Tuesday, April 3, 2012
A Final Reflection of my Practicum I
What a wealth of information I have learned so far during my PracticumI! When I started this journey a few short years ago, I did not realize how much I would grow both mentally and confidently. All my experiences thus far have taught me so much about the relationships between students, staff and administration, and how they all mesh together in a strong web. I have also learned that the number one priority is not just student achievement, but the personal side of each student in my care. As I typed each of the nine journal entries required for Practicum I, I realized the personal growth, which I spoke of earlier in this paragraph. What follows now is a brief summation of what some journal entries meant to me.
The first journal entry is one of my favorites. I had sent an email to Mr. John Mulhorn, Principal of Salem Middle School in the latter part of December 2011. Due to hectic nature of the holidays, we were unable to organize a meeting until the middle of January. When I arrived at his school at 12:15 P.M., Mr. Mulhorn had been called to the board office. As I sat and waited in the office, Ms. Banetti, a vice-principal, and Mr. Will Allen, the other vice-principal, spoke to me and asked me how I was doing with my coursework. Mr. Allen discussed his new program, the Gentleman’s Club, which he had started in the middle school. He explained to me that this program is divided up into three categories, based on the students’ grade level, and is available only to the middle school boys. As a matter of fact, as I was moving through the hallways with Mr. Mulhorn later that afternoon, we met up with a group of “Gentleman in Transition”, or the third and fourth graders. All the young men placed their right hands out to me and told me their names and politely asked me mine. Wow! That was quite a refreshing experience!
The rest of the time was spent with Mr. Mulhorn in his administrative rounds for the afternoon. He had showed me his walkthrough form back in his office which had been adapted from the one designed by Dr. and Dr. Dunham, that we use at the high school. As we toured both the seventh and eighth grade classrooms, many of the other students either gave Mr. Mulhorn a hug or a handshake (probably a Gentleman’s Club participant!), which he was eager to share. Mr. Mulhorn also pointed out exemplars of student work, as well as teacher boards. As I left the middle school, both Mr. Mulhorn and Mr. Allen told me I was welcome to come back anytime, and do whatever I needed to do to complete any additional hours with them. I sent emails to both and thanked them for their generosity and knowledge sharing.
My next journal entry I felt I learned a great deal from was Journal # 3, Collaboration Meeting #1. I enjoyed all aspects of the set up; discussion of what survey questions to include, brainstorming other ideas from my fellow faculty, regarding how to incorporate common planning time between special education and general education teachers, as well as teaching styles and other collaborative strategies we could utilize. It felt good to have the support and the encouragement of the staff to increase my confidence to complete my mini-change project at our school.
The other two meetings that were held as per my Collaborative Mini-Change proposal were just as interesting and productive. At the Collaborative Meeting #2, my committee discussed the survey results using a print out of the survey, as well as a large print version that was easier for all of us to read, provided by one of my committee members, Ms. Mutter, the librarian. As a committee, we collaborated and discussed what we wanted to include in the Collaboration Committee Proposal for Enhancement of Co-Teaching Teams, which was submitted to Dr. Dunham. In the third and final Collaboration Committee meeting, we conversed about the short answer responses from the Collaborative Survey. A comment was made regarding the number of responses the survey received – 44% of the staff- which was notable. We then discussed an article from NJEA Review magazine, “Co-Teaching: Myths, Tips & Goals”, that I felt was relevant to our committee’s purpose. The final discussion was regarding the peer to peer, summer workshop. I suggested that a co-teacher of mine, Theresa Derham and I do a presentation for this workshop. We discussed convenient dates and settled on Tuesday, July 10, 2012. The workshop will be titled, “Trail to Collaboration: Co-Teaching Tips & Strategies”. All the committee members enjoyed a beverage of coffee, tea or water, as a token of my gratitude for their support and assistance during this portion of my change project.
This internship has helped me to become more confident and knowledgeable in my quest to become an active administrator. All the activities that I have become voluntarily involved in have assisted me in realizing so many other facets of being an administrator, ranging from observing play practice to opening night, to watching both junior varsity and varsity basketball players practice and then use their honed skills to play against the local teams. I was involved in Fall Sports Awards night as well, and was introduced by Doc Suiter, our Athletic Director, as a teacher who was now working on her Administrative certification. That was a great feeling! In Journal #8, I reported my ‘shadowing’ of the monthly Administrative Team meeting, which was a meeting of all the administration of Salem City School District, from the Business Administrator to the Principals of all three schools, as well as the Director of Special Services. The Superintendent, Dr. A. Michel, had data on New Jersey state aid, with regards to Salem County, and the latest information from Governor Christie and the NJSMART program and how it will affect us at the Salem City School District.
As Practicum I winds down, and I only have a couple of weeks left to collect more administrative hours, I will reflect back on these days as having been some of my most rewarding and interesting. Just as I look ahead to this fall and the continuance of Practicum II with anticipation and some trepidation as to what may be in store for me in the homestretch of my Master’s in Educational Leadership, I hope to live up the expectations of not only myself, but of those who have supported me and had faith in me and my goal.
Thank you for all your help and encouragement.
Tuesday, January 3, 2012
A Final Reflection
Kristina E. Bergman Dr. Christy Thompson
Requirement #6 EDSU 28523
December 18, 2011 Learning Reflection
A Final Reflection
There were several things that I gleaned from this class. I was amazed how much I have grown in my writing and typing skills. As I put together my portfolio, I reviewed the many assignments and requirements that I completed for this degree, and realized how much I have improved over the last three years. I learned not only how to type properly and professionally, but also to properly format proposals and papers, as well as power points presentations. These attributes will all prove beneficial as I embark on a position in administration.
I have gained knowledge in how to interact more effectively with people, namely staff members that I had to observe for at least two of my courses. I used diplomacy and tact, and always start with the positives when relaying constructive criticism. It was encouraging to discuss my observational findings with my peers and be accepted by them as an administrator. I will continue to earn that trust and confidence as I proceed into my internship. Ultimately, there is a climate of respect and discipline between administrators and staff that is earned, not given.
The statement, “Don’t make hallway decisions!” was a statement that I have heard from several of my prior professors in this graduate cohort program. Document everything that you do, either on a note pad or on the computer, and update it often. Another suggestion that was made in my Intro to the Principalship course, was to journal all conversations in a soft, bound journal, whether it is was with staff, parents, or students. I have taken this advice, and at the end of each day, I jot down thoughts, events or issues that I encountered during that day in a small notebook. I can refer back to conversations that I have had with people, and be able to reference the discussion. Also, if an issue comes up regarding something I have written in my journal, I have it to refer to. I also remembered to note the suggestion of having people send you an email about a question or issue, so you will have a visual reference. That way, you have a hard copy of the conversation and you will be able to follow up on it much better.
This course has explained to me that a Principal needs to be skilled in planning, organizing, academics, instruction and financial matters. He also needs to delegate responsibilities to others, and encourage his supervisors, directors, and department heads to be leaders. The Principal should be a leader of faculty and staff, not just a manager. As an administrator, he should be assigning the work to be done, not allow others to tell him what to do. I also learned from my Power and Influence assignment the different types of power, and realized the types of power that I would like to use, namely Referent and Expert. With the Referent type of power, the administrator is usually non-adversarial and encourages friendship. This would help during a roundtable or committee meeting to help the administrator gain approval for their ideas or changes. This type of power is admirable, and could be the least objectionable. The Expert type of power includes a leader with special knowledge in their field, possibly in technology or is computer savvy. This could also include someone who is adept at scheduling. The Expert power types are rational and will explain why a change needs to be done. It is important to remember that to be a leader, one does not have to be an expert. As you work through your daily activities in administration, hopefully you will become an expert in some areas, but probably not in all.
I appreciated the fact that we did not have to read every chapter of each of the texts; Failure is not an Option, by A. Blankstein, or The Principal as Professional Development Leader, by P. Lindstrom and M. Speck. It was more beneficial to either assign or to choose a chapter and have the reader highlight the key points of each to relay these points to the class. Some of my colleagues were very flamboyant in their descriptions of some of the chapters, and it made it enjoyable and easier to digest. I also appreciated the guest administrators that were asked to come speak with us. Allowing them to share their knowledge with us really made relevant the many facets of administration and how rewarding, frustrating and perplexing it can be. The final four-person panel that presented a few weeks ago was the highlight of the Building Organizational Capacity course. They were very informative and were very down to earth. I was pleasantly surprised when as Ms. Procopio discussed her interview process. Imagine! Three interviews later and she is the new principal of Millville! The entire panel of administrators seemed to be, “on the same page”, when it came to students, parents and staff. They collaborated well, and appeared very supportive of each other, much the same as we are in our cohort, and valued each other’s vision and views. I will take away from that experience the suggestion to be visible, have an “open door policy” regarding parents, go above and beyond, volunteer, be genuine and natural and show passion about how you feel about the students and school.
The one assignment that I feel should have been started and completed during the course Change for School Improvement, is the mini-change proposal, our major project. Since that course is about change, with regards to administration and how we will elicit the change during our internship and practicum, our mini-change project should be completed during that course, not during BOCAP. We can then segway into BOCAP with the proposal in place, complete, and finish up our portfolio. There were a lot of assignments required for BOCAP, and much work involved to get us ready for our portfolio; removing one of the major requirements and placing it during the more appropriate Change for School Improvement course would be a more viable alternative.
This course has been an interesting and learning experience. I hope, as I continue on into my internship, I will become more knowledgeable about the many levels of administration and the many facets that have become my new challenge. I hope to use this knowledge to become a successful administrator in whatever venue I decide to take.
Thank you for all your support and assistance on my journey to being an administrator. Your support and vast knowledge helped to clarify and conceptualize what an administrator is all about. (I would give you a couple pluses on our three by five plus/delta cards!)
Requirement #6 EDSU 28523
December 18, 2011 Learning Reflection
A Final Reflection
There were several things that I gleaned from this class. I was amazed how much I have grown in my writing and typing skills. As I put together my portfolio, I reviewed the many assignments and requirements that I completed for this degree, and realized how much I have improved over the last three years. I learned not only how to type properly and professionally, but also to properly format proposals and papers, as well as power points presentations. These attributes will all prove beneficial as I embark on a position in administration.
I have gained knowledge in how to interact more effectively with people, namely staff members that I had to observe for at least two of my courses. I used diplomacy and tact, and always start with the positives when relaying constructive criticism. It was encouraging to discuss my observational findings with my peers and be accepted by them as an administrator. I will continue to earn that trust and confidence as I proceed into my internship. Ultimately, there is a climate of respect and discipline between administrators and staff that is earned, not given.
The statement, “Don’t make hallway decisions!” was a statement that I have heard from several of my prior professors in this graduate cohort program. Document everything that you do, either on a note pad or on the computer, and update it often. Another suggestion that was made in my Intro to the Principalship course, was to journal all conversations in a soft, bound journal, whether it is was with staff, parents, or students. I have taken this advice, and at the end of each day, I jot down thoughts, events or issues that I encountered during that day in a small notebook. I can refer back to conversations that I have had with people, and be able to reference the discussion. Also, if an issue comes up regarding something I have written in my journal, I have it to refer to. I also remembered to note the suggestion of having people send you an email about a question or issue, so you will have a visual reference. That way, you have a hard copy of the conversation and you will be able to follow up on it much better.
This course has explained to me that a Principal needs to be skilled in planning, organizing, academics, instruction and financial matters. He also needs to delegate responsibilities to others, and encourage his supervisors, directors, and department heads to be leaders. The Principal should be a leader of faculty and staff, not just a manager. As an administrator, he should be assigning the work to be done, not allow others to tell him what to do. I also learned from my Power and Influence assignment the different types of power, and realized the types of power that I would like to use, namely Referent and Expert. With the Referent type of power, the administrator is usually non-adversarial and encourages friendship. This would help during a roundtable or committee meeting to help the administrator gain approval for their ideas or changes. This type of power is admirable, and could be the least objectionable. The Expert type of power includes a leader with special knowledge in their field, possibly in technology or is computer savvy. This could also include someone who is adept at scheduling. The Expert power types are rational and will explain why a change needs to be done. It is important to remember that to be a leader, one does not have to be an expert. As you work through your daily activities in administration, hopefully you will become an expert in some areas, but probably not in all.
I appreciated the fact that we did not have to read every chapter of each of the texts; Failure is not an Option, by A. Blankstein, or The Principal as Professional Development Leader, by P. Lindstrom and M. Speck. It was more beneficial to either assign or to choose a chapter and have the reader highlight the key points of each to relay these points to the class. Some of my colleagues were very flamboyant in their descriptions of some of the chapters, and it made it enjoyable and easier to digest. I also appreciated the guest administrators that were asked to come speak with us. Allowing them to share their knowledge with us really made relevant the many facets of administration and how rewarding, frustrating and perplexing it can be. The final four-person panel that presented a few weeks ago was the highlight of the Building Organizational Capacity course. They were very informative and were very down to earth. I was pleasantly surprised when as Ms. Procopio discussed her interview process. Imagine! Three interviews later and she is the new principal of Millville! The entire panel of administrators seemed to be, “on the same page”, when it came to students, parents and staff. They collaborated well, and appeared very supportive of each other, much the same as we are in our cohort, and valued each other’s vision and views. I will take away from that experience the suggestion to be visible, have an “open door policy” regarding parents, go above and beyond, volunteer, be genuine and natural and show passion about how you feel about the students and school.
The one assignment that I feel should have been started and completed during the course Change for School Improvement, is the mini-change proposal, our major project. Since that course is about change, with regards to administration and how we will elicit the change during our internship and practicum, our mini-change project should be completed during that course, not during BOCAP. We can then segway into BOCAP with the proposal in place, complete, and finish up our portfolio. There were a lot of assignments required for BOCAP, and much work involved to get us ready for our portfolio; removing one of the major requirements and placing it during the more appropriate Change for School Improvement course would be a more viable alternative.
This course has been an interesting and learning experience. I hope, as I continue on into my internship, I will become more knowledgeable about the many levels of administration and the many facets that have become my new challenge. I hope to use this knowledge to become a successful administrator in whatever venue I decide to take.
Thank you for all your support and assistance on my journey to being an administrator. Your support and vast knowledge helped to clarify and conceptualize what an administrator is all about. (I would give you a couple pluses on our three by five plus/delta cards!)
Monday, October 31, 2011
A Reflection of Change Class
Learning Reflection
What an interesting course! There are several topics that I have addressed and learned important information about, namely the Salem City demographics information assignment, the Case Study group project, involving City Middle School, and the Authentic Change group project, with which we chose to examine Walkthrough procedures as our topic. I particularly enjoy working with my cohort in group and collaborative situations, so we can share our thoughts and ideas. One can never have too many ideas!
Applying both the ELCC, as well as the ISLLC Standards to our assignments, gives me a better vision as to what they truly mean. I can see how the different standards apply to what we are learning, from Standard 1, Vision of Learning, as every school has one; Standard 2, Culture of Teaching and Learning (yes, the T & L!); Standard 3, Management of Learning, the formal observations and walk-throughs; Standard 4, Relationships with the Community, incorporating the community in teaching and diversity; Standard 5, Integrity & Ethics, why we model the correct way to think and act for the students and staff; to Standard 6, Political, Social, Economic, & Legal Context of Learning, operation, communication, working with policies and laws, as well as working with outside people in the smooth performance of the school.
In applying the ELCC standards, all coincide with the ISLLC standards except for Standard 7, which relates to our internship. I am anxiously looking forward to working with Dr. Dunham and the rest of the administrative staff, in finishing the final leg of my principal certification. Hopefully, we will be able to work closely so I can grow in confidence and knowledge under his sage tutelage. When I had asked him to be my mentor, I explained that he would be influential in shaping my career full circle, as he had hired me six short years ago as an instructional aide, and now I am finishing my administrative certification. He agreed with a smile, and has actively encouraged me to attend a couple functions in the last couple weeks, which included the International Baccalaureate reception with some school board members, students, parents, and the current Superintendent, Dr. Patrick Michel.
I am looking forward to working with you as my cohort mentor during my internship in January 2012. I feel you still have much to share with us, and wish that the class could continue for a couple more weeks. I am also thrilled that you and Dr. Dunham have a friendly rapport, so if there are any questions or concerns from anyone, there will be educated answers for me.
Thank you.
What an interesting course! There are several topics that I have addressed and learned important information about, namely the Salem City demographics information assignment, the Case Study group project, involving City Middle School, and the Authentic Change group project, with which we chose to examine Walkthrough procedures as our topic. I particularly enjoy working with my cohort in group and collaborative situations, so we can share our thoughts and ideas. One can never have too many ideas!
Applying both the ELCC, as well as the ISLLC Standards to our assignments, gives me a better vision as to what they truly mean. I can see how the different standards apply to what we are learning, from Standard 1, Vision of Learning, as every school has one; Standard 2, Culture of Teaching and Learning (yes, the T & L!); Standard 3, Management of Learning, the formal observations and walk-throughs; Standard 4, Relationships with the Community, incorporating the community in teaching and diversity; Standard 5, Integrity & Ethics, why we model the correct way to think and act for the students and staff; to Standard 6, Political, Social, Economic, & Legal Context of Learning, operation, communication, working with policies and laws, as well as working with outside people in the smooth performance of the school.
In applying the ELCC standards, all coincide with the ISLLC standards except for Standard 7, which relates to our internship. I am anxiously looking forward to working with Dr. Dunham and the rest of the administrative staff, in finishing the final leg of my principal certification. Hopefully, we will be able to work closely so I can grow in confidence and knowledge under his sage tutelage. When I had asked him to be my mentor, I explained that he would be influential in shaping my career full circle, as he had hired me six short years ago as an instructional aide, and now I am finishing my administrative certification. He agreed with a smile, and has actively encouraged me to attend a couple functions in the last couple weeks, which included the International Baccalaureate reception with some school board members, students, parents, and the current Superintendent, Dr. Patrick Michel.
I am looking forward to working with you as my cohort mentor during my internship in January 2012. I feel you still have much to share with us, and wish that the class could continue for a couple more weeks. I am also thrilled that you and Dr. Dunham have a friendly rapport, so if there are any questions or concerns from anyone, there will be educated answers for me.
Thank you.
Tuesday, May 24, 2011
A Reflection on my Intro to Principal Course
Kristina E. Bergman Dr. Christy N. Thompson
Introduction to the Principalship EDAM 27.521
April 18, 2011 Assignment #5
A Reflection
This course was very interesting, and I learned much about being an administrator from the elementary, to the middle school, and on into the secondary level. We had several different activities to complete, from the three papers for assignment number one, to the different and very informative guest speakers. I found the student driven reading Q & A sessions very informative, and enjoyed hearing the different opinions exchanged, with regards to the topics that were discussed. The presentations were all thoughtful, and refreshed my memory with respect to specifics about both the “School Dress Codes and Uniform” topic, as well as the presentation on “Creating a Positive Learning Climate”, which has been utilized in Salem City in the past. It encouraged me to reinstate that program there, as I have felt it was more beneficial to use the, ‘catch you being good’ philosophy, instead of the ‘aha, I got you’.
Having us complete the ‘plus/deltas ‘at the close of the night, was an interesting twist, and one that I had never heard of before. The Reflections, which you had researched and shared with us, brought to light what you felt were some of the important aspects of the Principalship. As I re-read each one, I can more closely understand the many facets of the position of Principal, and will hopefully be able to apply them to my daily interactions with students, parents, teachers and other faculty members.
Learning and applying the six ELCC/ISLLC Standards for Leaders to every paper and assignment I completed also helped me see the magnitude of the positions of both Principal and Administrators. The success of all students are shown from Standard 1, which involved the vision of all stakeholders; Standard 2, that includes nurturing, advocating for, and sustaining culture within a school community; Standard 3, promoting a safe, efficient and effective learning environment, based on the proper organization and operation of the school; Standard 4, involved collaboration with teachers, staff and community, being sensitive to the diversity of said community and the resources therein; Standard 5, stating one must be fair, ethical and have integrity for the students and community to look up to; and finally, Standard 6, which discusses understanding, responses and influence on the students based on world issues, such as political, social, economic, legalities and cultural changes.
As I had mentioned earlier, I really enjoyed the guest speakers you had arranged to come visit and share best practice with us. First was Diane Garrison, VP of Millville Middle School, who shared with us her meticulous, organizational skills, and reminding us to, “leave ego at the door”. She also mentioned to use the notes section on our computer to jot down points covered during meetings with students, parents and staff members. Document everything!
Next was another very successful administrator, Principal Arlene Jenkins, of Mt. Pleasant Elementary School, who reminded us to, “Let them know you are there! Be out in the front, greeting them as they come into the school, and when they leave in the afternoon, reminding them to do their homework, and include the Guidance Counselors as well”. She had not anticipated her total involvement in education when she was hired by Governor Kean as a minority aide. Eventually, as a supervisor, she had been the model for the state for seven years in subjects including World Languages, Language Arts and Social Studies. She also stated that, “…you have to be right when you make decisions, so check all for legalities”. Her favorite class to observe is the Kindergarteners, as they are so happy all the time! Be involved in as much as you can that goes on in your school.
Douglas Volovar, “the Hammer”, also gave us some insights on being a good administrator. Several times, he mentioned that his transition was difficult, and to get a good group of mentors around you for support. He emphasized that we research the district before our interview, so you can show initiative, and ask how you will fit into place as a team member. He mentioned that to be prepared for the position, you should try to have some coaching experience. You would then have experience in budgets, people and decision making skills. One should also be well versed in multitasking, as you may have to handle several issues at the same time, and do it well. He stated, “A lot of things are determined by you. People are following your direction!” Mr. Volovar also took us through a typical day in the life of an Assistant VP, explaining a referral from start to finish. He also mentioned that Special Education paperwork is “off the wall”, and is much different that general education. Rely on people around you to draw on for information about what is going on in the school. “You get out what you put in”.
Finally, Mr. Scott Shepard of Reick Avenue School was the icing on the cake. Not only was he a dynamic speaker, he was energetic and very charismatic. He shared with us his many attributes, successes and stories, and stressed that an administrator has to be, “there with them [both faculty and students], and be very organized. You also have to get people involved and get them to see the big picture”. Scott is a strong proponent of Positive Behavior Intervention and Supports (PBIS), and brought charts showing a definite decrease in the amount of referrals for negative behaviors after he started the program, which included some bus issues that had developed. He stressed that as an administrator, one has to get out into the community and be seen at sporting events and even attend churches in the area, so the parents and guardians know you are involved and truly care about their children. As a budding photographer, Scott has taken many pictures of the students in the many activities the school has promoted during the years, and will continue this hobby after he retires from this position.
As you can see, I have learned many important aspects about the position of Principal, and I thank you for giving me and my classmates a glimmer of what it might take to be a successful and productive administrator wherever we may decide to take our new found knowledge. As a former professor of mine, Dr. Roy Dawson said, “Knowledge is Power!”, and I will continue to grow and learn about leadership.
Kristina E. Bergman
(Good luck to you in your retirement, and hopefully, you will enjoy your ‘recess time‘!)
Introduction to the Principalship EDAM 27.521
April 18, 2011 Assignment #5
A Reflection
This course was very interesting, and I learned much about being an administrator from the elementary, to the middle school, and on into the secondary level. We had several different activities to complete, from the three papers for assignment number one, to the different and very informative guest speakers. I found the student driven reading Q & A sessions very informative, and enjoyed hearing the different opinions exchanged, with regards to the topics that were discussed. The presentations were all thoughtful, and refreshed my memory with respect to specifics about both the “School Dress Codes and Uniform” topic, as well as the presentation on “Creating a Positive Learning Climate”, which has been utilized in Salem City in the past. It encouraged me to reinstate that program there, as I have felt it was more beneficial to use the, ‘catch you being good’ philosophy, instead of the ‘aha, I got you’.
Having us complete the ‘plus/deltas ‘at the close of the night, was an interesting twist, and one that I had never heard of before. The Reflections, which you had researched and shared with us, brought to light what you felt were some of the important aspects of the Principalship. As I re-read each one, I can more closely understand the many facets of the position of Principal, and will hopefully be able to apply them to my daily interactions with students, parents, teachers and other faculty members.
Learning and applying the six ELCC/ISLLC Standards for Leaders to every paper and assignment I completed also helped me see the magnitude of the positions of both Principal and Administrators. The success of all students are shown from Standard 1, which involved the vision of all stakeholders; Standard 2, that includes nurturing, advocating for, and sustaining culture within a school community; Standard 3, promoting a safe, efficient and effective learning environment, based on the proper organization and operation of the school; Standard 4, involved collaboration with teachers, staff and community, being sensitive to the diversity of said community and the resources therein; Standard 5, stating one must be fair, ethical and have integrity for the students and community to look up to; and finally, Standard 6, which discusses understanding, responses and influence on the students based on world issues, such as political, social, economic, legalities and cultural changes.
As I had mentioned earlier, I really enjoyed the guest speakers you had arranged to come visit and share best practice with us. First was Diane Garrison, VP of Millville Middle School, who shared with us her meticulous, organizational skills, and reminding us to, “leave ego at the door”. She also mentioned to use the notes section on our computer to jot down points covered during meetings with students, parents and staff members. Document everything!
Next was another very successful administrator, Principal Arlene Jenkins, of Mt. Pleasant Elementary School, who reminded us to, “Let them know you are there! Be out in the front, greeting them as they come into the school, and when they leave in the afternoon, reminding them to do their homework, and include the Guidance Counselors as well”. She had not anticipated her total involvement in education when she was hired by Governor Kean as a minority aide. Eventually, as a supervisor, she had been the model for the state for seven years in subjects including World Languages, Language Arts and Social Studies. She also stated that, “…you have to be right when you make decisions, so check all for legalities”. Her favorite class to observe is the Kindergarteners, as they are so happy all the time! Be involved in as much as you can that goes on in your school.
Douglas Volovar, “the Hammer”, also gave us some insights on being a good administrator. Several times, he mentioned that his transition was difficult, and to get a good group of mentors around you for support. He emphasized that we research the district before our interview, so you can show initiative, and ask how you will fit into place as a team member. He mentioned that to be prepared for the position, you should try to have some coaching experience. You would then have experience in budgets, people and decision making skills. One should also be well versed in multitasking, as you may have to handle several issues at the same time, and do it well. He stated, “A lot of things are determined by you. People are following your direction!” Mr. Volovar also took us through a typical day in the life of an Assistant VP, explaining a referral from start to finish. He also mentioned that Special Education paperwork is “off the wall”, and is much different that general education. Rely on people around you to draw on for information about what is going on in the school. “You get out what you put in”.
Finally, Mr. Scott Shepard of Reick Avenue School was the icing on the cake. Not only was he a dynamic speaker, he was energetic and very charismatic. He shared with us his many attributes, successes and stories, and stressed that an administrator has to be, “there with them [both faculty and students], and be very organized. You also have to get people involved and get them to see the big picture”. Scott is a strong proponent of Positive Behavior Intervention and Supports (PBIS), and brought charts showing a definite decrease in the amount of referrals for negative behaviors after he started the program, which included some bus issues that had developed. He stressed that as an administrator, one has to get out into the community and be seen at sporting events and even attend churches in the area, so the parents and guardians know you are involved and truly care about their children. As a budding photographer, Scott has taken many pictures of the students in the many activities the school has promoted during the years, and will continue this hobby after he retires from this position.
As you can see, I have learned many important aspects about the position of Principal, and I thank you for giving me and my classmates a glimmer of what it might take to be a successful and productive administrator wherever we may decide to take our new found knowledge. As a former professor of mine, Dr. Roy Dawson said, “Knowledge is Power!”, and I will continue to grow and learn about leadership.
Kristina E. Bergman
(Good luck to you in your retirement, and hopefully, you will enjoy your ‘recess time‘!)
Friday, November 6, 2009
Helicopter Parents
Helicopter Parents: Ya’ Gotta Love ‘Em
By Kristina E. Bergman
11-5-09
First, let’s define the term, Helicopter Parents as parents ‘who are omnipresent, super-involved and determined to achieve the best for their children’. Doesn’t sound too ominous, does it? Well, let’s continue with more of the definition as, ‘…and they will pursue that goal even if they have to write their offspring’s' job applications, iron their shirts before they go for an interview, and then drive them to work on their first day in the office’. For the children in the lower grades, they can be a teacher’s and administrator’s nightmare. Not only are they overprotective and pay close attention to their child’s every move, they always seem to tune into the negative aspects of their education, insisting that their child is the high achiever and didn’t deserve that low grade or should have received the lead in the school play regardless of who else was in the running. Also, if a discipline issue arises, they will be the first in your office arguing that their child would never have done the questionable deed and must have been influenced by some ne’er-do-well acquaintance at the school.
In retrospect, I myself was a Helicopter Parent to a certain extent. I have three sons, who seemed to always forget something, whether it was lunch money for the week, or leaving their band instrument at home, or missing the bus because they were in the bathroom too long and lost track of time. When they were much younger, and I was a stay-at-home mom, I did run that instrument to the school, find the missing notebook and take it the office, and even took them to school if they happened to oversleep and miss the bus. As they got older, I still continued to shuttle items to the school, but as I had started to substitute teach and work full time in the school system, the ability to get forgotten and misplaced items for my irresponsible boys became nil. To a certain extent, they became more independent and responsible for themselves, but the pattern of behavior had been set. To this day, they still try to get me to do certain things for them, but I remind them that they need to be more responsible for themselves and their behavior and face the consequences of actions or non-action, whatever it may be. Therefore, children need to become independent thinkers and learn on their own, even if they have to fall on their faces periodically to make them realize they are responsible for their own actions and there is not necessarily a failsafe to save them from themselves.
Fortunately, there are some pros to the Helicopter Parent stigma. Those parents tend to keep their kids in line and constantly make them accountable for grades through the use of on-line grade portals, such as K-12 Planet and OnCourse. They can also back you up in regards to behavior issues. For example, if a student has an issue in the classroom with a teacher, some Helicopter Parents will side with you and get the issue resolved quickly, dealing out their own punishment, as well as a school detention. Some Helicopter Parents, if you get enough of them on board with a school wide issue, can possibly sway the decision in the school’s favor by helping to change the Board’s decision. Another positive aspect of Helicopter Parenting is found in a quote from reporter Don Aucoin of the Boston Globe. He writes: “Moreover, they say, with the economy in a deep swoon, helicopter parents may have a vital role to play as career counselors or even as providers of financial aid to their offspring.” I myself have been counseling my middle son as to what career path he would like to follow. Being a teacher, I planted a seed of interest in him and showed him, by example and discussion, the benefits of choosing such a career. He is currently in his second year at Salem Community College as a Mathematics/Education major, and plans to continue his studies at Rowan University next fall. He is even contemplating doing a double major including Physics as a course of study as well. He could not have accomplished what he has so far financially without the aid assistance benefit from the NJ Stars program and my income tax information.
As students get older and become adults, they should become more responsible for themselves. If they are always being bailed out by parents, how are they to survive in this global economy and make it in the world on their own? The responsibility does become the parents’ to teach these students how to make it on their own by giving them opportunities to do just that. Show them how to write checks, balance a checking account, open a savings account, and be an example of good work ethics. Encourage them to open a credit account and, in the beginning, guide them on how to pay early and establish a good credit rating. If they miss a payment, it is on them to pay it and be responsible for their account. When in trouble with the law, the student should face the consequences, pay the fine, and go to court. The parent should not be bailing them out or arguing in court on their behalf; that is what lawyers are for. If the student is an adult, he should act like an adult and not lean on his/her parent to ‘save’ them.
While researching Helicopter Parents, I found Fresher’s Guide for parents of College/University age students. It is pretty cut and dried, but great advice.
Fresher’s Guide: How not to be a helicopter parent when you have university-age children:
Sources:
Belkin, Lisa. "The Way We Live Now: Let the Kid Be." Motherlode Blog. The Times Magazine, 29 May 2009. Web. 8 Oct. 2009..
Belkin, Lisa. "In Defense of Helicopter Parents." Motherlode Blog. The Times Magazine, 4 May 2009. Web. 8 Oct. 2009..
Flores, Emilio. "Helicopter parents? Eew!" Opinion L.A. Los Angeles Times, 2 Sept. 2009. Web. 8 Oct. 2009. http://opinion.latimes.com/opinionla/2009/09/helicopter-parents-eew.html
My personal experiences
By Kristina E. Bergman
11-5-09
First, let’s define the term, Helicopter Parents as parents ‘who are omnipresent, super-involved and determined to achieve the best for their children’. Doesn’t sound too ominous, does it? Well, let’s continue with more of the definition as, ‘…and they will pursue that goal even if they have to write their offspring’s' job applications, iron their shirts before they go for an interview, and then drive them to work on their first day in the office’. For the children in the lower grades, they can be a teacher’s and administrator’s nightmare. Not only are they overprotective and pay close attention to their child’s every move, they always seem to tune into the negative aspects of their education, insisting that their child is the high achiever and didn’t deserve that low grade or should have received the lead in the school play regardless of who else was in the running. Also, if a discipline issue arises, they will be the first in your office arguing that their child would never have done the questionable deed and must have been influenced by some ne’er-do-well acquaintance at the school.
In retrospect, I myself was a Helicopter Parent to a certain extent. I have three sons, who seemed to always forget something, whether it was lunch money for the week, or leaving their band instrument at home, or missing the bus because they were in the bathroom too long and lost track of time. When they were much younger, and I was a stay-at-home mom, I did run that instrument to the school, find the missing notebook and take it the office, and even took them to school if they happened to oversleep and miss the bus. As they got older, I still continued to shuttle items to the school, but as I had started to substitute teach and work full time in the school system, the ability to get forgotten and misplaced items for my irresponsible boys became nil. To a certain extent, they became more independent and responsible for themselves, but the pattern of behavior had been set. To this day, they still try to get me to do certain things for them, but I remind them that they need to be more responsible for themselves and their behavior and face the consequences of actions or non-action, whatever it may be. Therefore, children need to become independent thinkers and learn on their own, even if they have to fall on their faces periodically to make them realize they are responsible for their own actions and there is not necessarily a failsafe to save them from themselves.
Fortunately, there are some pros to the Helicopter Parent stigma. Those parents tend to keep their kids in line and constantly make them accountable for grades through the use of on-line grade portals, such as K-12 Planet and OnCourse. They can also back you up in regards to behavior issues. For example, if a student has an issue in the classroom with a teacher, some Helicopter Parents will side with you and get the issue resolved quickly, dealing out their own punishment, as well as a school detention. Some Helicopter Parents, if you get enough of them on board with a school wide issue, can possibly sway the decision in the school’s favor by helping to change the Board’s decision. Another positive aspect of Helicopter Parenting is found in a quote from reporter Don Aucoin of the Boston Globe. He writes: “Moreover, they say, with the economy in a deep swoon, helicopter parents may have a vital role to play as career counselors or even as providers of financial aid to their offspring.” I myself have been counseling my middle son as to what career path he would like to follow. Being a teacher, I planted a seed of interest in him and showed him, by example and discussion, the benefits of choosing such a career. He is currently in his second year at Salem Community College as a Mathematics/Education major, and plans to continue his studies at Rowan University next fall. He is even contemplating doing a double major including Physics as a course of study as well. He could not have accomplished what he has so far financially without the aid assistance benefit from the NJ Stars program and my income tax information.
As students get older and become adults, they should become more responsible for themselves. If they are always being bailed out by parents, how are they to survive in this global economy and make it in the world on their own? The responsibility does become the parents’ to teach these students how to make it on their own by giving them opportunities to do just that. Show them how to write checks, balance a checking account, open a savings account, and be an example of good work ethics. Encourage them to open a credit account and, in the beginning, guide them on how to pay early and establish a good credit rating. If they miss a payment, it is on them to pay it and be responsible for their account. When in trouble with the law, the student should face the consequences, pay the fine, and go to court. The parent should not be bailing them out or arguing in court on their behalf; that is what lawyers are for. If the student is an adult, he should act like an adult and not lean on his/her parent to ‘save’ them.
While researching Helicopter Parents, I found Fresher’s Guide for parents of College/University age students. It is pretty cut and dried, but great advice.
Fresher’s Guide: How not to be a helicopter parent when you have university-age children:
1) After settling your children into university, don't reappear until the end of term, except in emergencies.
2) Don't try to steer them towards particular careers. Be there to advise, but no more.
3) Think twice before accompanying your children to careers fairs. The jobs market is one in which they must learn to shop for themselves.
4) Under no circumstances contact prospective employers of your children directly to negotiate salaries. Such interference will be resented.
5) Don't get drawn into acting as a chauffeur, sock-washer, bank manager or short-order chef for your children once they have passed the age of 18. You may get appreciation in the short term, but you risk infantilizing them.
6) Greet each new boyfriend/girlfriend with an insouciant shrug. In love, as in all else, let your children make their own mistakes.
Sources:
Belkin, Lisa. "The Way We Live Now: Let the Kid Be." Motherlode Blog. The Times Magazine, 29 May 2009. Web. 8 Oct. 2009.
Belkin, Lisa. "In Defense of Helicopter Parents." Motherlode Blog. The Times Magazine, 4 May 2009. Web. 8 Oct. 2009.
Flores, Emilio. "Helicopter parents? Eew!" Opinion L.A. Los Angeles Times, 2 Sept. 2009. Web. 8 Oct. 2009. http://opinion.latimes.com/opinionla/2009/09/helicopter-parents-eew.html
My personal experiences
Sunday, September 20, 2009
Technology & Curriculum 9/20/09
Technology & Curriculum
By Kristina E. Bergman
9-20-09
Technology in schools is not only up and coming, it is already here. If you are not on the proverbial technology train, you will be left far behind. Unfortunately, many of US schools, especially those located in urban and rural areas, are the last to get on board. The era of Essentialism and Perennialism philosophy in schools is on its way out. The current philosophies are the Progressivism and Reconstructivism philosophies, both benefiting from being society centered and being sensitive to global issues, as well as being student and activity centered, and deemphasizing the role of the three R’s and rote learning.
The advancements of technology today not only go across the US, but encompass the world. This results in increased pressure on US high school and US college undergraduates to become more competitive in what they decide to do as a career. There is no longer a guarantee of a good, high paying job unless you are either a college graduate in one of the STEM areas or at least a high school grad with vocational training in Computer Technology or Engineering. This increased awareness that the US is falling farther and farther down the global technology ladder, in regards to the STEM (Science, Technology, Engineering, and Mathematics), is alarming. We, as educators, need to encourage our students to learn the skills necessary to better prepare them for the future. Using technology both in the classroom and out is an excellent way to accomplish this goal. Considered a ‘disruptive innovation’ by Clayton Christianson, on line education is a new tool that will completely change the way we currently teach and transfer knowledge to our students. On line education is so simple, anyone, any age, can use it, or in other words, it has ‘asymmetrical competition’. Today, laptops are not only affordable, but highly portable. Combined with wireless capabilities, and the small wireless attachments available, the world can now be at anyone’s fingertips, anywhere at all. The latest statistics show that by 2013, approximately 10% of all classroom seat time will be utilizing on line instruction. This will not only teach to individual needs, which studies have shown, are how students learn best, but the software available will also allow students to go at their own pace. As an example, I personally offer my Special Education students time in the high school computer lab to hone their computer skills with a research project on a specific historical person. They have relatively no difficulties in negotiating the web or finding out how to do the computer programs. They have more questions regarding spelling or grammar or how the project should be set up than about how to work on the computer. Occasionally, we use the laptops in my classroom as well, as our school has wireless capabilities. Several of our classrooms have the new technology, ‘Starboard’, a form of smartboard that utilizes the computer to bring more of the World Wide Web to our students. New lessons, new people, and new teaching ideas – all thanks to technological advances in curriculum and grant money.
Incorporating technology into our teaching and our curriculum is imperative to prepare our US students to compete with other global countries and give them a fair and level playing field. Statistics have shown that public schools have spent nearly 60 million dollars putting computers and technology in the classroom. Unfortunately, placing all this new upgraded technology on top of old business and technology, usually leads to breakdowns in the form of down time, slow service and frustration. One plan to incorporate this technology into everyday curriculum is with careful planning and cooperation. Initially, a technology planning team would be organized, which would be comprised of a sampling from all segments of the school and the community. It should include members of administration, teaching staff, and business persons who are technological experts in their field, as well as parents. They should select a team leader, to keep them on target and to shoot for an approximate finish date. There should be specifics on how the technology will be used in the school; how the role of the teacher and parent can be affective; and most importantly, how will this technology ultimately benefit the students of the school to be successful in this globally competitive market?
As schools continue to struggle to find an even medium, hopefully they can use technology and curriculum to help them, not only keep up with a changing world, but equal and surpass the world markets without spending significant amounts of time and tax payer’s money.
Sources:
Dugan, Jay. Blog from April 11, 2009, titled “Technology & Change: Disruptive Innovation”
Guhlin, Miguel. Blog from 9/14/09 titled, “Defining 21st Century Literacy’s” from Around the Corner; mguhlin.org: Stare into the Abyss of Curriculum.
Curriculum, Foundations, Principles, & Issues, 5th edition, pgs.38-52.
Subscribe to:
Posts (Atom)
