Recently in an excellent Harvard Business Review article by Susan Peters entitled How GE is Retaining, Recruiting and Developing Global Talent, it was made made clear that the way we educate students for tomorrow's opportunities is crucial for us to consider.
"The generation entering the workforce today is uniquely connected digitally and socially attuned to the forces of change and common purpose. But what's the best way to unleash their potential? Anticipating their needs is one of the great tasks of leadership development and an area of sustained inquiry at GE. At Crotonville, our corporate university, we're addressing this challenge through an evolutionary leadership curriculum, breakthrough learning experiences, and a transformational environment. We're essentially reimagining a vision for the global nexus of ideas. And we're always looking to broaden the dialogue."
Are we, as educators, and especially those politicos making education policy working on "expanding the dialogue" ?
Are we, as educators, and especially those politicos making education policy anticipating the needs of the future and making changes to the established curriculum to prepare students for the future?
Chances are, very few school leaders are, in fact, engaging their staffs with this discussion, because they don't have the time, and they are busy managing the mandates and demands of politicos overly involved in 19th century education needs.
In the Peters article she outlined the kind of leaders this new global workforce would need to transform the world of work.
1. Tomorrow's global leaders possess an exemplary external focus — they collaborate not only with customers but with a wide range of stakeholders including governments, regulators, NGOs, and community groups.
2. Leaders are adaptive and agile, clear thinkers who are not only decisive but able to connect strategy to purpose in a way that fosters commitment.
3. Leaders possess both the imagination to innovate and the courage to implement — they're willing to take risks to champion ideas.
4. Leaders are inclusive — it's the only way to build great teams.
5. Leaders constantly seek to deepen their expertise and motivate others to do the same.
In the world of schools the same kind of leaders will be needed. School Leaders that know how to collaborate with many different kinds of stakeholders. Leaders that understand strategy and are clear thinking despite the frustrations of running poor budgets and overly mandated situations.
Schools need leaders that are imaginative and willing to risk a few things to make innovations occur. They need to build cohesive faculty teams that can brainstorm the future, and they need to be able to motivate others.
I think it is possible to push into this new paradigm. I hope you will also.
Thursday, February 9, 2012
Friday, February 3, 2012
Advantages of Online Learning
I have a wonderful young neighbor that lives near me in Florida. She participates in a home-school virtual education program that is part of the local county public school system. She has completed all of MS and is currently in 9th grade in this program.
She takes all of the required state exams, and is enrolled to take AP and IB courses within the same program. The State of Florida, as well as other states have figured out how to do this without any problems. But, NYS is still investigating whether it's worthwhile.
I simply have to look at the model provided by educators in Florida and marvel at their forward thinking model.
Heather Wolpert-Gawron had an excellent blog today in Edutopia on the same idea. While her take was on the qualities of successful online learning students I would like to suggest that these points could also be as a result of a student participating in such programs. I've listed them for you to review.
"1)You have to have a sense of self. Successful learners online have an awareness of metacognition -- self-motivation, self-starting, and ownership of one’s actions. In other words, they reflect on how they learn as well as what they learn.
2)You need to be able to manage your time wisely. They must be able to lay out their tasks with a critical eye, plan them accordingly, and follow them through to fruition -- many times without someone looking over their shoulder.
3) You have GOT to know how to collaborate. This is a biggie. More than an understanding of technology, more than a perfection of writing skills, the ability to collaborate is one that must be used comfortably online.
4) You need to be able to set goals for yourself. Being able to see the target and backwards plan towards that target is vital.
5) You need to communicate well in writing. The entire online community is based on the language of words and how to communicate them effectively. One cannot use texting language and expect to be heard. A student needs to use their best level of writing.
6) You must follow the community norms. Just like a classroom has a set of rules, so does an online class. A student must function within the norms and rules of netiquette set up by the instructor (or, better yet, agreed upon by the class itself).
7) You must be your own advocate. As slam poet Taylor Mali once wrote when asked if they would be tested on the material, “If not you, then who?” So does it go with being one’s own advocate. If you won’t ask the questions, take control, and make sure your voice is heard in a positive way…then who will?"
(http://www.edutopia.org/blog/digital-learning-seven-tips-heather-wolpert-gawron)
I think there is a place for every student in 21st Century learning. Everyone can find their niche and succeed.
She takes all of the required state exams, and is enrolled to take AP and IB courses within the same program. The State of Florida, as well as other states have figured out how to do this without any problems. But, NYS is still investigating whether it's worthwhile.
I simply have to look at the model provided by educators in Florida and marvel at their forward thinking model.
Heather Wolpert-Gawron had an excellent blog today in Edutopia on the same idea. While her take was on the qualities of successful online learning students I would like to suggest that these points could also be as a result of a student participating in such programs. I've listed them for you to review.
"1)You have to have a sense of self. Successful learners online have an awareness of metacognition -- self-motivation, self-starting, and ownership of one’s actions. In other words, they reflect on how they learn as well as what they learn.
2)You need to be able to manage your time wisely. They must be able to lay out their tasks with a critical eye, plan them accordingly, and follow them through to fruition -- many times without someone looking over their shoulder.
3) You have GOT to know how to collaborate. This is a biggie. More than an understanding of technology, more than a perfection of writing skills, the ability to collaborate is one that must be used comfortably online.
4) You need to be able to set goals for yourself. Being able to see the target and backwards plan towards that target is vital.
5) You need to communicate well in writing. The entire online community is based on the language of words and how to communicate them effectively. One cannot use texting language and expect to be heard. A student needs to use their best level of writing.
6) You must follow the community norms. Just like a classroom has a set of rules, so does an online class. A student must function within the norms and rules of netiquette set up by the instructor (or, better yet, agreed upon by the class itself).
7) You must be your own advocate. As slam poet Taylor Mali once wrote when asked if they would be tested on the material, “If not you, then who?” So does it go with being one’s own advocate. If you won’t ask the questions, take control, and make sure your voice is heard in a positive way…then who will?"
(http://www.edutopia.org/blog/digital-learning-seven-tips-heather-wolpert-gawron)
I think there is a place for every student in 21st Century learning. Everyone can find their niche and succeed.
Thursday, February 2, 2012
What matters most to a leader?
I'll never forget the first meeting I had with Jon Hunter, then Principal of Bethlehem Central High School, Delmar, NY. Jon had this effusive personality that made you matter as a teacher in his school. He was inspiring in everything he did, and the model of leadership he provided to his community was outstanding. But, the manner he made others feel important in a simple conversation was truly worth following.
He earnestly listened to each and every individual in any and all conversations. He took an active interest in your work, issues, or other challenges, and he would make you feel that he was invested in you as a person for what he remembered about you.
You matter most when you make others matter.
Some ideas that School Leaders can consider in developing this important trait to support the learning experience for school community.
1) Visit classrooms on an informal basis and send a note of appreciation to the teacher for allowing you to be a part of the class.
2) Send birthday notes to all of your employees, no matter how many there are in the organization.
3) Never interrupt someone that talks to you about a concern. Practice active listening skills.
4) When you ask someone how they are, listen and hold a meaningful conversation with them.
5) Follow up with people.
6) When meeting people the first time, remember their names.
To strengthen and support your organization, build a network of supportive relationships within the work environment and change may be an easier thing to implement.
He earnestly listened to each and every individual in any and all conversations. He took an active interest in your work, issues, or other challenges, and he would make you feel that he was invested in you as a person for what he remembered about you.
You matter most when you make others matter.
Some ideas that School Leaders can consider in developing this important trait to support the learning experience for school community.
1) Visit classrooms on an informal basis and send a note of appreciation to the teacher for allowing you to be a part of the class.
2) Send birthday notes to all of your employees, no matter how many there are in the organization.
3) Never interrupt someone that talks to you about a concern. Practice active listening skills.
4) When you ask someone how they are, listen and hold a meaningful conversation with them.
5) Follow up with people.
6) When meeting people the first time, remember their names.
To strengthen and support your organization, build a network of supportive relationships within the work environment and change may be an easier thing to implement.
Wednesday, February 1, 2012
What does it mean to be a responsible leader?
It's the day after the Florida Republican Primary and the newspapers are abuzz with the analysis of the win Mitt Romney had in this preliminary contest for the presidential election. While I am not endorsing any candidate at this time, watching and reading the verbiage about leadership has been quite interesting for this 21st Century School Leader.
The opening article in the Daily News-Journal (Daytona Beach, FL) was an interesting quote that was meant to be a direct attack on President Obama by Mr. Romney: "Leadership is about taking responsibility, not making excuses." (January 31, 2011)
In considering that point it is important to analyze that idea. Is leadership about taking responsibility or not?
Maj. Jim Annexstad, USAF, writing a position paper on the manner the military was correcting issues with America's nuclear program stated something similar : "True leadership is taking ownership and accepting responsibility. " I like that definition, much better; ownership and responsibility are key factors in making a significant difference in moving an organization forward.
In school organizations, we are usually in the position of attacking the decision makers for the complicated decisions and mandates that are foisted upon our schools. The political wanna-be's are quite numerous in criticizing quality teaching and interfering in the learning process. So, what are true leaders to do?
How can 21st Century School Leaders take a few steps above the blame game and get to the real issue of helping students achieve?
Carole Nicolaides, a leadership consultant and writer created a great model for business organizations to use in training leaders to be more\ responsible and effective ("Taking Responsibility- A Step Toward Progressive Leadership" at www.businessknowhow.com). I think it is an excellent model or school leaders to adopt as well.
1) Be Aware: paying attention to how we respond when questioned about our actions or performance.
2) Respond responsibly: We have a choice of responding impulsively or reacting cautiously to a situation.
3) Be honest: Who else is paying the price for your irresponsible actions?
4) Don't burn bridges: What happens to relationships when you place blame?
5) Be a good role model: When others see you accepting responsibility for your actions you become a role model for others encouraging responsible behavior.
6) Have a positive and grateful attitude: being a highly effective leader means accepting nothing less than excellence from yourself and others.
In the words of Lou Holtz, (Retired NY Jets Football Coach, 1976): "The man that complains about the way the ball bounces is likely to have been the one that dropped it."
Leaders are all among us, and we need to all step up and carry the torch for quality change in our schools.
The opening article in the Daily News-Journal (Daytona Beach, FL) was an interesting quote that was meant to be a direct attack on President Obama by Mr. Romney: "Leadership is about taking responsibility, not making excuses." (January 31, 2011)
In considering that point it is important to analyze that idea. Is leadership about taking responsibility or not?
Maj. Jim Annexstad, USAF, writing a position paper on the manner the military was correcting issues with America's nuclear program stated something similar : "True leadership is taking ownership and accepting responsibility. " I like that definition, much better; ownership and responsibility are key factors in making a significant difference in moving an organization forward.
In school organizations, we are usually in the position of attacking the decision makers for the complicated decisions and mandates that are foisted upon our schools. The political wanna-be's are quite numerous in criticizing quality teaching and interfering in the learning process. So, what are true leaders to do?
How can 21st Century School Leaders take a few steps above the blame game and get to the real issue of helping students achieve?
Carole Nicolaides, a leadership consultant and writer created a great model for business organizations to use in training leaders to be more\ responsible and effective ("Taking Responsibility- A Step Toward Progressive Leadership" at www.businessknowhow.com). I think it is an excellent model or school leaders to adopt as well.
1) Be Aware: paying attention to how we respond when questioned about our actions or performance.
2) Respond responsibly: We have a choice of responding impulsively or reacting cautiously to a situation.
3) Be honest: Who else is paying the price for your irresponsible actions?
4) Don't burn bridges: What happens to relationships when you place blame?
5) Be a good role model: When others see you accepting responsibility for your actions you become a role model for others encouraging responsible behavior.
6) Have a positive and grateful attitude: being a highly effective leader means accepting nothing less than excellence from yourself and others.
In the words of Lou Holtz, (Retired NY Jets Football Coach, 1976): "The man that complains about the way the ball bounces is likely to have been the one that dropped it."
Leaders are all among us, and we need to all step up and carry the torch for quality change in our schools.
Monday, January 30, 2012
21stCenturySchoolLeaders: Great Leaders Inspire Change
21stCenturySchoolLeaders: Great Leaders Inspire changed: Great leaders don't create change. They create environments where people change themselves." Have you ever been in the presence of someone...
Great Leaders Inspire Change
Great leaders don't create change. They create environments where people change themselves."
Have you ever been in the presence of someone that was inspirational and provided a model of leadership that fired you up to do things differently?
Do you know someone that has given you a purpose to accomplish yourself in an inspirational manner? Working for that kind of person was not a chore, but an enjoyable experience?
I'm not sure many people have been affected by such leaders, but if you think back, I am sure you will find that model of leadership in your lives. The problem is that these type of people are few and far between. The secret to becoming that kind of leader is the intent of today's blog.
Having been a former musician and music educator, I have had many experiences, both good and bad, in dealing with inspirational leaders (conductors). Using my background to reflect on these types of leaders I will remember that the inspirational leader/conductor brought a positive demeanor to the ensemble. He/she did not act like a tyrant, but reacted humanistically in rehearsals, listening intently, correcting, never criticizing, acting humorously whenever there was an opportunity, and inspiring musicians to practice their parts intently so that their contributions were, in themselves, inspiring to the whole.
The same can be said about inspirational leaders in government and the military. I think of Omar Bradley and Dwight Eisenhower as the most inspiring generals of World War II, for they did not possess "brag and bluster" such as MacArthur, Patton and Montgomery. They were focused, visionary leaders that put the front line soldier first in their thought and planning.
21st Century School Leaders can certainly create that environment by considering such models for inspiring their faculty and staff to create enduring schools for children.
1) Create a vision for the faculty, parents and the students that involves them in shaping the future. It will be helpful for the staff to know the direction of their work, and the purpose for accomplishing it.
2) Lead with the organization. Set aside 3 days a week to visit faculty, staff, parents and students. This includes walk through visits in classrooms, eating lunch with the faculty and students.
3) Be visible and listen intently. Employees want to know their thoughts and ideas are valued and welcomed, without criticism.
4) Create constructive purpose in all gatherings. A meeting should be limited to one hour, and have a thoughtful agenda planned in advance.
5) Lead by example. Walk the talk.
Leadership means getting people to work through the objective of the organization.
Have you ever been in the presence of someone that was inspirational and provided a model of leadership that fired you up to do things differently?
Do you know someone that has given you a purpose to accomplish yourself in an inspirational manner? Working for that kind of person was not a chore, but an enjoyable experience?
I'm not sure many people have been affected by such leaders, but if you think back, I am sure you will find that model of leadership in your lives. The problem is that these type of people are few and far between. The secret to becoming that kind of leader is the intent of today's blog.
Having been a former musician and music educator, I have had many experiences, both good and bad, in dealing with inspirational leaders (conductors). Using my background to reflect on these types of leaders I will remember that the inspirational leader/conductor brought a positive demeanor to the ensemble. He/she did not act like a tyrant, but reacted humanistically in rehearsals, listening intently, correcting, never criticizing, acting humorously whenever there was an opportunity, and inspiring musicians to practice their parts intently so that their contributions were, in themselves, inspiring to the whole.
The same can be said about inspirational leaders in government and the military. I think of Omar Bradley and Dwight Eisenhower as the most inspiring generals of World War II, for they did not possess "brag and bluster" such as MacArthur, Patton and Montgomery. They were focused, visionary leaders that put the front line soldier first in their thought and planning.
21st Century School Leaders can certainly create that environment by considering such models for inspiring their faculty and staff to create enduring schools for children.
1) Create a vision for the faculty, parents and the students that involves them in shaping the future. It will be helpful for the staff to know the direction of their work, and the purpose for accomplishing it.
2) Lead with the organization. Set aside 3 days a week to visit faculty, staff, parents and students. This includes walk through visits in classrooms, eating lunch with the faculty and students.
3) Be visible and listen intently. Employees want to know their thoughts and ideas are valued and welcomed, without criticism.
4) Create constructive purpose in all gatherings. A meeting should be limited to one hour, and have a thoughtful agenda planned in advance.
5) Lead by example. Walk the talk.
Leadership means getting people to work through the objective of the organization.
Saturday, January 28, 2012
Desire is greater than having something...
Desiring is greater than having
Since we were children, the act of wanting or desiring something always outweighed having or possessing it. Think back to those days when you wanted that one thing in your life, more than anything else. When you were lucky enough to own it, how fast did you forget about it?
The same can be said about recent political rhetoric requiring schools to compel students to remain until 18 to achieve a HS diploma. The dream of everyone graduating and being prepared for life is a wonderful dream, but is it doable?
As a former HS principal I can think of many kids that couldn't do it. They struggled with discipline issues, with learning in general, and were bored with everything schools offered. They lacked the tenacity and educational persistence to stay with it and complete their education.
To require these students to remain until 18 exasperates the issues our schools face. Sure, all educators want all kids to complete their HS education, but you cannot force it on the few students that have not bought into it.
The resources that would be needed to hold these kids accountable would be insurmountable. And, who will pay this bill?
We all love dreams. We all desire great things. But, there comes a time when dreaming and wanting carries too great a price that prevents us from actually possessing it.
The President would be better off brainstorming with real educators to figure out how to create a practical dream that could make a significant difference for kids.
Since we were children, the act of wanting or desiring something always outweighed having or possessing it. Think back to those days when you wanted that one thing in your life, more than anything else. When you were lucky enough to own it, how fast did you forget about it?
The same can be said about recent political rhetoric requiring schools to compel students to remain until 18 to achieve a HS diploma. The dream of everyone graduating and being prepared for life is a wonderful dream, but is it doable?
As a former HS principal I can think of many kids that couldn't do it. They struggled with discipline issues, with learning in general, and were bored with everything schools offered. They lacked the tenacity and educational persistence to stay with it and complete their education.
To require these students to remain until 18 exasperates the issues our schools face. Sure, all educators want all kids to complete their HS education, but you cannot force it on the few students that have not bought into it.
The resources that would be needed to hold these kids accountable would be insurmountable. And, who will pay this bill?
We all love dreams. We all desire great things. But, there comes a time when dreaming and wanting carries too great a price that prevents us from actually possessing it.
The President would be better off brainstorming with real educators to figure out how to create a practical dream that could make a significant difference for kids.
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