Chapter 2 The TCP/IP and OSI Networking Models

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2


Student needs not met



Reform efforts are unsuccessful



Mounting problems between veteran and young teachers



Teachers do not respect Principal Jim O’Connor



3


Poisonous School Culture



Lack of respect, collegiality, and trust



Veteran teachers are satisfied maintaining the status quo



Younger teachers are disillusioned



School cultural change is needed!


4


Empower Principal O’Connor, help him gain respect and
become an Instructional Leader



Build relationships between veteran and younger
teachers (heal the wounds)



Professional Learning Communities (PLCs)



Professional Reading







5


No more micro
-
management, less authoritative behavior




Teachers who fear their principal are likely to puppet desired
instructional practices without a deep understanding for the
reasons behind them; teachers that do not feel respected as
professionals are not likely to take advantage of a principal as an
instructional resource.
(
Graczewski, Knudson, & Holtzman,
2009)”





6


Kardos, Johnson, Peske, Kauffman & Liu (2001) found
exemplary principals exhibited the following traits:



Visibility



Encouragement



Has high standards



Sets clear expectations



Is consistent with discipline, is supportive, and is
collaborative




7


New and veteran teachers must be brought together



Interaction, true mentoring, reflection, and exchange



Principal O’Connor must lead by example:



Show passion



Explain purpose



Create meaning in assigned activities and tasks


8


Mentoring: “learning from fellow teachers”



No distinction between new and veteran, everyone has
something important to offer



Principal O’Connor should:


Attend meetings


Be involved in discussions


Provide support




9


The Vision Statement isn’t very old, but needs to be
revisited



Teachers can inspire and motivate each other



Collaboratively writing a vision statement can help
teachers build relationships with one another


10


This will involve several parties:


Teachers


Administrators


Parents


Community Leaders



Symbolic moment; a new beginning and a “shift in culture
away from adversarial relationships toward collaboration”


11

Do you work with the “Three Blind Mice?”

12


Two opposing sides exist:


Veteran teachers who possess experience and community
knowledge


Younger teachers who possess technological knowledge




The cycle of contention, arguing, and resentment
must be broken; it is the only way forward


13


PLCs bring teachers together to discuss:


Instructional goals


Instructional practices


Concerns



Collegiality and Instructional Planning



Sharing isn’t good enough!



Teachers draw on each other’s strength and reduce barriers to
learning


14





“Cross
-
generational learning teams that bring together
novice teachers with veteran teachers would address
problems at both ends of the teacher pipeline


and
benefit student learning at the same time”
(Carroll, 2009).



15


PLC implementation recommendations:


1.
Time must be kept sacred

2.
Include deep discussions about planning, instruction,
and assessment

3.
Training for new faculty is essential

4.
Shared planning time during the school day is
recommended (Lujan & Day, 2009)


17


Book clubs can be beneficial



Introduces new ideas into a school



Increases knowledge of new strategies and practices



Allows educators to debate in an open environment






18


Teachers will sign up for book clubs of their choice



Another opportunity for veteran and newer teachers to
work together



Further relationship building and meshing of the two
groups into one








19


Principal O’Connor transitions to instructional leader to
begin immediately, will be an ongoing process



Relationship building via vision re
-
writing project to
begin in one month and complete a month later



Mentoring pairings created over the next three months
time, monitored monthly, changed yearly








20


PLC training and implementation to begin in six months
time, monthly monitoring



Professional reading book clubs to be introduced next
school year, delay is to avoid overwhelming teachers








21


Research
-
based reform initiatives



Sharing strengths


Knowledge of community and history of Hickory Ridge


Technology integration



Collegiality and open, honest communication



Community members and businesses more likely to
provide support


22


Principal O’Connor is the lynchpin



Organizational culture does not change immediately;
instead it must change over time (Owens & Valesky, 2011)



Change will be sustainable and will live beyond when
current members of the organization have gone their
separate ways

23

24


Burbank, M., & Kauchak, D. (2010). Book clubs as
professional development opportunities for preservice teacher
candidates and practicing teachers: An exploratory study.
The
New Educator, 6
(1), 56
-
73.



Carroll, T. (2009). The next generation of learning teams.
Phi
Delta Kappan
,
91
(2), 8
-
13. Retrieved from EBSCO MegaFILE
database.



Cunningham, W., & Cordeiero, P. (2009).
Educational
leadership: a bridge to improved practice.

(4th ed.). New York:
Pearson.

25


Flood, J., & Lapp, P. (1994). Teacher book clubs: Establishing
literature discussion groups for teachers (issues and trends).
The Reading Teacher
,
47
(7), 574

576.



Graczewski, C., Knudson, J., & Holtzman, D. (2009).
Instructional leadership in practice: What does it look like, and
what influence does it have?.
Journal of Education for
Students Placed at Risk
,
14
(1), 72
-
96.



Kardos, S., Johnson, S., Peske, H., Kauffman, D. & Liu, E.
(2001) Counting on colleagues: New teachers encounter the
professional cultures of their schools.
Educational
Administration Quarterly
,
37
(2), 250
-
290.

26


Lujan, N., & Day, B. (2009). Professional learning
communities: Overcoming the roadblocks.
Delta Kappa
Gamma Bulletin
,
76
(2), 10
-
17. Retrieved from EBSCO
MegaFILE database.



Méndez
-
Morse, S. (1993). Vision, change and leadership.
Issues . . . About Change, 2
(3),

Southwest Educational
Development Laboratory, Austin, TX.



Nelson, T., Deuel, A.,
Slavit
, D., & Kennedy, A. (2010).
Leading deep conversations in collaborative inquiry groups.
Clearing House
,

83
(5), 175
-
179.

27


Owens, R. G., & Valesky, T. C. (2011).
Organizational behavior
in education (
10
th

Ed.). Upper Saddle River. Pearson
Education, Inc.



Rebore
, R.W. (2011).
Human resources administration in
education a management approach
(9
th

Ed.). Upper Saddle
River. Pearson Education, Inc.



Zuckerman, J. T. (2001). Veteran teacher transformations in a
collaborative mentoring relationship.
American Secondary
Education, 29
(4), 18
-
29.