Relevant Matters

My primary goal as an educator is to provide relevant instruction and curriculum.  Education must be relevant to be effective.

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Postivive Traits in the Political Framework

The majority of educators avoid involvement and any connection to politics but it is an integral aspect of our careers.  It is important that teachers become involved in the politics of their work place and the political aspects of our profession.  “If achieving results, not just complaining, is the goal, we have to suit up and get in the game” (Mahlmann, 2005, para.5).  Teachers must be involved in forming policy in their work place and their educational field.  By understanding positive attributes of the political role educators will be able to implement change that will ensure that all students reach their potential. 

1.  “Build Relationships and Alliances-Work on building relationships with key players” (, pg.54).  Educational theory holds that building relationships with our students is an important part of ensuring classroom success.  It is important that we continue this practice and create relationships and alliances with our peers and coworkers.

2.  “Soothe and Learn From the Opposition-Machiavelli advocated centuries ago: Hold your allies close; hold your enemies even closer” (, pg.54).  We must expand our circle of influence and interact and learn from others that think differently than us.  It improves relationships and expands understanding.

3.  “Embrace Conflict and Deal Openly With Differences-No organization works smoothly all the time” (, pg.54).  We cannot avoid conflict completely.  It is important that we deal with conflict openly.

By using these positive aspects of political leadership educators can improve their ability to be successful in the classroom and workplace.

References:

Bolman, L. G., & Deal, T. E. (2010). Reframing the path to school leadership (2nd ed.). Thousand Oaks, CA: Corwin Press.

Mahlmann, J. J. (2005). Politics. Music Educators Journal, 91(3), 78. Retrieved from http://search.proquest.com/docview/197202916?accountid=458

Compromise

The ability to compromise is the primary determining factor for success in an educational setting.  “Politics is a process of give and take. It is a game of trade-offs in which the players compromise in order to reach a mutually accepted agreement people can live with. No one gets everything they want.  But pacts allow a school to move forward with most people aboard.  When you know what you and other key players want, you’re ready to talk about win–win solutions” (Bolman, 2010, pg.56).  It is important that educators remember that the final goal is providing relevant and effective education to all students.  The ability to compromise creates a collaborative environment and prepares teachers to work in true partnership.  The ability to work together opens up opportunities for co-teaching.  “Co-teaching in its most effective form can promote equitable learning opportunities for all students” (Graziano, 2012, para.2).  Co-teaching and compromise provide students with quality education as well as setting an excellent example.  Students become more aware of the opportunities that are made available when they are willing to work with others.  The ability to compromise improves and educators ability to be successful in the classroom and within their educational organization.

References:

Bolman, L. G., & Deal, T. E. (2010). Reframing the path to school leadership (2nd ed.). Thousand Oaks, CA: Corwin Press.

Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom: Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109-126. Retrieved from http://saccharometric

Description of the Learning Organization

"The learning organization (LO) is an idealized vision of an organization where the structures, routines, and working practices are open to continuous adaptation and improvement, where the individuals and teams engage in continuous learning, where the norms and values are supportive of continuous learning, and where strategic decision making is informed by and responsive to relevant data analysis and feedback" (Antonoaie, 2010, pg.105).

To evaluate my school  as a learning organization I must clarify what a learning organization is.  Based on the definition of a learning organization in "The Learning Organization", written by Niculaie Antonoaie, my school can be described as a learning organization.  Our school is open to change and improvement.  Our staff remains relevant and informed of current research and practices.  Professional development and continuing education are an integral aspect of employment within my school district.  Continuing education focus is determined by our mission, vision, values, and most importantly, data and feedback.  Our organization makes an effort to evolve as our community evolves and changes.  We must maintain our ability to be flexible and our desire to learn and expand our knowledge.  If my coworkers and I continue to treat learning as the standard for everyone in our community we will maintain our position as a learning organization.

References:

Antonoaie, N., & Antonoaie, C. (2010). THE LEARNING ORGANIZATION. Bulletin of the Transilvania University of Brasov.Economic Sciences.Series V, 3, 105-108. Retrieved from http://saccharometric

Organizational Mission Statements and Personal Vision

Pueblo District 70

MISSION:

To educate each student to achieve his or her full academic potential.

VISION:

We see D70 as a place where all children and adults are valued, similarities and differences are addressed, individuals are respected, and all children are treated as our most valuable resource and best hope for the future. We see a safe and trusting environment where children and adults are actively engaged in lifelong learning. We see a partnership with our schools and communities that flexibly responds to the educational needs of all learners in an ever-changing world.

The mission statement and vision for our school and district allows members of our organization to create common goals and a sense of community.  "Long-range planning can provide the unique opportunity to view the system holistically with a principle focus toward the whole organization rather than isolated and seemingly independent components" (Bozeman, 2010, pg.10)  Through a common mission we reach to increase our ability to teach all students and encourage them to meet their full potential.  The mission statement and vision statement for Pueblo District 70 clearly reflects the values of our organization.  Each member of our district strives to ensure that all student's meet their academic potential.  "The design and implementation of an effective organizational vision will, by definition, reflect some significant changes within the organization" (Scoolis, 1998, pg.20).  As a community of learners we wish to evolve and change our community into an environment that embraces all learners.  I feel that the mission and vision statements of my school accurately reflects the values of our district.

References:

Bozeman, W. (2010). Strategic Planning for Educational Excellence. Techniques: Connecting Education & Careers, 85(1), 10.

Scoolis, J. (1998). What is vision & How do you get one?. Thrust For Educational Leadership, 28(2), 20.

Student Reflection

It is important for instructors to provide students with multiple opportunities to reflect and evaluate their own work.  "Providing strategies for learners to self-evaluate their performance can enhance their critical thinking skills, help them find gaps in skills and knowledge, and develop a plan to fill the gaps." (Stavredes, pg. 162)  Reflection creates relevance for students.  "Reflection is especially useful for getting students to reflect on course concepts enough to apply them to their lives." (Grossman, pg. 15)

I feel that a digital journal or blog is an excellent tool for online learners to reflect and evaluate their educational progress.  I began a blog related to my degree in a class early in my degree program.  Though not required, I have continued to add to my blog and reflect on my development as a teacher leader.  Long after I have completed my degree the blog will be there for me to review how I have grown as an educator.  I feel that it is important learning tool for me to continue to grow as an educator.

Blog:  http://alhteacherleader.blogspot.com/

References:

Grossman, R. (2009). STRUCTURES FOR FACILITATING STUDENT REFLECTION. College Teaching, 57(1), 15-22. Retrieved from http://search.proquest.com/docview/274682242?accountid=458

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.

Timely Evaluation

Effectively evaluating student work and providing feedback is an integral part of creating an effective learning environment in online and ground classes.  “Immediate feedback to students is one of seven cardinal principles that enhances student learning.” (Lemley, pg. 251)  Educators must quickly evaluate student work and provide

There is a direct correlation between providing feedback and student performance.  Lemley, Sudweeks, Howell, Laws, and Sawyer completed a study to compare student performance to the time it took them to receive feedback on their work.  “Students in the delayed feedback group tended to complete their course work in less time than those in the immediate feedback group.” (Lemley, pg. 257)  Students who received delayed feedback were less involved and invested in the evaluation process.  “Immediate feedback students enrolled in English scored over an entire grade higher than their delayed feedback counterparts, while students enrolled in Exploring Values who received immediate feedback scored over one-half of a grade higher than those who received delayed feedback.” (Lemley, pg. 257)  The study provides a clear connection between feedback and student performance.

Feedback must occur in a timely manner for students to meet classroom goals and objectives.  “Obviously, students don’t learn much from feedback provided weeks after completion of a long-since-forgotten unit or assignment.” (Goodwin, pg. 82)  Educators should encourage students to learn from work and evaluate possible mistakes before providing feedback but it most be provided in a timely manner.

            Educators must provide clear evaluations and timely feedback to ensure students success.

References

Goodwin, B. (2012). Good Feedback Is Targeted, Specific, Timely. Educational Leadership, 70(1), 82-83.

Lemley, D., Sudweeks, R., Howell, S., Laws, R., & Sawyer, O. (2007). THE EFFECTS OF IMMEDIATE AND DELAYED FEEDBACK ON SECONDARY DISTANCE LEARNERS. Quarterly Review Of Distance Education, 8(3), 251-260.