tag:blogger.com,1999:blog-59211383325430769952024-02-20T16:38:53.758-05:00Reflect. Connect. Learn.This blog is a place to share reflections, current research, and personal thoughts on leadership, specifically educational leadership. Comments and thoughts are welcome!Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-5921138332543076995.post-5869196854002828072020-04-16T10:34:00.000-04:002020-04-16T10:44:44.970-04:00When Leaders Can See It All<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
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<span class="s1" style="font-kerning: none;"><span style="font-family: "arial" , "helvetica" , sans-serif;">If you google “qualities of great leaders” or another synonymous phrase, you will come across a plethora of lists from authors, current leaders, professors, etc. of what people who are lucky enough to serve others in leadership roles should and shouldn’t do. I will say; however, that over the years, I have noticed one overarching quality in those leaders who have provided more examples of what one “should” do versus what one “should not."<span class="Apple-converted-space"> </span></span></span></div>
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<span class="s1" style="font-kerning: none;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Being a leader of people is not an easy task. In order to effectively serve others, there is a myriad of intricacies that one must recognize and implement. One quality; however, that I have noticed in leaders who are able to passionately lead a community of people is the ability to see things from points of view other than their own. Whether this means showing true empathy when someone is struggling, stepping into someone else's shoes when sharing news about a change, making an unpopular decision when you know there are few people willing to stand shoulder to shoulder with you, or stepping out of your own bubble to lead a change that you may not even be on board with yourself. Even though many leaders believe they are practicing these skills, remember, it is different to step into someone else’s shoes and actually think about how THEY feel in their shoes than to reflect on how YOU feel in them (Gourguechon, 2017).<span class="Apple-converted-space"> </span></span></span></div>
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<span class="s1" style="font-kerning: none;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Unfortunately, in this day in age, perspective-taking is not an easy task. We live in a partisan society in which people would rather try to prove why their point of view is the “right” one versus taking the time to truly understand someone else’s. A leader, however, who recognizes differences in opinions and is willing to step out of her comfort zone, name that schism for what it is, and find a way to move forward will find it easier to lead through adversity and change than a leader who is not willing to take that step. This act of leadership does not mean that everyone will end up on the same page in peace and harmony, rather that the team may be able to come to a place where they recognize each other’s opinions as different, but valuable in their own right. A leader who can help her team come to this understanding together will experience more success than one who cannot.<span class="Apple-converted-space"> </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">While perspective-taking is not something that comes naturally to everyone, there are some ways to practice it in your daily leadership life. When making decisions, stop and think, </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Am I leaning this way because this decision is what </span><span style="font-style: italic; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">I</span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> would want, or because this decision is best for the entire community. </span><span style="vertical-align: baseline; white-space: pre-wrap;">When listening to other people’s perspectives, do not listen with “the intent to discredit or disprove” the speaker, but to actively hear and understand what the other speaker is saying and the feelings behind it (Cools, 2018). As a leader, you do not have to change your views to agree with the other person, but you DO have to allow that person to be truly heard. Finally, recognize that empathy and perspective-taking are not easy. Allow yourself time to reflect on your daily decisions as a leader and whether you took the time to consider the perspectives of your team that day, or focused mainly on your own. If the answer is the latter, vow to do better tomorrow.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">Cools, J. M. (2018). How & why you should strive to understand someone else’s point of view: Specifically when you don’t agree. </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Medium.com. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Retrieved on: April 15, 2020.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">Gourguechon, P. (2017). Empathy is an essential leadership skill -- And there’s nothing soft about it. </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">Forbes.com. </span><span style="vertical-align: baseline; white-space: pre-wrap;">Retrieved on: April 15, 2020. </span></span></div>
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Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-3495036576338675342019-01-25T15:16:00.001-05:002020-04-16T10:40:57.867-04:00Are you a positive influencer?<span style="font-family: Arial, Helvetica, sans-serif;">As an educator, there are plenty of instances in which we are charged with teaching children more than just reading, writing, and math. Often we are faced with situations that provide us the amazing opportunity to teach kids about life, about being a good friend, and a positive influence on the people around them.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I have experienced many instances recently on a personal and professional level that have led me to wonder why oftentimes adults do not hold themselves the same moral standard that we expect from our children. As I was discussing this dilemma with a mentor and colleague, Dan Hickey, (<a href="https://twitter.com/hickeygroup" target="_blank">@hickeygroup</a>) the discussion led to one about positivity. He posed a question to me that caused me to pause and REALLY reflect. He asked me: "On a scale of 1-10, how much of a positive influence are you in your building?"</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This question is actually applicable to all facets of life: at home, work, in the classroom, with spouses, friends, colleagues, etc. As I continue to reflect on this question, I really believe that if this were the focus of all of our relationships, they would all have the potential to be more productive.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">When focusing on the power of positivity in schools, it becomes apparent that a teacher could be the most technically perfect teacher in a school building, but without exerting positive influence on students and colleagues, that teacher's potential of influence is not fully realized.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Going forward, therefore, when reflecting on teachers' performance in the building, I plan to utilize this question regularly. It is easy to get sucked into the technical day-to-day aspects of teaching, however, unless one is formally reflecting on their influence and how it is being utilized, I truly believe that teacher will never fully reach his/her true potential.</span>Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-37577488196690394242018-03-16T12:03:00.002-04:002020-04-16T10:41:16.659-04:00Bullying vs. Meanness<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">“Bullying” is a word that is thrown around a lot in today’s society. Bullying is a serious problem </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">that </span><span style="white-space: pre;">can have long-lasting effects. Kids can feel deeply wounded by a peer’s horrible insults </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">or physical </span><span style="white-space: pre;">aggression. Parents often feel helpless when their children are faced with situations </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; white-space: pre;">of bullying.</span></div>
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<span style="white-space: pre;">The term bullying, however, is often used so casually that it leads to it being misused or </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">overused. </span><span style="white-space: pre;">In my role as elementary school principal, I often hear students and parents </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">labeling unkind or </span><span style="white-space: pre;">mean actions as bullying when in reality they might be isolated incidents </span></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">This is not to say that unkind acts should be ignored, or that bullying is a rite of passage </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">in childhood. </span><span style="white-space: pre;">True bullying is extremely serious and can have devastating consequences. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">Therefore, I would like </span><span style="white-space: pre;">to provide some information taken from “Psychology Today” to help </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">parents and kids identify and </span><span style="white-space: pre;">combat both unkind behaviors and bullying. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">According to “Psychology Today”, bullying involves deliberate, aggressive acts targeting</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">a particular </span><span style="white-space: pre;">individual repeatedly, over time. When talking to kids at Kerby, I utilize this </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">definition to help students </span><span style="white-space: pre;">differentiate between meanness and bullying. I tell them that if </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">someone is being mean to them, </span><span style="white-space: pre;">that is unacceptable. However, if that person continues to </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">be mean, even after being called out, </span><span style="white-space: pre;">spoken to by adults, and asked to stop, that is </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; white-space: pre;">considered bullying. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">It is important that kids are taught to differentiate between meanness and bullying so that </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">actual acts </span><span style="white-space: pre;">of bullying are not trivialized. Additionally, teaching students coping strategies to </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">deal with meanness </span><span style="white-space: pre;">will help them learn to manage conflicts independently as they get older. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">True bullying, however, </span><span style="white-space: pre;">requires intervention from adults. Kids should be encouraged to </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">talk to a trusted adult about behaviors </span><span style="white-space: pre;">that they are experiencing so that the adult can help </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">them determine if it is truly bullying, then give </span><span style="white-space: pre;">them the tools to work through the situation. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Additionally, kids are quick to condemn meanness and bullying, but cannot often see those </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">behaviors </span><span style="white-space: pre;">in their own actions. Teaching kids to self-reflect on how they treat their peers is a </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">helpful way to </span><span style="white-space: pre;">encourage kindness. Asking them questions about how they were kind that day </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">at school or how </span><span style="white-space: pre;">they sought to include everyone when they played can help them develop </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre;">introspection about their </span><span style="white-space: pre;">own actions.</span></span></div>
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Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-37467849055947043472015-10-21T09:09:00.003-04:002020-04-16T10:41:33.952-04:00Why Grade?<span style="font-family: Arial, Helvetica, sans-serif;">There are many different ways to report progress to students and parents. Some teachers use letter grades (A, B, C, D, F), some use percentages on a 100 point scale, some use a coding system (+, -), while others use anecdotal feedback. Regardless of the grading system you use, take a minute to reflect on the "Why." What is the purpose of the number, or the letter, or the code you write at the top of your students' papers? How does that grade help them learn from their mistakes or reflect on what they did well? What exactly does a 92% tell a child about what they learned in the previous unit?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The purpose of grades is to provide students with feedback on their learning. It gives them the opportunity to correct mistakes and utilize positive feedback to grow as a learner. Also, appropriate feedback allows parents to see what their child is doing at school on a daily basis, so there are no surprises when the report card comes home later in the year. If the grading system you are using does not provide corrective feedback and an opportunity for students to reflect on their growth relative to an educational standard, perhaps it is time to reexamine your grading system and begin to think about whether is it serving its purpose in your classroom.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In a recent article by <a href="https://twitter.com/rickwormeli2" target="_blank">@rickwormeli2 </a> he calls for a <a href="https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/539/Rubrics-and-Grading-Scales.aspx#.ViYpwgKIX_E.twitter" target="_blank">Timeout on Rubrics and Grading Scales.</a> Wormeli reminds educators to focus on grading to a standard that clearly communicates to students what they learned and what they still need to work on. He warns that educators should not let reports of compliance distort reports of learning. Essentially, students should not be graded on neatness, effort, or other components that are not included in the educational standard being taught. Those are categories that can be reported, but should be reported separate from the overall grade, as they do not provide evidence of student learning relative to a standard. This process may require a mindset shift for many educators who are accustomed to more traditional methods of grading on a 100 point scale. But, this modern grading system provides more accurate and descriptive feedback to students and parents as to the learning that is occurring on a daily basis in the classroom.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Grading should not be a "gotcha" enterprise. Grading should not be a carrot we hold over our students' heads to force compliance. Yes, it is easier mathematically to average grades and points on a test, but that does not make it pedagogically correct. As Wormeli states, it is what kids carry forward from a unit of study, not what they demonstrate on a summative assessment that reflects true learning and proficiency. I encourage all educators to take a minute to truly reflect on your grading practices and determine whether you are accurately reporting your students' learning relative to the standards being taught. If the answer is no, perhaps it is time to consider a change.</span>Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-67239225603852577122015-05-19T07:57:00.000-04:002020-04-16T10:41:47.977-04:00Reflection on My First Year as a Principal<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><o:p>When I was interviewing for the position of principal at Kerby Elementary last year around this time, I was asked to complete a writing prompt that addressed how I would know if I had been successful after my first year of becoming principal of the school. I recently pulled it out to reflect on the year. I believe I am working in the right direction as a leader, but definitely still have areas in which to grow. I am lucky to have such a great team at Kerby to help me along this journey! </o:p>What I wrote is shared below.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b> “<i>Relationships
are Everything” </i></b>and<b><i> “Leadership Matters</i></b>”. When reflecting on the success of my first
year as an elementary principal, these two ideas will weave themselves
throughout all of my work with teachers, parents, and students. Although school buildings have many pieces
that come together to create success, strong relationships and effective
leadership play a major role in each and every one of them. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i> Relationships are
Everything: </i></b>The importance of building positive relationships weaves
itself into each and every part of a school community. From the school’s behavior management system
to the teacher evaluation model, all of these areas will be better when
relational trust exists between school leaders and staff. To evaluate whether I have worked to develop
that relational trust in my first year as a principal, I will reflect on the
following questions:<b><i><o:p></o:p></i></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Have I made
connections with staff, students and families that go deeper than school? Do I understand teachers’ personal and
professional passions and what motivates them to get out of bed in the
morning? Have I connected with students
and their families on a level that extends beyond the classroom? Have I gotten to know the community and
participated in neighborhood functions and events? Everything that goes on in a school is better
when strong relationships exist. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">In an
effort to build these relationships, have I truly connected with students on
all levels? Have I recognized student
achievement and milestones, academically, socially, and behaviorally? Do I check in frequently with students who
are in need of that “extra push”? Have I
been there to support students who are struggling and helped redirect their
path toward a more productive one?<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When
working with teachers, have I celebrated with those who are experimenting with
new technology or teaching strategies? Have I been there to listen and support them when taking that first leap
to try something new? Have I encouraged teachers
to explore their passions and continue their professional learning and growth
in areas that interest and motivate them? If I can answer yes to the above questions after my first year in this
new role, the process of beginning to build relationships with students,
families, and staff will be well underway and headed in the right direction.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Leadership Matters</i>:
</b>John Maxwell said it best when he stated, “Everything rises and falls with
leadership.” <i>Everything!</i> Good leaders inspire and empower others to
discover leadership qualities in themselves.
When a school is successful, great leaders inspire teachers to keep the
expectations high, while searching for new ways to challenge themselves and
others. When a school is experiencing
periods of turmoil, great leaders help to maintain focus and keep morale
high. Great leaders are also role
models for their colleagues, leading by example and inspiring others to follow
suit and lead from where they stand.
When reflecting on my leadership after my first year, I will ask myself
if teachers and students feel empowered to become leaders of their own learning. Also, have I modeled and encouraged
reflective practices for personal and professional growth goals? <b><o:p></o:p></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As the
Principal of Kerby Elementary, I will consider my first year a success if I have
maintained the focus on developing the leadership capacity and relational trust
among all stakeholders in the school building. Leadership matters because people matter, and
in education our main priority should be the continued development of people,
students and adults alike.</span><o:p></o:p></div>
Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-27875611463215003812015-04-24T16:09:00.001-04:002020-04-16T10:42:01.101-04:00Relationships Are Everything<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Time and time again in education I am reminded that building relationships with our students is the absolute most important thing we can do as teachers. In my opinion, it even trumps content knowledge. As an adult, I am much more likely to want to go above and beyond the norm for someone that has taken the time to get to know me and connect with me as a person. It is the same with kids and their teachers. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Now that we are getting close to the end of the school year, it is important to remember that relationship building is something that needs to be sustained throughout the year. At the beginning of the year, when we are just getting to know our students, it is at the forefront of our minds. However, as the year progresses, some of these activities seem to fall by the wayside. However, maintaining a strong connection with kids, and continuing to build your relationship with each child is important all year long. Here are a few simple ways you can build relationships with your students on a daily basis.</span><br />
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Greet them at the door: Every morning, greet your students at the door with a smile, a handshake, and a "good morning". Allowing your students to enter the room with a positive greeting can set the tone for the rest of the day.</span></li>
</ul>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Encourage classroom discussions that feature students as the center of attention: Teachers should not always be the center of attention in discussions. It is important to share information about your life; however, be sure to intentionally choose topics that will focus on your students interests and successes as well.</span></li>
</ul>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Attend extracurricular activities featuring your students: It means so much to students and to their families to see a teacher at one of their extracurricular activities. I still remember when a teacher attended one of my dance recitals as a child. I smiled extra bright on the stage that day knowing that my teacher was in the audience watching.</span></li>
</ul>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Protect the students' self-esteem: Whenever possible, handle discipline issues with empathy and without an audience. Call students into the hallway or keep them after class to discuss an issue, rather than doing it in front of their peers. Remember that we as teachers are providing an example of how to behave, so if we wouldn't want students to embarrass a peer in front of an audience, we shouldn't do it either.</span></li>
</ul>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Learn about their lives and share about yours (appropriately): Ask students questions about their families and their interests, make connections with things that you enjoy as well. Showing genuine interest in who they are outside of school will show them that you care and help them to open up to you in class.</span></li>
</ul>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Answer journal and blog entries personally: Letting kids see that you read their work and responded to it will encourage them to continue to put forth their best effort with these types of assignments.</span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">These are just a few of many simple ways to continue building relationships with your students now and throughout the end of the year. You want your students to leave the school year with positive memories and experiences, and continuing to focus on these positive strategies will help ensure everyone ends the school year with a smile. :)</span></div>
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<br />Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com2tag:blogger.com,1999:blog-5921138332543076995.post-39503831490697097052014-12-12T14:05:00.000-05:002020-04-16T10:42:14.857-04:00Begin With the End in Mind - 2015 Goals for Teachers<span style="font-family: Arial, Helvetica, sans-serif;">As educators we are constantly talking with our students about setting goals for themselves. We encourage kids to set academic, emotional and, behavioral goals. Many times we do this weekly or monthly to teach self-reflection. This practice is not only great for students, but also for adults. With 2014 quickly coming to a close, and a new year upon us, it now seems like a great time to set some goals for ourselves. Habit 2 of Stephen Covey's <i>7 Habits of Highly Effective People</i> is "Begin with the End in Mind." This habit encourages us set goals and know where we are going before we start the journey. As you think about your professional or personal goals for the upcoming year, some of the following areas of reflection might help provide a spring board for where you'd like to go.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Step out of your comfort zone - </b>Perhaps 2015 will be the year that you decide to step out of the box with instructional practices or innovative ideas. Maybe you will commit to trying "Project Based Learning" in your classroom. Perhaps you will become part of a reflective journey with your colleagues by participating in "Instructional Rounds." Perhaps you will take on a leadership role by providing Professional Development for your colleagues, taking on a student teacher, or become a mentor for a new teaching colleague. My work with the "Galileo Leadership Academy" allowed me to understand that teachers can "lead from where they stand." You do not have to have a formal leadership role to be a leader. Is 2015 the year for you step up into a leadership role that you define for yourself?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Work on integrating 21st century learning strategies into your classroom</b> - Maybe 2015 is the year that you will commit to integrating new 21st century learning into your teaching toolbox. Perhaps you will look to add blogging, twitter, or mystery skype into your classroom. Maybe you will consider deeper levels of differentiated instruction using technology. Perhaps you will look to add self-directed learning through "Innovation Day" or "20 % Time" within your lessons. 21st Century learning not only encompasses the integration of technology, but also communication, collaboration and interactions with a variety of students and colleagues from across the globe. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Commit to being a positive voice for education - </b>One of the best ways teachers can support the field of education is to be the positive voice. It is very easy to get sucked into the negativity that often surrounds educators via politicians, media, or even right in our own teachers' lounge. However, accepting the challenge to "Be the Positive Voice" not only helps you, but also your colleagues and students. Negative energy seems to spread so easily throughout a school building, so working to maintain a positive outlook will create a more productive culture building wide.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Work to build relationships and connect with students - </b>Students will work much harder for a teacher that they like. Therefore, making a commitment to connect with each of your students on a level outside of the classroom will help to create a better classroom culture for all. Talk about things that you do outside of the normal school day. Ask them about hobbies or interests. Help your students find books that are in an area they like. All of these small details will help to create a classroom environment in which students are not afraid to take risks and try new things.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There are many areas in which teachers can work to create goals for the upcoming year. The most important fact to remember is that your goals should be about personal and professional growth. You know what will help you to reach out of your comfort zone and extend your learning as an educator. Tap into those areas. Don't worry about what your colleague across the hall is doing. Focus on areas that will help you grow as an educator, colleague, and person.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Happy Goal Setting!</span>Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-91485073618728025122014-11-13T14:04:00.000-05:002020-04-16T10:42:34.951-04:00Collaborate. Connect. Learn.<span style="font-family: Arial, Helvetica, sans-serif;">I spent an entire day last week in classrooms....not observing, or doing walk throughs, but teaching. I honestly think that one of the most important things a school leader can do is to stay in touch with the classroom and with kids. It was an amazing day connecting with students and learning more about them and their classroom behaviors and systems. Here is the story of what led up to this amazing day of learning.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Early last week, all of the teachers in the district participated in professional development in which they were given the opportunity to choose the sessions they attended throughout the day. I LOVE that the district is providing that type of autonomy to teachers! To follow up, I wanted to think of a way for teachers to share with each other everything they had learned. There were so many valuable sessions that teachers attended, and I thought everyone would benefit from hearing what their colleagues had learned.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">So, I hired a sub for the day, and the two of us circulated around the building, providing teachers with 30 minutes of additional coverage, apart from their regular prep time, to go to the library. The library had been converted into a "learning lab" for the day. There was chart paper scattered around the room with markers for teachers to make their thinking visible for their colleagues. There were snacks and refreshments. Teachers were encouraged to collaborate with their learning lab partners about what they had learned earlier in the week at the district wide PD.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The results were amazing for all involved. Teachers enjoyed discussing ideas and concepts with people that they may not usually have had the opportunity to chat with. They had a few minutes to sit down with snacks and unwind, which (as educators know) is not commonplace in schools. And I, as the principal, had an entire day in classrooms, with kids, uninterrupted by meetings, phone calls, or emergencies. It was a best-case scenario for all involved: students, teachers, and administrators.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I know I am only a few months out of the classroom into my role as principal, but this day confirmed what I believed to be true all along. Teachers thrive when they are given autonomy to collaborate and treated as professionals. Also, administrators need to work to keep that connection with instruction and students thriving. I will be sure to include this learning lab set up in the agenda throughout my career as a principal!</span>Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-46301485894963709112014-11-13T10:59:00.002-05:002020-04-16T10:42:52.757-04:00Parent/Teacher Conferences: For Parents<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Parent conferences are quickly approaching. Educators truly look forward to this
first opportunity to formally meet and discuss each student's progress. The 20 minutes we have to talk during
conferences seems to fly by, and it is often difficult to fit everything you
and the teacher would like to talk about into the allocated time slot. Therefore, I wanted to provide you with a few
tips and tricks to help prepare for upcoming meetings with your children’s
teachers.<o:p></o:p></span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Come prepared for a
two-way conversation<o:p></o:p></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Parent/teacher conferences are most
successful if both parties talk AND listen.
The teacher will surely have information to present; however, this is
also a good time to fill the teacher in on behaviors you see at home. Often a child’s behaviors are not consistent
between home and school, so providing the teacher with that information will
allow him/her to understand your child as a whole person, not just as a student.<o:p></o:p></span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Review academic
records</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Before the conference, review your
child’s academic work, tests, and other information that he/she may have brought
home so you are prepared to ask specific questions about your child’s academic
progress. Prepare any questions you may
have about areas in which your child is struggling or excelling before the
meeting.</span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Come with an open
mind</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">During conferences teachers
will be discussing your child’s strengths as well as areas in need of
growth. Reflect before the conference on
areas that you want to discuss with the teacher, but be willing to accept ideas
and suggestions from the teacher that may not have occurred to you before the
meeting. </span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Talk to your child
about how school is going</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Oftentimes, your child can
provide background knowledge as to what is going well in his/her classroom. You child’s voice deserves to be part of the
conversation, so having an honest discussion with your child beforehand may
provide you with additional information to discuss during the meeting.</span></div>
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<b><span style="font-family: Arial, Helvetica, sans-serif;">Focus on the positive</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Everyone enjoys positive
reinforcement. Even if you may want to
discuss areas of growth or concern with your child’s teacher, try to focus on
positive aspects of your child’s progress or classroom procedures to help
create a positive relationship between school and home.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I truly hope that parents, teachers, and students will walk
away from conferences on a positive note with ideas and suggestions to help
your children continue to grow and become successful throughout the school
year. It is a great opportunity to continue to build relationships between school and home, and I hope all involved take advantage of the opportunity for discussion and growth.<o:p></o:p></span></div>
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Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-65905478864396329922014-08-16T10:43:00.000-04:002020-04-16T10:45:18.733-04:00The School Yearbook = A New Principal's Best Friend<span style="font-family: "arial" , "helvetica" , sans-serif;">I have been reviewing many different types of data to prepare for the upcoming school year in a new building, a new role, with new teachers, community members, and responsibilities. I've been studying standardized test data, reviewing last year's SMART goals, RTI groups, and IEP plans. However, another school artifact that I have been studying is one that I never imagined would be the most important, the school's yearbook.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It has been fun looking at the yearbook's candid pictures. It provides a small peephole into the building's culture, extracurricular activities, clubs, and PTO events. However, I have most enjoyed looking at student photos, reading names, making connections between siblings in different grades and even twins in different classrooms. Since I live in the community, often faces look familiar and I am able to put a name to them. Seeing those smiling faces gets me even more excited for that first day of school when all of the students will come to school wide-eyed and excited to begin a new year.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">However, last week at the supermarket, I had an experience that proved to me exactly how important my study sessions of the yearbook had been. I recognized a student across the aisle whose picture I had seen, and even remembered his name!! I approached he and his mom excitedly and said "Hi there, you're Brian, aren't you?" I continued by saying "I'm Mrs. Delgado, your new principal, and I recognized you from your yearbook picture. I can't wait to see you in school next year." His mother and I proceeded to have a quick conversation and we all went on our way. As I turned the corner, the student and I made eye contact, and I noticed he was beaming with pride. That made my day, and I hope his as well!!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">That supermarket experience brought me back to the reason we all went into education to begin with, to make students smile. :) Also, it allowed me to realize that amidst all of the data, numbers, SMART goals, and student growth scores that are part of my new position as principal, the most important "data points" I need to work to understand are the students I will greet each morning at the school house door. I am honored to have been given that opportunity and will work each and every day to make every student smile.</span>Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com2tag:blogger.com,1999:blog-5921138332543076995.post-17766853765431732982014-07-03T12:23:00.000-04:002014-07-04T16:07:18.995-04:00Starting a New JourneyI have been anxiously awaiting the day that I would start a new professional journey as a building principal. That day has finally arrived, and I am thrilled to begin working with the teachers and community of an amazing elementary school in Michigan. As I prepare to embark upon this new chapter in my professional life, there are three things that I will keep at the forefront of all of my work.<br />
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1. The main focus is teaching children<br />
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When I started my teaching career 12 years ago, I was so excited to be able to work with a group of children every day. I loved helping open their eyes and their minds to new content and discoveries through learning. As the years have passed, and I have matured as a person and an educator, I realized that sometimes the most important "learnings" a child has during a school year are those that help them mature and grow emotionally or personally. As I begin my journey as a school leader, I will work diligently to stay in touch with the reason that drew me into education from the beginning, seeking to affect children and their emotional and intellectual learning in a positive way each and every day. I look forward to doing this by being present and visible in the hallways, classrooms, lunch rooms, playground, and at community events. <br />
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2. Listen, listen, and listen some more<br />
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I am very lucky to be joining a school community that is already very well-established and successful. My intent as I begin my work with them is not to come in and establish sweeping changes or to "make my mark". I fully recognize that there are amazing things already occurring at the school, and my main goal will be to work to truly understand the school culture and begin to develop trust among all stakeholders. This practice will aid in a more seamless transition into the role of school leader. As a trusted colleague (thanks <a href="https://twitter.com/MrBernia">@mrbernia</a>) told me, I should strive to listen, listen, and listen some more. I completely agree with that advice and look forward to heeding it as I seek to truly get to know all of the teachers, staff, and community members in the building.<br />
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3. Take time to "sharpen the saw"<br />
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When I went through the "7 Habits" training a few years ago, one of the pieces that stuck with me was the importance of taking time for yourself to "sharpen the saw". This practice is important as it allows you to stay fresh and focused in the work environment. I will be 110% committed to my new job and role as a principal. However, I also will be sure to plan time to do the things that help me reenergize and preserve the main asset I have: me. I enjoy spending time with family, reading for pleasure, running, and yoga. It is important to come to work energized and ready to interact in a positive manner with the teachers, students, and community. This is a value I hold true for myself, but also a value I will emphasize to the teachers and staff with whom I am working. If we all come to work energized and invigorated, the school culture will be a better place for all.<br />
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I realize that there will be MANY more areas of focus throughout the beginning of my journey as a school principal, but these are three of the areas that I will keep in mind as I begin to collaborate with the new school community. To say that I am excited to begin this journey would be an understatement. I am beyond thrilled, and look forward to beginning my work as a school principal.Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-24170496920596784982014-05-07T18:17:00.001-04:002020-04-16T10:43:22.982-04:00Courage + Supportive School Leaders = Opportunities for Teacher Leadership<div align="left" class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">The majority of teachers
would not argue with the fact that it is important to instill a sense of
leadership in their students. Moreover, encouraging students to take risks and
challenge their thinking is another key component of most classrooms. Why then would the practice be any different
for teacher leadership?<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Although teachers strive to promote leadership among
their students, often those same principles are difficult to embrace in their
own practice. For this reason, it is
increasingly important for teacher leaders to step forward, providing a
positive example in order to remove the stigma from leadership, perhaps
encouraging their colleagues to follow suit. Additionally, encouragement from building leaders to seek out leadership opportunities that align with a teacher's passions is a great first step in growing the level of teacher leadership and engagement within a school building.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">However, in order for teachers to feel comfortable stepping up to
a leadership role, there is one essential element that must be present
throughout a school building, trust. Just as students in a classroom are not willing to take risks if there
is a fear of ridicule and mockery, teachers often pass on opportunities to take
on leadership roles when high levels of trust are not present in the school
building. In these instances, positive
examples by strong teacher leaders and support from administrators can help to break down the wall of mistrust
and encourage other colleagues to seek out opportunities to lead.<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Promoting teacher leadership is even easier when it is
supported by upper level administrators. One major change that our Directors of K-12 education (<a href="https://twitter.com/maureenbur1">@maureenbur1</a> and <a href="https://twitter.com/i2_sing_america">@i_sing_america</a>) initiated is to put professional development opportunities into the hands of
the teachers. This has been extremely
empowering as well as eye-opening.
During the first sessions, there were several innovative and meaningful opportunities
offered. They were well attended; and
the feedback was phenomenal. Teachers
enjoyed learning new instructional methods from practicing colleagues. They
also felt a sense of camaraderie when collaborating about ideas that had worked
and those that hadn't. As a result, even
more teacher leaders have emerged to provide learning
opportunities for their colleagues. As school leaders, we should strive to provide similar opportunities for teachers to discover leadership opportunities within their own practice. Kudos
to our curriculum directors for empowering their teachers and putting the
PD in the hands of the practitioners!<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="text-indent: 0.5in;">In
conclusion, as mentioned by Carol Dweck in the book </span><i style="text-indent: 0.5in;">Mindset, </i><span style="text-indent: 0.5in;">taking risks and learning valuable lessons from mistakes is
an integral part of the learning experience.</span><span style="text-indent: 0.5in;">
</span><span style="text-indent: 0.5in;">Just as educators encourage their students to experiment with new
strategies, teacher leaders should follow suit.</span><span style="text-indent: 0.5in;">
</span><span style="text-indent: 0.5in;">You do not have to be in a leadership
role to be a leader, and teacher leaders can help to transform a school culture
and develop trust while encouraging colleagues follow their example.</span></span></div>
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<i><span style="font-family: Arial, Helvetica, sans-serif;">This blog post was adapted from an article I wrote for Oakland University's Publication "Teacher Leader" from January, 2013.</span></i></div>
Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-81570876330634528592014-04-12T09:35:00.000-04:002014-07-03T12:23:37.374-04:00Storytelling to Build RelationshipsEvery year at parent conferences, a handful of families comment that their children love how I tell stories about my husband and kids during class. They comment that often they feel like they know my family well since stories about them often come up at their dinner tables when my students recount something I told them during class. It is something that I do naturally because I love talking about my family.<br />
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When reading the article <i>Leading From Within</i> by Parker J. Palmer,<i> </i> it reminded me of the fact that storytelling is a great way to create and build relational trust. As Palmer (2000) stated, the more we know about a person, the more connected we feel to them. As a school leader, the practice of starting each staff meeting with updates and celebrations about people’s personal and professional lives is a great way to start building and developing the foundation of trust and storytelling in the work place. It also sets a good example that people could take back and use in their own classrooms.<br />
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As I reflect back on my teaching career, I now understand that the realization of the importance of building relationships is something that has developed as I have matured as a person. I cringe as I remember myself defiantly telling a seventh grader in Philadelphia “You do NOT have to like me, but you DO have to respect me!!!” As a young 22 year old, this seemed like the best way to get respect from a defiant teenager, demand it. However, 12 years later, I realize that if I had approached my relationship with that child differently from the start and worked on building a relationship through storytelling and understanding of his position, I might have had a different end of the year conversation with him than the one I recounted above. <br />
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The same is true about relationships between school leaders and building faculty and staff. Teachers will work harder for a building principal that they like. It is important to continuously work on establishing relational trust and building relationships throughout the school year using activities such as storytelling, celebrations, and connecting at a level that goes beyond the day-to-day classroom instruction.<br />
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In summary, one of the overarching themes that has woven through all of my courses in school leadership is the importance of building relationships and establishing trust in the work place. To me, the fact that this theme appeared in all of my class work, whether it was philosophy of leadership, human resources management, school finance or school law, only serves to further highlight its importance and necessity in the development of a successful and functional school building.<br />
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References</div>
<span style="background-color: white; color: #666666; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17.02400016784668px;">Palmer, Parker J. (2000). Leading from within. <i>Let your life speak. San Francisco, CA: </i>J</span><span style="background-color: white; color: #666666; font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 12px; line-height: 17.02400016784668px;">ohn Wiley & Sons, Inc.</span>Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-28763949643479142572014-03-23T15:09:00.000-04:002020-04-16T10:43:45.658-04:00Is Universal Pre-K Really the Answer?<span style="font-family: Arial, Helvetica, sans-serif;">In October of 2013, The New York Times published an article entitled “Language Gap Study Bolsters the Push for Pre-K.” The study cited a large inequity in the vocabulary of 2-year-olds from higher versus lower socioeconomic status groups. Subsequently, the study indicated that universal pre-k for all preschool-aged students in New York City could help to close the gap (as cited in Hymowitz, 2013).</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Incidentally, Bill de Blasio, the recently elected governor of New York ran his campaign with the promise of implementing universal pre-k for all children in the state. Since all families cannot afford private preschool in New York, which can run upwards of $20,000 in New York City, de Blasio promised to find a way to fund affordable or free preschool for all children in the state (Hymowitz, 2013).</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">However, a contrary article in The New York Times the following week entitled “Universal Pre-K Won’t Solve Vocabulary Gap (Or Inequality)” stated that pre-k for disadvantaged kids has been shown to bolster math and reading scores; however, it is usually a temporary fix. In fact, Hymowitz (2013) asserted that these gains normally “fade-out” by third grade. Hymowitz suggested that unsupportive home environments are usually not able to support the gains made by the preschools.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Hymowitz (2013) stated that supporters of universal pre-school have been able to prove that children’s “soft skills” are often strengthened through early education and they are able to develop a stronger sense of self, which in turn helps them to stay out of trouble later in life. However, Hymowitz is again doubtful of these findings, citing that there were very few studies, which included a small sample size of students that were able to substantiate these claims.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Although many remain hopeful that more equality in the access to preschool education can help to level the playing field for disadvantaged children later in life, Hymowitz remains doubtful, citing that the home and the family plays a much more significant role in determining long-term success of children, academically and socially.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> References </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Hymowitz, K. (2013). Universal pre-k won’t solve vocabulary gap (or inequality). The New York Times. Retrieved from: ideas.times.org
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<br />Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0tag:blogger.com,1999:blog-5921138332543076995.post-48174613000256250692014-03-22T10:34:00.001-04:002014-04-11T19:47:02.131-04:00Reconstructionism in Pre-K Education<div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">According to Ozmon (2012) many educators see themselves as reconstructionists. In fact, reconstructionists might argue that in order to stay up-to-date with current educational trends, teachers should seek to view education as being in a constant state of change. Educators who seek to preserve society or maintain the current state with very little change could prove to be detrimental to the future of our society as a whole.</span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Obviously that is a very dramatic interpretation of reconstructionism in education; however, it can be argued that in order to personalize education for each student, as educators are asked to do, teachers must adopt a sense of reconstructionism within their classrooms, viewing each child’s situation as an opportunity to make that child’s life better. In fact, many would argue that education’s purpose is to create change, and that unfortunately, in today’s society, education in utilized merely to maintain status quo, not to perpetuate change. </span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">According to Barnett (2013) President Obama’s most recent State of the Union address identified the dire need for stabilizing access to quality pre-k education in the United States. Barnett cited that “It is well established that the first five years are a time of rapid development that is especially sensitive to a child’s experiences” (p. 3). Therefore, the need to reform and identify ways to provide information and access to all children, especially disadvantaged children, is key in this reform effort. </span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">When examining the state of pre-K education in the United States, the previous reconstructionist argument that education tends to maintain status-quo seems to be very valid. Currently, parents who are “in-the-know” or have the financial capabilities are able to provide adequate pre-k opportunities for their children. However, parents who struggle financially, or do not have equal access to information, may or may not provide publicly (state of federally) funded pre-k opportunities such as “Head Start” to their children. While this and other programs provide wonderful opportunities for disadvantaged families, many families are not able to take advantage of them due to lack of knowledge of their existence, or inability to transport their children to and from the program. This creates a system of inequality within pre-k education in our country that is in dire need of change. </span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" />Reconstructionists would argue that this is an area in need of social justice, and educators and policy makers should dedicate themselves to reforming efforts in order to emancipate the underprivileged to provide equal access and opportunity to pre-k education opportunities. The reconstructionist viewpoint emphasizes the fact that there may not be a specific endpoint in mind; however, the fact that change is necessary is obvious and key to the reform effort.</span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Therefore, due to the obvious evidence that a strong pre-k educational environment predicts future success in school, as well as the evidence that the current system is not working to ensure that all children receive these opportunities, reconstructionists would argue that it is the duty of educators and policy makes to be socially and politically aware. Additionally, reconstructionists would argue that in order to influence our country’s future, school and governmental leaders must maintain current in the programs being developed by President Obama’s “Strong Start for America’s Children Act”. Maintaining political activism and continually searching for social justice for ALL children, will ultimately lead to a better educational system and future for all. </span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">References</span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Ozmon, H. A. (2012). Philosophical foundations of education (9</span><span style="font-family: Arial; font-size: 9px; vertical-align: super; white-space: pre-wrap;">th</span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> ed.). Boston: Pearson. </span></div>
<br /><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Barnett, W. S. (2013). Expanding access to quality pre-k is sound public policy. National Institute for Early Education Research, 1-18.</span></span></div>
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Sara Delgado, PhDhttp://www.blogger.com/profile/02791966076136012253noreply@blogger.com0