Humility for Educational Leadership

                                         

                                                   

In today’s leadership economy, shared leadership is necessary since no individual person is correct all the time (Kocolowski, 2010, p.67). The management catastrophe for many leadership experiences however, is when a leader finds a need to control every aspect of an organization to the point that they are micro-managing. Shared leadership differs as the approach allows for decisions that are interactive and for many to be influenced by one another. Shared leadership has replaced the former practices of hierarchical leadership (Avolio, Walumbwa, and Weber 2009). A Definition of shared leadership set by Conger & Peace (2003): “A dynamic, interactive influence among individuals in groups for which the objective is to lead one another to the achievement of group or organizational goals or both” (p. 1). I have recognized how the initial intentions of an organization for shared leadership may begin honest and good, but as commonly known, “power corrupts”.  The ugly face of pride and desire to rule over people often reveals itself through individuals who cannot handle the idea of being empowered. Therefore, I wish to suggest that a great need exist in educational leadership today. Matters of integrity, ethics, ability to motivate are all important but I believe that one of the most important character traits in shared leadership is the ability to lead with humility.

An old biblical passage exhorts saying that if one will be great, one must first humble one’s-self.  Contrary to what the media highlights, the greatest leaders are not the rambunctious, arrogant, and self-centered models set before the American people. If one evaluates the presidential race in the United States, shameful representations of leadership are present as they seek to uncover the faults and failures of one another. If these were granted the authority to lead the great United States, many would quickly bring the nation to ruin. If leaders will enhance their practices, examining one’s demonstration of humility is necessary and the journey of developing one’s character must be set as primary. The problem is that the same problems and personality types exist in educational leadership that are in the political arena. Educators speak of the achievement gaps that exist among children but as we consider educational leaders, I believe that a “humility gap;” exist. Too often, people who crave power strive for such leadership positions, but are usually the worst to serve. In a recent study where 137 teachers from a K-12 setting took a survey about the effectiveness of their principal, the ANOVA revealed that humility and confidence interacted in relation to leadership effectiveness, that is to say that the humbler the leader the greater confidence the teachers had in their principal (Oyer, 2011).

Studies show that the best leaders are humble leaders. A leader’s humility cannot be a counterfeit but rather must be genuine as the counterfeit will not hear other’s opinion or the other side of the story. He knows he is right and despite the information presented from others, will not alter his decision because “he is the boss”. Therefore, for effective educational leadership, a humble leader will be necessary as the humble leader will learn from criticism, and admit when he makes mistakes. This humble leader will be viewed as trustworthy, an encourager and one who empowers growth in those he leads. The humble leader should serve as a role model for followers if he will promote inclusion as, humble leaders do not isolate individuals but help people to feel included (Prime & Salib, 2014). 

Too often in educational leadership, politics is the path through which leaders control their environment. They maintain the status quo through unethical leadership practices.Therefore, let us learn to select leaders for our organizations by examining the issues that really matter.  Resumes are good for purposes of credentials in terms of experience but one must explore deeper to examine character traits. Higher order questioning is necessary as I believe that character is more important than any contribution a leader may have as the leader will reproduce after his own kind and those who are hired may be those to perpetuate the same.

References

Conger, J. A., & Peace, C. L. (2003). A landscape of opportunities: Future research in shared leadership. In C. L. Peace & J. A. Conger (Eds), Shared Leadership. Thousand Oaks, CA: Sage. (285-303).

Kocolowski, M. D. (2010). Shared leadership: Is it time for change. Emerging Leadership Journeys. School of Global Leadership & Entrepreneurship. 3(1), 22-32.

Oyer, B. L. (2011). The relationship between principals’ confidence, humility and effectiveness: A study of teacher perceptions. http://gateway.proquest.com.contentproxy.phoenix.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3451591

Replacing the Elementary and Secondary (ESEA) Laws in the United States

                                                             

An interesting announcement on U.S Department of Education site has been posted saying that the time has come to replace the ESEA with something that supports all students, expands principal, teachers, and school support, while preserving accountability for student progress (Ed.gov., 2015).  I wish to follow the changes of the law on my blog and examine the worth of the changes for children, teachers, and administrators.

The Elementary and Secondary Education Act (ESEA), was first enacted under President Lyndon B. Johnson in 1965 who set goals for equal education opportunities for all. The Act provided grants and for low income districts, grants for student text books, centers for special education students, and scholarships for low income college students. Under George Bush the Law was reauthorized in 2002 with the new name “No Child Left Behind” while performing new national discussions for improving education. President Barack Obama reauthorized NCLB in 2012 while offerings flexibilities for states regarding requirements of the law in exchange for comprehensive plans for closing the achievement gaps, improving instruction and student outcomes while increasing equity.

 As we examine history, one should think of what was occurring in the United States in the1960s when the ESEA was enacted. The U.S. was engaged in the Vietnam war during the 1960s, the arrests of Martin Luther King in Selma Alabama with over 2,600 protestors, Miranda versus Arizona; the “Miranda warning” was instituted in which prosecution was unable to use statements given by individuals in police custody without administering certain minimal safe-guard procedures. The prison population in the U.S. has long been filled with those who are not properly protected by the Miranda warning due to low educational, and vocational achievements (Brownlie, et al., 2004) and those at risk with psychiatric disease (Beitchman, 1985). Although the intent of the Miranda warning was to address one’s right to silence and the right for legal counsel to be issued at the time of one’s arrest (Rost & McGregor, 2012) many found themselves unprotected.

Prior to George Bush becoming President, he released a strategy for improving education in America called “America 2000.”  After reading the educational strategies of the soon to be president of the United States, one would have assumed that he meant well for the nation. Nine headings were included in this document; including New Merit Schools, School Choice for Parents, National Assessment for progress in Education, Centers for resource literacy, flexibility and educational reform and more. Considering all of the issues, those who have closely examined the document by George Bush can now see the ambiguities and lack of clarity for the path he planned for reaching the destination for education in America as metaphorical language was used throughout (Staton & Peeples, 2000).  Once Bush became president, he enacted the NCLB Act of 2001 which authorized several federal programs administered by the states, requiring testing of students between grades 3-8 in reading and math and once in in high school. By 2014, students were expected to meet competence levels. The emphasis was on parent options, research-based education, accountability, and flexibility (OSPI, n.d.). As one who has served in public education and has witnessed how inequities were prevalent especially in urban areas, one must wonder how laws that were clearly not successful in providing equitable education and rather perpetuated punishing districts having inequities was able to be reauthorized under each president to follow President Bush.

 Next came President Barack Obama who said that a child can succeed with proper education, fulfill their God given possibilities, and that public education serves as a dominant force for civil rights (2009).  He also praised education for being the big weapon against inequality as it can unlock the doors enabling one to fulfill God’s calling. The problem was that his speech on education suggests that only the elite will ultimately benefit from education (Hairston, 2013). Not only was the problem of achievement gaps apparent but opportunity gaps are also a problem for many. The “Race to the Top” campaign was designed to provide awards for states who develop achievable comprehensive education reform but the problem is that many cities in America have schools being closed and underfunded, and have not benefited enough from this initiative. The grants are a four-billion-dollar program for improving education in America (ed.gov., 2015). Consider that under the leadership of President Obama, many changes have occurred, as we have witnessed mass shootings against American people, reckless police brutality, and the rise of the Black Lives Matter Movement. We have endured the legalization of same sex marriage, the expansion of health care, the killing of Al-Qaeda’s leader; Osama bin Laden, renewed peace and diplomacy made with Cuba, and celebrated the visit of the Catholic Pope to the white house and the United States; to name a few.

The laws of the land in education are being replaced. What will be offered to American people to replace the NCLB Act? Will the laws be for improving education for all? Will inequities be addressed? 

                                                                 References

Beitchman, J. H. (1985). Speech and language development and psychiatric risk: Towards a model of neurodevelopmental immaturity. Psychiatric Clinics of North America, 8(4), 721–735.

Brownlie, E. B., Beitchman, J. H., Escobar, M., Young, A., Atkinson, L., Johnson, C., Douglas, L. (2004). Early language impairment and young adult delinquent and aggressive behavior. Journal of Abnormal Child Psychology, 32(4), 453–467.

Hairston, T. W. (2013). Continued inequity through neoliberalism: The conveyance of white dominance in the educational policy speeches of President Barack Obama. Interchange. 43, 229-244

 Rosta, G. C., McGregor, K. K. (2012). Miranda rights comprehension in young adults with specific language impairments. American Journal of Speech-Language Pathology. (21)101-108.

Staton, A. Q., Peeples, J. A. (2000). Educational reform discourse: President George Bush on America 2000. Communication Education, 49(4), 303-319.

U.S. Department of Education.(2015). Elementary and Secondary Education Act. http://www.ed.gov/esea

My Teaching Philosophy

The premise of my teaching philosophy is that all children can learn, and that through appropriate and differentiated kinds of instruction while accommodating learning styles; students can achieve. I believe that teaching and learning are connected as learning is the product of good instructions from teachers who apply best practices to student-centered kinds of learning experiences. The role of the instructor is for teaching students how to learn and to think critically about information. The instructor/teacher/facilitator, directs learning to higher levels of learning including levels of knowledge, understanding, application, analysis, evaluation, and assimilation. Teachers provide a model for the learner of how skills are performed while fostering highly skilled learning that requires highly skilled instructors. Through technology, the world and infinite kinds of knowledge become available to students while stimulating inquisition and curiosity. Through other available resources, students will learn to think socratically as they are free and encouraged to ask the questions for gaining new knowledge in hopes of finding truth.

My teaching is founded on the belief that all student can learn. No matter the IEP or the perceived intellectual ability or limitations, when learning music, many students have a tendency to surpass the confinements of an IEP.  Students will learn at their own pace and will comprehend on levels that one may not recognize but one should not restrict, constrain, nor assume that a student is unable to learn based on one’s expectation because one’s expectations will likely be challenged. Too often, I have witness where classroom assistants held a child in a chair because of a predisposed view that proved to have little foundation. One must be willing to set the learner free to learn and experience all that others are learning and believe that achieving is possible.

I use approaches for teaching music that work for accomplishing a particular goal. For building musicianship and defining intonation, Kodaly has proven most effective. Students build listening and musicianship as they are intellectually listening to intervals, and can visualize the contour of a melody, as the hand signals naturally provide a picture for varying pitches. Orff helps specifically when creating accompaniments and desiring to incorporate various instruments for creating ostinatos and using syllables to identify rhythm patterns. The approach works well and fosters for building of imagination. Reading stories and creating sounds for the stories with rhythm and patterns derives from the Orff approach and is successful for eventually teaching literacy.

My teaching affects my students and strengthens their self-image. In my school choir, my students allow me to shape their voices and are seeing the benefits of diaphragmatic breathing. They are singing in tune, singing with head voices while producing beautiful overtones, and are able to sing in harmony. Building vocal parts helps them to understand interdependence and that each voice part plays an integral role of the group. Through singing, the students achieve high levels of internal satisfaction as they are learning to connect their singing to their spirits. When the students can sing a simple canon “Like a Bird” and find joy in singing, then I have achieved a great personal goal; for them to appreciate and enjoy all styles of music.

Strategies for Improving Classroom Management

In today’s classroom, students have become more confrontational with teachers and show little interest in following rules and authority. Classroom management is undoubtedly a major component for successful teaching.  According to Willis, punishment and rewards are no longer effective for managing student behavior since many of the homes of the students are more hostile than our classrooms; therefore, students must learn to take ownership of their environments. When students intrinsically desire to do better, they do better. Barbara Coloroso says that students are given a gift when they are taught to ask the question; “What’s in it for me”? (Willis, 1996).

We all have those students who are known to have behavioral issues and who somehow feel entitled to disrupt the classroom or who show disrespect because “everyone knows that is how they are”. All teachers recognize that merely posting rules on the walls in the classroom will not fix the problems with defiant or attention seeking students. Therefore, students need a reason to behave and the questions of what’s in it for me?, must be answered. While each new school year, I seek to find new solutions for improving management strategies in my own classroom as I realize that strategies must be updated because students actually become bored with the norm.

  I have been guilty in some situations of being reluctant to call the home of a certain student because of the assumption of not receiving the needed results through a phone call. Much to my surprise, I have learned that behind the disruptive child is often a caring parent who becomes embarrassed and hurt to hear about her child’s behavior. That parent is often the one who seeks to correct the child but has not identified the real needs of the child and may compensate for the lack thereof with materials kinds of appeasements in hopes of changing the child’s behavior. While that parent may delay getting additional supports for the student, the child is steadily developing behavioral patterns that are self- destructive and damaging for the school climate. In this article, I wish to share some of the strategies I am using in my classroom this year, hoping they prove successful for my situation, and will support your ideas in the classroom. I hope to provide you with feedback throughout the year as I teach in an urban school with many challenging behaviors to address.

ClassroomDojo

Firstly, I am utilizing the www.classroomdojo.com in my classroom which is an online forum for communicating with parents and students, and for students to earn points; for being on task, for good behavior, and for being prepared in class. In the music classroom, of course certain supplies are needed and serve of utmost importance for a student’s success. Classroomdojo.com is a good site and is free of charge. Posting a sign in the classroom for how the students can apply their earned points on the site, provides excitement and an incentive for achieving, earning points, and as a reminder to use the classroomdojo.com site. So far the challenge has been ensuring that all parents receive the invites.

Behavior Bucks

Behavior bucks support the idea that students can redeem themselves when they fail.  With behavior bucks, students have opportunities to buy back their dignity. As they behave, they receive a one dollar behavior buck that can buy away a demerit. When consistency is apparent, they can receive a five dollar buck for buying a “star” in the classroom. The students are invited to take part in this challenge.               

                                                                                           

 The FAIR PLAN

The FAIR plan appears to be a viable plan that can work in the classroom as the acronym FAIR represents; F=function for the behavior may be for escaping a task, obtaining a thing, attention seeking, or sensory motivated; A=accommodations strategies, I= Interaction strategies, and R=Response strategies.  ABC notes are recommended to be taken by the teacher about the troubled student. A=note the events that occurred before the students behavior, B=Description of the student’s behavior, C=immediate response to the student’s behavior from teacher and students. The ABC notes will provide teachers with triggers and skill deficits.

Teachers must take the time to do ABC notes and can develop a chart similar to this for each disruptive child. As a music specialist, I find that each class has at least one to two children with severe behavior problems and traditional approaches are not always effective for them. The FAIR plan informs the teacher of exactly what behavioral function she is dealing with and encourages one to intelligently address the problem. According to Rappaport & Minahan, (2012) one should complete the ABC notes while regularly providing information for addressing the needs of the students. Once the behaviors have been analyzed, one should prepare a behavior plan. Although one’s school may have programs currently in use for improving student behavior, results are not always apparent when a defiant child is in the room, as a teacher is often left to deal with the issues alone without the needed feedback. The FAIR plan can support the teacher for providing needed feedback.

ABC Notes for: Student

Time	Activity	Antecedent	Behavior	Consequence

                                                            References

 Rappaport, N., Minahan, J. (2012). Cracking the behavior code. Students who Challenge US. 18-25

Scott W. (1996). Finding Alternatives to control and compliance. Managing Today’s Classroom. 38(6)

More on Pope Francis in the United States.

Loving the messages from Pope Francis in Philadelphia. The city and the country are experiencing a great revival just when we desperately need one. He is the messenger from God to us. I am not catholic but I am a christian and have always appreciated the liturgy of the catholic church. I appreciate their ceremonies and symbolism as part of their worship; especially the incense. 

The pope addressed every area of our society, even education as much application can be made toward education in America. Consider the lowly, the urban schools who often suffer most. Pope Francis said that God is in our cities. I have taught in the city since 1987 and understand the many needs of the city. I always felt like the city is my mission field. The work is difficult and demanding but one can not find greater reward than being in God’s place for you. The smiles and hugs from the children who express gratitude for my service are truly priceless. 

My Reflection on Pope Francis and Education in America

Much respect and appreciation is sent out to Pope Francis for his speeches in Washington D.C., and New York; to the United Nations, and his loving words to the people of the United States. At the United Nations, he discussed multiple topics pertaining to the existence of mankind including our common home having a sacredness, the unfortunate uniting of nations from fear and for destruction, and that the primary cell of social development is the family. He expressed a need for social justice, and care for the less fortunate and demonstrated compassion as he chose to feed the homeless instead of dining in a fancy setting. As we have economic groups in America, one can recognize where many misfortunes have been the repercussions of injustices imposed particularly on minorities and through the lack of education for minorities, or those in lower economic social groups.

One must appreciate the lowly estate that Pope Francis took upon himself as he drove in a small Fiat to demonstrate humility. We are reminded that “the first shall be last and the last shall be first.” Jesus also took on a lowly estate, although he was the son of God he was born homeless and humbled himself even as a servant. Reflecting on the pope’s strength through a humble and calm demeanor undoubtedly provided an example for American leaders and policy-makers.

Pope Francis mentioned the need for effective political and economic activity that is conscious of the fact that real men and real women may be being deprived of rights. This is very relevant for education. He also mentions that education is a right for families and the basis for reclaiming the environment. He said that, when economic and social exclusion is apparent, then a denial of the inclusion of fraternity exists. Applications can be made if one believes that inequitable opportunities for education exist in certain communities, and that unfair opportunities are affecting my brothers or my sisters, then the picture is changed. The agenda to help a brother or a sister to achieve to their fullest potential becomes primary. The reciprocal affect will be that the least likely will find a cure for cancer, or be able to excel in the sciences for curing the world’s climate problems.   

The scriptures represents precepts upon precepts and is summarized in loving one another. Defending human rights and social justice would not be a problem if love for one another truly existed. NCLB would not need to be a policy if love for one another existed. As I have said many times, when the appointment of persons into the top legislative positions are made, evidence of God in their lives must be present. If policies are for the common good of all people, then issues of the Common Core Standards would not be such a problem as they are today as competitive kinds of learning and responsible instruction would occur regardless of one’s status or race if leaders applied principles of the scripture.

Are Resources Necessary for Developing Career and College Readiness in Students?

As educators are obliged to uphold the standards aligned system (SAS) in Pennsylvania, preparing students requires a high level of instruction as career and college readiness are the standards, and that is without remediation (Act Inc, 2011). ACT examined the international competitiveness using the goal of the common core standards of career and college readiness standards. ACT performed an analysis while linking the PISA score to the U.S. career and college benchmark and found them to be equivalent, which places America’s benchmark on target for international readiness. Unfortunately, the results show the United States to place significantly below the college and career readiness benchmark while Shanghai China, Korea, Finland, and Hong Kong China all score significantly above college and career readiness benchmarks (ACT Inc., 2011).

 Teachers return to work this week in many cities of the U.S., as issues are often raised regarding adequate supplies in the classroom for sufficiently preparing American children for career and college readiness. Professional development focusing around creative approaches for teaching so often leave many teachers wanting because of the reality of not obtaining needed resources and supplies. For many teachers, personal financial sacrifices will have to be made, if their classrooms will run efficiently. Either the teacher will purchase the supplies, or plans for beginning the school year effectively will be squashed, as supplies are placed on the wish list. Something as simple as a projector and a quality speaker for playing music for appreciation of music from diverse cultures may need to wait until the next year. Ironically, America is said to be a wealthy nation where resources for education are readily available for all students.

 With all of the resources believed available for American students, why do American schools still remain lacking academically compared to students in so many other Countries? The 2012 Program for International Student Assessment (PISA) revealed that Americans are stagnant in education. The United States secretary for education “Arne Duncan” warned that the international tests for math and science showed that the educational problems do not only exist in poor communities and is not limited to certain places and groups (Hanushek, Peterson & Woessmann, 2014).

 This topic warranted exploration since so many have complained about being held to the common core standards. The standards are essentially what are used as the bases for constructing standardized tests. Because the matter is extremely consequential, I do not believe that concessions can be granted regarding the standards, as too much is at stake. Educational priorities must be set high so that American young people will be able to take their rightful place in this global economy. Determining not to effectively fund all schools will ultimately have detrimental effects on the nation. According to Woessman 2001, the amount of resources one has do not raise the performance levels of students as no systematic relationship exists, rather the policies of the school and the governing bodies which provide incentives for personnel will maximize performance of students. I wish to respond to that with an Old Testament passage that said “you are no longer to give the people straw to make brick, let them go and gather straw for themselves” (Exodus 5:7). How does one suppose Egyptian slaves felt when they no longer had the needed resources?

                                                                    References

 Act, Inc. (2011). Affirming the goal: Is college and career readiness an internationally competitive standard? Executive Summary. 4 (ED520012)

 Hanushek, E. A., Peterson, P. E., Woessman, Ludger (2014). U.S. Students from educated families lag in international tests. 14(4), 8-18, 11.

 Woessman, L. (2001) Why students in some countries do better. Education Matters. 1(2)