Article+Response

Connie Beson-Steger besonc@bcschools.net Creating A New System for Principal Preparation

Judy Cox coxj@bcschools.net



I really appreciate the submission, but I am not sure who has written this document? No name?

Credit Option 2


 * Article Response (Individual Assignment). If the next number is not already there, please add it into the wiki. Ensure you have included your full name, and your e-mail address beside your name so that I can contact you. Or, if it is already public information, a work number. Create a link to your response. Or, cut and paste your response into the space directly below your e-mail / number.**


 * 1. Name: Vetta Vratulis**
 * vvratuli@svsu.edu**
 * 989-964-4525**


 * Title:**


 * 2. Name: Margaret Doan**
 * doanmm@mps.k12.mi.us**
 * Title: Reflections about Action Research Projects and Leadership**


 * 3. Name: Nicole Lyman**
 * lymann@e-hps.net**
 * Title: Reflections about Leadership and Action Research**

Promise and Possibility for Aspiring Principals: An Emerging Leadership Identity through Learning to Do Action Research ** Are you managing your career or are you effectively leading your staff? This is a legitimate question for all administrators at any point of their career. Along the way, you may have experienced mediocre leaders, whether you were a subordinate to one or a student in their building. They are the game players who talk the talk, but are in way over their head. What is their excuse? Maybe they are really green and simply lack experience and knowledge. Maybe they are “overachievers” and want to do so much that they focus on nothing. Perhaps they are the type of leader who likes things just the way they are and see no need for change. The list of excuses can go on and on. The importance and relevance of it all is the realization that a leaders choices or indecisiveness will be evaluated at various degrees by all stakeholders. A wise administrator once told me that it takes at least 3 years of job experience to really feel like you know what to do, how to do it and to be effective. Through my own experience, the advice of others and from this article, one major component to leadership is the ability to reflect and cast vision. One of the most powerful statements I read, prior to entering the field of administration quite recently, was this: “If you don’t know who you are and what you believe, it will be virtually impossible to have the ability to influence others so that you can lead them in achieving the goals and vision of their organization.” (//Beginning the Assistant Principalship, John Daresh//). Assistant Principals and other administrators are called upon to make judgments on similar matters and hand down decisions that are not easily defined and are not readily made according to existing policy in a school or district. It’s crucial to understand that when you are faced with a situation you will get opinions from your administrative team, the teachers in your building, your office staff and possibly the school board in how to handle the matter. What are you going to do when they are all differing opinions? This is a reality of the job. In the assigned article, this concept of action research is a process of knowing your leadership style and the effectiveness of those ideals, procedures and balance of morals. If you don’t know who you are as a person and leader, you will fail miserably because you will waiver on decisions. When your staff senses or even sees your indecisiveness they begin to lose faith and will slowly pull away. It’s no secret that effective leaders know how to cast vision, communicate effectively, listen to their colleagues and staff, and are current and relevant. What some leaders miss the mark on however, is this concept of continually evaluating and adjusting. We all know that the best ideas are well thought out, have detailed timelines and goals and most importantly include an evaluation. The goal of action research is to continually assess current practices and improve upon those areas for the betterment of the students. Since attending the academy over the last two days and now reading this article, I feel it is equally important to stress the fact that it’s easy to get overly excited about the next best thing. “Oh look! It’s working for that school. We need to do that!” What works for the demographics of one school, may not work the same for yours or may not work at all. You must have a healthy balance of risk taking mixed with evidence and knowledge of your district.

** Title: Reflections on Leadership & Action Research **
__** Reflections on Leadership & Action Research **__ This article was about piloting a state initiated redesign effort for principal preparation programs. Educational views were changing faster than the programs could keep up. That said, a partnership with seven other diverse school districts was created. The goal was to transform the educational leadership program. It was their challenge to create an exemplary principal preparation program rather than to merely adhere to the basic standards already set forth. In doing so, they set out to align the foundational principles guiding their work with what they already knew about best practice. It was core to their beliefs that as they learn together they are able to change their views as well as increase their opportunities for productive collaboration.

I whole-heartedly agree with this approach! It was so much of what we learned in the Leadership Academy put into action! It was quite the endeavor to restructure such a program, but certainly attainable. Like Sir Ken Robinson explained, we are living in a time of revolution. We need to think differently and do things differently…the revolution begins with people doing their work differently. This article was the perfect example of that in action! Now, I’ll go onto further explain why I agree with and am supportive of this very process, while relating it to what I learned from the conference!

When reflecting on their current program they discovered several important issues. First, they realized the importance of clarity when it came to their mission and vision statements. And although their coursework was indeed aligned with state standards, the current mission and vision did not drive the program of study, therefore causing a disconnect between the two. Secondly, their add-on-certificate program lacked in the area of allowing very few, if any, opportunities to lead in meaningful, authentic ways. It’s not easy to look at what your doing wrong or what is going wrong, but they did. They realized the flaws and set out to change them. Like Dr. Skilling stated, for innovation to happen, you must be a risk taker! They indeed took that risk! Of course, somewhere you’ll find the naysayers, proposing this can’t be done. Those individuals afraid of risk are everywhere and in every profession. But again, Skilling comes to mind as he explained that the person that says it can’t be done should not interrupt the person doing it! That statement also brings to mind a favorite quote of mine from Henry Ford, “Those that say they can or say they can’t…are both right.”

Sir Ken Robinson expressed the importance of personalizing education and then customizing it to local circumstances. We need to look at the individuals, their needs and how we can best support them so as to be engaging and productive members of society. As they began to work collaboratively, they studied the state standards but agreed to view them as minimum competencies, and not to be limited by them. In addition, they decided that students would operate as a cohort throughout the program, allowing for more meaningful connections and creating a network of leaders throughout their training. They saw a need and created an avenue by which to address it and support it with implementing new strategies.

In addition, they began to start thinking outside of the box! They looked at admission criteria in a new way, far beyond that of grade point average or course requirements. Now they were requiring portfolios and looking for students who would engage with their educational leadership programs on a deeper level and therefore translate their learning into practice. It was then that their mission and vision began to become evident in their program! They, in part, started from scratch and began to redesign the program, the courses, the requirements and integrated theory with practice rather than them being independent of one another.

A common theme among the speakers at the Leadership Academy was that we as educators need to work together as a team, rather than as independent contractors like we have done for so long. Dr. Michael White expressed a great emphasis on this very point. The importance of team work and collaboration was evident through this process, though they realized it was lacking in their own leadership program. Therefore, they worked to build in time to collaborate, regularly consider ways to engage and to implement cycles of continuous feedback.

The beauty of this all is that state leaders were no longer designing the programs, rather it was done in conjunction with faculty, partners and students! Sir Ken Robinson gave a great analogy of this using Death Valley. In summary, seeds of possibility are just waiting for the right conditions to come along. People will grow if you encourage them!

Now arises the question of how I will apply what I’ve learned to leadership work in my own school. First and foremost, it is my opinion that the change needs to begin with your current mindset. Typically, in most situations, I would describe myself as a creature of habit. That said, I need to learn to embrace more change in all areas of my life. I look forward to delving into the website I sited in Credit Option #3 that addresses a self assessment of your change management skills and has further guidance and strategies into developing such skills. This link will be a perfect starting point for someone like myself!

Secondly, I want to try something new this school year. It could come in the form of more team-teaching, working with different grade levels or even a new program like EBLI. Either way, I want to be able to embrace this change and this opportunity. Dr. Skilling put it best when he said, “Success is not final and failure is not fatal: it is the courage to continue that counts.” It’s easy to get used to a program, find success in it professionally, see your students succeed in it academically and even emotionally and make it a little bit better every year you continue with it. However, it’s not stepping outside of the box. Maybe it’s time to reach for different star!

In addition, it is a goal of mine to better prepare my students with disabilities for the real world. In listening to Mike Cooper, it is imperative that we work to meet the diverse needs of students with disabilities, specifically in the manner in which we prepare them for life after high school as well as for college and/or the work force. That said, we need to have resources in place to assist with their ever-changing needs and those of the world around them. We must create an environment of resources they can access when necessary. Also, I feel that from a young age, it is imperative that we instill, to differing degrees based upon age, self-advocating skills at the different levels. This is certainly something I would like to research further and begin implementation on.

In conclusion, the Great Lakes Bay Summer Leadership Academy was an amazing experience! I look forward, with the knowledge I gained and the experiences that were shared, to taking the first steps in beginning a revolution of my own!

Kelly McArdle mcardleka@mps.k12.mi.us


 * #5. Name: Dave Schwartz **
 * Email: schwartzd@e-hps.net **
 * Title: Reflections on Leadership & Action Research **

After reading this particular article I came to the conclusion that the article was about ways to adjust or transform educational leadership programs. During my educational career of twenty one years, I have learned that many leadership styles exist. Serving roles as an Athletic Director, Head Varsity Football Coach, Assistant Principal, Physical Education Teacher, and Classroom Teacher, I have had to adjust my leadership style numerous times to accomplish the best results. Regardless of the leadership style you subscribe to, one must believe in, know how to implement, and have the confidence to see it through. Based on my experience, leadership is possessing the ability to identify roles and get people to do things they don’t always want to do. Leadership is easy to talk. An abundance of individuals in education may feel the need to do this or portray this. The question is, are they willing to do the walk?

I believe a few common components exist in regards to effective leadership. The first is communication. A solid communicator is one that can identify objectives, goals, and outcomes. They can distribute them in a way that they can be clearly understood and accepted. A communicator needs to be able to sell the importance of the task at hand whether it be a leadership role in a staff meeting, board meeting, classroom, or athletic field. Successful communication must derive from the heart and portray confidence. It is crucial for the individuals under your direct leadership to feel as if you have done your homework, so to speak, and can provide the correct information to easethe minds of the toughest individuals to sell under your watch.

It certainly has become evident to me that the listening component of leadership is often overlooked, but arguably, could be the most vital. I have always believed that the good lord gave each and every person only one mouth, but yet, two ears. For one reason, the good lords simply wanted people to listen more. I believe leadership that possesses excellent listening skills are the leaders that tend to earn the most trust and therefore, the best results from their respective teams. The listening skill can provide an abundance of new found knowledge as well as the confidence of dealing with the wide range of issues or problems that exist today. I have personally experienced that taking the time to be a good listener while listening to any and all regardless of the topic or opposite viewpoint is a trait that can win people over. As a leader you are always seeking team players. As a leader you also need to be one.

After reading the article and attending the academy, I have been reminded that an effective leader of education is an individual that can provide a solid vision for all involved. That vision however must be set and followed only by the leaders who are ready and willing to exhibit the proper example. Leadership not only consists of communication and listening skills but a person of passion and drive that can be fully recognized by any and all subordinates. The best leaders that I have personally worked with are the ones that are willing to go the extra mile. They are ones that consider the staff as a “we” staff and not a “me” staff. Successful leadership never expects or asks any individual or group to do more than what they are willing to do themselves. Leaders also set appropriate examples and when errors are made (which we all make). We admit to them, learn from then, and work diligently to correct them. Dealing with adversity, whether it be people or situations are most common today. Quality leaders are one that can practice these components of leadership on a daily basis while subscribing to being the same person each and every day.

In closing, we must continue to explore opportunities and ways to establish strong leadership. Research of leadership styles and how they relate to today’s challenges will continue to improve the all important product of education and today’s youth. I believe this academy has provided many viewpoints to consider that could very well improve our local school districts.

#6

Name: Penny Church

pennykchurch@charter.net

Title: **Creating a New System for Principal Preparation: Reflections on Efforts to Transcend Tradition and Create New Cultures**

Auburn University undertook the monumental challenge and creative risk of redesigning its principal preparation program in order to meet the ever-changing needs of the 21st century administrator. As we all know, we’re living in uncharted territory. We’re constantly bombarded with new information and technology. Additionally, our perceptions of community and culture are continually being challenged in today’s global world. As creatures of habit, many people find it difficult to keep up. However, we must simply take the stance of remaining flexible, fluid, forward thinkers if we’re to have a positive impact on our world and our future. In order to redesign, rebuild, and reculture their educational leadership program, Auburn University employed Murphy’s six design principles for educational leadership preparation programs.


 * 1) Foundation-based programs (What do we stand for?)
 * 2) Values-based admissions (applicants were not simply judged by measures such as GPA, but were encouraged to present portfolios)
 * 3) Zero-based curriculum development (learning communities and action research were employed)
 * 4) Practice-based learning experiences (experience matters)
 * 5) Community-grounded culture (become a viable learning community)
 * 6) Outcome-based accountability (assess the success of the program)

Auburn University had the courage to think outside of the box. They formed collaborative partnerships while removing resolution barriers. They chose to learn collaboratively with all stake-holders in order to incorporate state standards without being limited by the system.

I agree with the ideas presented in this article. Too often times, educational leaders become stifled and paralyzed by state mandates. I applaud Auburn University for incorporating state standards without being limited by them. Auburn University is certainly preparing administrators who “honor the range of diversity in learners”. The manner in which they’ve created their educational leadership program, allows stake-holders to learn together and make changes when necessary in order to prepare administrators for an ever-changing role. In reflecting on the newly formed program, Auburn University noted that there will always be a need for flexibility and on-going multi-directional communication.

The Great Lakes Bay Summer Leadership Academy was an incredible opportunity for schools to collaborate, learn together, and form partnerships and networks. The real challenge will be to take the energy generated from such an experience and start applying it to the way we do business on a daily basis. Why aren’t area schools doing more local collaboration? Why aren’t we meeting to discuss and evaluate best-practice that is going on right in our own backyards? Sir Ken Robinson stated that we’re living in a revolutionary time in regards to education. Revolutions often time begin with small actions. A great stepping off point would be for area schools to spend more time meeting with each other to review, redesign, rebuild, and reculture our own neighboring districts. I believe that education should be collaborative/cooperative rather than competitive. Programs such as No Child Left Behind, Race to the Top, and school of choice to name a few have succeeded in making schools and school districts competitive rather than cooperative in order to receive the most funding available. Area schools could use the framework of the Leadership Academy to form area sister schools. Revolution begins with people doing their work differently. It attending the Leadership Academy, it was evident that many great things are going on in the Great Lakes Bay Area. We need to be connecting the dots by working together.

Dr. William Skilling made a statement that educators need to jump on board in virtual education, or face extinction. As a teacher, I plan to look further into what is happening in Oxford School District. They’re clearly on the cutting edge of the future of education. The partnerships they’ve formed are inspiring. Additionally, I plan keep myself educated on what is happening right next door at Meridian School District in Sanford with the New Tech High School. As a Midland Public School teacher and parent, my hope is to start dialogue with administrators about the future of education in Midland Public Schools. Where are we going? What is our focus in regards to technology and preparation of global learners? How are we preparing our children for a future that is unclear? The Leadership Academy has given me many resources for educating myself about best practices happening right in our area. The biggest thing I’m taking away from the Academy is the need to “honor the range of diversity in learners”. This has huge application to how we deal not only with students, but with each other as colleagues. One size never fits all and we can learn a great deal from each other. It’s time to start forming partnerships and learning communities. Education is a team sport.

#7

Matt Starling __starlingmf@mps.k12.mi.us__
 * Title: ** __Reflections about Action Research Projects and Leadership__

In “Creating a New System for Principal Preparation” the author outlines a program from Auburn University for preparing future school leaders. With education evolving at such a rapid pace the training of school leaders had to evolve with it. Auburn University recognized this and reinvented its program. The program before at Alabama had many traits prevalent in most school leadership programs. Some of these traits include: a set list of courses taken anytime and not sequenced, a culture of isolationism, little data driven reflection, and little collaboration with surrounding school districts. To reinvent the program the school adopted Murphy’s six design programs for educational leadership. These six include:


 * 1) Foundation based programs
 * 2) Value based admissions
 * 3) Zero based curriculum development
 * 4) Practice based learning
 * 5) Community Grounded Culture
 * 6) Outcome based accountability

To start Auburn cleaned their slate and created a mission statement. The mission statement was vital for this transformation as it guided the remainder of the process. Major themes of the new program were a more in-depth admissions process, increased collaboration with surrounding school districts, increased experience in the field and assessment based in success of the program as a whole.

I agree with Auburn’s practice of revising its school leader training. As the saying goes “you are either getting better or you are getting worse” with the advent of globalization the world has become a more competitive place and to compete we must improve our educational practices. This program is much improved over the more rational one that preceded it. Increased collaboration, tougher standards, action based research will only ensures that their students will be ready to meet the needs of 21st century students.

This program ties directly to many themes of the Great Lakes Bay Leadership Academy. First of Sir Ken Robinson emphasized the need for innovators today. Auburns program promotes innovation through action research. Another major theme of this week’s program was the demand for “soft skills” in today’s economy. The increased collaboration and increased field work will help these students be better school leaders by developing communications skills of their students. Auburn’s program also emphasizes cooperation and partnerships among local districts. With various policies pitting districts and even teachers against each other we are seeing a decline in these partnerships. Schools do not want to share resources with their completion so students have fewer opportunities. I believe competition is a good thing but an unintended consequence of this is isolationism. Is there a way to foster completion and collaboration? With so much talent in this field a model is needed to accomplish this.

The lesson I will take from this article and this conference in fact is that we must develop communication skills of our students. With so much communication done by screens in today’s world face to face communication skills are paramount. I see an emphasis on that in Auburn’s program. In my classroom this means increased collaboration with other students so students can practice using verbal skills. This will be done in the form of increased speeches in class, structured partner activities, and authentic assessments. I will also use this article to help myself cultivate these skills not only to become a more effective instructor but to take an increased leadership role in the school, formal or informal.

Eric Albright albrightet@mps.k12.mi.us Creating a New System for Principal Preparation
 * 8

Josie Ramirez ramirezjos@bcschools.net Title: Creating a New System for Principal Preparation: Reflections on Efforts to Transcend Tradition and Create New Cultures This article was about Auburn University being selected to pilot redesign efforts for their principal preparation program, describing the processes used and challenges faced. The University partnered with seven diverse school districts, and together they looked at the best practice research, district needs, faculty strengths, and last but not least, they looked at the state standardards and created what they believe is an innovative purposeful designed program. With their redesigning efforts, Murphy’s six guiding principles were used as a guideline for pilot redesign in the hopes of “transforming” leadership preparation programs and “transforming” educational leadership programs at other universities.


 * 1) Foundation-based programs
 * 2) Values-based admissions
 * 3) Zero-based curriculum development
 * 4) Practice-based learning experiences
 * 5) Community grounded culture
 * 6) Outcome-based accountability

I agree with the article in leaving the past behind (transcending tradition and creating new cultures), and challenging ourselves as a district or as a as a school or an Educator to provide greater learning opportunities for our students. I also believe that as Educators, we are not in this alone. We can learn together, learn for past practices (where we are now, and where do we want to be) and take the challenge. Together, “we are able to change our views,” and learn from each other. Collaboration is the key. Let’s collaborate with companies and or businesses to form partnerships. The resources are there. Let’s be leaders! Let’s be Risk-takers!

I also agree that yes, times are changing as we speak, and so do our challenges. Educational Leadership programs like the one that I have attended, has opened my eyes to the reality of just how fast times are changing, and if we don’t keep up, we will fail our children. Being in the Education field is definitely a challenge in today’s world. The Great Lakes Bay summer Leadership Academy gives us the opportunity to keep up with the fast changes and challenges of today that the article is preparing us for, "creating future leaders!"

Change is good. But, lets start small. As William Skilling says, “be a risk-taker, take focus on things you can control.” As a team within our school, we plan to “celebrate” the top two successes, and “fix” the bottom two. We will be looking at either Reading Scores, Math Scores, Dibels, and other information that will give us a beginning point to access and celebrate, and slowly work on what needs to be "fixed " for success. Horacio Sanchez also says that we need to start with something simple. “Successful change enables future change.” And I believe that if we work together as a team, as a school, together we can make a successful change, enabling a future change.

jennifer.brown@bcreek.k12.mi.us TITLE: Creating a New System For Principal Preparation: Reflections on Efforts to Transcend Tradition and Create New Cultures
 * 1) 10 - **Jennifer Brown, Bullock Creek High School Counselor**

====Auburn University was given the opportunity to evaluate their current practices for preparing educators for leadership positions and research best practices. Their research allowed them to collaborate with several diverse, area school districts. Their goal was to create a preparation program that best met the needs of the emerging leaders and students, not just address the benchmarks and state standards. Using Murphy's six principles for transforming an educational leadership program, Auburn was able to evaluate "where they were," "where they are," and "where they need to be."====

====Auburn University was able to shift their thinking about who should design their program's outcomes and goals. No longer would state and unversity leaders be the main contributors to what future leaders should learn and in what order. Instead, a collaboration between school districts, school partners and future leaders would all be given the opportunity to contribute to the leadership program. Communication and flexibility would be a focus of the redesigned program, helping to prepare the future leaders.====

====This was a very interesting article. From a personal perspective, I was able to connect with the article. I completed my Bachelor's and Master's degrees at Central Michigan Unversity. Halfway through my Master's degree in Professional Counseling I decided that I really wanted to focus on being a School Counslor. At the time, you had to have a Teaching Certificate to be a School Counslor. With a Bachelor degree that did not include a "teachable" major I had to nearly start over.====

====I chose to stay at CMU thinking it would be the quickest path to my goal. Unfortunately I discovered that the program was fully vested in teaching from a theory-based program. There was so much book work and learning from eduators who had been out of a K-12 classroom for 20+ years. I quickly realized this was not a good match. I researched other programs and discovered that SVSU had a wonderful program that was highly recognized by educators. By switching to SVSU I had the opportunity to learn by doing. The program was designed with more practical learning experiences. I learned from master teachers and was matched with a wnderful student teaching experience.====

====I believe in the importance of collaboration. When people are involved in the design process there is more "buy in" and support. The article stated, "...as we learn together we are able to change our views about each others' roles and responsibilties, creating a new level of respect and appreciation and increasing our opportunities for productive collaboration."====

====A major theme of the conference was the importance of collaboration and risk taking. Often it takes one courageous person to stick out his/her neck to make a positive change. Imagine if everyone always followed the same program for years and years. What you end up with is program that is so far behind the times. We need to challenge our thinking to continuously evaluate what we do in order to keep up with the changing times.====

====In my position as School Counselor, I have reflected upon how I can make a positive change for our students, teachers, administrators, and community. I enjoy learning, sharing, and borrowing from/with disctricts that have created awesome programs. I have learned that it is important to collaborate and make networking connection so that we do not constantly "recreate the wheel." This conference reiterate the importance of collaborting and being flexible. Risk taking is not something that I am super comfortable doing especially in the economic times that we are in. However, it will take more creative thinking and collaboration to meet the changing demands of our students.====

genoj@baisd.net **// Creating a New System for Principal Preparation: Reflections on Efforts to Transcend Tradition and Create New Cultures //****, (Reed, & Kensler, 2010). ** This article addresses the need to redesign our principal preparation programs to meet the needs of our schools within the rapidly changing world we live in. As technology continues to change and expand and new perspectives about educational leadership are developed, it is important that colleges and universities respond to these changes. This paper takes a look at one university that did just that. A picture of where they were, what they did and what their next steps look like was painted using Murphy’s guiding design principles for transforming educational leadership programs. They used a collaborative model for this redesign, which included bringing K-12 partners, students and higher education faculty together to help with this process. Creativity and innovation was stressed, as those are the very areas that are essential to solving problems in the 21st century. This notion was supported throughout our conference across many sessions, as well, and has been touted by both Malcolm Gladwell and Daniel Pink as imperative skills we need to hone to help our country have an essential edge in our global economy. //__Main Idea__// The authors found themselves shifting away from the belief that leaders at the state and university levels should be in charge of designing principal leadership programs, but rather that a collaborative effort between students, K-12 and higher education staff should be facilitated. Essential to that effort, they also concluded that it is equally important to take the time to reflect on what you are doing and how that aligns with your collective goals. Additionally, they felt that Murphy’s model supported this process of ongoing evaluation and reflection. Without these elements, one could find themselves reverting back to traditional practices and losing sight of the goal. //__Do I agree or disagree?__// In reviewing this article, I was not at all surprised by their findings. The authors showcased a process that mirrors best practice in education, including foundational elements to any change-agent, including collaboration, creativity, innovation, flexibility, formative evaluations and reflection. As someone who went through a principal preparation program, I could not agree more that the way we prepare educators to become leaders—not just building mangers—needs a complete overhaul. I reflect back on my undergraduate teacher preparation program at Michigan State University, where every methods course was attached to some field experience. I graduated feeling more than ready to teach, and to do so effectively. I never felt like I wasn’t prepared or that I did not know what I was doing, as many of my colleagues who attended other universities lamented. When I entered my principal preparation program at another university, I had a completely different experience and graduated without a clear sense of leadership and limited field work. The process outlined in this article supports the need for bringing stakeholders into the mix when looking at a redesign versus doing things in a vacuum and then rolling them out to consumers. We cannot afford to run our schools—even our higher education institutions the way we run our government (<-editorial comment..sorry!). All stakeholders have information to offer that can be used to inform change and processes. How many times in K-12 do we fail to ask the students what would make an impact on their learning? The tendency is to have policy makers—not even educators in many cases--make decisions for them, without their direct input. If you ask them, they will tell you what they need. I personally have done this in all of the credit recovery courses I have supervised and developed over the past five years and have used that information to redesign our program each year. With a nearly perfect passing rate, I can tell you that that collaboration with your stakeholders is not only an important piece, it is the most imperative piece. In the case of this undertaking, stakeholders had an opportunity to be involved in the process. That collaboration also allowed each party to better understand the others’ roles and responsibilities, creating a mutual culture of respect and appreciation, as well as a true professional learning community. As with any change, one must be able to reflect on his/her goals and compare them with the work that is being done. If the two do not align, then the incongruent areas must be broken down and rebuilt to accurately reflect the mission. This process allowed for that and encouraged it. We know in education that formative assessments—when used effectively and appropriately—are directly correlated to higher student achievement. I was able to detect threads of formative assessment throughout this process, as modifications to the plan were made base upon the data they gleaned. In order for all of these pieces to cohesively come together, a culture of flexibility, creativity and innovation must be fostered and encouraged. It can be difficult to for many to think out of the box all of the time, especially in an environment where staff has typically functioned in a traditional manner. However, in recognizing the importance of these characteristics to this process, real progress toward a true redesign was able to take form. //__Other Connections to the Conference__// Sir Ken Robinson spoke of the need to promote systematic innovation with our students, in preparation to work within a global economy. Many students that are coming through our educational system do not have the creative skills that are needed in 21st century businesses. He cited that we are in the midst of a revolution, beginning with 911 and continuing as technology and our population growth continue to explode. We need to look at things through a creative lens to solve problems and define ourselves as a nation. In the article that I reviewed, Reed & Kensler (2010) discussed that a large component of their redesign effort was centered on the need for creativity and innovation to truly create a new system, versus merely repackaging the old one. I applaud their attention to the creative side and their willingness to abandon strictly linear thought in lieu of a multi-faceted approach. While much of what they did would not be considered totally out of the box, the very fact that they recognized the necessity of looking at things from a different angle is a huge step in the right direction. Furthermore, putting in the reflective practice piece allows for the needed flexibility for undertaking a project of this magnitude that is sure to ruffle a few feathers! In Dr. Skilling’s presentation, he talked about how imperative vision is to true leadership. In order to be a true visionary, you need to be able to take risks and you need to have a clear plan for where you are headed and what you want to achieve. Additionally, he spoke about being tuned in to what our global economy needs and focusing on that in our schools. If colleges and universities are charged with the mission of preparing people to take on the leadership role of a principal, then these facts cannot be ignored and we can no longer do what we have always done. If higher education does not take a look at how they are preparing people to be educational leaders and ensure that it jibes with what our global economy and our K-12 schools need, then little to no change will occur and we will continue to do what we have always done. I applaud those that were part of the redesign effort outlined in this article. Their vision and leadership is what is needed to impart true change, starting with our training programs. //__Applications__// In reading the article and attending many of the wonderful Leadership Academy sessions, I was able to visualize what I would like to implement in my own school. As an Assistant Principal and Supervisor of Curriculum and Instruction at a Career and Technical Education Center, I was able to make many connections to my practice. Having said that, I have always had a huge desire to develop and run my own charter school, in an attempt to put into practice what we know about education that works, but that we do not do because of money. I am sure Dr. Skilling can relate, as his presentation addressed the fact that we often let money drive our vision. Some of my comments here may best be applied to that futuristic charter school that I hope to have one day! I believe in collaborative, creative problem solving for building wide issues, and that the entire staff should be able to offer input toward the decision making that occurs. Professional learning communities are a great way to effectively have staff members create curriculum, evaluate teaching strategies, but also to solve problems. The piece that makes this an effective practice is the reflection and formative evaluation part. So often we spend a lot of time of developing something new, put it in place and then move on to the next thing. We need to prioritize what we are doing, look at our goals to ensure that practice aligns with them, and then reflect on what we are actually doing. Then we need not be afraid to make changes, as needed. The key to making this work is in our ability and responsiveness to continuous improvement, as we move toward goals that ultimately lead to our larger vision. While I believe we do some of this in our building, I feel that a more reflective and collaborative process could be put into place to better inform our practice. As I sat in Horatio Sanchez’s session on brain based instruction, which is a personal interest of mine, especially as a former special education teacher, I could not help but think of ways that we could teach students differently and more effectively. I had put many of the strategies that he shared into practice in my classroom, but over time, forgot why I did them. That was my aha moment…when I realized that without reflection and collegial discourse about our practice, we start to second guess ourselves. During that session, my friend and I lamented the fact that we were now administrators and were no longer in the classroom doing the things that we loved to do with students; things that worked. So on my drive home, I thought about how I could take what I learned from that session and put it into practice. Certainly I will put together information, lessons and resources to post in our resource repository for our instructors. Maybe there will even be time to do some professional development. But in a CTE Center, our teachers are very good about making learning a whole body experience. The group I wanted to get to were those teaching the hard to teach and the hard to reach. Since I also run credit recovery programs in the summer and have done work with the Literacy Council, those two arenas came to mind immediately. Dr. Hamilton talked about the language barriers that children of poverty bring to the table. The strategies that Horatio Sanchez discussed, coupled with the information shared in Dr. Hamilton’s session forced me to think in terms of vision first. Wow. At that moment, I really got what Dr. Skilling was saying. (I think Oprah sort of said it too. ) The specifics of the plan I was formulating have not been ironed out, but I know I will explore Saturday or evening programs to address the needs of our struggling children. I will draw from all of these presenter’s sessions, as well as what I learned from Reed and Kessler, in terms of collaborative, reflective efforts. I hope that the work I am able to do will assist school districts and inform some of their efforts with at-risk kids. Too often, it seems that these programs are merely the same programs they received already, that did not work—just with new packaging and perhaps a new teacher—but at a slower pace. These students need the best of what we have to offer, not districts’ regurgitated leftovers. I hope to map out a clear vision for what this can look like and am excited to move forward. I feel I took away a plethora of fantastic information that will not only inform my practice, but will help me make a difference in my own community. I used to do a lot of literacy training for teachers and parents before my children were born and even ran support groups. I have missed that part of my profession, but feel inspired to begin anew. Thank you for reading this!
 * 1) 11 Jennifer Geno, Assistant Principal Bay-Arenac ISD Career Center

Name: Mary Fredell fredellml@mps.k12.mi.us 989-750-8195 Title: Personal Reflection on the Journal Article, Promise and Possibility for Aspiring Principals: An Emerging Leadership Identity through Learning to Do Action Research The journal article author, Stella C. Batagiannis, was actually writing about the study she conducted with her students in an introductory school leadership class. Although suggesting the importance of Action Research to these budding principals, I feel the approach is one that is useful to the educational community in general. She brought in the idea of the need for qualitative evaluation in the current atmosphere of quantitative evaluation. For me, the main idea of this reading was that as part of the educational community we must be reflective - learning from what works, what doesn’t work, and then revising and trying again. The reflection must take place on a personal level but also as part of a learning community that includes administrators and teachers. I think often times teachers don’t envision themselves as leaders within the school community. They see themselves as leaders in their classrooms, but not as part the team to lead in decision-making within the building. Most are asking their students to act in leadership roles in group projects or peer mentoring but don’t see that vision for themselves. What kind of encouragement can I offer them to help them redefine their role in our building? Yesterday those from our building staff who attended the leadership conference reflected on that very question. We have structured some of professional development time over the next school to incorporate the importance of each of us in our school climate and community. Sir Ken Robinson essentially eluded to the adage “It takes a community to raise a child” –it takes an entire district to educate a child and we need to begin where we are. That’s where Dr. Skilling’s presentation comes in reminding us to be risk takers, innovators. We plan to firm up our communication within our building, re-establishing the trust lost in years of negotiating a contract. The focus will be on just two initiatives as suggested by Mike White. Through more departmental time there will be increased collaboration in connecting the data and statistics from testing to developing improved plans within each of our classroom. We will be able to utilize one another’s strengths to improve how we teach. What has worked? What hasn’t worked? What revisions are needed? We will be attempting to have a school wide initiative for pretest and posttest assessments to improve student learning. Some peer teachers will demonstrate how to incorporate the writing initiative already in place. Overall the Great Lakes Bay Leadership Conference has offered tools for improving leadership and student inclusion and performance in our learning community. I have renewed hopes for increasing the partnerships within our community at large. I am energized with hopes and plans for the upcoming school year
 * 1) 16 (Unsure as some participants didn't number)

//**Mary, my apologies for the double-post! I sent feedback via e-mail but it was sent back, and then I also realized that not everyone included an e-mail address. So, I decided to post feedback on the wiki. I have included feedback in italics as a way to easily find what I have written. Many thanks for your contribution to this wiki, and to our sessions!**//

//**I would agree completely that in current times it is urgent to start to inquire about our own classroom practice! Reflection is a requisite part of growth in any profession. In particular it can be challenging for some of us to start positioning ourselves as leaders both within our schools and community. I wonder, though, if the article does enough to provide explicit instruction on how to accomplish such a goal. I was just giving a workshop on how to facilitate cognitive shifts in awareness when it comes to cultural literacy and realize how tremendously daunting it can be for teachers to make those changes. It is understandable as there is no guarantee for what works best … so much is now depending on the degree to which we are able to facilitate change both within ourselves and our schools… however I too am feeling very hopeful. I work with many teachers in the district and am often just so grateful of the time, energy, hopeful disposition and expertise they bring to their everyday decision-making. Again, this really makes me feel hopeful. I really enjoyed meeting you during our session and hope to see you again at another session! Congratulations on completing your 2 credit hours!**// //Best,//

//Dr. Vratulis// //vvratuli@svsu.edu// //989-964-4525//

Becky Manczak Creating a New System for Principal Preperation
 * 17

The article “Creating a New System for Principal Preparation: Reflections on efforts to Transcend and Create New Cultures” by Cynthia J Reed and Lisa A.W. Wesler was a very thought provoking and interesting article that touched on the redesign of Principal Preparation Programs and how the design of the program ultimately effects each student and their abilities to lead in a school setting. Through a comprehensive, field work based and collaborative program students can learn the skills they need in order to become better leaders in their future jobs. Through the redesign of this program the writers, of this article, were able to achieve a successful course of study by switching the paradigm and thought process that had previously been prescribed too.

Through a comprehensive program that focused on partnerships with school districts, with an emphasis on best practices, they were able to create a high achieving program and thus exemplary leaders. Though changing the views of the program to be less focused on state standards and more focused on curriculum and its delivery and higher expectations for students and staff, the writers of this article were able to change not only their program but also an entire way of thinking in regard to principal preparation.

I completely agree with the redesign of this program because personally going through a Principal Preparation program myself, I believe that it is extremely important to have hands on experience that will allow you to test your knowledge in a real world setting. I believe that currently many such programs do not give students ample time to spend with mentors or observing and completing internships with quality leaders in order to compile a model for themselves. By having a collaborative program between multiple school districts, colleges and other leadership venues, programs can better prepare their students for their roles as a school leader. By also integrating other leadership roles into this program, such as through partnerships with other business leaders, students are able to see firsthand how various organizational models, in today’s workforce, can aid in running a smooth and efficient building.

The information I learned from this article directly coincides with what I have learned through this course. Just as it was recommended in the article that a Summer Institute should be in place so has our district put that into place through the Great Lakes Bay Summer Leadership Academy teachings. My meshing new leaders and experienced ones together, we are able to learn from each other how to successfully lead in a school setting. By bringing teachers, administrators both new and seasoned together, summer institutes are able to help school leaders collaborate on projects as well as gain a new found respect for each other and their distinct roles in the educational system.

This article also relates to what I have learned through our Summer Institute in that we need to be able to be more creative and get away from the more structured state curriculum. Sir Ken Robinson made the point that our curriculum that we are narrowed so tightly to our curriculum that we are not able to use our creativity in the classroom and the same can be said for our principals. I found this to be a prevalent point not only at our institute but also in the article. In our country we are so narrowly dictated by what the state puts forth not only for curriculum but also down to the calendar time in which things need to be taught and completed. Our current educational system is based on conformity and not on diversity so it is no surprise that students are unable to learn as we create an atmosphere of compliance rather than individuality.

There is also a correlation between the speakers as well as the article in so that they both advocate for a tight framework for curriculum; however, it cannot be so tight that there is no room to stray from what is set forth. Whether it be with principals or teachers in the classroom we need a general plan as to guide us, however, it cannot be so stringent as to dictate every move one makes. By having standards that are conducive to creativity as well as leadership we are able to find our own personalities in the educational system and use them to aid our students rather than move around the building in a robotic and monotone sense.

I have taken quite a bit away from this conference as well as from the article in I will be using the research and information provided by Horacio Sanchez in that I believe that we need to looking at the mechanisms that make people tic in order to understand them. In my classroom I need to understand the brain development of my specific group of adolescents and how they best learn, achieve and perceive the world. As an effective leader I will be able to apply this review of brain research, as I find that it is very important to understand how people work when interacting with them in order to help them achieve the highest productivity they can attain. Whether you are a principal or teacher you need to be able to and open to understand what makes us individuals and how such personalities and lives effect learning and achievement.

I have also learned that though at times it can be hard I need to strive to overcome the conformity of our present curriculum in order to present my students with creative options for learning. I believe that by making sure that all students are able to learn through their most effective learning type that they will be able to better retain the information and thus use it in a constructive and appropriate manner. By integrating creative ways and individuality into my classroom and lesson plans I will be able to bridge a gap between the new common core standards and what is best creatively necessary for my students to learn.

//**Becky,**//

//**I was thrilled to read that you found the summer institute to be a place where you could connect with others in your field for the purpose of professional growth. I too find that to be one of the great gifts of this summer institute. It is inspiring to hear about all of the efforts and innovation currently in place in response to facilitating change. As you mention, one of our great challenges will be to re-conceptualize how we engage in both a narrow understanding of curriculum while allowing for the arts to inform our teaching. Neuman (1990) would suggest that the only way to facilitate such momentum is to “disrupt” existing ways of thinking. The “uptake” of curriculum as a creative endeavor is certainly a fantastic place to start! Becky, thank you for your investment and thoughtful contribution to this wiki. I enjoyed meeting you at our session, and hope to see you again at SVSU.**//

//**Best,**//

//**Dr. Vratulis**// //**vvratuli@svsu.edu**// //**989-964-4525**//


 * 18

Deb Dunbar dunbard@baisd.net
 * Reflections on: Promise and Possibility for Aspiring Principals: An Emerging Leadership Identity through Learning to Do Action Research**

//__Main idea:__//This article focused on the transformation of graduate students to that of aspiring principals using the pedagogy of developing action research projects in simulated administrative teams/professional learning communities. This study supported the use of action research to prepare aspiring principals to take on the role of leadership and to be transformed from mere managers to true, transformational, instructional leaders.

//__My take:__// For school leaders, and that includes administrators, teachers and other school personnel, engaging in action research is an opportunity to analyze, reflect upon, and strengthen our practices by collecting data, analyzing, and acting upon what we have learned. The author’s hope is that practicing leaders will acquire the skills and courage necessary to engage in action research projects in their role as leaders in the school environment for the purpose of validating “what works” in their schools and continuously improving educational practice.

In a related article, “Top 5 Reasons for School Leaders to Engage in Action Research,” by Nancy Fichtman-Dana published in AASA, April 2010, the following main points are made: //Reason No. 1. Action research enables best practice to flourish at a school.// //Reason No. 2. Action research focuses and strengthens school improvement efforts.// //Reason No. 3. Action research helps principals slow down and take control.// //Reason No. 4. Action research enables principals to become role models for the teachers and students in their buildings//. //Reason No. 5. Action research brings principals out of isolation//.

While the concept of Action Research is highly appealing and surely has value, practical implementation in a school setting is challenging. Barriers to engaging in this type of inquiry include lack of time, pressing day-to-day priorities and emergencies, and lack of skill in knowing how to conduct action research. One strategy around this may be to select one simple project to begin with, engage appropriate team members, design a carefully planned study, carry it out, analyze results, take time to deeply discuss, and allow results to inform decision-making and next steps. Perhaps cultivating action research at the school level requires a step-by-step approach, a strong connection with the school improvement plan and gradual implementation so that staff don’t become overwhelmed and discouraged.

//__Connections to Leadership Academy__// The Academy highlighted several practices, programs and “what’s working” in schools not only in Michigan but beyond. We are all searching for great ideas and strategies for improving student learning. Examples from the Academy include flipped instruction, brain-based learning, evidence-based literacy instruction (EBLI), RtI, MiBLSi, strategies for students who come from poverty, technology applications and more. On one hand, we need to keep abreast of “what’s working” and what practices are yielding the best results. On the other hand, it is tempting to jump on yet another band wagon, believing that this is surely the answer to our concerns.

Sir Ken Robinson encouraged us to think differently. Dr. Skilling encouraged us to be risk takers. He reminded us of how important vision is to true leadership. In order to be a true visionary, you need to be able to take risks and you need to have a clear plan for where you are headed and what you want to achieve. Mike White drove home the importance of collaboration and having a process to pre-assess student learning, analyze data, teach-teach-teach, assess student learning and use data to inform our instructional decisions. His presentation may have come the closest to Action Research as suggested in the article.

The author of the article confirms that today’s educational environment is very challenging. The pressure to perform and improve is intense. It is easy to see why many administrators look for a magic solution to cure their woes. For effective leaders, however, there is no magic solution, no quick and easy fix. Robert Marzano recently stated, “there is no silver bullet” to fix education. But he believes that now more than ever, “there are a bunch of silver BBs.” I appreciated his perspective and believe he is correct. Evidence- and research-based strategies have been published and continue to be studied. The author of the article believes that action research at the school level can help administrators and teachers identify the very best strategies for their students and to be confident that what they are doing is truly making a difference.

//**Deb,**//

//**Thank you for attending our leadership session, and for contributing to this wiki. I would agree that action research can be a powerful catalyst for facilitating change, and that the process has to be manageable. I currently teach an action research class here at SVSU. I always try to encourage my students to think of action research as a process of bringing transparency to our critical decision-making in the classroom. As teachers we are continually making decisions based on assessment, but also our own pre-conceptions about our subject area and students. Action research brings everything to the forefront! Watts (1985) states it best when he writes, “Action research is a process in which participants examine their own educational practice systematically and carefully, using the technique of research” (p. 118).**//

//**Deb, it really resonated with me when you wrote about the necessity to stay current with “what’s working” in light of educational gains, but that it is so very tempting to “jump on yet another band wagon.” This is why it is critical that we start positioning ourselves as advocates and leaders in the field. I am sure you have already heard me state this, but it is truly problematic that at times we react instead of direct change. What was really inspiring for me personally at the conference was to hear about innovation taking place in schools. There are remarkable educators, and administrators out there, which is why I feel so hopeful!**//

Paula Weiss, Washington/MacGrgor, Bay City Public schools weissp@bcschools.net ** Creating a new System for Principals Preparation: Reflections on Efforts to Transcend Tradition and Create New Cultures ** Changing in the Educational system seems to be the direction needed to allow us to compete with the world around us, by changing can only be done if the leader in charge is willing to make the necessary changes to improve staff development and student achievement. The question is “what direction do we need to head to make the best change for the staff and students. Many times, we are seeking direction and just want to have the “biggest bang for our buck”. The faculty from Auburn University piloted a state initiated redesign for principal preparation programs, engaging principals in creating a new foundation for their leadership. The pilot formulated partnership with 7 school districts and university to develop an innovated and purposefully program that will use best practices, faculty strengths, and accommodate state standards and curriculum guidelines. Murphy (2006) suggested that without redesigning, rebuilding, and reculturing educational leadership programs, leaders will continue to just do what they always did and not have substantial improvement. He had 6 guiding principles that would move principals in the right direction: 1. Foundation-based programs (clear about the vision and mission and design programs to align). In the past, the principals would take courses that followed a schedule, not clear on if it was purposeful, take 6 credit hours of internship and shadowed administrators, never given the change to lead an authentic meeting. Now, a very carefully designed program with careful sequencing and network of leaders lead the instruction for principals. 4 committees were designed to enhance and substance partnership and make sure all specific issues are addressed. 2. Values-based admissions (admitting those who are most likely to engage in leadership and translate their learning into practice). In the past, simply an application, letter of interest, gpa and fee payment allowed you to get into the program. Now, candidate recruitment, portfolio, on-site writing, small group problem solving and interview used to gather the highest potential of student. 3. Zero-based curriculum (no gaps between the knowing and the doing). Committees were designed to assure the alignment of standards and created classes that were meaningful, authentic, and field-based activities for each class. First part of schooling would include leadership classes and second part teaching “action”. Constant review of curriculum is needed to assure meaningful learning. 4. Practice-based learning (experience). Past, not much practice or field based experiences. Now, frequent opportunities allowed for experience and exposure to leadership. Think Tank activities are important for collaboration with the district, but there is a need to expand the think tank activity to other districts. 5. Community-grounded culture (break down the walls of isolation). Many times, we are just working in our own job and not getting together with others to collaborate on issues. Community-grounded suggests we need to work together on a regular basis, meet the big table and open our ideas up to others. 6. Outcome-based accountability (assess the success of the program rather than only examining the inner workings of the program). Students need demonstrate how they are going to influence student learning or learning conditions in a positive way to fulfill the requirement of the program. Implications of the 6 principles: when the facility reflects on where they were and where they are going, success is encouraging. Collaborative efforts in creating a new culture for police makers, school leaders and students strengthen the talent needed to have a strong program. Many other state programs are following the lead from Auburn University to develop a leadership program that will deem to be successful for the students and surrounding districts. I agree with the main idea of the article. So many times, we are put into classes or programs that have a direction needed for that time in moment and not thinking ahead in a process that is needed for extended success. In the 18 years I have worked in the school system in a leadership role, I discovered we are working hard at solving one problem/issue and that problem solving does not extend into the next years… school improvement plans that change year after year! It would be beneficial for everyone if we work together as a team and develop a plan that would benefit the district as a whole. The articles main idea is to have a planned and prepared system in place to assist young adult in leadership to become better leaders. One of the main components to its success is the “community-grounded culture”. What better way to make things happen then with many folks behind the ideas! Success will surely follow! This conference was certainly a step in the right direction as becoming “community-grounded culture”. Having listened to several speakers, we realize that we need to become more flexible in our educational system, but that flexibility cannot come without careful planning and intentional work. Sir Ken shares the “learning revolution” and shares the lack of creative teaching that is actually going on. We have the technology at our fingertips and we are still consumed on how to “schedule gym class”. With a system in place, our students will move forward faster…. But cannot happen without the leaders of the field. We need the “think differently and do differently”. What does that look like? Need committees to develop and consistently review and evaluation the progress of new programs. Jon Paul Morosi gave an example that paralleled the article in how to get the appropriate people in the program. He is part of an interview team for Harvard. He said that it really takes the person that is thinking out of the box to be accepted into Harvard. It is exactly what our programs should be in education. Mike White let us know that we do not have a “teacher problem” but a “system problem”! Change the system and the teachers will move forward in the right directions. Teachers want to do the right thing.. just don’t know what to do to make it right. I would love to tell a teacher exactly what to do different, but I don’t have all the answers… need to be community-grounded to get ideas. All works together! In my everyday working as an Assistant Principal, I do not get opportunity to sit at the “big table” brainstorming. I have the opportunity to attend this conference and take the information with me to share with teachers. I can help them with the system. I can show them ideas of how to be better teachers. I can only share what I have learned and hope that our traditional classrooms can became more creative. I can give the green light to have them move forward.
 * Summary: **

Michelle Scott meshell27@chartermi.net Article Response

Brian Campbell asccampbell@bacschoools.org
 * 21


 * What is the main idea of the reading?**

This article explains the process surrounding Auburn University’s redesigned program for preparing educators to become principals and administrators. It was supported by the state and local communities and took place over a period of several years. The faculty and designers of the program leaned on the work of J. Murphy, who developed a list of six guiding principles upon which a redesigned leadership preparation program should be based. The article states that the faculty did not intentionally use Murphy’s principles as a starting point, they were nonetheless influential. The article focused on a couple of foundational concepts: accountability and collaboration.

Previously, the faculty developed a program that met state standards and allowed students to pick and choose their courses and the sequence, but this amounted to a variety of experiences and preparedness in the program. The new program is entirely different. Everything from admissions to graduation changed. All stakeholders collaborate and evaluate the program, and it is regularly held up against the mission statement check for continuity of vision and practice. Faculty worked with local school districts to create a program that not only met state standards, but went beyond by addressing the needs of local school districts. The students are then placed into cohorts that go through the program together in a predesigned sequence. The program is constantly evaluated to see if the results are meeting the goals set forth in the mission statement, and things are adjusted as necessary. Students, faculty, local school leaders, and graduates all have a voice in modifying and improving the program.


 * Do you agree or disagree?**

I agree that radical and fundamental change is necessary to improve education. Tweaks and modifications have not worked well enough, and it is up to educational leaders to rethink the way we educate children and prepare them for their futures. I agree with the premise that the process should start from a place of assessing values, mission, and goals. From that foundation, a new vision can grow. That is how transformative changes in education should happen.

I also agree with the Auburn faculty that collaboration and accountability (assessment and revision) are vital the establishment and success of educational leadership educational program. Over time and sometimes unnoticed the program could stray from its mission and values. Deliberately keeping those in the forefront of the collaboration, evaluation and revision processes will help the faculty to make the right decisions.


 * How does the reading relate to what you learned in the conference? Feel free**
 * to draw from specific sessions, discussions, questions, or to make a broader**
 * connection to the notion of leadership.**

The reading and the research and programs that it details were based on a fundamental understanding that was repeated throughout the conference. Education must change, teachers must change, leaders must change, and it requires creativity and courage to tackle problems we’ve never before faced with solutions that have never been tried. We, as educators, need to think in new ways, and we must not be shackled by the successes and failures of the past. We are facing unprecedented challenges in education as the society globalizes, modernizes, and becomes something new. The old models and solutions do not seem to fit the current or future problems. Future success in educational institutions will require bold leadership and innovative vision.

With all that is different and will be even more divergent from our notions of traditional education, it is important to note that the basic foundational philosophies of education, that have guided the educators who brave new ground for centuries, remain the same. Education is about preparing students for their future, and teachers are called upon to guide and lead students to new abilities and understandings. Teachers are and must be accountable for their work.

Dr. Skilling spoke about radical new collaborations and global engagement on a fantastic scale. Dr. White gave lessons in being truly unstoppable forces for children and their education. Sir Ken Robinson challenged us to not submit to a standardized prescription of education by reminding us that the truly valuable skills in the marketplace are not merely math and science but passion, creativity and problem solving.

The links to the article, and the research it details, are numerous. Educational leaders need to be trained differently so they can tackle problems differently. They need to be adaptable and accountable to their communities. And it is imperative that colleges and universities rethink their teacher and administration preparation programs so that they may better prepare their students for the future of education.


 * How will you apply your learning to your own leadership in work within your school community and/or district?**

I found the article interesting, and I couldn’t help but notice SVSU’s redesigned program for administrators shares many characteristics with the one outlined in the article. I learned the reasons for the change, and it makes a great deal of sense. For me, I will probably escalate the pace at which I have been pursuing my Master’s Degree so I can take advantage of the cohort concept and follow the proper sequence to maximize my learning. But the article probably won’t affect what I do in my school community.

However, the GLBLA will have a tremendous impact on my practice. I am a principal of a local secondary school. I was hired in May, and I have been given great new responsibility. Not to sound cliché, but it is also a great opportunity. This leadership conference has emboldened me to solidify a courageous vision for the school. There are safer roads and gradual changes that I could implement, but I will be promoting a more dramatic change. The work of Dr. White has had a significant impact on my vision and the expectations that I have for my teachers. Sir Ken Robinson has challenged me to celebrate and promote well-rounded education rather than one that focuses on standardized test questions. Mr. Morosi taught me about helping students find their passion, and giving them the courage to follow it. The staff at Clintondale High School inspired me to rethink the sort of instruction that I expect, recommend, and demand from my teachers.