PBIS resource website

https://sites.google.com/mail.brandman.edu/edad608pbis/home?authuser=1 We had a group project in our EDAD 608 class and I really enjoyed collaborating with my cohort members. It made things easier by joining ideas and thoughts and creating this website/resource page. I hope in the future we continue to work together on projects, the benefits of sharing expertise and knowledge teaches me the importance of diversity!

To sub or not to sub during teacher prep time?

Just having some fun with my visuals...I know teacher prep time is an opportunity to get organized for upcoming lessons but I think it is also a time to regroup alone or with other colleagues before the next teaching period. As a special ed teacher, we are often the first to be called at our site during our prep or even during our co-teaching times because they figure our classes can go on without us. It definitely is a guilt trip if we say no but I have found it easier to just not answer my office phone when it starts to ring and I can see it is the front office...so bad to avoid but I figure if it is a true emergency, they would come and find me. I think building a good repore with the staff will be beneficial when there are times we will need to ask for help during their prep time. I would also make sure that it does not happen often that I lean on them during their prep. If there is an ongoing issue with finding subs to cover classes, I would make every effort to figure out how get those classes covered without making it harder on our own teachers.

Finding Balance between family and school!

As I try to get my assignments completed on time...I always find it challenging when my children want to see what I am doing. For some strange reason I thought I could get my video reflections completed with both my children just in the other room.!

Administrator Anxiety: Urgent issues vs. Important issues

I love this picture because it is so true of teaching, I think as a future administrator that this picture could also be applicable! As we are halfway done with our program, I was glad to come across this article found in Educational Leadership magazine. The author, also an administrator, addresses the reality of the multiple and complex responsibilities put upon an administrator. More importantly, the author points out the importance of deciphering what is urgent vs. what is important. They had to consciously work at deciphering between the two without feeling guilty on a daily basis of leaving important tasks (i.e.: being an instructional leader, building teacher/family/student relationship) for a later time. The author also felt the need to determine which “urgent demands are important and resist giving our time to those that aren't”. After reading this article, I was relieved to hear that even seasoned administrators feel that their daily to do list is always a work in progress and needing to be revised. I like how they categorized what is urgent vs. what is important and to ensure that we are able to complete both tasks within a reasonable amount of time. I think this will be a challenge for me because I always think everything is important and urgent. So I am still feeling a little bit anxious about how I will handle all the responsibilities as a future administrator and if I will feel satisfied with my efforts. What are your thoughts about being able to meet all the responsibilities as an administrator? Do you think being able to categorize what is urgent vs. what is important will be a useful tool? Hoerr, T. (2016, December). Principal Connection What is Important? Educational Leadership, 74(4), 90-91. http://www.ascd.org/publications/educational-leadership/dec16/vol74/num04/What's-Important%C2%A2.aspx

Administrator Code of Ethics

In our 696 class, our Professor asked us to review the AASA Code of Ethics and create our own. Above is my visual based on my own code of ethics, I think it is still a work in progress but this is what I have so far! AASA Code of Ethics The educational leader: 1. Makes the education and well-being of students the fundamental value of all decision making. 2. Fulfills all professional duties with honesty and integrity and always acts in a trustworthy and responsible manner. 3. Supports the principle of due process and protects the civil and human rights of all individuals. 4. Implements local, state and national laws. 5. Advises the school board and implements the board's policies and administrative rules and regulations. 6. Pursues appropriate measures to correct those laws, policies, and regulations that are not consistent with sound educational goals or that are not in the best interest of children. 7. Avoids using his/her position for personal gain through political, social, religious, economic or other influences. 8. Accepts academic degrees or professional certification only from accredited institutions. 9. Maintains the standards and seeks to improve the effectiveness of the profession through research and continuing professional development. 10. Honors all contracts until fulfillment, release or dissolution mutually agreed upon by all parties. 11. Accepts responsibility and accountability for one’s own actions and behaviors. 12. Commits to serving others above self. Code of Ethics using a format similar to the AASA Code of Ethics below: Code of Ethics The Educational Leader: 1. Values education and keeps it at the forefront of all decisions. 2. Takes accountability for actions. 3. Always remains humble and remembers the days back in the classroom. 4. Believes in Gandhi’s quote “Be the change you want to see in the world” 5. Communicates with honesty and integrity. 6. Advocates for all students and families to receive a quality education. 7. Provides equal access to curriculum, services, supports, and resources. 8. Abides by the Federal laws, State laws, and district policies but always question if it is in the best interest of the students. 9. Promotes a spirit of collaboration. 10. Values diversity and the opportunity to learn from each other. 11. Commits to continuous improvement of education and teaching through lifelong learning.

Tell People They Matter

A fellow colleague shared this idea of telling people they matter. I thought this would be a great thing to post on my blog to remind myself what good leaders do to keep their team motivated! 1. Begin and end your sentence with "you" 2. Acknowledge Everyone 3. Listen with interest 4. Ask mattering not Matter-of-Fact questions 5. Be present 6. Encourage and reassure confidence 7. Deliver happiness 8. Talk about others 9. Offer Hope 10. Sweat the small stuff 11. Tell the people in your life how you feel about them 12. Choose to matter (choose2matter) the article can be found at: http://www.angelamaiers.com/2011/11/the-12-most-important-ways-to-let-people-know-they-matter/

Power struggles and Defiance 101

I came across this video of a principal clearly losing her ability to be an effective leader and I cringed as I saw how she handled the situation. She chose to use intimidation and yelling to try to get the skateboarder off the school property. To me it was one of the worse power struggles I have seen in years. To see how she totally lost her ability to reason and persuade the skateboarder to leave the property was horrifying. His reaction was to yell right back, her reaction seemed to make the skateboarder even more defiant and rebellious. I have always worked at the high school level and this situation can potentially happen with our students if we would take the same approach. I would of tried to calmly talk with the skateboarder, befriend him, give him some kind of statement like "that's a really cool trick, we have a lot of students that love to skateboard..." Then go on to let him know that it is unsafe at our school and if he could move on to another place to do his tricks. If his response was still defiance, I would walk away and call security or school police to ask for assistance. There was no immediate danger since no students were present and he was not harming anyone at that moment. In fact, her actions seemed to make the situation worse and bring out some extreme defiance in the skateboarder. This happen quite a few years ago and the Principal ended up initially being supported by the district with her actions...strange to me...but that following year she was removed (along with several other Principals) due to the school "moving in a different direction". I am wondering how much of an impact this incident had on the decision? Also, many parents complained to the media that she "used bullying and creates an intimidating atmosphere". If she handles stressful situations like she handled the defiant skateboarder, than I could see how this is part of her personality and leadership style. I know we practice and write about these scenarios throughout our program but when actually put in this position and have to handle it, are we really prepared to use our skills and strategies to make good decisions?