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Leadership Presentation

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Information about Leadership Presentation
Education

Published on November 3, 2008

Author: chinazurfluh

Source: slideshare.net

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EARCOS, Leadership, Technology, Bass, Avolio, MLQ, ODQ
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Technology Trends & Leadership Building Momentum EARCOS November, 2008 Jon P. Zurfluh

Agenda Introduction/Overview – 5 minutes ODQ & Discussion – 15 minutes Focus Group Discussion – 10 minutes Affinity Work – 20 minutes Reflection – 15 minutes

Introduction/Overview – 5 minutes

ODQ & Discussion – 15 minutes

Focus Group Discussion – 10 minutes

Affinity Work – 20 minutes

Reflection – 15 minutes

The World is different… • Work is different ... • Tools are different ... • Communication is different ... • Information is different ... • Kids are different ... • Learning is different … And Leading Is Different!

Traditional  Incorporating  New Environments ( New Strategies) Teacher-centered instruction Learner-centered environments Single sense stimulation Multisensory stimulation Single path progression Multipath progression Single media Multimedia Isolated work Collaborative work Information delivery Information exchange Passive learning Active/exploratory/inquiry-based learning Factual/literal thinking Critical thinking, informed decision-making Reactive response Proactive/planned action Isolated, artificial context Authentic, real world context Establishing New Learning Environments

Integrating Technology to Create Different Schools .. • Hardware ... • Infrastructure ... • Content ... • Technical Support ... • Professional Staff ... • Leadership …

What is your “hedgehog?”

Pros/Cons of the Hedgehog… Education has to be about passion and this aspect of the hedgehog is consistent in all domains. Best in the world is common phrasing for mission statements, but ultimately this is not about competition, but about identifying your core “business” Economic engine is about profit and does not easily fit into education, thus, it may be better termed as “reward” in a more general sense. What empowers us?

Education has to be about passion and this aspect of the hedgehog is consistent in all domains.

Best in the world is common phrasing for mission statements, but ultimately this is not about competition, but about identifying your core “business”

Economic engine is about profit and does not easily fit into education, thus, it may be better termed as “reward” in a more general sense. What empowers us?

Technology Accelerators Good to great schools…. … think differently about technology and technological change … avoid fads and bandwagons, but become pioneers in carefully selected technologies … use technology to accelerate momentum, not create it … respond to technological change with thoughtfulness and creativity, driven by a compulsion to achieve results.

Good to great schools….

… think differently about technology and technological change

… avoid fads and bandwagons, but become pioneers in carefully selected technologies

… use technology to accelerate momentum, not create it

… respond to technological change with thoughtfulness and creativity, driven by a compulsion to achieve results.

Transformation Leadership Organizational Description Questionnaire Bernard M. Bass and Bruce J. Avolio, 1992

First, …the questionnaire… ODQ – Organizational Description Questionnaire www.mindgarden.com

…the questionnaire…

ODQ – Organizational Description Questionnaire

www.mindgarden.com

Scoring In both cases, add for “T” subtract “F” Transactional Culture Score – Odd Items Transformational Culture Score – Even Items

In both cases,

add for “T”

subtract “F”

Transactional Culture Score – Odd Items

Transformational Culture Score – Even Items

Where is your organization? +14 -14 +14 -14 -6 +6 -6 +6 Transactional Transactional Transformational 0 Predominantly Bureaucratic or Internally Competitive Pedestrian Garbage Can Moderately Bureaucratic or Internally Competitive Coasting Loosely Guided 0 High Contrast Moderately Four I’s Predominantly Four I’s Transformational

Where is your organization? +14 -14 +14 -14 -6 +6 -6 +6 Transactional Transactional Transformational 0 Predominantly Bureaucratic or Internally Competitive Pedestrian Garbage Can Moderately Bureaucratic or Internally Competitive Coasting Loosely Guided 0 High Contrast Moderately Four I’s Predominantly Four I’s Transformational

The Four I’s

Bottom Line Transactional Items (odd) “should” be false Transformational items (even) “should” be true Soooo…. Identify items that you think need to be changed? Just pick one! Two or three strategies.

Transactional Items (odd) “should” be false

Transformational items (even) “should” be true

Soooo….

Identify items that you think need to be changed? Just pick one! Two or three strategies.

Key Questions… What assumptions about the organization need to be considered and changed? What values need to be strengthened? What new values need to be introduced? How will the change be institutionalized and measured? What events need to take place? What previous events need to be “honored?” How will internal and external factors have an impact on your strategy for organizational and cultural change?

What assumptions about the organization need to be considered and changed?

What values need to be strengthened?

What new values need to be introduced?

How will the change be institutionalized and measured?

What events need to take place?

What previous events need to be “honored?”

How will internal and external factors have an impact on your strategy for organizational and cultural change?

Transformational Strategy Assumptions: Technology integration is best applied in a transformational approach where there is mutual support and high degrees of collaboration. Technology is not about the hardware. It’s about instructional practices and intentional change in how we teach and learn.

Assumptions:

Technology integration is best applied in a transformational approach where there is mutual support and high degrees of collaboration.

Technology is not about the hardware. It’s about instructional practices and intentional change in how we teach and learn.

Affinity Process Note: Example Focus on Process, not product We will not do all the steps ourselves, but we will discuss the efficacy at each step.

Note:

Example

Focus on Process, not product

We will not do all the steps ourselves, but we will discuss the efficacy at each step.

Step One: Round Robin

Ground Rules Groups of 4 You will speak to one question during the Round Robin portion. Each of you will have one shot – uninterrupted – at this question. When each of you has had 1 minute (or less) to say what you want about the first question, we'll move on to our next strategy.

Groups of 4

You will speak to one question during the Round Robin portion. Each of you will have one shot – uninterrupted – at this question.

When each of you has had 1 minute (or less) to say what you want about the first question, we'll move on to our next strategy.

Facilitator’s Role As facilitator, I am going to stay neutral. I may ask questions that will stimulate the discussion and bring out concerns or views that need to be considered. Please know I am not trying to put you on the spot. My questions are just trying to get as much information from you as I can.

As facilitator, I am going to stay neutral.

I may ask questions that will stimulate the discussion and bring out concerns or views that need to be considered.

Please know I am not trying to put you on the spot. My questions are just trying to get as much information from you as I can.

Any Questions?

Let’s Begin Choose someone to go first? Assume that you are convinced that change is needed and teaching with technology and emphasizing 21st Century skills is a better way to engage students with the content and provide a deeper learning experience than traditional methods- What barriers or constraints are keeping this from happening in your school or in your classroom?

Assume that you are convinced that change is needed and teaching with technology and emphasizing 21st Century skills is a better way to engage students with the content and provide a deeper learning experience than traditional methods-

What barriers or constraints are keeping this from happening in your school or in your classroom?

Step Two: Brainstorming

Affinity Process, cont’d Now that we have discussed the challenges that have or could possibly prevent us from achieving the goal, let’s start to brainstorm some possible solutions to over coming these challenges. Think in terms of: “ What’s working now?” “ What actions can be put into place?” “ What can we put on our “Not to do” list? “ What can individuals do?” “ What other innovative ideas can you suggest?”

Now that we have discussed the challenges that have or could possibly prevent us from achieving the goal, let’s start to brainstorm some possible solutions to over coming these challenges.

Think in terms of:

“ What’s working now?”

“ What actions can be put into place?”

“ What can we put on our “Not to do” list?

“ What can individuals do?”

“ What other innovative ideas can you suggest?”

Affinity Process, cont’d Using the Post Its put one idea per sticky for potential solutions to the problems we have discussed, or innovations/ideas you have that could help you utilize technology in your instruction. 5 minutes

Using the Post Its

put one idea per sticky for potential solutions to the problems we have discussed, or innovations/ideas you have that could help you utilize technology in your instruction.

5 minutes

 

Step Three: Grouping/Sorting

Affinity Process, cont’d Stop writing Get into pairs Look at your combined Post It notes Categorize the ideas into chunks under 5-6 overarching topics. As the categories emerge, call them out You have 10 minutes

Stop writing

Get into pairs

Look at your combined Post It notes

Categorize the ideas into chunks under 5-6 overarching topics.

As the categories emerge, call them out

You have 10 minutes

Affinity Process, cont’d Look around the room at the charts that are created. If you do not see a heading you have created while organizing your ideas please call it out. Put your Post It notes under the right topic heading. Some will have the same categories– this is intended. The work you have done is amazing! Your ideas are incredible! We have 2-3 minutes to get your Post Its organized on the big charts.

Look around the room at the charts that are created. If you do not see a heading you have created while organizing your ideas please call it out.

Put your Post It notes under the right topic heading. Some will have the same categories– this is intended.

The work you have done is amazing! Your ideas are incredible! We have 2-3 minutes to get your Post Its organized on the big charts.

Step Four: Recommendations

Get into groups of 4-6 (mix up?). Take one chart per table. (Group chooses based on passion for the topic) As a group look at the ideas represented on the chart and craft a bulleted plan or individual recommendations for implementing 21 st Century change in your classroom/schools. About 20-25 minutes. Affinity Process, cont’d

Get into groups of 4-6 (mix up?).

Take one chart per table. (Group chooses based on passion for the topic)

As a group look at the ideas represented on the chart and craft a bulleted plan or individual recommendations for implementing 21 st Century change in your classroom/schools.

About 20-25 minutes.

Optional – prioritization process – dots on charts But, not necessarily – the next steps depend on general urgency and a variety of other factors Affinity Process, cont’d

Optional – prioritization process – dots on charts

But, not necessarily – the next steps depend on general urgency and a variety of other factors

Why is this transformational? Look back at the ODQ Which items does this process value? E.g. - #26 - “We share the common goal of working towards the organization’s success.”

Look back at the ODQ

Which items does this process value?

E.g. - #26 - “We share the common goal of working towards the organization’s success.”

Why is this Technology (New Learning) Oriented? Teacher-centered instruction Learner-centered environments Single sense stimulation Multisensory stimulation Single path progression Multipath progression Single media Multimedia Isolated work Collaborative work Information delivery Information exchange Passive learning Active/exploratory/inquiry-based learning Factual/literal thinking Critical thinking, informed decision-making Reactive response Proactive/planned action Isolated, artificial context Authentic, real world context

Professional Learning Communities "Principals [leaders] must live with paradox: They must have a sense of urgency about improving their schools, balanced by the patience to sustain them for the long haul. (Passionate) They must focus on the future, but remain grounded in today. (Purposeful) They must see the big picture, while maintaining a close focus on details. (Disciplined) They must be strong leaders who give away power to others. (Transformational) " Richard DuFour, "Help Wanted: Principals who can Lead Professional Learning Communities." NASSP Bulletin (1999).

"Principals [leaders] must live with paradox:

They must have a sense of urgency about improving their schools, balanced by the patience to sustain them for the long haul. (Passionate)

They must focus on the future, but remain grounded in today. (Purposeful)

They must see the big picture, while maintaining a close focus on details. (Disciplined)

They must be strong leaders who give away power to others. (Transformational) "

Richard DuFour, "Help Wanted: Principals who can Lead Professional Learning Communities." NASSP Bulletin (1999).

 

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