| DESIGNER | LEADER | LEARNER | MENTOR |
| LESSON PRACTICUM #1 | LESSON PRACTICUM #2 | UNIT PRACTICUM | ADVOCACY |
| Through this last semester, I
practiced leadership on a personal level by "attending" The Leadership
Academy course. Part of the deliverables included writing a
Personal
Leadership Plan. This plan culminated a study of leadership in which we
read "The
Hero's Journey" by
Brown and Moffett, worked through different
leadership activities, read articles on leadership, and discussed our
personal leadership styles and vision. The following is my personal leadership plan. I.Basic Knowledge “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” ~ John Quincy Adams Army of One???? Yes, for now….. What is teacher leadership and what do teacher leaders do? Based on readings and discussions, what is "teacher leadership" to you? Teacher Leadership to me is two-fold: 1) For the students—inside and outside the classroom; 2) For teachers---again, inside and outside the classroom. In terms of an overall departure point, prior to this course, I have never really consciously thought about the concept much. Once I started in and began to reflect and reassess based on my history and mapped it with the readings and discussions, it has been spotty and ill-defined, at best. That said, teacher leadership to me is modeling the appropriate, success-reinforcing behaviors—both inside and outside the classroom, with students and for teachers-- that ensure student learning and evolve teacher competence. I am reminded of the ABC’s that Alec Baldwin portrayed in the movie Glenn Gary, Glen Ross and from my years in sales—Always Be Closing. Pitching ideas, discussing the do’s and don’ts—all the time, with students and teachers. This has become a mantra to me to be positive and constructive with both—offering more, where I can. From the student based teacher leadership definition, it is really straight forward: use your classroom to emulate real world problems and critical thinking skills. I come at my job from a position of expertise and authority (16 years in the business world). I constantly provide students a personal and educational role model while in the classroom. For example, the projects that I use are real world where they assume a role and must solve a problem (i.e. generate an advertisement, web article, business card, etc.). I also model being respectful, I always try to say “yes, sir or ma’am” when interacting with them and answering questions. Again, modeling appropriate behavior is leadership. The student relationship for me does not end when they leave my room. Outside the classroom is another way to reinforce the teacher leadership role. I am outside and visible. I say hello and take a personal interest. I make trips in to the cafeteria to say hello and do the “grip and grin.” It lets them know that I care. I ask questions: “how was your game?”, “How is your sister doing?” “What did you do over the weekend?” It works. Invariably, they say “Gee, no one else remembered that….” Works miracles. Teachers can be a bit more problematic but are still essential for teacher leadership. Again, we will look inside, outside and clubs. From an inside the classroom perspective, I enjoy watching other teachers. I borrow pages and use them for my playbook. I actively seek out teachers that I respect and are willing to open up. Ms. Loya, our principal, has made it a requirement to view 2 teachers this year. Sadly, no one has requested me. Several teachers have recommended me to new and experienced teachers but the no one. I am viewed as “just a keyboarding teacher” that requires little skill and I am “a babysitter.” When I have talked with other teachers about what I do (motivate and educate), they say it is not transferable to their classes. I make mention of AP and real-world projects that are easily transferable to other SOL courses but have not gotten any engagement. When I noticed the cool toy models of planets and how fun they would be in a science lesson, the teacher said: “well it is fun but then you have to teach them something…” I told them of a great, creative way to use the models of the planets. “Already have my plans,” she said. My suggestions have constantly fallen on deaf ears. For these reasons, I have not been as proactive in this area as I will be. The last piece is the outside club perspective. 2 years ago, I founded The Young Entrepreneurs, a business club. Here we focus on starting a company, business speakers, investments and other activities. This club is the largest at FSMS with over 70 students. I am proud of that. Many teachers have asked me how did you get that many and what is it you do? When I tell them about how I operate my class and what I do—they say that sounds great but I do not take it to the next level: you could do something like this for your content area or something real world in your class. That leadership role will change. Going forward: Extending the teacher leadership role. Going forward, as part of my professional work, I will make a more conscious, deliberate effort to actively seek out other teachers. It is so overlooked. I remember having a great mentor my first year and there was great feedback. I will make it a more formal discipline. I am prepared to make a personal commitment. I will try to focus on reaching out and demonstrating that my classroom/teacher leadership model can be used in any class. These are universal concepts of motivation and engagement. These coupled with authentic problems makes the job easier for the teacher and more fun for the students. Win-win. Many have said, that is too much work, it won’t work in my class. I will need to work on the ABC’s and I offer up examples these concepts are universal, regardless of curriculum. The” Army of One?” comment with question marks is the way I feel--right now. I am one and sometimes I question if I can truly influence or be effective with other teachers. I hope to redouble my efforts and make it more conscious when interacting with peers. Finding the Leader in Yourself Based on readings and discussions, the experiences and attributes that I bring to the role of teacher leader are many. At a higher level, my experience as a parent, teacher, and businessman—all rolled into one and come into play often. I am a realist. I tend to think of experiences in terms of real world centered, data centered and logical. As such, I tend not to be overly emotion but can be if I am passionate about the topic. Some other attributes that come into play are twofold. First, I love to improve on things—all the time. If it did not work, I like to find out why. Second, and this one has served me very well for a long time, is a thick skin. I have often said I have no ego to bruise, which is true for the most part. I tend to be logical and not emotional, which I believe helps me take in all sides and make effective decisions. I solicit feedback from my students—what did you like, what didn’t you like. Every year, I try to improve—more stories, more projects, less talking more doing. Feedback (good and bad) is valuable. In terms of leadership experiences that I have had in the past and what I have learned, it runs the whole spectrum. Even: two good, two bad. good one with my first two mentors. Bad in that I make suggestions and attempt to influence and it falls on deaf ears. Learned that it takes time and will not change overnight. Need to be more strategic and position and think that way. From my perspective, I have several personal qualities and characteristics which shape and contribute to my abilities as a teacher leader. My self-assessment is that I tend have a logical, consultative demeanor. I have always engages my sales and marketing background to determine the target market and what would be good to manage the classroom or to further my goals as an educator. I am also, however, passionate about what I do. Not overly emotional but I strive to strike a balance when interfacing with students or other teachers to be an effective leader. Put together, these qualities and characteristics are related to teacher leadership in that they are woven together in a tapestry. These are inextricable intertwined and cannot be undone from my personality. It is who I am and I am comfortable with that. Students and teachers can tell when you are “out of your comfort zone” and your credibility is at stake. Must have balance between logic, passion, strategic in the long term and proactive in the short term. If you come off as too high or too low, your credibility will be called into questions. Slow and steady wins the race. Do not be overbearing to your class or peers. In my past, I have been called the most pleasantly persistent sales person ever. I like that. There are several ideas that I have in terms of additional experiences that I would like to have that might help you be a more effective teacher leader. For example, more conducive school culture that embraces other ideas—other teachers to cross reference and observe others. Something I can do it interface with other teachers on my own, on a one on one bases to discuss their view of leadership. Gather some consesus and ID other like minded folks to see if we can get together. To have one on one with effective teachers and interview them. Steal pages from the playbook, if you will. The characteristics that I would like to develop are my time management and being more decisive. time management, get several stories/real world examples of how this worked in other areas. Knowing Yourself as a Leader My life experiences shape my teaching, learning, schooling and educating. I strongly believe in making a difference in all of the above aspects. Leaving your mark on a student make take years to have any known impact. For example, I ran into a student whom I had not seen in 5 years. She said: “Do you still do the business card project?” I said, “Yes, why?” “I love that project and I still have mine. I plan on majoring in business at VT next year. I have thought so much about marketing and business because of that.” Needless to say, I was speechless. There are several stories like this from students and parents about my impact. This is the essence of why we have schools--to create these moments of vision and clarity about the future and their potential to be successful. If not in my class, maybe math, science or another. The real world is at play and should always be in the forefront. At a much deeper, philosophical level, I believe learning is: 1) Knowledge; 2) Skill sets; 3) Attitude; 4) Synthesizing; 5) Fun; 6) Lifelong; 7) Real World; 8) Interactive; 9) Creative; 10) Growing; 11) Listening; 12) Doing. From the above list, good teachers should have tons of things to do to improve their own processes and learning/leadership insights. For example, teachers can actively engage students and cohorts, be real world and constantly improve the process. They need to embrace change—seek out others, form coalition with like minded educators and consciously focus on their skill and honing their craft. My feelings on goals for student learning and character are straightforward: Do your best. Do not be afraid to try. Study and learn as much as you can—your future is at stake for this—both academically and financially. Another goal is for them to understand that learning and character are foundational traits for future success—or failure if you cannot formulate goals. Character is the set of traits that shape who the person is—not only in school but in life. We do have an impact as leaders on this—emulate and model, they pick up on this. Be organized, be prepared, be real world, be kind. Leadership can mold character—hopefully for the better! Lastly, there are several educational partners that have big roles on students and teacher leadership. Here, parents shape students—active, caring or passive not involved. Each style has its own impact on leadership. There is also industry (technology and community business partners. School Administrators and political, for better or worse. The role here is simple for all of them: helping the learner reach their goals. II. Self Awareness School Culture Unfortunately, our school is centered, culturally, around a top down approach. No surveys, which can easily be done anonymously and electronically. State and County come down through the staff meetings via principal in staff meetings. I have reviewed the notes over the past 5 years and not one topic was ever teacher leadership. Clearly not on the radar of importance. The top down approach affords little buy in from the folks that have a huge say in how we teach—the teachers themselves. Very little advice solicited from the people in the trenches. Since this is the case, with no input from the solders, the war will fail. In my business background, I solicited input from all parties and included it. It was not just an exercise to make them feel good. LCPS has long shoved technology, curriculum and other ill-conceived ideas down our throats with the anticipation of increasing teacher and student performance, yet the gains are marginal. Systematic issues trickle down and it is more evolutionary. Emotional and Relational Aspects of Teaching One of the most emotional decisions I have ever made. Left a high, six figure corporate job to become a teacher. I am happy to avoid all of the corporate back stabbing that goes along with it, although it does take place at this level too, just not as much and I am smart enough not to get sucked into it. I love what I do. I do not miss the money. Feel I make a difference. Paradox—one of the oldest teachers—more life experience that I bring, but one of the shortest tenured. Some teachers view that and suggestions of what to do as “only a keyboarding teacher” or “what does he know, he has only been teaching for a short time.” Life lessons and bringing them in to the classroom every day I share stories. I am currently working on a book with the stories that students do in class and the ones I tell. For the teachers that have scanned it (without my knowledge—go figure), they love the stories and said they will start to bring them in. Real world in the classroom, what a great concept. The Need for Time and Professional Development There are never enough quality dates, times or, most importantly, topics. Last year, they put on a video. Terrible waste of time. Sometimes they have speakers come in, which may or may not be relevant. Again, there is no communication with our needs as teachers and what the administration perceives to be a need. The solution is painfully simple….surveys. I am trying to be an “Army of One” here as well. I have contacted CTE and recommended the strategies that I am doing for keyboarding overall and standardize it. I have received some interest but in terms of making it happen, there are teachers that do not care and will continue to be poor leaders and, quite frankly, poor educators. The Role of Leadership in the Change Process; The role is critical and a key component. However, change here comes from the top down for the most part: Principal at school level, School Board to the Schools overall, State to the County, etc. Bean counters and technology folks—throw technology at the problem we will be fine. Nothing about a decent wage or cultivating a collaborative “esprit de corps.” No coordinated training for using the technology and being more innovative in the classroom. Requires a coordinated effort at so many levels to affect meaningful and long lasting change--without numbers, it is difficult. That is the local culture, at least in my school. Unless you help get the principle nominated on the "Schools to Watch" committee (all electives were left off and the schools largest club mine—regarding business was overlooked). An email only netted a “sorry” at it was a draft. Makes our school look like we are coving all aspects of education and linking learning and living with the community. Cannot be a lone voice here—from a school our county perspective. Also requires a great deal of risk—putting yourself out there to be criticized, albeit constructively, that things need to change. If you do it the wrong way, you risk great scrutiny. Why Reforms Fail I know I will be perceived in this write up as a nay sayer and “this can never be done” type of person. I am merely expressing my views. My views here come from my background: business, parent, and educator. As I said earlier and have experienced in business and somewhat in schools: Culture is the hardest thing for any organization to change. Schools in particular are very, very hard. Business, you can clean house—high, fire and have monetary resources to bring to bear more quickly. In school, this culture is engrained—some since the beginning of the school being build. The stakeholders do not see the relevance or it takes too much time or effort. They do not do not see the value. Also there is a cyclical nature of the best. Change in ways every year or two. First it is this teaching philosophy, then this technology, no lets change again. Not enough time to keep things going. Higher ups, usually, to not have a good handle on what is effective or ineffective for school reforms and teacher success. Teachers enjoy the status quo. Change is therefore, doubly difficult. Teachers and technology can be like oil and water. For many—they do not understand it, have done their way for so long, therefore it is the best, or are afraid. Plain and simple. Change at the classroom level takes courage. Change at the school level takes a coordinated with teachers and parents, effort. Change at the county and state level is like breaking into Fort Knox—although the contents contained therein are more worthless. These vast bastions are heavily guarded (metaphorically and culturally) and require multiple stakeholders to be in a coordinated in seizing the influential to effect a change. The D-Day invasion would seem like a cake walk, potentially. Middle School—3 years is a long time, by the time you make efforts, the board has changes, teachers have changed, perhaps the principle, there are new things from the county or state, new technology savvy students some in and change the game considerably, or elected officials come in and start change. No strategic vision and no timeframe for implementing it effectively. High School is the same, only 4 years. Same problems apply. I will end this on a positive note: allowing teachers and other staff a voice in the policy-making will start the ball rolling in the right direction. Teacher level to school; school level to county; county level to state. Once there is base level buy in, reforms may take hold. III. Preparation The World is a Stage - Where Will You Act? “To grasp and hold a vision, that is the very essence of successful leadership—not only on the movie set where I learned it, but everywhere.” — Ronald Reagan My stage for leadership will be reflective of who I am and using the “keeping it real” mantra that I have in my classroom. The topic sentence is interesting but I believe it is only partially formed. In my opinion, it is not so much where but how and when. Given my background, it was rare that I would ever jump into any sales/business situation without thinking about it logically. Here, it would be three ways: immediate, local, strategic impact. From my world being a stage, I would focus on me. Develop my skills; solidify my vision, implement, feedback, refine, and then repeat. Once this is fine tuned, I would move out to the local area—school and teachers. Same scenario: identify and recruit like minded people. Jointly develop a plan (gets buy in), then implement. Refine the process, repeat. Lastly, take these critical mass skills to a more targeted district audience. Send out test emails/activities, identify influencers, slowly build momentum, and then move out further. It is a constant state of process improvement in all three areas. In keeping with the “how will I act,” this implementation strategy is more evolutionary than revolutionary—which suites my personality. I have long been a believer in process improvement. This helps achieve success and eliminates large mistakes by those who go off “half cocked.” This would have disastrous results: credibility failure and timeframe setbacks. With the evolutionary approach, I will improve personally, make sure it works, learn from it, and move onto the next phase. Repeat the process for the local stage—local school/parents/teachers/other stakeholders. Strategic vision is always the school district, which is the end game but until the foundation is build, there is no sense in trying to tackle the bigger fish. This will not be a year’s long task, provided there is sufficient emphasis and interest in these initial phases of how and where. "You've got to think about big things while you're doing small things, so that all the small things go in the right direction." — Alvin Toffler Vision Statement “The very essence of leadership is [that] you have a vision. It's got to be a vision you articulate clearly and forcefully on every occasion. You can't blow an uncertain trumpet."— Theodore Hesburgh Again, tapping into my “bridging the classroom to the real world” mantra, my vision is that thing that drives, compels, and fills me with determination--even in the most overwhelming, challenging or stressful situations. It is that deeper sense of purpose that fills me with meaning and self worth. It is the equivalent of a compass: it should always be pointing in the right direction. Simply put, my vision is to see the use of authentic problems in school, in all curriculums. At a high level perspective, effective leadership vision is key to guiding student learning and achievement. As such, effective educational leaders reach out to the school community so that all stakeholder (teachers, administrators, parents, local and state officials, and student—yes, STUDENTS’) perspectives are heard and—more importantly--understood. It is essential for leaders to allow time throughout this journey to reflect upon our own vision, beliefs, and values. How will this impact them? Will it be positive? If not, how do we make it positive experience? This reflection will help re-evaluate and assess where to take the next step(s) to ensure the process moves forward. Ensuring a successful teacher leadership vision is determined by several factors. First, teacher leaders should examine the roads of knowledge for all members: parents, teachers, administrators, district and state leaders, could be integrated and built upon. By doing so, they will ensure their vision reaches as many stakeholders as possible. It also gives us feedback to improve the process. Second, leadership involves sharing stakeholder input openly and honestly—along with the challenges—to discuss progress towards the over arching goal: student success. Without this, the vision has no purpose. Lastly, for a success driven perspective, student driven goals must be the foundation of success. In conclusion, my vision statement may seem to touch on many things. It is actually very succinct: Just keeping it real. Use real world projects and experiences in the classroom. It is essential as we all (all stakeholders, including students) work towards reaching higher student achievement. A team approach is necessary in building and implementing this “shared vision” of learning for all students. From beginning to end, our efforts and accomplishments need to be shared and communicated with the school community, emphasizing the importance of their input and involvement. Without complete buy in, the vision will fail. Only together can we accomplish our goals and make our vision a reality as we all take on leadership roles and are actively involved in making necessary decisions along the paths we choose. Third, when all members of the school community share the same vision, more learning will occur, and when everyone is engaged in learning, the more effective the school is as a whole. Everyone profits, per se. The process and cycle repeat. Lastly, effective leadership vision builds trust with the stakeholders. This “relationship building” is essential to create a positive and trusting environment for students, teachers, administrators--all stakeholders to move forward and meeting future challenges as they arise and to be more proactive. “If you want to be happy, set a goal that commands your thoughts, liberates your energy, and inspires your hopes." — Andrew Carnegie IV. Action Turning Vision into Action Turning vision into action is no easy task. Technically, the way I view it is encompasses two components: micro and macro. From a micro standpoint, it requires a very intense and deliberate commitment to put your vision out there. One must be committed, strong willed and have a deep drive for what you believe in. You must be politically adept—at a high level and from a peer to peer perspective. It requires you to be adaptive as well—evolve and change. If you do, turning a vision into action is much the same as starting a company. My vision is to see more authentic problems in classes Macro level: Steps: solidify personal vision of leadership and a general plan for success, 1-2 months; 2) Through friends and referrals, find like minded people to share vision—stakeholders; 3) Firm up that vision statement/determine goals and rollout plan; 4) staff meeting; 5) recruit others; 6) final vision and share with stakeholder and look for buy in by admin; 7) Refine vision/goals as needed; 8) roll out to the school; 9) teacher involvement and training; 10) On going evaluation as needed—at least 1x per year. Teacher Leadership awards for each school, then a county wide one. Specific Steps: There are a number of steps that I can take in order to make my vision a reality. I believe it is more realistic to see this vision being executed over a more lengthy period of time than a shorter time span, the first step is to set a monthly goal for how many strides I can take each month to share “real-world” possibilities with my fellow cohorts. 1) Introduce department chairs to at least one new authentic problem project/ technology/technique per month. This can be a website, a specific piece of technology, or a combination of the two. Because departments have monthly department meetings, I will work with other department chairs to have part of the agenda each month dedicated to introducing a new tool/real world technique that they may be unfamiliar with. 2) Once I meet with the department chairs, I will then ask to meet with the departments (social studies, language arts, etc.) for each grade to do the same. 3) After introducing a new tool at the monthly department meetings, make myself available to any staff members who want to further explore the tool, whether this be during common planning or after school. 4) Encourage department members to follow my technology blog (continue utilizing the blog I created during the 5th ITS semester). At least once a month, I will continue to post additional ideas for technological/real world ideas for the classroom. (My blog can be found here) 5) Invite technologically and real world teacher advocates to visit my classroom to see these techniques in action. Because I cannot force teachers to utilize new techniques and technology, it will be difficult to measure participation based on the number of tools that are utilized in each classroom. However, I can measure readership of my blog using Blogger statistics, as well as seek verbal and/or written feedback based on what I introduce during department meetings. If there are any comments on the blog, I will be able to guage my effectiveness. Also, I can also follow up with teachers to see if they are integrating real world techniques in to their curriculums. Such statistics and feedback can assist me in selecting specific tools to focus on in the future and whether or not I am meeting my the goals of my vision. Lastly, I will be able to measure achievement based on whether or not veteran teachers find incorporating technology to continue to be a scary venture, or if are able to find it to be more user family. Again, this will be able to be measured based on feedback that I receive and my own observations of the incorporation of technology and authentic problems into their classroom activities. Identifying and Recruiting Allies This is the most difficult. Putting your personal vision of leadership out there for fellow educators to see. You risk rejection, being ratted out to others and administrators. The rubber truly does meet the proverbial the road here and you have the stomach and the will to change others and “sell” that that your vision of teacher leadership is good and is worth the effort. Politically, is difficult. Find right people, you can gain momentum. Find the wrong ones, and you will be ostrasized. Finding the right people with your close circle of friends or respected colleagues can be difficult—you are all teachers but this involves a personal vision of commitment. These are very different. It will require me to explain to them my vision and why it is helpful and may be to them, as well (job easier, classroom management, parental involvement, etc.). I would start to network with recommended teachers, parents etc from your initial “outreach.” In sales, we have the endless chain—always ask who else might have an interest in this, ask them…keep the chain going, as I will not in the next paragraph. This will help your recruitment efforts in more of a surgical/precise way. I would not blast out emails or have posters on this vision at a school level to recruit. If you find people with a shared vision, there are steps: 1) get a plan; and 2) execute plan—multiple levels (teacher, parent, and student). I need to be sure that my vision statement is relevant, well thought out and is appealing to others—without being threatening. Once identified, there will be a brainstorm session to get further “buy in.” If folks do not want to move forward, use the business marking tactic of the “endless chain:” always ask who else would be interested in this type of program? Who do they trust? Get the contacts and actively recruit them. We would meet quarterly—sharing success and failures, what worked and what did not. Refine the vision and goals as we go based on the target audience we are trying to recruit. Once critical mass is achieved (10 teachers) the macro plan gets engaged. The short term goal would be to get 1-3 like minded stakeholders—not just teachers but administrators, advisors, AND parents. This would start with my 4 or so trusted friends and solicit feedback and advice from them about joining my vision. We would start a discussion on how to position teacher leadership effectively and what that entails—together as a small group and how to move forward. This is an exceedingly difficult process because it involves sharing YOUR vision and HOPING that others like it or have that vision themselves. It involves total commitment once the vision is turned loose on the school to start the betterment of the culture and educational leadership process. Specific steps would be twofold. First, the most important ally for me to gain is our school’s teacher mentor leader. Without her support, I will be unable to effectively introduce new ideas to other department members during their meetings. Because she is looked up at as a leader within the school, not just the department, it is critical that I gain her support, and hopefully, encourage her to be one of the first people to utilize my suggestions for technology/real world vision in her own classroom so that she can serve as a model for others. Secondly, the other ally that I should strive to gain is my Principal. Although she is a veteran teacher who is extremely savvy with technology, it is critical that she understand my vision and how striving to reach this will benefit not only other teachers but the student body as a whole. I will attempt to show value to other curriculums. Although I am not currently on evaluation cycle, and will not be next year either, I can still invite her into my classroom to witness the power and effectiveness of some of these techniques so that she can encourage other department members to join the effort of incorporating more authentic problems into their lessons. This will help streamline the process and help gain access and credibility for my vision in other classrooms. V. Reflection and Assessment Knowing You Are Succeeding In order to know that I am succeeding, I will first and foremost seek their feedback so that my assistance can be better tailored to their own preferences and needs. If I know beforehand the goals that they would like to accomplish, then it will be easier for me to tailor my monthly introductions to target their interests. After I introduce ideas to them, I will also follow up with coworkers that have implemented new real world techniques into their teaching and use their feedback accordingly. If something seems to be working with at least one of my coworkers, then it is likely that it will also work with others. However, if at least one coworker unsuccessfully incorporated a new idea into their professional practice, I will need to reanalyze how I introduced the idea and consider revisions before I assist another coworker with the same method. Their feedback—both positive and negative--will also help me in generating blog posts that target what they need, which will likely increase readership and ongoing dialogue about these tools. In addition to my coworkers, the department chairs will be a “critical analyzers” in knowing whether or not my Real-World vision has been successful. Coworkers may share feedback with them that they are reluctant to share with me, and by working with the department chairs I will be able to ensure that I am carrying out my Action Plan in such a manner that it is beneficial to my coworkers. Ongoing dialogue in the workroom/hallway/impromptu discussions will be yet another informal measure of the success of this plan. Often times, these become havens for collaboration, idea bouncing and constructive criticising. Although I will not formally ask my coworkers about what is and is not working “real world wise” in their classrooms, these anecdotal comments and the way that I proceed after picking up on subtle hints (whether they are positive or negative) will likely shape which tools I introduce at future meetings and how I approach sharing these tools with my coworkers. Lastly, I will look for in terms of general “indicator areas” of being successful--behaviors, anecdotal comments and questions. Behavior—more parents seeking me out, teachers asking me for help or advice, advice from administrators on future items that would impact leadership culturally to students, teachers or parents. Comments would no long be “he is just a baby sitter with computers” to “He knows exactly how to motivate and engage.” I hope that does happen and I will be on the lookout—both formally and from the grapevine. Lastly, the level and amount of questions. The more detailed the questions or comments are regarding real world techniques or technology, the higher the level of my vision has been accepted into their environments. Every journey ends back at home only to be begun anew General Reflections I am an Army of one. That said, I am a cagey veteran of many a political war—both from industry and in my current position. My future learning plans? I will be the only way I can be honest. That said, I do not know what my future holds on the leadership front. In terms of my future teacher leadership plans, I will take some time and reflect on these experiences. It is worth it for me to personally put myself out there? Can I add value? Will people care about my vision of being “real” in the classroom? I will gauge the benefits vs. negatives. If I decide NOT to more forward on a larger scale, I will always be in the role of process improvement for leadership and learning strategies that are engaging and motivating to help my classroom and students. I am and always will be a life-long learner. This is a survival skill that all should have. That is how I was successful in business and how I am successful as a teacher. I seek out experts, I ask them questions on how they were successful, biggest pitfalls, can I bounce some of my ideas off you? I listen. I take notes. I constantly probe for information. Invariably, they have shaped me into the person I am, which is inextricably linked to my educator “twin.” I have always said that if I can borrow a page from another person’s play book and use it, I will. Conversely, if I decide to move forward with the leadership vision on a larger scale, it will be a measured approach. It is just my nature. I am more for evolutionary change vs. revolutionary change. Evolution occurs at a natural rate, which suites my schools culture. Revolution would lead to just that—a revolution that may lead to disaster. When/if I do, I will start to employ the micro and macro elements that are contained in this plan—revising them all along the way. I will do more of what works, less of what does not and refine the plan. I will always begin by surveying my environment—political, social, cultural to fine tune and see what the chances of success are. In closing, I have loved the Teacher Leadership Program. Our group was positive, encouraging and really had some excellent ways to be successful. I am always on the lookout for motivating items to use in class or for leadership. I am going to “end” my Teacher leadership plan on this background comment and note. Some may view this as gratuitous or over the top but it is a genuine feeling that I have about the content of what you are about to read. Here is the excerpt from an email I wrote to myself while watching a program on television (yes, I was motivated enough to write it down….): “Just watched a great NFL Life episode about the Fearsome Foursome. Near the end of the program, Merlin Olsen’s Mission Statement was shown. He wrote and revised it before his death. On statue at Utah State University. All American. Excellent. Must find and use this. Leadership. Not sports related, per se.”  That said, it is everything to be a good person. It is everything a good leader should be and do. The foundational trait we should all have: be a good person. These are words that I am integrating into my play book. They are words to live by. Here’s to being an Army of one….for now. |
