Leadership
In the Room Activity
As I looked around the room of the media lab, I saw opportunity. An opportunity to work, think, reflect, plan in the privacy of the media lab when I'm not teaching or coaching. I felt free, comfortable, hopeful and refreshed because I was in an environment at work that I could call my own and I could, for the most part, succeed in accomplishing some of my responsibilities.
In the media lab, there was the storage closet, the portable whiteboard, the apple desktop computers, the prototypes of skating rinks designed by my middle school students, a bookcase, a sofa and other items. The whiteboard always remind me of a means to project onto a screen from the LCD projector. The storage closet reminds me of hidden treasures. When ever I am in need of something that is where I look. The prototype skating rinks remind me that my students are making progress in the engineering design process. The desktop computer reminds me of the many resources I have through technology and the bookcase reminds me of the references, if needed, when I'm teaching or coaching in math or science. The sofa reminds me to relax or take a breather from the busyness of the day.
From a leadership perspective, the media lab takes on new a new meaning. The media lab is now looked upon as a room where determination and sometimes drivenness is needed to complete the tasks that are required. There would also be more of sense of being open rather than private because I would want teachers and students to feel free to visit the lab if they need support or have a question. I would also be more concern about making the lab accessible for small group instruction when needed. Also, I would take more consideration in being organize and planning so that I could work more efficiently.
In considering the 6 objects, as a leader, the storage closet reminded me that a leader should be resourceful. The portable whiteboard reminded me that a leader teaches and trains others. The desktop computers reminded me of the many resources that are available via technology and the bookcase reminded of the many references available, if needed, when teaching or coaching. The prototype skating rink reminded me that leaders are role models. The sofa reminded me that leaders must maintain a balance lifestyle. There should be time for rest and to do things that are enjoyable so that burnout isn’t experiences.
In essence, leadership means being proactive. It is utilizing the skills, abilities, knowledge, resources and relationships that are acquired to inspire or bring about a positive change in others or in situations.
In the media lab, there was the storage closet, the portable whiteboard, the apple desktop computers, the prototypes of skating rinks designed by my middle school students, a bookcase, a sofa and other items. The whiteboard always remind me of a means to project onto a screen from the LCD projector. The storage closet reminds me of hidden treasures. When ever I am in need of something that is where I look. The prototype skating rinks remind me that my students are making progress in the engineering design process. The desktop computer reminds me of the many resources I have through technology and the bookcase reminds me of the references, if needed, when I'm teaching or coaching in math or science. The sofa reminds me to relax or take a breather from the busyness of the day.
From a leadership perspective, the media lab takes on new a new meaning. The media lab is now looked upon as a room where determination and sometimes drivenness is needed to complete the tasks that are required. There would also be more of sense of being open rather than private because I would want teachers and students to feel free to visit the lab if they need support or have a question. I would also be more concern about making the lab accessible for small group instruction when needed. Also, I would take more consideration in being organize and planning so that I could work more efficiently.
In considering the 6 objects, as a leader, the storage closet reminded me that a leader should be resourceful. The portable whiteboard reminded me that a leader teaches and trains others. The desktop computers reminded me of the many resources that are available via technology and the bookcase reminded of the many references available, if needed, when teaching or coaching. The prototype skating rink reminded me that leaders are role models. The sofa reminded me that leaders must maintain a balance lifestyle. There should be time for rest and to do things that are enjoyable so that burnout isn’t experiences.
In essence, leadership means being proactive. It is utilizing the skills, abilities, knowledge, resources and relationships that are acquired to inspire or bring about a positive change in others or in situations.
Rocking the Boat
How to Effect Change Without Making Trouble
by D. E. Meyerson
Task Zero: Review
In the book, “Rocking the Boat” , Debra E. Meyerson shares a quote in Chapter 4, p. 57, by Martin Luther King, Jr. which states “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands during challenge and controversy”. This quote resonated with me as I read the book, reminding me of what it means to be an agent of change. These are individuals who are willing to make a difference against all odds.
In her book, Meyerson discusses the differences, the strategies and the challenges of being “agents of change” in the workplace. She refers to agents of change as “everyday leaders” or “tempered radicals”. Tempered radicals are defined as “organizational insiders who contribute and succeed at their job” but at the same time, “they are treated as outsiders because they represent ideals or agendas that are at odds with the dominant culture”. Joanne Meyers says that because of who they are and what they are about, tempered radicals will “swim against the tide”. They will tough it out or rise above their own frustration, humiliation and anger or in other words, “battle the tide”, so as to make a difference in their organization. These individuals will navigate between the competing pulls toward conformity and rebellion. Meyerson also stressed that "tempered radicals" inspire change and inspire other people to join their collective force. The most important way tempered radicals lead is through collaboration of supporting and nurturing relationships with peers and employees.
In her book, Meyerson discusses the differences, the strategies and the challenges of being “agents of change” in the workplace. She refers to agents of change as “everyday leaders” or “tempered radicals”. Tempered radicals are defined as “organizational insiders who contribute and succeed at their job” but at the same time, “they are treated as outsiders because they represent ideals or agendas that are at odds with the dominant culture”. Joanne Meyers says that because of who they are and what they are about, tempered radicals will “swim against the tide”. They will tough it out or rise above their own frustration, humiliation and anger or in other words, “battle the tide”, so as to make a difference in their organization. These individuals will navigate between the competing pulls toward conformity and rebellion. Meyerson also stressed that "tempered radicals" inspire change and inspire other people to join their collective force. The most important way tempered radicals lead is through collaboration of supporting and nurturing relationships with peers and employees.
Task One: How Am I Different?
The book mentions that there are three ways people are experience from the majority: by social identity, personal behavior or personal values or beliefs.
Before I became a STEM Coordinator, I was a high school math teacher. I was the only black female in the math department during the years I taught. In most cases, there was commonality as far as curriculum choices and pedagogy but at times I was reminded that I was in a man’s world. Even though I gave my opinions, it didn’t carry the same weight as the male math teachers. I was constantly rocking the boat until I paved the way to have an equal voice with my male colleagues.
As a STEM coordinator working at the elementary level. I have experienced a difference from my colleagues in all 3 ways mentioned in the book. Coming from a high school background, I find that I don’t think the way elementary teachers think. I believe that my expectations are higher. I coach the K - 8th grade teachers in math and science as well as teach STEM classes and I don’t sense as strong of support of the STEM approach to education as I have. I also see a difference in their educational philosophy, pedagogical approach, classroom management as well as prioritizing school wide initiatives.
Before I became a STEM Coordinator, I was a high school math teacher. I was the only black female in the math department during the years I taught. In most cases, there was commonality as far as curriculum choices and pedagogy but at times I was reminded that I was in a man’s world. Even though I gave my opinions, it didn’t carry the same weight as the male math teachers. I was constantly rocking the boat until I paved the way to have an equal voice with my male colleagues.
As a STEM coordinator working at the elementary level. I have experienced a difference from my colleagues in all 3 ways mentioned in the book. Coming from a high school background, I find that I don’t think the way elementary teachers think. I believe that my expectations are higher. I coach the K - 8th grade teachers in math and science as well as teach STEM classes and I don’t sense as strong of support of the STEM approach to education as I have. I also see a difference in their educational philosophy, pedagogical approach, classroom management as well as prioritizing school wide initiatives.
Task Two: Becoming a Tempered Radical
In response to the continuum, I see myself, at times, resisting quietly and staying true to oneself but I also see myself, at other times, leveraging small wins. It really depends on what needs to be accomplished at that particular time. I want to see myself organizing collective action not because it is mandated, but because of what I am initiating to bring improvement. I have accomplished some goals, such as the implementation of the Go Math curriculum. However, I want to see teachers using the curriculum with fidelity. There is still a need to have a greater impact with teachers on instructional delivery.
An application I can take from the book falls in the category of collaboration. As a single force, I am not enough to make a difference. I need better collaboration with my colleagues so as to not only give them support but to have their support in my endeavors. I am pretty much a quiet storm, but I need to negotiate more with administration to obtain their support and approval for things I would like to do.
An application I can take from the book falls in the category of collaboration. As a single force, I am not enough to make a difference. I need better collaboration with my colleagues so as to not only give them support but to have their support in my endeavors. I am pretty much a quiet storm, but I need to negotiate more with administration to obtain their support and approval for things I would like to do.
Task Three: 4 levels of Challenges
I deal with all 4 levels of challenges mentioned in the book: difficulties of ambivalence, the incremental lures of co-optation, potential damage to my reputation and frustration and burnout. Ambivalence has to do with holding opposing feelings toward the same object. I appreciate technology and the supplemental resources we are able to provide to the math teachers. However, I am sometimes disappointed in how teachers do not take advantage of the resources provided which could actually help in deepening their students level of understanding.
The incremental lures of co-optation pertains to rewarding people implicitly for maintaining and not disrupting the status quo. Typically, this is very common in CPS system. There is nothing I can say or I do about it other than try not to conform.
Potential damage to my reputation pertains to the risks of damaging your reputation because you fail to conform to the status quo. When my morals or values are being challenged, I do not conform to the status quo and I risk my reputation being damage. I have learn to keep silent and just be still.
Frustration and burnout pertains to receiving little or no recognition for all the effort and no guarantee that all the effort will result in desired outcomes. Yes, I have experience frustration because of all the effort put in to accomplish so many tasks and to it with integrity.
The incremental lures of co-optation pertains to rewarding people implicitly for maintaining and not disrupting the status quo. Typically, this is very common in CPS system. There is nothing I can say or I do about it other than try not to conform.
Potential damage to my reputation pertains to the risks of damaging your reputation because you fail to conform to the status quo. When my morals or values are being challenged, I do not conform to the status quo and I risk my reputation being damage. I have learn to keep silent and just be still.
Frustration and burnout pertains to receiving little or no recognition for all the effort and no guarantee that all the effort will result in desired outcomes. Yes, I have experience frustration because of all the effort put in to accomplish so many tasks and to it with integrity.
Setting Goals
Instrumental and Missional Thinking
Beginning in the month of December, much emphasis was placed on implementing the New Learning Continuum, school wide. The New Learning Continuum is aligned with the Common Core State Standar as ds for Math and Reading and supports instructional delivery through the use of student centers or grouping of students based on RIT scores.
As a STEM Math Specialist, I saw this as a drastic change from the direction that I have been going with the implementation of STEM. Nonetheless, I allowed it to work in my favor as I considered some of my short and long term goals.
Short Term Goals
As part of STEM integration, the 4’C’s (Communication, Collaboration, Critical Thinking and Creativity) has been an intricate part of the shift in instruction. As students are given the opportunity to participate in problem-based learning, project-based learning or inquiry based learning, it is hope that the 4’C’s will definitely be practiced. For the next several months, I have implemented a plan to adopt a Kagan strategy per month which will encourage cooperative learning. I have also been providing professional development and coaching with hopes that it will give teachers a deeper understanding of how to incorporate the 4”C’s in their classroom.
Long Term Goals
Ultimately, I want to see students develop 21st Century skills within the next 5 years so that they will be prepare for college. Coming from a high school background and teaching 7th and 8th grade, my desire is to see the middle school students equipped to apply their knowledge and reasoning skills to real world situations and take initiatives in being leaders in change.
As a STEM Math Specialist, I saw this as a drastic change from the direction that I have been going with the implementation of STEM. Nonetheless, I allowed it to work in my favor as I considered some of my short and long term goals.
Short Term Goals
As part of STEM integration, the 4’C’s (Communication, Collaboration, Critical Thinking and Creativity) has been an intricate part of the shift in instruction. As students are given the opportunity to participate in problem-based learning, project-based learning or inquiry based learning, it is hope that the 4’C’s will definitely be practiced. For the next several months, I have implemented a plan to adopt a Kagan strategy per month which will encourage cooperative learning. I have also been providing professional development and coaching with hopes that it will give teachers a deeper understanding of how to incorporate the 4”C’s in their classroom.
Long Term Goals
Ultimately, I want to see students develop 21st Century skills within the next 5 years so that they will be prepare for college. Coming from a high school background and teaching 7th and 8th grade, my desire is to see the middle school students equipped to apply their knowledge and reasoning skills to real world situations and take initiatives in being leaders in change.