Many people draw a strong parallel between blue whales and our schools, businesses and even communities. It just seems to take forever to change direction



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tarix06.03.2018
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http://www.youtube.com/watch?v=HAMLOnSNwzA&eurl=http://www.ncs-tech.org/?p=1502

  • http://www.youtube.com/watch?v=HAMLOnSNwzA&eurl=http://www.ncs-tech.org/?p=1502





A blue whale is the largest mammal on earth. An adult blue whale is the length of over three Greyhound buses, weighs more than a fully loaded 747 and has a heart the size of a Volkswagen Beetle. It is so large that it takes at least three minutes for it to make a turn of 180 degrees.

  • A blue whale is the largest mammal on earth. An adult blue whale is the length of over three Greyhound buses, weighs more than a fully loaded 747 and has a heart the size of a Volkswagen Beetle. It is so large that it takes at least three minutes for it to make a turn of 180 degrees.



Many people draw a strong parallel between blue whales and our schools, businesses and even communities. It just seems to take forever to change direction.

  • Many people draw a strong parallel between blue whales and our schools, businesses and even communities. It just seems to take forever to change direction.



But a school of sardines consisting of a greater mass than a blue whale can turn almost instantly. How do they do it? Is it ESP? CB radio? The Internet

  • But a school of sardines consisting of a greater mass than a blue whale can turn almost instantly. How do they do it? Is it ESP? CB radio? The Internet



If you take a careful look at a school of sardines, you'll see that the fish appear to be swimming in the same direction. In reality, there will always be a small group of sardines swimming against the flow causing friction with the rest of the school.

  • If you take a careful look at a school of sardines, you'll see that the fish appear to be swimming in the same direction. In reality, there will always be a small group of sardines swimming against the flow causing friction with the rest of the school.



But when this dedicated group of ‘committed sardines’ reaches a critical mass of only 15 to 20 percent, they induce the rest of the school to suddenly turn and follow their leadership! Isn't that what happened with our attitudes towards drinking and driving, and to our feelings about smoking?

  • But when this dedicated group of ‘committed sardines’ reaches a critical mass of only 15 to 20 percent, they induce the rest of the school to suddenly turn and follow their leadership! Isn't that what happened with our attitudes towards drinking and driving, and to our feelings about smoking?



Isn't that exactly what happened to the Berlin Wall and the Soviet Union? Isn't that what caused the Internet to suddenly appear overnight. Each and every one of those events was an overnight success that took years in the making. Overnight successes that took a small group of people who were truly committed despite the obstacles, challenge, and yeahbuts, to make the necessary change

  • Isn't that exactly what happened to the Berlin Wall and the Soviet Union? Isn't that what caused the Internet to suddenly appear overnight. Each and every one of those events was an overnight success that took years in the making. Overnight successes that took a small group of people who were truly committed despite the obstacles, challenge, and yeahbuts, to make the necessary change



  • They were changes of direction induced by a small group of people who were truly committed to change, to go against the flow, to cause discomfort, and to challenge the normal direction.



Noted anthropologist Margaret Mead once wrote "never doubt that a small group of committed people can change the world - indeed it is the only thing that ever has."

  • Noted anthropologist Margaret Mead once wrote "never doubt that a small group of committed people can change the world - indeed it is the only thing that ever has."

  • That's why we're Committed Sardines.

  • - Ian Jukes





Monday

  • Monday

    • 2:30 – 4:30
  • Tuesday

  • (In the Field)

  • Wednesday

  • (In the Field)

  • Thursday

    • 1:00 - 3:00




To provide the knowledge, dispositions and skills to help you become effective and successful administrators and supervisors and change agents in the urban environment

    • To provide the knowledge, dispositions and skills to help you become effective and successful administrators and supervisors and change agents in the urban environment
    • To provide an in-depth understanding of organizational theory and its application to the urban educational enterprise


PARTICIPANTS WILL DEMONSTRATE THE ABILITY TO:

  • PARTICIPANTS WILL DEMONSTRATE THE ABILITY TO:

      • A. trace the development of organizational theory into the modern period. (K)
      • B. utilize organizational and maturational theory to plan for the building of human capital. (K,S,D)
      • C. plan programs to motivate staff, students, and families to achieve a school district’s vision. (1.3.1) (K,S,D)


      • D. use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision. (3.2.2) (K,S,D)
      • E. facilitate and engage in activities that reflect an ability to inform district decision-making by collecting and organizing formal and informal information from multiple stakeholders. (4.2.1) (K,S,D)
      • F. evaluate the climate and culture of educational organizations and propose strategies for the improvement of both (K,S,D)


      • G. use appropriate research methods, theories, and concepts to improve district operations and to design and justify strategies for organizational change. (6.1.1) (K,S,D)
      • H. evaluate the role of the leader in the organization and his or her role in helping the organization meet its objectives. (K,S,D)




A. The Development of

  • B. Human Capital Development

  • C. Motivation

  • D. Conflict in Organizations



E. Decision Making

  • E. Decision Making

  • F. Organizational Culture

  • and Climate

  • G. Organizational Change

  • H. Leadership of

  • the Organization











National Policy Board of Educational Administration (NPBEA)

  • National Policy Board of Educational Administration (NPBEA)

  • Interstate School Leaders Licensure Consortium (ISLLC)

  • Educational Leadership Constituent Council (ELCC)

















Where do you want to go and how do you intend to get there?

  • Where do you want to go and how do you intend to get there?



The vision is the end state, the intensions of where you want to go with your school, district or agency.

  • The vision is the end state, the intensions of where you want to go with your school, district or agency.





How do you envision what your school, district or agency should be like?

  • How do you envision what your school, district or agency should be like?

  • What should be going on in such a school, district or agency?

  • How would you describe and effective school, district or agency to others?

  • What values and beliefs about learning are important to address?



  • If you could change (improve) one thing, what would it be?





  • What beliefs do you hold about education?





What must be present in every effective lesson?

  • What must be present in every effective lesson?









KNOWLEDGE OF PRIOR LEARNING

  • KNOWLEDGE OF PRIOR LEARNING

    • USE OF QUESTIONS
    • USE OF PRE-TESTS
    • DIAGNOSTIC TESTING


TEACHER ACTIONS

  • TEACHER ACTIONS

    • GIVE INFORMATION
    • ASK QUESTIONS
    • MAKE SPECIFIC RESPONSES
    • DESIGN ACTIVITIES
  • RELATED Vs. RELEVANT



ELICIT OVERT BEHAVIOR

  • ELICIT OVERT BEHAVIOR

  • CHECK FOR UNDERSTANDING

  • INTERPRET THE BEHAVIOR

  • ACT ON INTERPRETATION















GENERIC



USES THE PRINCIPLES OF LEARNING

  • USES THE PRINCIPLES OF LEARNING

  • CHOOSES FROM THE METHODS OF INSTRUCTION



A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE BENEFIT OF THE STUDENTS

  • A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE BENEFIT OF THE STUDENTS





















General statement of what the board wants to see done

  • General statement of what the board wants to see done

  • Consistent with statutes and codes

  • Regulations are the responsibility of the superintendent



Supports and does not limit the educational program of the district

  • Supports and does not limit the educational program of the district

  • There’s always money – it’s how you choose to spend it

  • Strive for low Total Student Load (TSL)

  • Fiscally responsible



Certificated

  • Certificated

  • Beyond Highly Qualified

  • Staff reflects program needs – not the other way around

  • Community of learners



Form follows function

  • Form follows function

  • Supports and does not hinder the educational program

  • Safe & comfortable





Theory Y

  • Theory Y

  • Shared Decision Making

  • Development of Human Capital



What’s Best for Kids?

  • What’s Best for Kids?

  • When the adults are more important than the kids, we’re in trouble.



Act ethically and with integrity



If it ain’t broke

  • If it ain’t broke

  • LYNT/TYNT/NYNT

  • Action Research





Please read

  • Please read

  • “What Does it Mean to be Well Educated”




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