{"content":{"sharePage":{"page":0,"digests":[{"id":"65138834","dateCreated":"1385413613","smartDate":"Nov 25, 2013","userCreated":{"username":"MartineSiravo","url":"https:\/\/www.wikispaces.com\/user\/view\/MartineSiravo","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/65138834"},"dateDigested":1532253123,"startDate":null,"sharedType":"discussion","title":"Great Teachers Don't Always Want to Become Principals","description":"This article was about how many teachers pursuing administrative degrees don't necessarily want to move out of the classroom into administration. Many just want to further their career in education and perhaps take on lead teacher roles. I found it interesting as it brought up the point about teachers and gratitude:
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\n"Just like students, teachers \u201cwant to be recognized for their successes, and \u2026 all teachers, even novice ones, can share their successes with each other - that's a form of leadership,\u201d says Arianna. \u201cAs [teachers] grow, there will be some who can certainly teach and coach others. It\u2019s really important to keep those great teachers in the classroom, at least part of the day, so they're continuing to develop their own skills even as they develop others.\u201d I felt as though this quote tied to the Whittaker text that many teachers need to feel appreciated in order to do their jobs. Being recognized as a "team leader" might be one way to feel appreciated without having to leave the classroom.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"65011774","dateCreated":"1384809035","smartDate":"Nov 18, 2013","userCreated":{"username":"kmw007","url":"https:\/\/www.wikispaces.com\/user\/view\/kmw007","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/65011774"},"dateDigested":1532253123,"startDate":null,"sharedType":"discussion","title":"Schools Experiment with Extending Schedules","description":"Within this article there are several schools in Colorado that are experimenting with starting the school day earlier and also making the school day longer. This new trend is to give students extra support and enrichment. The schools who are starting the school day earlier are noticing that students are more ready for the actual school day when it comes time to begin. They could not hire more teachers, but there were teacher volunteers to come in earlier, without being paid extra. The class sizes are smaller and students get more individualized help and attention.
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\nThe schools that are extending the end of their school day are allowing students to pick a topic that they want to learn about to encourage independent learning. The students are responding positively to the new schedule. Eventually they hope to include more students, due to transportation and teacher support.
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\nI think that this is a great idea to use the extra time to help and support students. If there is an interest in the extra allotted time from parents, students, and teachers it could be an awesome success. Where I currently teach, we have an extended school day. There are days where the students say they are too tired and that their day is too long. We also have an after-school enrichment program, which gives students time to work on their homework and ask questions. In the second half of the program, the students get to choose a subject that they want to learn more about (cooking, karate, tennis, etc.). If there is interest and support, I think that extending the school day is a great idea!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64991248","dateCreated":"1384733214","smartDate":"Nov 17, 2013","userCreated":{"username":"sblowe","url":"https:\/\/www.wikispaces.com\/user\/view\/sblowe","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64991248"},"dateDigested":1532253123,"startDate":null,"sharedType":"discussion","title":"U.S. Math, Reading Achievement Edges Up, But Gaps Remain","description":"My article this week outlines the results of the 2013 National Assessment of Educational Progress (NAEP), the nation's report card. The report showed that a larger number of students reached the "proficient" level in 2013 than did in 2011. Reading and Mathematics achievement in Grade 8 students improved. Performance in Grade 4 showed progress in Mathematics and decline in Reading. Hispanic and black students improved their scores, but gaps still remain between them and their white and Asian peers. Also, the gap between the achievement of girls and boys did not improve. Both the commissioner of the NAEP and the executive director of the National Assessment Governing Board expressed disappointment in the lack of improvement in closing racial and ethnic disparities in the test results.
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\nI believe that when results are published on a national level it is important for the NAEP to affirm the areas of growth and devise strategic plans for the areas that continue to need improvement. Many factors play a part in these test results. Race, ethnicity, gender, income level, and special education inclusion are just some of the many variables to take into consideration when analyzing the testing results. I also believe that these national initiatives often times lose their impact by the time they reach the local school district boards. Each school board has it's own difficulties to address based on the demographics, student population, and funding for programs. It is good to see that there has been improvement across the nation. It is now more important than ever that each state Department of Education begin to develop an academic plan that will meet the needs of their students.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64891170","dateCreated":"1384279536","smartDate":"Nov 12, 2013","userCreated":{"username":"MartineSiravo","url":"https:\/\/www.wikispaces.com\/user\/view\/MartineSiravo","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64891170"},"dateDigested":1532253123,"startDate":null,"sharedType":"discussion","title":"La. Teachers Seek Pipeline to Administration","description":"This article talked about how many teachers in Lafayette County in Louisiana identified that they did not know how to become and administrator in their district. While 3 out of 10 teachers considered becoming a principal someday, more than half the respondents had no idea how to go about doing that. Key people in the district are pushing for more "transparency" on administrative positions and want more professional development to help people who are interested in becoming administrators.
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\nOn one hand, I agree that districts should provide opportunities for staff members interested in working towards an administrative position. However, I don't know how merited this study was as many of these teachers may not have even looked at how to go about doing this. I don't know how much of the responsibility falls on the district in order to provide people with resources to become an administrator. While I think they should have helpful and open administrators to guide those interested through the process, I don't think they should broadcast it and advertise becoming an administrator in the district.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64890866","dateCreated":"1384279098","smartDate":"Nov 12, 2013","userCreated":{"username":"MartineSiravo","url":"https:\/\/www.wikispaces.com\/user\/view\/MartineSiravo","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64890866"},"dateDigested":1532253123,"startDate":null,"sharedType":"discussion","title":"Gratitude Can Fuel School Transformation","description":"This article centers around the idea that many teachers and school professionals feel unappreciated in their schools. One of the most interesting aspects of the article was the "neuroscience behind gratitude". The author states that people need to feel appreciated in order to want to do a good job. This is interesting because it slightly contradicts Collins' thought that there are people who will neurotically want to improve, regardless of what they get from it. The author of the article talks about how people will be more positive and open minded when they feel appreciated for their work.
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\nThe author provides some examples of how administrators can make their teachers feel more appreciated. Some examples included allowing teachers to express gratitude towards one another at the end of staff meeting, having an "Appreciation Tree" in the staff lounge, or writing letters to staff expressing gratitude.
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\nThis article touched on some of the ideas that we had mentioned in class. Dr. Salladino writes "shout outs" in his faculty letters praising different staff. My past principals have dropped handwritten notes in my mailbox whenever they dropped in to observe. I think it's important for all staff to feel appreciated, and I agree that it maintains a positive school culture!","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64875534","dateCreated":"1384220598","smartDate":"Nov 11, 2013","userCreated":{"username":"Jenniferwi","url":"https:\/\/www.wikispaces.com\/user\/view\/Jenniferwi","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64875534"},"dateDigested":1532253124,"startDate":null,"sharedType":"discussion","title":"Trim Recess? Some Schools Hold On To Child's Play","description":"In California a non-profit organization, Playworks, collaborates with low-income schools to structure activities at recess times for students that encourage teamwork and cooperation. The program and staff work at the school during recess time to reduce playground conflicts, create an emotionally safe environment, and train students to be "junior coaches" (clean up and help with peer resolutions). California mandates 400 minutes a month for recess but these schools are pushing to increase recess minutes instead of decreasing it to teach content curriculum.
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\nI have to say that when I had elementary and middle school students, recess was such an important part of the day. It was a much needed break by the students to get up and move around. I remember when I first started teaching I would have my students up and moving around for all kinds of things (reciting math facts, letter searches to create words, and journal writing outside on the grass) and staff in my room would question why I wouldn't just let the students do that from their seats. I found this exposure to movement and fresh air especially important for my emotional support students, it allowed them to refocus their attention on tasks and release negative emotions that were frustrating them.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64875222","dateCreated":"1384219292","smartDate":"Nov 11, 2013","userCreated":{"username":"Jenniferwi","url":"https:\/\/www.wikispaces.com\/user\/view\/Jenniferwi","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64875222"},"dateDigested":1532253124,"startDate":null,"sharedType":"discussion","title":"Should high schools ring a later start bell?","description":"This article takes place in Wyoming at Laramie County School District. The high schools currently start between 7:45am and 8:00am, the research quoted in the article states that a later start time around 9:00am would cater to student's biological patterns and allow them to get more sleep. Studies show that getting more sleep for high school students allows them to perform better in school, have less car accidents, and display positive moods. There is research that also supports that with later start times students have performed better academically.
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\nI found this to be an interesting topic for high school students. I feel that is the biggest complaint that I hear from my students, "I am tired and didn't get enough sleep last night." The article did mention multiple pros and cons for both sides of the argument. I know some of my students perform great in the morning and sleep in the afternoon and others who sleep in the morning and perform great in the afternoon. I think logistically this maybe hard for administrators and schools to implement especially since I think it would be most successful if individualized options for students were available (due to their work schedule, extra curricular activities, or biological patterns.)","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64871238","dateCreated":"1384205800","smartDate":"Nov 11, 2013","userCreated":{"username":"kmw007","url":"https:\/\/www.wikispaces.com\/user\/view\/kmw007","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64871238"},"dateDigested":1532253124,"startDate":null,"sharedType":"discussion","title":"Wristbands Provide Incentives for Better Performance","description":"Land O\u2019Lakes High School in Florida, has created an incentive program for students to do better in school, graduate on time, and to become more responsible for their learning. This high school began to hand out wrist bands that said \u201cOn Track\u201d or \u201cHighly On Track\u201d for students who are succeeding and going above and beyond with their studies. Many students commented within the article about how it has helped motivate them to do better and that the bracelet is a constant reminder to do well and try hard. Students who earn the bracelets are allowed to have special privileges, such as discount prom tickets, outside seating at lunch, and many others. This high school has always been consistently ranked very high throughout their county\u2019s top performing schools, but their school leaders wanted to strive to become better than they already are.
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\nI think that this idea is awesome! Many students would benefit from this because of the self-satisfaction they will receive and the benefits that come along with it. It would also help to motivate other students to try hard to earn one too if one of their friends would have these privileges. I believe that this would be an excellent idea for schools who want to improve their students\u2019 achievements and increase their number of graduates. I loved how the school mentioned that even though they were one of the top schools in the county that they are always trying to strive to do better than the year before.","replyPages":[{"page":0,"digests":[{"id":"67148472","body":"Karen:
\n I read this same article and loved the idea too. I have to say I was surprised that something as simple as a wristband would work with high school students. The only concern I had with the article is taking the wristband back from the students when he\/she dropped below the expected level. I would be afraid "taking the bands back "would negatively affect some students emotionally and academically.","dateCreated":"1384217422","smartDate":"Nov 11, 2013","userCreated":{"username":"Jenniferwi","url":"https:\/\/www.wikispaces.com\/user\/view\/Jenniferwi","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"64870288","dateCreated":"1384203530","smartDate":"Nov 11, 2013","userCreated":{"username":"sblowe","url":"https:\/\/www.wikispaces.com\/user\/view\/sblowe","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64870288"},"dateDigested":1532253124,"startDate":null,"sharedType":"discussion","title":"Grading Teachers is Proving Difficult for Principals","description":"This article discusses the teacher evaluation system in public schools in the state of Michigan. Last year they piloted a program in 14 school districts across Michigan. The evaluation included four different classroom observation models and the first attempt at using student test scores to evaluate teacher performance. The reviews were positive, yet everyone felt that there was still a great need for more training in administrator classroom observations and scoring. They found a large inconsistency in the results throughout the districts.
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\nI admire the various Michigan school districts who volunteered to pilot this evaluation tool. I feel they really put themselves under the microscope and were not afraid to take a chance. They demonstrated a large buy-in and set the bar high for themselves. I feel once they train the principals to be more consistent with their ratings the protocol will develop into a very useful tool for teacher growth.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"64869880","dateCreated":"1384202611","smartDate":"Nov 11, 2013","userCreated":{"username":"sblowe","url":"https:\/\/www.wikispaces.com\/user\/view\/sblowe","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/cabriniaspiringleaders.wikispaces.com\/share\/view\/64869880"},"dateDigested":1532253124,"startDate":null,"sharedType":"discussion","title":"Digital Leadership for Administrators","description":"This article outlines for administrators what they must do to exhibit digital leadership in their schools. Each year a lot of funding is earmarked for technology and technology resources, but many administrators are not equiped to lead these initiatives. The article suggests that administrators must foster a culture of innovation and risk taking, cultivate digital leadership, utilize technology to improve communication, communicate their own learning, find time to power down, utilize technology to improve efficiency, model expectations for the faculty and staff, and get connected with other administrators.
\nIt is imperative that the principals be the leaders in the implementation and reform of technology in the schools. This can make or break the success of these programs.
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\nI am not surprised that the author believes that the administrator should be the leader in such a new, costly, and ever changing initiative like technology. I agree that a big portion of funds can be wasted it the school does not have a technology plan in place. The teachers need to be trained and encouraged in the use of technology in the classroom. I agree that the principal is the person who must lead the learning and provide the opportunities for these programs to occur with integrity.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}