my version of transparent, collaborative leadership...with a Teamann twist
This post is written for my 4th grade students that I meet with each week. We talk math, we talk leadership, and this week, we talked GRIT!
WWW,
I hope you enjoyed the video today! We had a great conversation about what having grit could LOOK like FOR 4th graders. Please remember to use your screen names below and share with me what you think it means for YOU to be GRITTY, :):
Mrs. Teamann
This post was originally written for Classflow. After you’re done reading, check out this webinar and blog post to learn how ClassFlow can support various ways of demonstrating mastery, too!
As important as it is to have academic goals, learning outcomes, and a decisive idea of where your curriculum road is going, how do you determine that a student has actually learned the content you have taught? Whether it be a formative or summative assessment, or assessment of any kind, you’re typically talking about a number earned. A score on a paper, right?
As any teacher knows, just because a student failed a paper doesn’t mean they didn’t “learn” anything, and a passing paper doesn’t guarantee mastery either. This is one of the more persuading reasons to leverage the technology in your classroom to allow your students to demonstrate their learning. Differentiation takes on a whole new meaning when you allow your students to SHOW you what they have learned, utilizing technology.
A first grade class last week was walking through the halls, using paper and pencil to list the different states of matter of materials they saw in the hall. What if, using an iPad (or any other type of camera), the student took pictures and then created an animoto for each state they observed? Students could create a presentation in Google or Prezi, they could make trading cards using Big Huge Labs, or create any other tangible ‘product” that not only allows their choice to shine, but also combines creativity and even collaboration with others students in a digital artifact.
When I taught fourth grade, convincing my students that writing a lab summary report was exciting was next to impossible. However, once I allowed them to create and share in any means necessary, AND let them know it would be shared on our classroom blog, I had students lined up outside my door at 7:30 a.m. to go over their reports. We had videos, podcasts, hyperlinked animations and more. The ability to choose how they shared what they learned meant they cared about WHAT they learned. When I had them fill in a worksheet or a lab template, it became about me and the minimum of what I expected to see. There were things gleaned that I didn’t assess, that I was unaware of, misconceptions I wasn’t privy to. By allowing my students to choose how they were measured, the results went off the charts. I was blown away by how much they DID know, and the depth with which they were able to share it all.
How can you make this happen in your classroom? Start with one assignment, one concept, and allow students to choose how they can demonstrate mastery. (Younger students can be given options.) Provide tools that you are comfortable evaluating and that can be completed fully in a timely manner. If that overwhelms you, start smaller. Allow one student to choose. Build out from there.
By leveraging the thousands of different ways technology allows the multiple methods of demonstrating learning, you’re not only teaching your academic standards but truly preparing students for a life beyond a classroom.
multiplying-ly,
Amber
Our aim is to gather a wide variety of images from school leaders in remote, rural, suburban, urban, and even international settings to show the differences and similarities that principals share in their demanding, yet rewarding jobs.
Disclaimer: Due to the nature of the job of the principal you will not get a complete picture of the day in the life of a school principal. But you should get pictures of the best parts! I’ll edit this post at the close the day with some awesomeness!
pic snapN,
Amber
While researching standards for my post on leadership, I discovered the tenets of leadership as defined by the state of Texas. Intrigued, I decided to delve a bit deeper into each standard, and see how it truly relates to my role. While these standards could establish what defines a leader on paper, I want to apply them to campuses today. Knowing that reflection is also a key component, there may be some twists and turns that jump out at me as I review each strand. The standards are also under review and going to change, so it will be interesting to see how “leadership” looks when it is redefined. This is post two in a series on “Texas Leadership Standards”, the entire series can be read here.
I recently blogged about how important a team is. There are many a cliche that supports that line of thinking. “You’re only as strong as your weakest link”, etc etc etc…
This aspect of the Texas Principal Standards can’t be seen as anything less than one of the most important facets of an administrators world. The staff that you surround yourself can make or break you, as we all know. Very rarely, however, do you get to start from scratch and hire an entire staff. What happens when you get traded mid season? (Sports tie in!)
You recognize that you have to make each person on your staff the very best that they can be. The answer isn’t to start looking at the weakest links and getting rid of them! No! What do you do with students in your class that needed extra support? You meet them where they are and help them grow.
Three simple ways to do this….first, set your expectations. Make sure your staff knows what your non negotiables are. Todd Whitaker shares that every student deserves to be treated with dignity and respect every day. Period. Along with that he listed 3 things that have absolutely no place in a school environment:
That’s a good place to start. Our students deserve respect!
Second, differentiate the PD that you offer to your staff. There are going to be varying levels of abilities and wants and strengths within your team. Get to know your teachers and find out where they want to be supported/lifted up. As lead learners on their classrooms, they should understand that we want to model for our students that we are ALWAYS willing to learn. How can you help them grow? Are there trainings, conferences, books, resources, etc, that you can share? Take advantage of social media and use it to fine tune your staffs expertise!
Finally, do what you can to make your campus a place people WANT to come too. If there is a strong sense of commitment, of dedication and focus on student success (academically and personally) people will get on board and get behind you. Never underestimate what a “family” can do, together. Help foster that kind of environment. Are you a leader people would want to work for? It’s important to build trust. Listen to them. Have an open-door policy. Make sure they know they can come to you with any problem—personal or professional—and have your ear. It’s also crucial to involve them in decision-making and value their perspective.
Building a team that you are proud of isn’t difficult. It does however take time, energy, and a positive outlook. I heard a great exchange once. Someone asked what do we do if we spend all this time and energy on our teachers and they leave? The response? What if you don’t and they stay!
not taking chances,
Amber
I love that Jetpack sends me this “summary” of my year in writing. I also love that my top post included Kliff Kingsbury, 🙂 (wreck’em!) This post is purely for myself…as Tony Sinanis just talked about, accepting the awesome that was my 2014.
My celebrations and “thanks” of 2014?
I hope that your 2014 was as memorable, as incredible, as positive, as mine has been. Thank you to those who played a part!! May your 2015 be full of such fabulousness!
memory lane strolling,
Amber