Skip to main content

Effective Leaders Model

Talk about it all you want, and we'll talk about it. Use it, model it, demonstrate it, and we'll give it a try. It won't happen all at once, but it will happen.

Effective Leaders understand Monkey See, Monkey Do

AttributionNoncommercialShare Alike Some rights reserved by Stuck in Customs
Do you want the focus to shift from a teacher centered classroom to a student centered classroom?

Then focus your staff developments by actually doing what you want to see in the classroom. If a student centered classroom is innovative, engaging, relevant, and motivating, then model it in your "classroom" which is your staff development.

Offer options for them to pick and choose from:
  • Give them a choice board or a menu to pick and choose their professional development trainings.
  • Try FedEx-ing it: Work collaboratively on a PBL or a student-centered lesson. At the end of the training, you must "deliver it" and bring it back to the whole group. 
  • Flip your Professional Development by giving a 2-minute Web 2.0 Smackdown (teachers show their favorite web 2.0 tools) in the beginning of your time and then go to breakout sessions based on teacher interest.

Do you want to see more technology integration?

The best route for hooking your staff on the values of technology integration is to use it. Some winning ideas are:
  • Use a wiki for teachers to take collaborative notes, brainstorm a school procedure, establish meeting norms, or sign up for a school event.
  • If you want your classrooms to connect with an authentic audience and build community, then model the power of blogging. Create your own.
  • Have them create presentations that tie your school vision to ISTE's NETS for Students.
My own goal:

I've realized that as our district steps towards learner centered classrooms, and we explore project based learning, I need to emphasize Essential Questions. In my own professional development, I should include an Essential Question that drives our P.D. (Thanks Jo Hart for that ah-ha during the Serendipity Webinar yesterday!)

Final thoughts:
  • What are your goals?
  • What do you want to see and how can you model that?
  • Any ideas you want to add here?

This post was inspired by Scott McLeod's shout out for Leadership Day.

Comments

  1. Hi Tracy,
    I'm glad you posted for #LeadershipDay11! Your post has several things I need to take note of. I'm bringing your ideas for PD to our committee that plans professional development at our school. I love the mini-smackdown activity. You've given ideas that are easy to initiate in a PD meeting. Any time we can give choices as to what they want to learn is going to make the learners more engaged--for students and teachers!

    As always, I enjoy reading your blog!
    Denise

    ReplyDelete
  2. Thanks Denise! I loved that idea of the mini-smackdown from Patrick Larkin @bhsprincipal. I am excited to put it into practice this year with our Year 2 Collaboration Coaches.

    Kind regards,
    Tracy

    ReplyDelete
  3. Many great points, wonderful post!

    ReplyDelete
  4. Thanks Jon! In the past several months, I've been cataloging ideas in my head for PD and have finally been able to organize, reflect, and share here in this post. The FedEx idea I heard just this past weekend by Lyn Hilt @L_Hilt during her #RSCON3 webinar. I can see this being a fabulous way for colleagues to spend time collaborating, which is very exciting to me to think of what those "fruits" will produce in student engagement in the classroom. =)

    Kind regards,
    Tracy

    ReplyDelete

Post a Comment

Directions for posting:

1) Choose "Comment As" first. If you don't have a Google/Blogger account, you can choose Name/URL and type in your name, then place the web site that best describes you in the URL (i.e. www.ajusd.org). Or, you can choose "Anonymous".

2) You may need to press "Post Comment" more than one time.

It is always wise to copy your comment before pressing "Post Comment" just in case something happens.

3) Type in the word verification.

4) If you did everything correctly, it will state, "Your comment has been saved and will be visible after blog owner approval." If you do not get that message, please try again.

Click here for a tutorial on how to comment.

Thank you!

Popular posts from this blog

Close Read Complex Text, and Annotate with Tech--Part 1

Students need to be taught how to read complex texts. One of the strategies for learning how is close reading. It slows the reader down to notice and ponder more. It also connects meaning and builds systems of thought.

Text complexity with close reading

Complex text requires a close reading. So what makes a text complex? There are three "ingredients" to text complexity:


It's important to understand text complexity to build students' literacy skills. As they become more skilled, they will read more complex text on their own.

Introduction to close reading

Here's an overview of close reading:




What does close reading look like in the classroom?

Here are some examples of close reading at different grade levels and content areas (or components of it such as annotation):
9th-10th grade -- Thinking Notes: A Strategy to Encourage Close Reading by the Teaching Channel 10th grade, Close Reading with nonfiction6th grade, Teaching Annotation4th grade, Close Reading3rd grade l…

Striving for Higher-Order Thinking and Depth of Knowledge

A little over a year ago, I read Higher-order thinking is the exception rather than the norm for most classrooms on Scott McLeod's blog, Dangerously Irrelevant, and have been mulling it over, wondering if our school district is any different.

Over the past year, our teachers periodically collect data with their teams on the types of questions/tasks they ask students. One teacher records teacher questions and the other records student responses on a shared Google Doc; then teams sort through their own data, plotting teacher questions by Bloom's Revised Taxonomy, and student responses to those questions/tasks with Webb's Depth of Knowledge (DOK). The 2012-2013 data showed we were not very different from other districts; therefore, our teamsset their own goals for higher-order thinking and depth of knowledge.

The data so far for the 2013-2014 school year shows questions asked of students are up and down the Bloom's ladder, equally distributed (with a little less in the c…

Close Read Complex Text, and Annotate with Diigo--Part 3

Close reading is a strategy for reading complex text. In Part 1, the focus is how to do a close reading. The focus in Part 2 is how to annotate with iPads. The focal points of this post are the teacher steps in close reading; how to create text dependent questions for informational text in 6th-12th grades; annotating in Diigo; and creating writing activities to go with close reading.
Below are the teacher's steps for creating a close reading lesson. However, the student steps are in the poster shown on the right:

Teacher Step 1: Choose the text

Choose a short and difficult text to do a close reading on. It should be at the frustration reading level.

Some examples to choose from for informational text are short speeches (or excerpts from a speech); research; paragraphs or chapters from biographies, memoirs, or historical accounts to name a few.

Teacher Step 2: Planning

Plan and do what you expect your students to do.
Decide if they will annotate on a paper copy, with sticky notes, o…