Sep
22
Gifford Thomas, Unlock The Hidden Leader: Become The Leader You Were Destined To Be
Thomas, G. (2023). Unlock the hidden leader: Become the leader you were destined to be.
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Sep
15
On the importance of a campus Professional Learning Community
“A Professional Learning Community (PLC) is a group of teachers or a cohort within a school that ‘ …exists to bring about some innovation and change directly related to improving learner outcomes’ (Harris & Jones, 2015, 15). PLCs can provide the environment for teachers to hear colleagues’ experiences, insights, and ideas, creating a school culture focused on collective growth.
Research from Ireland indicates that Continuous Professional Development (CPD) should encourage teachers to share and learn alongside one another (Harford Citation2010), supporting the inclusion of PLCs at all schools. PLCs support a school culture in which the values and beliefs of teachers are shared in a trusting environment helping to develop growth in the school.” ~ Porcenaluk, O’Neachtain, & Connolly, (2023) in Reimagining a framework for teachers’ continuous professional development during curriculum reform.
References
Harford, J. (2010). “Teacher Education Policy in Ireland and the Challenges of the Twenty-First Century.” European Journal of Teacher Education 33 (4): 349–360. https://doi.org/10.1080/02619768.2010.509425. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
Harris, A, and M Jones, M. (2015). “Beyond Four Walls?: Professional Learning Communities within and Between Schools.” Australian Educational Leader 37 (4): 10–12. [Google Scholar]
Porcenaluk, S., O’Neachtain, A., & Connolly, C. (2023). Reimagining a framework for teachers’ continuous professional development during
curriculum reform. Irish Educational Studies, 1-18.
https://doi.org/10.1080/03323315.2023.2250765 [Taylor & Francis online].
Teachings in Education ( Frank Avella), (2019). Professional Learning Communities: PLCs. YouTube. https://youtu.be/r–tAcsrI48?feature=shared
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Sep
13
Gathering responses for an upcoming conference presentation…
Please add your response to the question “What says Peaceful School Leadership to you?”
Replies are anonymous.
Sep
8
“Unfortunately, in Ireland, principals have not shown a high level of involvement in the professional growth of teachers. A survey of teachers in Ireland reported that 43% never received feedback from their principal (OCED 2010)…lack of engagement [due to lack of feedback from principals] may indirectly signal to teachers that continual reflection and growth in daily practice are not significant to principals. Building positive relationships with constructive feedback and praise can positively affect teachers’ self-efficacy, as indicated in the Teaching and Learning International Survey (OECD 2010). Principals should send the message to teachers that sustained learning is necessary, motivate teachers to engage with CPD and value teachers’ professional growth. Ensuring teachers are empowered to learn and grow as professionals is key to successful curriculum reform.” ~Porcenaluk, O’Neachtain & Connolly, 2023
References
Porcenaluk, S., O’Neachtain, A., & Connolly, C. (2023).
Reimagining a framework for teachers’ continuous professional development during
curriculum reform. Irish Educational Studies, 1-18. https://doi.org/10.1080/03323315.2023.2250765
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Aug
28
Vid eo Link: https://animoto.com/play/nloxRK1nRPyruzMMydzOaQ
Credits
Video assembled by Helen Teague using Animoto
“Absurd Love” and “I’m just a human being” visuals from Montague Workshop.
Deer, Ireland, woodland trails visuals and outer banks video personal shares
Colorado trails images courtesy of Janet Zepeda
Seattle street visual courtesy of Dr. Antha Holt
Skateboard singer video found on Instagram
This post updated on September 1.
Aug
25
“The path to differentiation begins with intensely understanding your target audience.” ~Saythi V., as seen on LinkedIn
Differentiation strategies have a positive effect when frequently used and combined with teacher structure and students’ motivation (Guay, et al., 2017).
References
Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British Journal of Educational Psychology, 87(2), 224–240. https://doi-org.vproxy.cune.edu/10.1111/bjep.12146
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Aug
11
“To listen to archival silences is to attend consciously and carefully to what is not there and to be receptive to whispers that come around and through a formal archive, whispers that fill the silences with stories.” ~ Kara W. Swanson, 2022
*Footnote by Swanson~ “The metaphor of archival “silences” is a common means of acknowledging those whose experiences are not found in archives or are only recorded indirectly by others, an ongoing methodological challenge, particularly for historians of marginalized peoples.”
https://archivefutures.com/2013/07/12/welcome/
“The absence of these voices and insights is what is described as an ‘archival silence’ –defined as ‘the unintentional or purposeful absence or distortion of documentation of enduring value, resulting in gaps and inabilities to represent the past accurately.’” ~ Kaitlin Smith, 2021
“There is a concept in the field of archiving under which the struggles of the Indigenous peoples (IPs) fall – ‘archival silences.’ It is defined as the omission or distortion, intentional or not, of the documentation of anything that has enduring value, leading to gaps in depicting the past.'” ~ Kim Balasabas, JJ Mercado, Cammylle Beltran, 2022
October is American Archives Month.
References
Balasabas, K; Mercado, J.J.; and Beltran, C. (2022). Indigenous communities still battle with archival silences. The LaSallian. https://thelasallian.com/2022/10/28/indigenous-communities-still-battle-with-archival-silences/
Smith, K (2021). The problem of archival silences. Facing History. https://www.facinghistory.org/ideas-week/problem-archival-silences
Swanson, K. W., (2022). Centering Black Women inventors: Passing and the patent archive. 25 Stanford Technology Law Review 305 (2022), Northeastern University School of Law Research Paper No. 419-2022, Available at SSRN: https://ssrn.com/abstract=4007539
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4007539
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Aug
4
“While villages are needed for raising children, perhaps we can say they are needed for anyone’s education and development, regardless of age. The innovators highlighted in this series were part of broader networks or villages, which included family, friends, supportive communities, and teachers and mentors. Through the inspiration and support of their villages, these innovators constructed new innovations to empower others. But there is a duality to social constructionism: through their work, these innovators also enacted social change for their villages and those around them–whether this was by using technology to create more enjoyable and relatable learning experiences, to help the unknowingly needy, to empower individuals to become literate in math and then teach it to others, or to connect members of their village to one another. While the work and legacy of these individuals may have been forgotten in the field of educational technology, they live on in the villages that have been touched by them.”
~Shayan Doroudi, 2023, p. 14
References
Doroudi, S. (2023): The forgotten African American innovators of educational technology: Stories of education, technology, and civil rights. Learning, Media and Technology, https://doi.org/10.1080/17439884.2023.2237892
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Jul
28
“In our eagerness tohonor [Blackinnovators], too often we privilege their inventions over their humanity. Imagine how much more we might gain from knowing them as fully realized individuals, not just as the sum of their inventions.” ~ Ezelle Sanford, 2020.
References
Sanford, E. (2020, February). The unappreciated legacy of African American inventors. National Geographic. https://www.nationalgeographic.com/magazine/article/the-unappreciated-legacy-of-african-american-inventors.
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Jul
21
“Productive struggle is what I call the “sweet spot” in between scaffolding and support. Rather than immediately helping students at the first sign of trouble, we should allow them to work through struggles independently before we offer assistance. That may sound counterintuitive, since many of us assume that helping students learn means protecting them from negative feelings of frustration. But for students to become independent learners, they must learn to persist in the face of challenge.” ~Barbara Blackburn
Wondering… Considering the variety of options for differentiation…Is productive struggle a type of differentiation?
References
Blackburn, B. R. (2018). Productive struggle is a learner’s sweet spot. ASCD Express, 14(11).
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