streamline students based on their post-secondary goals (college v. university), in China ONLY Academic and University courses are offered (yes, some M, such as Data Management, AVI, ADA, etc.) but other than that none. Now consider mandatory classes of students to get the OSSD-French, CHV/GLS, PE, etc. taking this into account, its really not all that difficult to make it work, but to excel in it as a teacher, it takes experience. Try discussing job options and educational pathways with students in the class geared towards the same outcomes-there is a lot of room for creativity, but if you don't have the experience, its nightmarish for students and teachers. 

Another course to reflect on would be Canadian history-try teaching that to a group of students who are learning English as a Second Language and now also incorporating the original spelling Kanata as well as the names of characters from France and Spain. Not nightmarish, unless you have no experience. Its basically Geography class and History together.

Now finally, the most interesting in my opinion has been the degradation of the BC curriculum by some of these international schools. In some of these BC Offshore schools, Indigenous topics/history is basically non-existent. This was a big part of the redevelopment of BC's educational reform where they eliminated "prescribed learning outcomes" and replaced with core competencies as well as curricular competencies. A lot of the key values and practices of this framework revolve around practice and understanding of the first nation's perspectives. The school I used to work at had such a difficult time trying to fathom how this would "translate" into an overseas Chinese-Canadian school, that it basically decided to make connections to the first nations perspectives using the 24 Chinese communist core values-in a manner of looking at it-and then when push came to shove, the school decided maybe it was time to drop the curriculum. In a turn of understanding (ironically enough), it allowed the school to do what Dr. Muhammad mentioned, which was basically an audit of its goals and contents as a community as a whole. Well, they have now created their own curriculum and are basically planning on getting approved by the British Council (IELTS' governing body) and then taking their show on the road. They still very much have stocks and have a profit line (which they don't meet because of the uncertainty of their student success rates). 

Side note: it will be interesting to see if this sideshow act works out, if it does, it spells disaster for most other international schools as it will low-ball student tuition, with (they hope) seemingly similar student success. Forecast and gossip says it looks like it will be fairly successful, but initially, a lot of universities were stating non-cooperation with the school's initiative at first because of the lack of accreditation. "

------------------------------------------------------------------------------------------------------------

Since the original publication of this post, I have come into a position where I am an English Department Head/Sr. English Coordinator.

I have been working closely with students and faculty to create a more apparent writing/authorship culture in our school. I am not going against the grain of ChatGPT revolution, but simply applying the appreciation and importance of authorship and writing process. For university students, these skills, or processes are going to be fundamental to the development of one's resilience.

I recently came across an actualized club by students in another school/location, 

https://theprosetrain.com/ 

I really liked this idea, I have spoken with staff about graffiti walls before, it was a welcomed idea, but the institution refuses the space to make this happen-so we need to be a little more creative. The AVI class is currently producing graffiti street art on campus, but I want to build something for the English Dept. in particular, online may be a good place, but I am even considering something more visually accessible, apparent, loud, boisterous, basically-tangible. 

Just sharing thoughts, we are developing our authorship board this year and going to nominate students to head the online newsletter for our program, thereafter my hope is to initiate a publication to recognize different works of art by students that make it through a panel of critics.

Teacher Leadership Pt.1: M3_FA 5-Collaboration with Parents

 As per course,

"Read:

 

Parent Engagement

https://www.education-leadership-ontario.ca/application/files/2914/9876/0410/Parent_Engagement-_Working_with_Families_Supporting_Student_Learning.pdf

 

Getting Parents involved in Schools

http://www.readingrockets.org/article/getting-parents-involved-schools

 

It is imperative that parents are involved in their children’s learning experiences in school because learning is a process that is done at both the school and home. Parents should be informed about what their children are learning, why they are learning that, and how they can help with their learning. It is critical that all parents be involved, and therefore, opening the classroom and school to parents.

     

Collaboration with parents is important to help foster an improved learning experience for students, it gives them the chance to continue developing their academic skills through on-going learning at school and home.

    

Inviting parents to the school to explore and discuss the community is also very important for parent collaboration. Hosting school open houses, in which parents can come to the school, be given a tour of their children’s learning spaces, and demonstrating the school’s diversity and culture could help parents become more comfortable and included. The purpose is to showcase respect and understanding for the various background and cultures brought into the school.

 

Parent involvement in their child’s schooling significantly increases the likelihood of success for that child. 

 

Post:

Build on the ideas discussed about the importance of collaboration with parents. What impact can parents make in the school community? How can a leader guide and support parents?

Review and comment on two other postings by your colleagues."

As per discussion, 

"Collaboration with parents is extremely important for a number of reasons, first and foremost is that students with needs can receive more from their education through parental participation and another main reason is that parents are stakeholders in the education of their children therefore offering insights into how teachers may better reach their particular children. Along with these main reasons come some circumstantial and sometimes unexpected benefits to teacher-parent collaborations, being insights into field trips, guest speakers, chaperones for school community events as well as involvement (in a participatory level) in school community events.

To quote the Capacity Building Series K-12, "When fostering family engagement, perhaps a more organic, “expanded definition of involvement” would be helpful (Weis & Lopez, 2009). We need to open up the notion of “volunteer” to mean anyone who supports children’s learning or development in any way, at any place, and at any time – not just during the school day and at the school building (OPC, CPCO, & ADFO, 2011, p. 82)." (2012)

This reflects the general idea of what I mentioned in the later part of my introduction, but also to read more into-it is an opportunity for parents to not only volunteer themselves, but information as well. Guardians know the students on levels we don't, and might be able to provide insight into the behaviours and ideas of our students in their natural environment that can better help us develop students' abilities within class. Furthermore the release of this information is 2012-if you recall, 2012 was a bit of a big deal in regards to social justice in Ontario's Educational practices/dealings with extra curricular clubs/interest groups because Gay-Straight Alliance teams were now able to be housed within school buildings regardless of Catholic or public. This is one way the school begins to invite guardians into the school community, to help support, guide or maybe even become educated themselves on what the purpose of these clubs were as well as ways of building trust (which the article spoke about some parents not having in schools at the time).

Reflecting on a previous discussion a TELL course, we were asked on the importance of bringing parents (figuratively speaking) into the school community and the benefits to such actions. My brief post on the topic, 

"For parents, I would like to be an advocate by using things like Edmodo or "guardian signatures" in which students need to collect the signatures of their parents/guardians based on when they finish the work. In using Edmodo, parents are able to join to see what their students are doing as well as contact the teacher directly. Our school  has students, parents and teachers on Pearson's "Power School/Power Teacher" APP, however there is no direct communication between the parties."

Since then I have seen the way that parents' involvement positively impacts student involvement and productivity. Students dread handing over their easyconnect code to their parents-in a way the environment of international schools in China also create a bit of anxiety for teachers (me being one of them). At the same time it does require a teacher to really be on point as parents are not afraid to question every notification sent over easyconnect.

This has been a positive development in our school community because it has forced the hand of many teachers to reach for a strong and noticeable alignment between their classes, in regards to Growing Success and courses of the same department. 

Being very familiar with reading rockets and this article "Getting Parents Involved in Schools" by The Center for Comprehensive School Reform and Improvement (Reading Rockets), I have also discussed the ways of how involving the parents allows for more direction in school climate development. When I was a youngster in elementary school, there were often times, "letters for the parents", in which parents would need to sign the correspondence and bring it back to the teacher who would hand it in to the principal's secretary who would use a final attendance to allow the principal to know who/which parents might like a phone call check-in. My Ma being the involved sort prided herself on having a moment after school when she got home from work and inquiries about the contents of my backpack, usually when I'd get in trouble for not unpacking my lunch bag or sometimes not finishing the contents of my lunch (wasn't much of a bologna person). The reason I bring up this old tradition is because it was the base for my thoughts on a school community approach to literacy development.

In that approach I discussed how in regards to literacy it was a matter of involving the parents in micro-tasks. For example, just reading along with an excerpt from a book chosen by the teacher in regards to class and discussing how it relates to what the student did in school today, or maybe something going on in the news, for younger grades, even just an idiom that students may be unfamiliar with. There used to be agendas that parents and teachers would rely on for communication until the students who refused to conform to the use of an agenda made it a nightmarish chore for teachers, "please pull out your agendas while I check for parent signatures". "