This is the area for the Chapter 15 Blogging Statement
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Chapter 15 Blog Entry by Group 4
Chapter 15 discusses how motivation, commitment and the teacher’s workplace are connected to effective teaching. Recent literature suggests that when teachers are highly motivated and strongly committed students become more successful learners. Studies have found that teachers seem to be mostly motivated when teaching is intellectually satisfying and professionally rewarding. Yet, with all the high stakes testing and highly structured curriculum, policy makers and administrative practices often seem uninformed by this knowledge base.
The chapter characterizes teachers as “Origins” and “Pawns.” Pawns perceive that external forces beyond their control determine their behavior. Origins assume their behavior is determined by their own choosing, and therefore, strive to influence the events and situations in their environment. This strive to influence is known as personal causation. Sergiovanni states that personal causation is an important dimension of motivation. The bottom line is origins are motivated and effective teachers, while pawns are not.
ISSLC 1.3 emphasizes that effective principals must be able to formulate the initiatives necessary to motivate staff. With all the bureaucracy and mandated curriculum what efforts have you seen effective administrators make to ensure that teachers remain motivated and committed to their professional responsibilities? What efforts will you make as an administrator to ensure the same?
Adam J said.... Ch. 15 is another very good chapter, full of the "human connection" that so many textbooks are missing. The O's and P's section made a lot of sense...I see that in my workplace. The "women as a special case" section...very interesting.
In my school, our principal meets with each grade level as a group once per week during planning time. At that time, she has an agenda that we follow giving us any new information or data for the week. This is also a time for teacher concerns or input that can later be brought before the entire faculty during our regular faculty meetings. The meetings are always positive. She encourages us to share any new ideas or methods that we may have found that is working in our classrooms with our peers. Often, staff development sessions are led by teachers rather than the principal.
Terri, I think that it is wonderful your principal meets with you once a week. We have weekly grade group meetings, but our principal only comes if we request her to come.
My principal had us read a very inspirational book, Fish! It is about how the world famous Pike Place Fish Market in Seattle, Washington became famous. Even though their jobs are very difficult and unappealing, they make it a great place to be for the workers and their customers. It is a wonderful book for anyone wishing to be a leader. Anyone who reads it is motivated and want to do their very best in their place of work no matter what it might be.
To me motivation is one of the most challenging aspects of education as a teacher. I would imagine it will be that way as an administrator as well. The difference will be motivating the adults along with the children in the school.
Administrators who are actively involved and passionate for the happenings of our school is what motivates me the most. I respond to seeing administrators role up their sleeves and help out in the classroom, at PTO/PTA meetings, and other school functions. I'm looking for more than just an appearance. I like to see administrators take ownership for the school and ALL its stakeholders. When I'm an administrator I hope to lead by example with passion, hope, and character.
Amanda, One of my principals had a book study on Fish with the faculty last year. It is a motivational book! She gave us all fish magnets to remind us of hte message of the book.
The comments on principals having group meetings and some principals allowing teachers to lead professional development activities are great examples of ways to make teachers feel more empowered and motivated. Plus, what a great way to put their expertise and knowledge to use!
I, personally, love it when I see an administrator come into a classroom to check out what's going on, interact with the kids, and are not there to pick up a kid for a discipline matter, or to "spy" on myself or my team-teacher. I am hoping as an administrator that I will be motivated to get my hands dirty and be in the classrooms as much as possible, interacting with the kids and teachers in a positive manner.
Amanda - you have inspired me to find the book, Fish, and read it!
I found the part in the chapter about isolation to be very interesting. I have definitely encountered the competition part of teaching. I think that too many times, teachers lose sight of the students and concentrate too much on "my" SOL scores.
I enjoy it when my principal or the central office staff drop by my class room. I love for my students to be able to "show-off" their knowledge, and I want others to see what I am doing in the classroom.
In my experiences in education, I have noticed that different administrators use different tactics to motivate and get the most of their teachers. The most effective way that I have noticed is the positive reenforcement method. Everyone likes to be told that they are doing a good job and I think in today's educational settings, there is so much going on with test scores and NCLB policies that this is very often overlooked by administrators. I am very fortunate that I work for an administrator that gives positive feedback on a regular basis. This doesn't mean that when correction is necessary he doesn't use it but for the most part, he makes a practice of telling his teachers that they have done a good job when the situation in warranted. The situation that I am currently in allows me to be an origin rather than a pawn. This particular situation is a great situation to teach in. I would like to think that when I become an administrator, I will use the positive reenforcement methods for my teachers when it is warranted.
I loved this chapter! I truly enjoy this book. I particularly liked the pawn and origin section. Motivation goes so far in the workplace and especally in the field of education. Motivating people to do well encourages them to innately be motivated to do well and be successful in education. This chapter gave me so many ideas to file into my "when I become a principal" file!
Terri, I agree that a situation with common time would be beneficial and am jealous that I don't have it. We are not currently in a sutuation where this would be possible during planning time, but it is in the works for next year. What could be more positive than teachers sharing ideas or concerns on a regular basis. Ryan, I also hope to be an administrator that will actively be a part of the students education on a hands on basis. I would hate to think that my interactions would be solely based on disciplinary actions. I hope to be actively involved in the education of the students.
This chapter was packed with important information. Teachers need to be motivated so they can reach their highest potential. I have been fortunate to work with students at the high school level that have matured and realized how helpful, giving and caring some of their former teachers were in meddle and elementary. I have purchased cards so that those studnets could tell them in their own words what impact they have had and sent them to to the teachers. Those teachers were greatful and it added a little pep in their step because they knew they were touching lives and making a difference. Teachers need positives like one person said, don't just come to the classroom to deal with a discipline issue visit just to interact positively.
Great comments for this chapter thus far; motivation is an individual decision made by leaders, as you can see by these comments, there are many ways, ISLLC 1 creates significant ways to increase motivation by stakeholder involvement. What other ways can the ISLLC's contribute to motivation?
Whereas teaching the essential knowledge is non-negotiable, how we teach it is negotiable. Our school has been fortunate to have administrators that not only encourage but provide the means to differentiate instruction. While we are pawns to a certain extent in terms of the minimum curriculum we must teach (SOLs), our principal has empowered us to be origins in the sense that we have the authority to develop instruction along the lines we determine best practice for our subject area. For those who are lacking efficacy or motivation, he provides constant support and encouragement, always keeping the student as the focus of teachers' efforts. As an educational leader, I, too, would provide that empowerment to my staff with appropriate scaffolding in place for those unprepared for independence or not motivated to go beyond the minimum. My reminder to my staff--"Insanity: the belief that one can get results by doing the same thing." Albert Einstein.
An aside: Fish is now a video! We watched it on a teacher workday before school started.
Another great motivational book for staff is "How Full Is Your Bucket?" by Tom Rath and Donald Clifton. It delivers a great message on team building by encouraging positive strategies for life and work.
After a book study on the "bucket book" we were encouraged to "fill each others buckets" by acknowleding our colleages with "bucket notes" (cute note pads provided by the principal) throughout the year.
The principal also acknowledged teachers in writing or in faculty meetings for accomplishments and special efforts they put forth throughout the school year.
Principals truly can create a positive environment that generates motivation in all!
I agree with Sherry, a principal can create a positive environment that generates motivation. I think that is essential in making sure that your teachers are motivated and feel like they can share ideas and help each other for the betterment of the school. I thought this chapter touched on an interesting point when it talked about isolation in teaching. As a special education teacher I do not experience that due to the push for inclusion because I am constantly working with other teachers in my building on a daily basis, developing instruction plans collectively. I do see how isolation in teaching occurs though. I feel that the principal should cultivate and encourage sharing so this doesn't take place, and reiterate this sentiment to the department chairs so that the idea of sharing and collaborating is coming from different platforms.
My principal often drops by during planning periods to talk. She always tells me that everything will be fine and that I am doing a good job. She does many observations and always gives good comments.
As an principal, I would do more rewarding activities for the kids. I think that kids are pressured too much by teachers and principals to pass the tests. They need to have more fun with learning. I think rewarding kids for a good job would be rewarding for the teacher also.
Yes, there is a lot of pressure on test, but I truely believe good teachers AND leaders can address the "test challenge" AND make learning fun. I have lots of examples where our teachers and leaders (Giles County) could do that and did it very well. It takes that stakeholder involvement and POSITIVE outlook.
Our principal rewards teachers by treating us as professionals. We have the ability to choose how we teach, and we are involved in much of the decision-making. I think teachers need positive feedback. They need to know that principals are available to listen and to provide them with the materials/support to help them be effective teachers.
I believe that motivation should come from an administrator. Faculty and staff want to hear the positives they are performing on a daily basis. A faculty I worked with a few years ago was asked to list positives and negatives about their job in a meeting. Some made the comment that motivation begins at the top. This angered the principal who informed everyone they were not responsible for their happiness with their job. I hope that is something I remember for many years to come.
My principal does little things to motivate us. Over time these little things add up. For example, we have a little dry ease board on the wall beside of our time clock. Daily she will put messages on it that encourage and motivate not just the teachers, but the entire faculty and staff. She will drop in my class when I have a lab planned and she loves to interact with the students during the lab.
In my opinion, I feel that this can tie back into the previous blog regarding the 5 C's, particularly caring. If an administrator truly has heart and cares for each individual teacher, then that administrator will motivate those teachers.
My principal and other administrators from central office make regular visits to classrooms in my school. Like Ashley mentioned, I love for my students to demonstrate and share their knowledge. They love all the opportunities to shine, as well. I feel it is important for all members of the school community (especially those who delegate authority and are decision makers themselves) to stay up-to-date with what's truly going on at the level where it matters most- classroom instruction.
As I read this chapter I was reminded why I felt an urgency to become a principal. I have been a part of three very differing school systems. One inner city school district, one country school district, and one private school district. All three had very different principals but all would have the same rating on "the quality of work life" inventory.
This chapter continues to remind me of the importance for teachers to feel needed, encouraged, special, and a part of a greater cause. What a great chapter...and I have truly appreciated this books balance between "knowledge" and "practice."
I think it is great your principal meets with you once a week, that shows me that your principal is enthusiastic and commited to his profession. I am not trying to attack my principal but I feel and many others feel that we don't meet enough to focus on the classroom and other things. It would be nice to meet to discuss and share new ideas.
What do you do when come across teachers who actually seem to prefer to be treated as pawns - ones who do not welcome visits to their classrooms, and who prefer to have minimum expectations clearly laid out for them? The ones who seem to say: "Hey, my lesson plans are always completed on-time, the SOL are written on the board each day, and I don't send you any discipline referrals, so leave me alone."
I found the section in the chapter on "androcentrism" interesting. Men's motivational techniques give emphasis to teamwork, goals, roles, and responsibilities and women emphasize the bonding together of people in a common cause. I think a combination of both would be effective. Judy W.
Adam J said... Building on what Amber Lam spoke about, my AP will visit and interact with my kids during class, on a good note, and it makes my kids and I feel great when it's a postive visit instead of negative. Assessment doesn't always have to be paper-pencil...my AP was a SS teacher back in the day and I now teach social studies. So when he comes into my room, quizzes the kids and so forth, I at least make a mental note of the kids' amswers! How cool is that? The admin. does my testing!
Chapter 15 contained a lot of useful information. In my position, our 6th grade history teachers have collegial values where shared decision making is present. We meet at least once a week to discuss curriculum, testing, motivation, and sometimes just to vent! I have found I look forward to this time together, because no matter how my classes are doing, I learn different ways of doing things in the classroom and motivation for myself. My principal encourages these weekly meetings and will often drop by to give his support.
Great ideas and ideals. In responding to Jonathan's question, what ways might you suggest? My first reaction reverts to ISLLC one and the whole idea of stakeholder involvement and stewarding a vision. Any other thoughts regarding Jonathan's issue?
Your question made me think back to myself my first year teaching. I always felt so intimidated when I was being evaluated. So, at that time I guess in a way I prefered "pawn" treatment, but it was just because I hadn't built confidence in my own teaching and trust with my administrator (however, I always had and wanted high expectations.)
Then, I know teachers who don't want people in their rooms because they don't prepare (and/or teach) the way they should.
Anyway, I think you have to find the answer to the question, "Why does the teacher prefer "pawn treatemtn" to operating as an "origin"?
If you find the answer to this questions you may be able to address the teacher's needs and help him/her in this area.
ONe thing is for certain, as an administrator, wanted or not, all of my teachers will have high expectations. High expectations are essential for the teachers professional growth, as well as, and even more importantly, the students.
I know that the teachers in my current school (which is a career & technology center) expressed surprise when they heard that teachers in other buildings feared and dreaded evaluations. They had the good fortune of supportive administrators and the added bonus of no SOL testing. I, on the other hand, do have to be concerned with testing, but I have always welcomed observations and evaluations because I want to have that feedback. I welcome any input on how I can better serve tmy students
I have found that self evaluation works best for me. We use FBA's in classrooms of disruptive students, so why can't we use something similar for teachers to self evaluate when teaching or planning. Evaluation is an important tool when used for the right purpose. It should never be used in a manner to "scare" a teacher or adminstrator.
We have a new administrator at our school this year. She has done a great job with professional developement and she expects to see some gradual changes in instruction as a result. It has been very interesting to observe teachers' attitudes toward her. Many have voiced their concerns to her that they are afraid that she will "catch" them doing something wrong. They are so hung up on their fear of observation that it is getting in their way of making the needed changes. On the other hand, some teachers have embraced the new instructional strategies and have incorporated them into their lessons. I wonder how the new administrator may have gotten more teachers "on board" with her? A lot of the issue seems to be about personalities. One thing is certain, an administrator can't please everyone, so you do right things.
For Jonathan's question of teachers who prefer "pawn" treatment, I think the more ownership you can get a teacher like that to take in decision making, the more that teacher will buy in to the vision. ISLLC 1 refers to facilitating collegiality and teamwork, which makes me think about leading this type of teacher to become part of a productive, positive team where he/she can feel a sense of belonging. It is harder to be apathetic or critical about your work when you are the one who made the decisions involving your work.
I agree with what Sarah said about the fact that "pawn" teachers need to have more of a sense of ownership in their school. But, I see teachers who have been there for years, sit at their desks all day, and don't want any input because they can do what they want because they have tenure. How do you motivate those people? Part of me would say, "Well, some people are just stubborn and set in their ways." But, I believe if you work to develop a relationship with that person and get them to accept the vision of the school, you might just see a little change. It's all about persistance.
Our new administrator loves the part of her job that allows for her to help teachers. I think you can say by our school years professional development that she has done just that. However, she likes for her faculty to have a say so in all that we do to a point but the "pawns" in our school feel like she doesn't give them enough say.
Lead by doing constantly comes to mind as I read everyone's comments about motivation. Principals are stewards of vision, motivation, leadership, learning, success, etc, etc,etc. If teachers don't see their administrators excited and motivated, then it is harder for them to mimick the actions of what they are simply "told" to do. It is much easier to fall into the same path of actions and mimick one if you are constantly "SEEING" those actions in front of you. If you can sense pride and confidence in your principal, then that alone is motivating.
I have seen administrators value teachers and encourage them to develop lessons that more creative and fun while embedding the standards within them. More principals as instructional leaders should do that. The principal that did that for me encouraged me to do this and then teach test taking skills at the end by showing students how the material would appear on a standardized test, but also to show them how everything that was taught is a part of what the state expects them to learn.
I, too, want to encourage more teaching that embeds standards instead of teaching to the test. It becomes stressful and boring to all involved in the educational process.vxtjstb
40 comments:
Chapter 15 Blog Entry by Group 4
Chapter 15 discusses how motivation, commitment and the teacher’s workplace are connected to effective teaching. Recent literature suggests that when teachers are highly motivated and strongly committed students become more successful learners. Studies have found that teachers seem to be mostly motivated when teaching is intellectually satisfying and professionally rewarding. Yet, with all the high stakes testing and highly structured curriculum, policy makers and administrative practices often seem uninformed by this knowledge base.
The chapter characterizes teachers as “Origins” and “Pawns.” Pawns perceive that external forces beyond their control determine their behavior. Origins assume their behavior is determined by their own choosing, and therefore, strive to influence the events and situations in their environment. This strive to influence is known as personal causation. Sergiovanni states that personal causation is an important dimension of motivation. The bottom line is origins are motivated and effective teachers, while pawns are not.
ISSLC 1.3 emphasizes that effective principals must be able to formulate the initiatives necessary to motivate staff. With all the bureaucracy and mandated curriculum what efforts have you seen effective administrators make to ensure that teachers remain motivated and committed to their professional responsibilities? What efforts will you make as an administrator to ensure the same?
Sherry Greer (Group 4)
Adam J said....
Ch. 15 is another very good chapter, full of the "human connection" that so many textbooks are missing. The O's and P's section made a lot of sense...I see that in my workplace. The "women as a special case" section...very interesting.
In my school, our principal meets with each grade level as a group once per week during planning time. At that time, she has an agenda that we follow giving us any new information or data for the week. This is also a time for teacher concerns or input that can later be brought before the entire faculty during our regular faculty meetings. The meetings are always positive. She encourages us to share any new ideas or methods that we may have found that is working in our classrooms with our peers. Often, staff development sessions are led by teachers rather than the principal.
Terri, I think that it is wonderful your principal meets with you once a week. We have weekly grade group meetings, but our principal only comes if we request her to come.
My principal had us read a very inspirational book, Fish! It is about how the world famous Pike Place Fish Market in Seattle, Washington became famous. Even though their jobs are very difficult and unappealing, they make it a great place to be for the workers and their customers. It is a wonderful book for anyone wishing to be a leader. Anyone who reads it is motivated and want to do their very best in their place of work no matter what it might be.
To me motivation is one of the most challenging aspects of education as a teacher. I would imagine it will be that way as an administrator as well. The difference will be motivating the adults along with the children in the school.
Administrators who are actively involved and passionate for the happenings of our school is what motivates me the most. I respond to seeing administrators role up their sleeves and help out in the classroom, at PTO/PTA meetings, and other school functions. I'm looking for more than just an appearance. I like to see administrators take ownership for the school and ALL its stakeholders. When I'm an administrator I hope to lead by example with passion, hope, and character.
Amanda,
One of my principals had a book study on Fish with the faculty last year. It is a motivational book! She gave us all fish magnets to remind us of hte message of the book.
The comments on principals having group meetings and some principals allowing teachers to lead professional development activities are great examples of ways to make teachers feel more empowered and motivated. Plus, what a great way to put their expertise and knowledge to use!
Sherry Greer
I, personally, love it when I see an administrator come into a classroom to check out what's going on, interact with the kids, and are not there to pick up a kid for a discipline matter, or to "spy" on myself or my team-teacher. I am hoping as an administrator that I will be motivated to get my hands dirty and be in the classrooms as much as possible, interacting with the kids and teachers in a positive manner.
Amanda - you have inspired me to find the book, Fish, and read it!
I found the part in the chapter about isolation to be very interesting. I have definitely encountered the competition part of teaching. I think that too many times, teachers lose sight of the students and concentrate too much on "my" SOL scores.
I enjoy it when my principal or the central office staff drop by my class room. I love for my students to be able to "show-off" their knowledge, and I want others to see what I am doing in the classroom.
In my experiences in education, I have noticed that different administrators use different tactics to motivate and get the most of their teachers. The most effective way that I have noticed is the positive reenforcement method. Everyone likes to be told that they are doing a good job and I think in today's educational settings, there is so much going on with test scores and NCLB policies that this is very often overlooked by administrators. I am very fortunate that I work for an administrator that gives positive feedback on a regular basis. This doesn't mean that when correction is necessary he doesn't use it but for the most part, he makes a practice of telling his teachers that they have done a good job when the situation in warranted. The situation that I am currently in allows me to be an origin rather than a pawn. This particular situation is a great situation to teach in. I would like to think that when I become an administrator, I will use the positive reenforcement methods for my teachers when it is warranted.
I loved this chapter! I truly enjoy this book. I particularly liked the pawn and origin section. Motivation goes so far in the workplace and especally in the field of education. Motivating people to do well encourages them to innately be motivated to do well and be successful in education. This chapter gave me so many ideas to file into my "when I become a principal" file!
Terri, I agree that a situation with common time would be beneficial and am jealous that I don't have it. We are not currently in a sutuation where this would be possible during planning time, but it is in the works for next year. What could be more positive than teachers sharing ideas or concerns on a regular basis. Ryan, I also hope to be an administrator that will actively be a part of the students education on a hands on basis. I would hate to think that my interactions would be solely based on disciplinary actions. I hope to be actively involved in the education of the students.
Paul Love
This chapter was packed with important information. Teachers need to be motivated so they can reach their highest potential. I have been fortunate to work with students at the high school level that have matured and realized how helpful, giving and caring some of their former teachers were in meddle and elementary. I have purchased cards so that those studnets could tell them in their own words what impact they have had and sent them to to the teachers. Those teachers were greatful and it added a little pep in their step because they knew they were touching lives and making a difference. Teachers need positives like one person said, don't just come to the classroom to deal with a discipline issue visit just to interact positively.
Vicky W.
Great comments for this chapter thus far; motivation is an individual decision made by leaders, as you can see by these comments, there are many ways, ISLLC 1 creates significant ways to increase motivation by stakeholder involvement. What other ways can the ISLLC's contribute to motivation?
Whereas teaching the essential knowledge is non-negotiable, how we teach it is negotiable. Our school has been fortunate to have administrators that not only encourage but provide the means to differentiate instruction. While we are pawns to a certain extent in terms of the minimum curriculum we must teach (SOLs), our principal has empowered us to be origins in the sense that we have the authority to develop instruction along the lines we determine best practice for our subject area. For those who are lacking efficacy or motivation, he provides constant support and encouragement, always keeping the student as the focus of teachers' efforts. As an educational leader, I, too, would provide that empowerment to my staff with appropriate scaffolding in place for those unprepared for independence or not motivated to go beyond the minimum. My reminder to my staff--"Insanity: the belief that one can get results by doing the same thing." Albert Einstein.
An aside: Fish is now a video! We watched it on a teacher workday before school started.
Another great motivational book for staff is "How Full Is Your Bucket?" by Tom Rath and Donald Clifton. It delivers a great message on team building by encouraging positive strategies for life and work.
After a book study on the "bucket book" we were encouraged to "fill each others buckets" by acknowleding our colleages with "bucket notes" (cute note pads provided by the principal) throughout the year.
The principal also acknowledged teachers in writing or in faculty meetings for accomplishments and special efforts they put forth throughout the school year.
Principals truly can create a positive environment that generates motivation in all!
I agree with Sherry, a principal can create a positive environment that generates motivation. I think that is essential in making sure that your teachers are motivated and feel like they can share ideas and help each other for the betterment of the school. I thought this chapter touched on an interesting point when it talked about isolation in teaching. As a special education teacher I do not experience that due to the push for inclusion because I am constantly working with other teachers in my building on a daily basis, developing instruction plans collectively. I do see how isolation in teaching occurs though. I feel that the principal should cultivate and encourage sharing so this doesn't take place, and reiterate this sentiment to the department chairs so that the idea of sharing and collaborating is coming from different platforms.
My principal often drops by during planning periods to talk. She always tells me that everything will be fine and that I am doing a good job. She does many observations and always gives good comments.
As an principal, I would do more rewarding activities for the kids. I think that kids are pressured too much by teachers and principals to pass the tests. They need to have more fun with learning. I think rewarding kids for a good job would be rewarding for the teacher also.
Yes, there is a lot of pressure on test, but I truely believe good teachers AND leaders can address the "test challenge" AND make learning fun. I have lots of examples where our teachers and leaders (Giles County) could do that and did it very well. It takes that stakeholder involvement and POSITIVE outlook.
Our principal rewards teachers by treating us as professionals. We have the ability to choose how we teach, and we are involved in much of the decision-making. I think teachers need positive feedback. They need to know that principals are available to listen and to provide them with the materials/support to help them be effective teachers.
I believe that motivation should come from an administrator. Faculty and staff want to hear the positives they are performing on a daily basis. A faculty I worked with a few years ago was asked to list positives and negatives about their job in a meeting. Some made the comment that motivation begins at the top. This angered the principal who informed everyone they were not responsible for their happiness with their job. I hope that is something I remember for many years to come.
My principal does little things to motivate us. Over time these little things add up. For example, we have a little dry ease board on the wall beside of our time clock. Daily she will put messages on it that encourage and motivate not just the teachers, but the entire faculty and staff. She will drop in my class when I have a lab planned and she loves to interact with the students during the lab.
In my opinion, I feel that this can tie back into the previous blog regarding the 5 C's, particularly caring. If an administrator truly has heart and cares for each individual teacher, then that administrator will motivate those teachers.
My principal and other administrators from central office make regular visits to classrooms in my school. Like Ashley mentioned, I love for my students to demonstrate and share their knowledge. They love all the opportunities to shine, as well. I feel it is important for all members of the school community (especially those who delegate authority and are decision makers themselves) to stay up-to-date with what's truly going on at the level where it matters most- classroom instruction.
Amber Lam
As I read this chapter I was reminded why I felt an urgency to become a principal. I have been a part of three very differing school systems. One inner city school district, one country school district, and one private school district. All three had very different principals but all would have the same rating on "the quality of work life" inventory.
This chapter continues to remind me of the importance for teachers to feel needed, encouraged, special, and a part of a greater cause. What a great chapter...and I have truly appreciated this books balance between "knowledge" and "practice."
I think it is great your principal meets with you once a week, that shows me that your principal is enthusiastic and commited to his profession. I am not trying to attack my principal but I feel and many others feel that we don't meet enough to focus on the classroom and other things. It would be nice to meet to discuss and share new ideas.
last blog is mine
What do you do when come across teachers who actually seem to prefer to be treated as pawns - ones who do not welcome visits to their classrooms, and who prefer to have minimum expectations clearly laid out for them? The ones who seem to say: "Hey, my lesson plans are always completed on-time, the SOL are written on the board each day, and I don't send you any discipline referrals, so leave me alone."
I found the section in the chapter on "androcentrism" interesting. Men's motivational techniques give emphasis to teamwork, goals, roles, and responsibilities and women emphasize the bonding together of people in a common cause. I think a combination of both would be effective.
Judy W.
Adam J said...
Building on what Amber Lam spoke about, my AP will visit and interact with my kids during class, on a good note, and it makes my kids and I feel great when it's a postive visit instead of negative. Assessment doesn't always have to be paper-pencil...my AP was a SS teacher back in the day and I now teach social studies. So when he comes into my room, quizzes the kids and so forth, I at least make a mental note of the kids' amswers! How cool is that? The admin. does my testing!
Chapter 15 contained a lot of useful information. In my position, our 6th grade history teachers have collegial values where shared decision making is present. We meet at least once a week to discuss curriculum, testing, motivation, and sometimes just to vent! I have found I look forward to this time together, because no matter how my classes are doing, I learn different ways of doing things in the classroom and motivation for myself. My principal encourages these weekly meetings and will often drop by to give his support.
Great ideas and ideals. In responding to Jonathan's question, what ways might you suggest? My first reaction reverts to ISLLC one and the whole idea of stakeholder involvement and stewarding a vision. Any other thoughts regarding Jonathan's issue?
Jonathan,
Your question made me think back to myself my first year teaching. I always felt so intimidated when I was being evaluated. So, at that time I guess in a way I prefered "pawn" treatment, but it was just because I hadn't built confidence in my own teaching and trust with my administrator (however, I always had and wanted high expectations.)
Then, I know teachers who don't want people in their rooms because they don't prepare (and/or teach) the way they should.
Anyway, I think you have to find the answer to the question, "Why does the teacher prefer "pawn treatemtn" to operating as an "origin"?
If you find the answer to this questions you may be able to address the teacher's needs and help him/her in this area.
ONe thing is for certain, as an administrator, wanted or not, all of my teachers will have high expectations. High expectations are essential for the teachers professional growth, as well as, and even more importantly, the students.
I know that the teachers in my current school (which is a career & technology center) expressed surprise when they heard that teachers in other buildings feared and dreaded evaluations. They had the good fortune of supportive administrators and the added bonus of no SOL testing. I, on the other hand, do have to be concerned with testing, but I have always welcomed observations and evaluations because I want to have that feedback. I welcome any input on how I can better serve tmy students
I have found that self evaluation works best for me. We use FBA's in classrooms of disruptive students, so why can't we use something similar for teachers to self evaluate when teaching or planning. Evaluation is an important tool when used for the right purpose. It should never be used in a manner to "scare" a teacher or adminstrator.
Fast typing is fine when it works.
DeWayne
We have a new administrator at our school this year. She has done a great job with professional developement and she expects to see some gradual changes in instruction as a result. It has been very interesting to observe teachers' attitudes toward her. Many have voiced their concerns to her that they are afraid that she will "catch" them doing something wrong. They are so hung up on their fear of observation that it is getting in their way of making the needed changes. On the other hand, some teachers have embraced the new instructional strategies and have incorporated them into their lessons. I wonder how the new administrator may have gotten more teachers "on board" with her? A lot of the issue seems to be about personalities. One thing is certain, an administrator can't please everyone, so you do right things.
For Jonathan's question of teachers who prefer "pawn" treatment, I think the more ownership you can get a teacher like that to take in decision making, the more that teacher will buy in to the vision. ISLLC 1 refers to facilitating collegiality and teamwork, which makes me think about leading this type of teacher to become part of a productive, positive team where he/she can feel a sense of belonging. It is harder to be apathetic or critical about your work when you are the one who made the decisions involving your work.
I agree with what Sarah said about the fact that "pawn" teachers need to have more of a sense of ownership in their school. But, I see teachers who have been there for years, sit at their desks all day, and don't want any input because they can do what they want because they have tenure. How do you motivate those people? Part of me would say, "Well, some people are just stubborn and set in their ways." But, I believe if you work to develop a relationship with that person and get them to accept the vision of the school, you might just see a little change.
It's all about persistance.
Our new administrator loves the part of her job that allows for her to help teachers. I think you can say by our school years professional development that she has done just that. However, she likes for her faculty to have a say so in all that we do to a point but the "pawns" in our school feel like she doesn't give them enough say.
Lead by doing constantly comes to mind as I read everyone's comments about motivation. Principals are stewards of vision, motivation, leadership, learning, success, etc, etc,etc. If teachers don't see their administrators excited and motivated, then it is harder for them to mimick the actions of what they are simply "told" to do. It is much easier to fall into the same path of actions and mimick one if you are constantly "SEEING" those actions in front of you. If you can sense pride and confidence in your principal, then that alone is motivating.
Cheryl Burrell-Graves
I have seen administrators value teachers and encourage them to develop lessons that more creative and fun while embedding the standards within them. More principals as instructional leaders should do that.
The principal that did that for me encouraged me to do this and then teach test taking skills at the end by showing students how the material would appear on a standardized test, but also to show them how everything that was taught is a part of what the state expects them to learn.
I, too, want to encourage more teaching that embeds standards instead of teaching to the test. It becomes stressful and boring to all involved in the educational process.vxtjstb
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