Continuity – It was really nice to get a perspective from a different level of leadership.
Salience – Alberta Learning is our umbrella organization. How much more salient can you get?
Outcomes – I appreciate the opportunity to have some input into the direction that we are going. Even if my input doesn’t carry any (or very much) weight at least I was listened to. It is hard to balance the interests of all the stakeholders.
Processes – I enjoyed the way that Dr. Gray made the convergence window easier to understand. It puts a lot of things in context for me.
Characteristics – Dr. Gray exemplifies the type of collaborative leadership that is willing to listen to the inputs of others in the organization. One feels that the input will have an effect on the decision, once all inputs have been made.
Thursday, July 16, 2009
Monday, July 13, 2009
Reflections on Gary Spence's Presentation - July 13, 2009
Continuity – It is becoming abundantly clear that there are a lot of commonalities among the leaders that have come to be with us. I feel like I’m saying the same thing over and over again. Will we be able to transfer this to our own divisions?
Salience – Gary was able to give a more technical view of carrying out the vision of WCSD. He gave a good balance of the nuts and bolts that are needed as a foundation for the technology. He covered, briefly, the vision of the division, but covered entirely different material – some things that no one else had covered.
Outcomes – All of the outcomes are centered on the student. I particularly appreciated the requirement of justification of how something affects students before money is put out.
Processes – The division has a very clear vision, and they are able to bring in resources from Alberta Ed. to assist them in achieving their goals.
Characteristics – Gary was very helpful in listing what he thinks are valuable characteristics in a Technology Leader. Some of the things that haven’t been addresses before are humility, patience, delegation skills, reliance on peers, transparency, and negotiation skills.
Salience – Gary was able to give a more technical view of carrying out the vision of WCSD. He gave a good balance of the nuts and bolts that are needed as a foundation for the technology. He covered, briefly, the vision of the division, but covered entirely different material – some things that no one else had covered.
Outcomes – All of the outcomes are centered on the student. I particularly appreciated the requirement of justification of how something affects students before money is put out.
Processes – The division has a very clear vision, and they are able to bring in resources from Alberta Ed. to assist them in achieving their goals.
Characteristics – Gary was very helpful in listing what he thinks are valuable characteristics in a Technology Leader. Some of the things that haven’t been addresses before are humility, patience, delegation skills, reliance on peers, transparency, and negotiation skills.
Saturday, July 11, 2009
Ed. over the next 5 years
This is an interesting post that summarizes the 2009 Horizon Report - predictions of emerging technologies in Ed. Tech. for the next 5 years.
http://emmanugent.wordpress.com/2009/07/11/weeks-2122-a3a-the-horizon-report-2009/
http://emmanugent.wordpress.com/2009/07/11/weeks-2122-a3a-the-horizon-report-2009/
Friday, July 10, 2009
Reflections on Larry Jacob's Presentation - July 10, 2009
Continuity – The biggest thing that I noticed was the difference in the approach to creating the vision. The “shared” part of “shared vision” was really made evident in today’s VC. It takes courage to let all stakeholders have input into the direction that the division is going, but that is what makes the vision all the more powerful. While it doesn’t guarantee buy-in, it gives a feeling of ownership to everyone involved. People are more likely to work well within a framework that they helped create.
In terms of actual continuity, there is a vision common to all of our resources. The fact that technology has become pervasive was illustrated in each case. All resources speak to the fact that the student is the ultimate consumer of our product (the lesson) and that we have to adjust our techniques to meet their needs.
Salience – Technology is so embedded in our society that Wolf Creek has no technology plan, they have an education plan. The education is the most important part.
Outcomes – The outcomes that were emphasized were the growth of all stakeholders, “learning for life.” Many supports are given in the form of PD opportunities, team-building activities, etc. Technology is an integral part of the learning process and, while the expectation is there that it will be used, the support is also available to ensure that it will be.
Processes – The collaborative approach in the process of developing the education vision gave everyone a say in the vision. This is in contrast to other models that have developed the vision centrally. Most educators value the integration of technology in their practice, but letting them have input no doubt made the change less threatening.
Characteristics – The primary characteristics of all of our guests has been that they are dynamic people who believe in their role as leader. It is also apparent that they believe in the people that surround them.
In terms of actual continuity, there is a vision common to all of our resources. The fact that technology has become pervasive was illustrated in each case. All resources speak to the fact that the student is the ultimate consumer of our product (the lesson) and that we have to adjust our techniques to meet their needs.
Salience – Technology is so embedded in our society that Wolf Creek has no technology plan, they have an education plan. The education is the most important part.
Outcomes – The outcomes that were emphasized were the growth of all stakeholders, “learning for life.” Many supports are given in the form of PD opportunities, team-building activities, etc. Technology is an integral part of the learning process and, while the expectation is there that it will be used, the support is also available to ensure that it will be.
Processes – The collaborative approach in the process of developing the education vision gave everyone a say in the vision. This is in contrast to other models that have developed the vision centrally. Most educators value the integration of technology in their practice, but letting them have input no doubt made the change less threatening.
Characteristics – The primary characteristics of all of our guests has been that they are dynamic people who believe in their role as leader. It is also apparent that they believe in the people that surround them.
Thursday, July 9, 2009
Reflections on John Percevault's Presentation - July 9, 2009
Continuity – Because both individuals are associated with Lethbridge Public SD #51, there is a lot of continuity with what they were both saying. The fact that they were able to share the vision and work together was a key element in the success that has been achieved.
Salience – Historically, John has been recognized throughout the province as an expert in his field. His beginnings were similar to mine, as I was also a Business Education major in the mid 80’s. Often we were the ones who were the “computer” teachers, and we grew to be the go-to people on our staffs. Because we were the most familiar with technology, we were the people who used it the most. We understood it and saw the value of its use in all of our classes – Bus. Ed. or otherwise. As the IT director for Lethbridge 51, John has a key role in guiding the evolution of the vision. The fundamental purpose of a school system is the education of the students, and his experience in the realms of both technology and the classroom make him a natural choice to fill that position.
Outcomes – Barry and John share a vision and their outcomes are the same. They want equitable access, sustainability, support for staff members, and a better education for their students, not necessarily in that order.
Processes - John began by determining what existed, then worked to show the stakeholders what was possible. He was able to identify the weaknesses in the status quo and provide a plan to ameliorate the situation. He was innovative in his approach to funding the necessary improvements, and was able to persuade (with a lot of work, I imagine) the individual schools to give up some of their autonomy for the betterment of everyone.
Characteristics – John personifies some very important characteristics. He is experienced both in IT and teaching, he is personable, he is knowledgeable, and he is able to work collaboratively. He was able to come into a new division and realize that he would have to earn the respect of his colleagues. He did this by listening to their opinions and providing reasons for the actions that he wished to implement. His people skills enabled him to bring a disparate group of people together to work toward a common purpose.
Salience – Historically, John has been recognized throughout the province as an expert in his field. His beginnings were similar to mine, as I was also a Business Education major in the mid 80’s. Often we were the ones who were the “computer” teachers, and we grew to be the go-to people on our staffs. Because we were the most familiar with technology, we were the people who used it the most. We understood it and saw the value of its use in all of our classes – Bus. Ed. or otherwise. As the IT director for Lethbridge 51, John has a key role in guiding the evolution of the vision. The fundamental purpose of a school system is the education of the students, and his experience in the realms of both technology and the classroom make him a natural choice to fill that position.
Outcomes – Barry and John share a vision and their outcomes are the same. They want equitable access, sustainability, support for staff members, and a better education for their students, not necessarily in that order.
Processes - John began by determining what existed, then worked to show the stakeholders what was possible. He was able to identify the weaknesses in the status quo and provide a plan to ameliorate the situation. He was innovative in his approach to funding the necessary improvements, and was able to persuade (with a lot of work, I imagine) the individual schools to give up some of their autonomy for the betterment of everyone.
Characteristics – John personifies some very important characteristics. He is experienced both in IT and teaching, he is personable, he is knowledgeable, and he is able to work collaboratively. He was able to come into a new division and realize that he would have to earn the respect of his colleagues. He did this by listening to their opinions and providing reasons for the actions that he wished to implement. His people skills enabled him to bring a disparate group of people together to work toward a common purpose.
Tuesday, July 7, 2009
Reflections on Barry Litun's Presentation - July 7, 2009
Continuity – Vision is the most common theme. Others are collaboration, relationships, efficiency of funding (Barry alluded to this).
Salience – Barry is responsible for the education of a large number of students at all levels. His business is education. As he said, IT “is here to stay. It’s not a fad.” Therefore, he needs to be conversant with IT in education in order to provide the best possible services to his stakeholders.
Outcomes – He places great emphasis on equitable access to technology throughout his division. He wants students to get the best education possible in any school in his district. He has to be proactive in his approach to the financial aspects of the whole IT realm, while at the same time making sure that the students in his district are not disadvantaged in any technological way.
Processes – He began his tenure by listening. He worked to make himself a member of the team before beginning the changes that he wanted to make. He believes firmly in communication and collaboration among all the people involved. He has worked hard to ensure that the schools share common goals and PD time, while at the same time not usurping their autonomy. By setting up the Town Hall Meetings, he has provided a platform for stakeholders to have input that affects the long-term planning necessary to providing a strong IT program. Barry was quick to give credit to the other members of his team. It wasn’t “his” project – it belonged to everyone in the organization.
Characteristics – Barry was very open. He made a point of introducing himself to each class member individually. He spoke of the importance of building relationships and networks, while modelling one way to go about it. He shared his vision of the long-term goals and IT plans within his school division. He showed sensitivity when speaking about the inequities that can arise from not having a shared vision for IT throughout the entire district. He and his team built a large part of the IT vision around the problems that he had seen. He was a very good communicator. His presentation was interesting and entertaining at the same time, both necessities for an afternoon session!
Salience – Barry is responsible for the education of a large number of students at all levels. His business is education. As he said, IT “is here to stay. It’s not a fad.” Therefore, he needs to be conversant with IT in education in order to provide the best possible services to his stakeholders.
Outcomes – He places great emphasis on equitable access to technology throughout his division. He wants students to get the best education possible in any school in his district. He has to be proactive in his approach to the financial aspects of the whole IT realm, while at the same time making sure that the students in his district are not disadvantaged in any technological way.
Processes – He began his tenure by listening. He worked to make himself a member of the team before beginning the changes that he wanted to make. He believes firmly in communication and collaboration among all the people involved. He has worked hard to ensure that the schools share common goals and PD time, while at the same time not usurping their autonomy. By setting up the Town Hall Meetings, he has provided a platform for stakeholders to have input that affects the long-term planning necessary to providing a strong IT program. Barry was quick to give credit to the other members of his team. It wasn’t “his” project – it belonged to everyone in the organization.
Characteristics – Barry was very open. He made a point of introducing himself to each class member individually. He spoke of the importance of building relationships and networks, while modelling one way to go about it. He shared his vision of the long-term goals and IT plans within his school division. He showed sensitivity when speaking about the inequities that can arise from not having a shared vision for IT throughout the entire district. He and his team built a large part of the IT vision around the problems that he had seen. He was a very good communicator. His presentation was interesting and entertaining at the same time, both necessities for an afternoon session!
Thursday, June 25, 2009
Ed 5630 - Assignment #2
A Leader to Emulate
One of the most successful leaders that I have had the pleasure of working with is my current principal, Ms. A. She embodies the quality of passion, the first essential trait of a good leader mentioned by David Carey (2005). In fact, passion permeates everything she does in her capacity as the principal of a middle school.All decisions made in the school revolve around the question, “What is best for the kids?” Her passion for the education of children drives her every move. Ms. A’s primary objective is to ensure the best possible education for each child in the school. Staff are “mobilized by caring and respect, by talented people working together, and by developing shared expertise” (Fullan, 2001, p. 63) in the formation of a school community that feels cohesive and works together for a common purpose, namely a quality education for our students.
All school stakeholders (students, teachers, and support staff) function under the umbrella of five guide words: Believe, Respect, Honesty, Responsibility, and Trust. These words guide the relationships between the people of the school. This is a prime example of leadership not setting limits, but helping people break limits (Yee, 2000). Ms. A. gives her staff the tools they need to succeed as excellent teachers and support staff members in order to meet the objective of the best education for everyone.
The school operation is based around several teams. Groups of staff are given time to meet twice a week during common preparation time. This enables discussions about issues as they arise, and concerns are dealt with in a timely manner. This frequent opportunity for collaboration also allows for focus on building emotional bonds and relationships within the team (Yee, 2000).
I most appreciate Ms. A.’s willingness to consider all opinions. She is always available for consultation and allows staff to make many decisions individually and in their teams. As long as the decision is made in order to meet the objectives of the curriculum, to enhance the students’ learning, interest, and/or motivation, she will do everything possible to support it. She goes out of her way to allow staff to take advantage of professional development opportunities, and encourages each individual to develop and enhance their own talents. Time is allowed in the timetable for me to provide technology support and professional development for school staff members (Yee, 2000).
Ms. A. believes in keeping in touch with the students. She teaches a technology-based class to each Grade 8 student. The students produce a school newsletter that is sent home to each parent and included on the school web page. This project serves to make the students feel included as valued members of the school community and gives them ownership of their IT success. In addition, it gives Ms. A. an insight into the hurdles faced by teachers in the classroom.
In summary, Ms. A. is the principal of a school “mobilized by caring and respect, by talented people working together, and ... developing shared expertise” (Fullan, 2001, p. 63). As a staff, we have fun together and we work together to create a middle school that keeps the needs of the student the central focus, and where each person is empowered to develop themselves and their talents to their highest potential.
References
Carey, D. (2005, November 13). Some reflections on leadership. CIO Canada, 11, 6.Fullan, M. (2001). In a culture of change. San Francisco, CA: Wiley & Sons.
Yee, D. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302.
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