EDU+585+-+Cultivating+Leadership

Book Notes
Finite and Infinite Games - James P. Carse The Six Secrets of Change - Michael Fullan

__Phil Intro - Tech systems__

 * Only maine.edu email for official communications
 * eCampus integrated into Mainestreet @ the end of August

__Barbara Eretzian - Intro__
Student teacher supervisor/ Admin track professor -3 yrs retired - Auburn 36 years, 16 yrs Superintendent, Asst. Superintendent, Principal 4 years, 4-6 district reading lab - teacher supervisor, teacher team leader, teacher grade 6 and grade 3 -Teaches finance, loves leadership - doing leadership in real life

Daily Quotes:
- "Good leaders know how to make things happen" - BE - "I am not concerned about grading, I am concerned about thinking and adult learning" - BE - "If it is something you have to do, FIND a way to connect it to what you are doing" - BE - "There was not anything bad going on so no one wanted to get involved" - BE - "We hold our leaders in high esteem, it is alot to live up to" - BE - "Eeyore is not a good leader"- BE

Icebreaker activity: 3 things you are looking forward to / 2 ?'s / 1 reservation
__Foward looking:__ Discourse with colleagues Time to begin action research project Meeting people in the other Cohort

__Questions:__ Drive by Daniel Pink? - Lead without pushing came up often in the questions by the colleagues in class -how about pulling? xPrize model

__Reservations__: Fall meetings and Saturday class - busy time in our schedule what are the expectations

//-Great way to start a class, a formative assessment to get a picture of expectations and learn about the participants. It steers the thought towards the course and does not invite unconnected dialogue.//

__What is leadership? My initial thoughts-__ - Listening, Motivating, and saying Thank you - Modeling, Supporting, Encouraging - Serving the team - An inverted pyramid - Having and implementing a vision

__3 People that are leaders__ - Education - Monique Poulin, Joe Moore - Industry - 1st boss GE - Life - father, "Do it because it is the right thing to do."

__5 words that describe the leaders above__ Listener, Approachable, Hard working, patient intelligent calm, enthusiastic, compassionate, present, thoughtful, considerate, courageous, clear, Optimistic, humor, ethical, strong, smarts, compassionate, flexible, honest, invested, encouraging

__Book Assignment:__ [|Michael Fullan] - good leadership author Heifetz-[|Leadership Without Easy Answers]

__Class Reflections__ - Written electronic reflection after each class - will be used for the final reflection

__Interview of district administrator__ - Case Study - October 6th/13th Something that they made happen and how did you do it? (?HS reorganization, Data piloting Teaching, NCLInside, 3- 5 pages of reflection Presentation of interview with our class

__Symposium Project__- Action Research Project - Paper, 5-10 pages, APA format - Presentation with the group (technology included) - Rest of the group will be a Internal Review Board (IRB) Both cohorts How do you get a community to move forward with you?

__Framework for leadership - Action research project__
EXAMPLE: How do you know what you want to do? How do you come up with a plan? How do you come up with a vision? Where is the data that shows this is a need? What community will you work with?

Energy Yes we can do this! Shows the enthusiasm Working behind the scenes "Eeyore is not a good leader"- BE Who moved my cheese, kids book example Scurry

Moral Purpose - there is an ethical sound reason for doing what you are doing If there is not a moral puropse the sustainability is not there. -means as well as the ends BP example, we question the sustainability

morality - concern with the distinction between good and evil or right and wrong; right or good conduct [|wordnetweb.princeton.edu/perl/webwn] Ethics (also known as moral philosophy) is a branch of philosophy which seeks to address questions about morality; that is, about concepts such as good and bad, right and wrong, justice, and virtue. [|en.wikipedia.org/wiki/Ethics]

__Understanding the change process__
-The goal is NOT to innovate the most.

- It is not enough to have the best ideas.

It does not matter if you have the best ideas - don't have to come from the leader, can come from the collection of people, NEED to have the steps to get there. Some staff had wonderful ideas but no plan or way to How can those steps be used to make an idea brought into reality.

- Appreciate the implementation dip. Oftentimes because there is not enough professional development. Most likely to have a dip along the way.

- Do not be afraid of resistance, grasp on to it, have nayayers on the committee,

Non-sustainable leaders only have people that think like they do on their committee. (EX - Abe Lincoln cabinet members)

- Reculturing is the name of the game. Don't reorganize, RECULTURE! //change the flavor of the yogurt// When looking at change look at //climate, culture of the building, school, team, classroom//

- Never a checklist, always complexity Change is complex //I like improvement over change. Change is a dirty word I prefer improvement.//

It is key to know the people you are working with, never ending

Teacher are leaders in the classroom, you need to take the time to develop relationships. Need to be sensitive and compassionate about where people are at. Not that different from parenting and teaching, it is all conneceted - Beth Clark

//How do you keep your interactions authentic?//

Hair and Tortoise - analogy - Slow learning in context over time. - Leadership at many levels in an organization- pervasive leadership. - Not by who you are as a leader but by what you encourage in others- What future leaders will you produce? //This following question is always in my mind regarding the student population. What are the best leadership experiences and models for adolescents? Are there special considerations for adolescent leaders?//

Missions and Visions
Auburn Mission- Working collaboratively so that all students can be successful in a changing world. Vision - A picture of your preferred picture.

1) Quick synopsis 2) May involve beliefs and is more comprehensive

__2 Articles__ asdf adf - began a google document

Protocols: "These are suggestions, you do not have to use them, unless your group gets stuck" BE

__RSU9- District Mission Statement__ RSU9 is committed to providing a safe, nurturing, and accepting environment where students can explore and develop their creative and intellectual abilities. We shall educate students, promote their self-esteem, and encourage them to achieve their maximum potential. Students will demonstrate the ability to solve problems and to be self directed life-long learners. As productive members of our society students will demonstrate compassion and ethical judgment. Adopted January 11, 1994 __Mission Statement (Mt. Blue High School)__ Mt. Blue High School will provide diverse, demanding and high quality educational opportunities within a safe environment to ensure all students value learning, achieve their potential and become responsible citizens. Students will acquire knowledge of and demonstrate essential skills in academic, artistic and technical disciplines, problem solving, wellness and social interactions through challenging, individually oriented educational program. __FTC__ - no mission/ vision statement ?? Discussion Results - 10 points on a chart Protocols for text analysis: Critical incident protocol

What will our district look like on 5 years and what does our district believe in? What are parent, staff and student responsibilities?

//Bottom line: Having a direction and a target is important.//
 * Make sure their is a connection between our action research project and our mission statements.

__Revisioning case study:__ BE chose another person for the district vision/mission organization and coordination 1+ year Involve all stake holders, get input on the original statement and revise. Had a futurist come in to talk to the community. Input from all students. School board had two non-voting students on the board. Use the statement to filter what will be on an agenda.

__Why are Missions and Visions important__ Helps focus what you do Defines who you are Drives change Used in the interview process Builds loyalty __Pitfalls__
 * Beware of tradition driving change
 * Fear of ridicule - throw it out of your mind
 * Fatigued leaders (fatigue can be a real pitfall)
 * Too many state or federal initiatives can be a pitfall, especially when they force mid-course changes after much work has been done

__Colleague Critic Teams__
- 8 logs of 8 meetings

Etcetera... - Art and Craft of Teaching - 2 year course for new Auburn teachers - Auburn Administrators sued the board for throwing out the administrative merit pay plan.

1) 1 page reflection before next class - email 2) Select leadership book bring to next class 3) Write a log for CCT

Class Intro
After Dr. Griswold's technology systems update and welcome I found your 3/2/1 (looking forward to, questions, reservations) exercise a great way to start the class. It is an effective formative assessment that helps students and instructors understand each others expectations and learn about eachother. It steers the thoughts and dialogue of the participants towards the course and does not invite unconnected dialogue. I plan on using this strategy on the first day of my courses in the fall. I think secondary students would respond well to this strategy and it would be a more natural way (than a survey or mini-biography) to start my classes.

Personal leadership perspective
I have had many leadership related experiences throughout school and work that shape my evolving definition of leadership. As a high-school student I was a student council president, soccer captain, coached youth track and soccer teams and was a youth board member of a local ski area. In college, I was on a student legal advisory board, a resident hall assistant and contributed to the successful completion of two large mechanical engineering projects. After college, through my employer, General Electric (GE), I completed a two year Technical Leadership Program (TLP) that involved four jobs at different locations in the power systems division of the company and some additional entry-level professional development at the General Electric management training center in [|Crotonville], NY. The entry-level experience focused on learning about yourself with personality indicators and using that knowledge to develop your management style, project management and public speaking skills, and a time-limited case study and presentation to upper management.

In 2000, I left GE to do something more meaningful and connected to what I am passionate about. So, in the summer of 2000 I taught science at an Upward Bound program and started becoming certified to teach. Many of the skills and knowledge from my experiences at GE have been useful in my educational career. I am currently involved on committees at school (technology, health, leadership & literacy) and advise the student council while teaching physics and engineering design classes.

My current definition of educational leadership involves being open and transparent as you listen, motivate and support colleagues, students and the public to realize ideas that make positive impacts on the educational environment. I am interested in action more than words and I am working on improving my bureaucratic tolerance, persistence and effective assertiveness so I may influence larger more complex projects and processes that include many stakeholders (EX: school building projects, curriculum and instruction organization, Carnegie credit restructuring).

Day 1 Quotes:
"Good leaders know how to make things happen" - BE //Yes, I agree that a good leader knows the unwritten rules of the local system they are in and can use that knowledge and their communication skills and energy to make things happen.//

"I am not concerned about grading, I am concerned about thinking and adult learning" - BE //The removal of numeric grades and personalized feedback for all students would help students to focus on learning. It could really help support a shift to intrinsically motivated students.//

"If it is something you have to do, FIND a way to connect it to what you are doing" - BE //With the many initiatives and responsibilities on public schools making them coordinated and connected improves buy-in and the motivation to take each seriously.//

"There was not anything bad going on so no one wanted to get involved" - BE //An unfortunate reality in many public related forums. How do you challenge people in the district to care and be involved?//

"We hold our leaders in high esteem, it is alot to live up to" - BE //The responsibility is significant and leaders are expected to be held accountable.//

"Eeyore is not a good leader"- BE //A good "sticky" (memorable) anti-example.//

Day 2 Notes - 7///8/10//
//2 Guests using the Fullan Framework for Leadership to share their experiences//

//Room 111 - David Eretzian- Alternative School Director (40 years 6(~40) years teaching, 34 admin directing)//
//Humanist Philosophy?? Yes - "Human growth and development not staff development." -DE// //Hearing from a pragmatist and a practitioner.// //"I stand and deliver every single day." - DE// //What does an alternative school mean? How does a student qualify? How are you funded?// //"The only thing in the world I am afraid of is gorrillas." DE//

//Think about where your philosophy of leadership is?// //Shopping cart analogy putting stuff in and taking stuff out - a living breathing philosophy// //In a sentence or two what would you say?//

//Intro:// //Name and something that is wearing on you (a stresser) today.// //I hope you all felt (not just heard) what your colleagues have said.//

//If I were to ask you in a single sentence what you want to stand for as a leader.// Help people find what they are passionate about and do it. Student voice. //Your kids will tell you what you stand for if you have the guts to ask them...in three minutes they will tell you what you stand for"// //What do your colleagues// //"How would you describe me as a teacher?"// //"What is most important is what WORKS//

//"There are leaders and there are managers."- DE// //"Alot of people in leadership positions are not leaders."-DE// //"There are teachers and those who teach."- DE//

//1st day of school story with a crew of labeled kids:// //"Their posse is their protection." - DE//

**"Behavior is a symptom." - DE**
"Don't resent or judge the behavior, understand it!" - DE -Don't take their jackets off. - Psychologically leaving the jacket on is their armor and protection and it is easy to flee if you are ready to go. Because they have not felt welcomed or belong in a


 * - Adults have needs just like kids, don't leave your people skills at the door.**

Human beings, depending on their resilience level, will work harder to pursue acceptance or 1. withdraw or 2. attack back

In the generalized model of a traditional academic teacher, elementary -HS academic track, college, certification, into the profession do not have an incentive to change the system because it worked for them.

Insightful leaders and teachers find a powerful message in the strong correlation between how they place themselves on a slow-smart and bad-good continuum. "I know that there are not smart and slow kids."-DE Smart and slow kids (8,6,4 cylinder analogy) are a belief system. Traditional educational perspective is that not geared, energized or Bloom in 1972 85% are equally intelligent, 15% LD from. Intelligence is

Intelligence is more of a product of hard work. - @ a national conference Dr. David UMO - teacher poll national- 50% of the kids in the classroom have things going on that impede their learning Kids are less resilient, emotionally strong, giving up and getting mad.
 * Not smarter but higher aptitude in certain areas.**

Moral:

When: "It is not something you should be, it is a way of being."-DE Does your school culture make ALL your kids feel **appreciated, valued and believed in?**
 * WORDS, BEHAVIOR AND KNOWLEDGE** when you are in earshot & eyesight of colleagues, staff and students. You NEED to acknowledge them 24 hr a day. It takes courageousness to be a bastion of calm, fairness, objectivity. Your eyes, words and behavior carry more weight as an administrator.

New truck analogy- 3 years of different enviromental stress- how does it affect the the truck values?

Practice ideas: Make some kids team leaders Write a personal note to a student, date it and save it (give it to the student later that year?)

DE school framework - SAFE place for kids AND adults Sign a safe school obligation "In this school Mr. E guarantees that you will be socially, emotionally, academically and physically safe. Teachers and kids will not use words and behavior to make you feel safe in the 4 criteria and this builds a sense of appreciation, value and belief in - this improves attitudes, performance, loyalty, commitment, and confidence and this builds resilience and aspirations return. - kids because they love and respect their school. "No one frigs with Franklin." - DE "You held a wounded animal and you get a friend for life." - DE
 * Hire for:** Heart, sense of humor, caring, personalty, and in school, -past pain - (Good People)

The personae(?sp) in life are all wrong.


 * Set guiding principles, model them and be vigilant.**

"We can celebrate our strengths, work on our weaknesses and never judge anyone for theirs.

Adults have varying needs based upon: Age Experience Personal lives

Room 110 -Auburn Principal- Jim Miller (34yrs, 28 admin, 18 EL principal)
Topic: Administration- How do you incorporate and manage change? "Everything is jello, you push here it pops out over there." Deal with the impropriety. - Skype issue
 * Need to be flexible (sometimes you need to bite your tongue)**
 * Relationship**
 * Relevance**
 * Go back to your vision**
 * Reflect and learn from your experiences**
 * Have some fun with it** - son and golf story
 * Keep to your focus**

Evaluation goal: 90 - 100% of our kids will be getting a 70 or better. Check every 2 weeks to see your percent pass rate and then show what they are doing to I would like to see a map of the interventions

28 kids not graduating due to CI- end of sophomore year to end of senior year need 24 hrs of community involvement 18 due to 1/2 a credit less than 24.

You will have a legacy. What legacy are you building?

JM description of himself based on perceived staff description - Kids will come first and you do not care about the adults.

Kids -> Kids -> Kids

Barefoot bandit example as a perspective shifter about what kinds of kids and parents we encounter. (Different attitudes and perspectives)

Mandatory NCLB testing benchmarks

You may have good goals but how you implement changes to meet those goals may not

Based on survey data- How many respondents, who responded and how did you implement them? Advisee program Professional Development activity
 * Learning centers**- 1/3 staff academic support w/ 1/2 the kids, 1/3 advisee program w/ 1/2 the kids, 1/3 staff professional development w/ no kids - Good concepts but the implementation was poor. We learned from it.

Organized by prep, 2x a month, used the 1:1 initiative - 60 minutes 6x a semester Book discussion: Rigor relevance and relationships, Failure is not an option
 * Learning Teams** (Prof. Dev. opportunity for staff for kids) want to focus on teaching and learning of kids- 6 times a semester - mandated what was to be done but gave them the choice about when to implement it. //Have conversations about how kids learn? not-bitch & gripe or curriculum - during department 2x a month.//

- Time to learn the things they needed to learn
 * //- What causes kids to fail? turn it on its head and ask What causes kids to learn?//**

Excellent idea -**8th workshop day-** egotiated as an individual workshop design. (Discovery education w/laptop to painting the room) //Put the applications in a Google form and make is public knowledge to encourage improvements. Have kids, colleagues and staff vote on the best professional development proposal.//

"Put a structure in place that allows for flexibility and allow you to move forward." - JM

How long has your learning teams been in place? What specific, quantifiable improvements have occurred due to the learning team implementation at your school?

//What is more important - curricula or instruction? How much time does a curriculum coordinator work on improving instruction?//

2 common failure modes were attendance and homework//.// //I believe better dynamic dashboards and school data trends need to be created to support decision making.//

//"Scheduling something is the easiest and simplest part."-JM (JM does it first to get last).//

//"Sometimes you have to be a little sneaky." -JM// //"Sometimes you put something in place to get something started." -JM// //but sometimes you need to make sure// //You have to oversimplify everything, plan ahead and think ahead (JM version What if?)// What do you mean oversimplify everything?

//Taking ownership of failures is important to// //Ask what happened? What did you learn?What did you see?//

//"The idea of it being "my time outside of school" is apparent in both students and young teachers."//

//200 year old agrarian calender//

Presentation Discussion
"Surround yourself with people you like to work with." - BE AE school capacity for 135 students. Students are referred. Limited # can be tuitioned in. EL pm alternative program - credit recovery program, for Jrs & Srs, Monday to Thursday, Standards-based program, once you have demonstrated your skills and knowledge you can

"If you have conducted yourself in a fashion where you have earned your trust and respect the "followship" is there." - DE Superintendent job and principal job is the hardest job on earth if done right. You need to be the anchor. You can not let them see you sweat and be everything for everybody. Impossible task but if you can come close

"When everyone else is uncertain you need to act with certainty." - DE "Creating a change gives you permission to do things differently." - JM "Leadership is not about money it is about people doing things."-JM

What are the biggest challenges to come? -James Black

Students are coming with less developed development assets as resources are declining. People outside of the world you are teaching in are making decisions by through the lense of 1950.

Have a focus and positive.

Interview questions? -Meadow Bean

Get at the pain that people have experienced in their life.

Discipline (Behavior Management)- Why do we discipline? - to change behavior
Education includes educating the behavior of the students. Learning does not take place in the elbow, it takes place in the organ that we know the least about-the brain.

//Is their a difference between effective discipline and efficient discipline?// Increasing consequences for each instance is an example of efficient discipline.

How do you set the expectations for different consequences for the same infraction to parents and kids? "I am not you. I will give it my best shot to change the behavior. I will change the behavior or see them again."-JM Look beyond the incident at the whole circumstance. "Kids know the difference when your words and behavior is for them and not at them."- DE

"I don't think that you have to put a kid in jail to teach a kid not to go to jail." - JM

Effective discipline litmus test 1. You sit with a kid and they own it. 2. The conversation allows the student was say why it is wrong in the school world. 3. The kid generally does not want to do the behavior again.

Effective discipline model / story "Fixing problems are better than (?stopping) them." - DE

- "Do I hate you, do I like you, or do I (?love) you?" - DE What is going on? Empathize with the student "Feeling are not right and feelings are not wrong but they are never justification for malicious or violent behavior." - DE

Expect teachers, that are doing their jobs right, have been sandpapered down and have lost objectivity and are internalizing student behavior.

Developmental asset research - 43 developmental assets

Old paradigm: - Control comes from position and power

Partner project talk
1st person will talk for five minutes Listen and respond only with questions. Switch roles

James & TJ- Implementing an attendance policy and advisor/advisee

Day 3 Notes - 7///15/10 Thursday UMF EDU Center//
Phil and Barbara

Symposium Clarification
Due dates 30th of October for paper after symposium October 16th Rubric being revised Posted on TK20 Connected to the Action Research project
 * 5-10 pages (may submit the same paper one as a group - expect to do more)** (Administrator Interview - 3-5 pages)

1) Mission/Vision - Connect to your school vision/mission (if you do not have one how do you develop one) 2) Data - baseline, needs assessment (graphically presented), I need to do this to improve our school... 3) Collaboration - How are you going to design some PLC in your school to share your plan and

- Symposium (bent is leadership) presenting your paper as a group using technology creatively (still just the plan). Use your books and 3 resources (can but do not have to be leadership oriented, can come from the literacy review) Research project plan Purpose is to get feedback for our paper and ARP.

Presentation as a group

Field Based Research I(planning) and II (implementation) - seminar not didactic, 1 group meeting, faculty and colleagues invited to a symposium in the spring. The goal is to provide information to decision makers so they can take actions to fix a problem.

Lit Review- document what has been done /PPQ/methodology - Designed to answer the research question

Drop dead dates: Mid-March the data should be collected Final report will be due April 15th. Graduation - 2nd Saturday in May Symposium 2 before
 * Need to narrow your focus**

Project discussion
Talked with %^(#&)@ about our ARP and their ARP related to math achievement improvement with smartboard

Administrator Interview
Discussion sign-up split across 2 days September 22nd and October 13th Paper due October 13th Personal paper 3-5 page without references but do connect it to your text and the leadership framework not a TK-20 be right up front and talk about what you have learned.

Positive school culture discussion
Student engagement Awards and recognition Serendipity award - random timed recognition about positive qualities of individuals for students and teachers Acknowledging and celebrating gains going on in your school "We are not good at blowing our horns or the horns of our kids" - BE Looking at ways that you recoginize people without conflicting with intrinsic motivation. "Secretaries have a huge impact (inviting, welcoming, positive interactions) on the school impressions." - BE If you are in a position of authority, deal with it directly and communicate about how it impacts kids **and how you want to have a positive culture in your (team), set up norms and talk about a positive culture and**
 * Following through is key.**
 * People need to know that it is ok to make a mistake and ok to talk about things that are not working.**
 * Be able to say something is not working and ask about how to fix it.**


 * __How to build trust:__**
 * Building relationships**
 * Communicating**
 * Administrative presence**


 * If we are a school that is comfortable about sharing your successes, we will be more comfortable about sharing our struggles and failures.**


 * "The problem is that I am in the problem so I asked a colleague to come in to observe my classroom to help solve teh problem." -**
 * //Powerful perspective about knowing an objective view would be helpful.//**


 * "One of the best compliments to an administrator is to ask them to come in and observe your classroom. -BE**


 * People will start to know that you mean what you say and**
 * As a colleague, model the appropriate behavior and**


 * "In between classes is when you get the feel for the culture of the school." - BE**


 * "It is rewarding and fun to create positive culture and see the impact of that culture on the school." - BE**


 * To have a leadership group that turns the administrivia over to teachers.**
 * You want to deal with more than administrivia, use the leadership team to get at the bigger issues.**
 * It still takes a plan, but a positive sc**


 * "If you are leading collaboratively you don't take [all] the credit (share it) when things are going well and take responsibility when things are going wrong." - BE**


 * Pride - take pride in your school-**


 * __Toxic Culture__**
 * Blaming the victim.**
 * As the administrator - talking to the people who privately having conversations around test scores**


 * Staff generational literature - interesting go read about it.**


 * Apathy - this too shall pass - Where does it come from? Not having a voice, look for**
 * How do we want people in our school to behave?**


 * Divide and conquer**

Action Plan example to help get things done
"You are all leaders, you can all make a difference in school culture" -BE When you want to make change, make

Action plans are great for when you are working with a group with wonderful conversations and great ideas. "Would it help if we tried to fill something like this out?"-

What are we going to when and who is going to be involved. Make those things happen.

Collaboration activity
Making squares in groups of 4 Assumption: all of us can do it better than one When you enter into a collaborative effort you need to be prepared to (Unless it is a safety issue) "I could do it so m It takes time Investment Ownership By-in Being involved in the solution

Why are we doing this why are we promoting collaboration? //- Based on Fullan's book he says we need to do this because of the complexity of the problems that we face today.// //You need more heads and perspectives.//

Book assignment / class reflection / CCT reflections
5 star rating with your overview - Readability - Your opinion

Day 4 Notes - 7///20/10 Tuesday UMF EDU Center//
__Introduction:__ Anita Campbell Guest speaker - Background: Elementary school teacher, Guidance counselor, Co-Principal great falls school, Walton School, many elementary school principal, Middle school Principal, Supervises student teachers Never expected to be a principal.

"I am a relational person." - AC "I am a guidance counselor at heart." - AC "I miss the connections you make with kids on a daily basis the most"- AC "Sometime leadership is thrust upon you."- AC

__Compass points activity:__ How do you approach the work and how others approach the work? 4 Basic personal styles 1) North - Let's go, ready to move forward 2) South - Care takers, get upset when there is friction 3) West - Pay attention to detail, i dotters and t crossers, what happens if? 4) East - Big picture people, speculators, ready to undertake an initiative but may want to do it your way

Myers-Briggs personality indicators?

How do you explore how people work together? - Such conversations are worth their weight in gold. Having the conversations afterward is the most part. Can wear tags when wearing

Who is someone who is hard to work with in your school? Person X: West ? confrontational, bromide,

- Find positives on peoples contributions - Authentically connect and find something of value - As the leader you have the responsibility to continue

__Reflection on Child Study:__ Strengths - see the big picture, many ideas, aware of personal and cultural constraints, energetic, pragmatic Challenges - focus, patience, details, follow-through Non-negotiable - One thing - use of extreme empathy when working with difficult personalities, effective and delicate balance of pre and post meeting strategies

"How willing are you all to be involved in the political process."- AC "Bake it till you make it."- AC "You can't do it all, nor should you." - AC "The more you know the more effective you can be." - AC "Challenge yourself to confront one person." - AC

"Situational Leadership" -80's lexicon

On school taking on more responsibility - Use the following to make a judgment: "What is the connection to this child's learning or being successful in school."- BE

Article response using someone else's style:**

"No point in doing the learning if you do not reflect on it [and think about how it connects to your situation.]" - AC

What are some of the things you would do as the leader of the

Conflict
__What you can do to ensure conflict is constructive:__ Be purposeful in creating groups Make sure that there is a clear purpose for the group. Start on time and keep meetings to reasonable time frames. Consider the best time to meet. Build relationships.

Specific issues: Beekman - Satyagraha Cheeseball raven lady - Corrosively toxic ineptitude Chocolate kiss- devil advocating feather ruffling martyr

"If you have supervisory authority you need to lean into conflict."-BE

Be careful of the following strategies: Ignoring the resistance (Embrace the resistance - Fullan) Don't make deals Don't kill the messenger (remind people) Don't give in too soon Stand for what you believe

The previous strategies: - Fail to create synergy - Separate us from others (WE-They)

Mauer's points: Clear focus (long & short) Embrace resistatnce (respect those that we resist) Relax, stay calm and stay engaged Respect the resistance Join with the resistance

"When you think it is time to give in, wait a little longer." - BE

Intuitor - gain insight through the sub-conscious right brain Create, Imag Sensor -sense small stimuli in an immediate environment active, results, confident

Feeler- Emotional antenna

Thinker- Left Brain Logical, Anal

Day 5 Notes - 9///22/10 Wednesday UMF EDU Center Room 113//
Intro: Check - In: Leadership in your school.

Use the sacred cow and the white elephant activity with the FTC and MBHS staff. "Having a good culture makes it better to work there." - BE

Michael Fullan Framework- "Leader's make things happen. This framework helps you make things happen." - BE By taking the additional steps your change can be more sustainable and keep things moving.

Presentations- Principal Kim - Principal Richards -

Symposium Project- "It is the conversation that is important. Not the score." - BE

Final - Notes & Quotes can be incorporated with the articles

3 articles on Chaos Article Reading - discuss in the CCT

"Chaos is present in every change process." - BE