CEdO 565 Post#6

I certainly think that my definition of leadership has been reinforced throughout this course. Quality leadership is a daunting task, and although everyone can lead to some degree, becoming an effective leader requires the cultivation of personal talents. Many people claim to be leaders, but don't grasp to scope of what leadership is all about. First and foremost, I believe that leaders must be good at their craft. For example, a teacher could be good at motivating others, but without excelling as a classroom teacher, no one will follow or respect that individual. I also believe that leaders must be solid in their personal lives. A captain of a team may be good at a particular sport, but if he or she is breaking training rules, the leadership will suffer. People, by nature, seem to look for faults in others, and jealousy is a poison that pervades any workplace. If someone is trying to be a leader but has excess baggage or inadequacies in his or her life, I don't think he or she will be effective leaders. Others will focus on the faults of this leader and not be willing to follow his or her lead.

Teacher leadership can be found in people who truly put the students before themselves. Many people talk a good game, but are more interested in serving personal needs. A teacher leader must be selfless, and look at what he/she can contribute to the betterment of classroom, school, and community. There are a multitude of areas that must be balanced for this to occur. There will be conflicts to soothe, compromises to be made, and a desire to work with others regardless of personal feelings. A teacher leader must not allow setbacks to stop momentum. A thick skin is required because there will be many more failures than successes. But as long as the teacher leader is committed to students, I believe he/she will be successful.

Obviously, some people have a more natural aptitude for leadership than others, but that doesn't ensure success. Potential must be cultivated over time for true leaders to emerge. There are many people with unlimited potential who never do anything with this gift. There are those with leadership potential who don't feel comfortable leading, but again, a selfless attitude should help steer the ship in the right direction. Even with potential, factors outside of one's control may thwart progress, but a leader that uses potential will not deterred by failure.

Many school districts are rife with failures and missed opportunities. There is no question in my mind that changes must happen within the walls of our schools. This task may seem impossible after witnessing any number of faculty meetings. But I have always maintained that there is nothing anyone can do to control what I do in my classroom, and that is where I must start contributing. I care about my students, and I want to be the best guide that I can for them. From the classroom, I want to help bring more cohesion to my department, by being more vocal with my ideas. Although difficult to control, the faculty must look at other teachers as professionals with common tasks to accomplish. It would be great if everyone at a school liked each other, but that is not realistic. Regardless, we must work together. I must be willing to constantly scrutinize what I do so that it is relevant for my students. As Gabriel suggests, I want to make my principal to look good because I wanted to be trusted with leadership roles. We must find a way to get people committed to common goals. Those that don't want to be a part of that should find another career. Since those people who are not committed will often teach seemingly forever, their teaching assignments should be adjusted so they can do as little damage as possible. I hope that I demonstrate a willingness to be a solid contributor to my school. My focus will always be on the students, and I will continue to do what I feel is best for them, whether in my classroom or throughout the school.

CEdO 565 Post#5

I think the reading for this week was pertinent because of the tendency of educators to low-rate student ability. I have four sections of students that are considered the castoffs of the educational system. They (with the exceptions of a couple sandbaggers) have a history of low achievement, and don't come to school excited about learning. They will sit in class and simply suck oxygen without ever really having to think. These students are perfectly happy sitting for 45 minutes without doing anything, and I sometimes wonder what brain activity occurs during that time. It would be easy for me to take a defeatist attitude towards these students, and give them coloring books and crayons, hoping that they will color between the lines as much as possible. I think many would be happy if these students simply didn't create any problems during their time at school, and any teacher that can help that happen would be perceived to have done a good job. Why should I work hard creating lessons that I think are relevant if students are not willing to try? I have had students tell me that they are already taking summer school, so why should they work hard in my class. The logic, or lack thereof, for wasting 18 weeks in order to take 3 more in the summer is staggering. With that said, our book addresses issues with teachers not thinking their students can achieve. Rather than developing lessons that have value to students, many teachers would be happy simply occupying space in a classroom without having to think, much the same way as their students. I am reminded of the movie Stand and Deliver, where the teacher, Jaime Escalante, stated that students will rise to the level of expectations. If we don't expect anything from our students, they will happily meet those expectations. We need to find ways to unlock the potential of students that have not had success in schools. Part of that process begins with addressing data. It is important to see what students are able to achieve, and then play to those strengths. Gabriel mentions in his book about a colleague that became disenchanted because she was forced to teach Dickens to freshman. I am a big fan of Dickens, but would never force it down the throats of students that are not reading at that level. I think that books must be found that meet the ability levels and interest levels of students. With the power of the Internet, access to many of these books is only a click away. By analyzing data to see what our students can achieve, we can start designing classes that challenge our students without burying them. Is this a daunting task? Of course, but we are entrusted with empowering the generation that will be wiping our noses when we are too old to do it ourselves. I would much rather work hard to develop a relevant and challenging curriculum now, which is able to produce critical thinkers, than take it easy and be blind to the fact that I contributed to a world of people who cannot think.

CEdO 565 Post#4

I have found the idea of change to be of particular interest in the educational environment. We seem to be creatures of habit, and any deviation from the norm is often met with resistance. On the last day of school, I was speaking with one of the younger teachers that was getting a new classroom. He was packing his belongings for the move, and in the process, commented on how he disliked change. Although many Millenials are open to change, I think it is evident that the idea of having things comfortable is often in jeopardy with change. Although my colleague was happy to be changing rooms, he knew that he would have to adjust his daily habits in order to make sense of the change.
My students also don't like change. Being somewhat sadistic, I like to change the seating arrangement in my room each week. When the students arrive after a change, it takes them about five minutes to stop drooling on themselves and babbling because they have been taken out of their comfort level. As soon as they get comfortable again, I will change the arrangement just to keep them guessing. (I am really not sadistic, but I do think it is important to adjust to changing conditions)
So the point here is that change is a risky business because of the uncertainties of the outcomes. As told in the "Asking the Right Questions" perception can be a stumbling block for change. If teachers perceive that a change will not benefit them directly, then it will be unlikely for them to be supportive. This perception is something that is pervasive throughout our schools, and is an epidemic without a cure.
I have always felt that change benefiting my students would be a good thing to pursue, but I seem to be in the minority. Many teachers say that students are first, but their actions indicate that they are more concerned about themselves. It is kind of like rallying support for changes to our schools. The majority of parents would probably be in favor of making improvements to a school because they realize that it would benefit their children. When told that property taxes would be increased to support these changes, the support and excitement with the idea dissipates rapidly. So in theory, everyone probably supports change, but when the change takes people out of their comfort level, that is where problems occur.
So to get teachers to support change, perceptions must be addressed. Leaders need to sell the idea and show how the benefits will be shared by all. Telling a teacher that a change will benefit students but make teachers' lives more difficult will be met with less than satisfactory support. I wish that we could all look beyond our selfish nature and do what is in the best interest of our kids. When we took this job, I am sure that we knew what it entailed and that it would take a selfless attitude on our part. I am hoping that more teachers will look to what is really important and embrace change if it can positively impact the students in our classrooms.

CEdO 565 Post#3

The assignments this week focus on an area of weakness in many schools. Educators, by nature, seem to exist in isolation from the rest of the school. This trend needs to be broken for positive change to exist. At my school, I think it is important for my department to share what we each do in our classrooms, and evaluate areas of weakness and strength. By doing so, we would develop a more cohesive experience for students from year to year. As it currently stands, getting people to share what they are doing has been a challenge. I often wonder why teachers are so guarded as to what happens in their classrooms. I suppose, like in any profession, it is easy to get too comfortable with how things are currently done (much like Hem) and become complacent. Even if we realize that there are better ways of doing things, we often stay mired in what is comfortable. It is important to note that this decision is never in the best interests of our students. The focus in education needs to shift from selfish needs of teachers to the needs of students. There is nothing wrong with a bit of discomfort if it benefits our students. We, as a department, need to realize that the sum of the parts equals the whole, and that identifying the parts is crucial for making the whole stronger. We are not 14 individuals operating in isolation, but instead, we are one department with 14 minds that can positively impact the learning of our students. Being resistant to change can be tolerated, but being unwilling to change benefits no one in education. My hope is that some attitudes will be changed, willingly or otherwise, in order for our department to keep moving forward.