Group items matching

in title, tags, annotations or url

narcissistic wounds from childhood.

What's the purpose of my leadership?

Why do I want to lead?

Often they reject the honest critic who speaks truth to power.

these problems are neither their fault nor their responsibility. Or they look for scapegoats to blame for their problems. Using their power, charisma, and communications skills, they force people to accept these distortions, causing entire organizations to lose touch with reality. At this stage leaders are vulnerable to making big mistakes, such as violating the law or putting their organizations' existence at risk. Their distortions convince them they are doing nothing wrong, or they rationalize that their deviations are acceptable to achieve a greater good.

Values-centered leadership

Leaders can avoid these pitfalls by devoting themselves to personal development that cultivates their inner compass, or True North. This requires reframing their leadership from being heroes to beingservants of the people they lead.

Leaders can avoid these pitfalls by devoting themselves to personal development that cultivates their inner compass, or True North.

A system to support values-centered leadership The reality is that people cannot stay grounded by themselves. Leaders depend on people closest to them to stay centered. They should seek out people who influence them in profound ways and stay connected to them. Often their spouse or partner knows them best.

Spouses and partners can't carry this entire burden though. We need mentors

rue North Groups

Surround yourselves with people who will be honest with you about how you really are and what you are becoming, and then make them promise to not hold back… from telling you the truth."

“As a voter, it bothers me to think that if I’m talking to my lawmaker, or sending him a letter – or maybe I’ve been organized with 100 people in my community – that they’re going to overlook that in favor of some corporate vehicle for corporations to get what they want,” Ashwell says.

the stage is being set for a corporation-owned future, parcel by parcel.

ALEC, she says, is dangerous. “They own the government. I knew that they owned a certain amount, that there were certain contributions and certain leaders they owned, but I didn’t realize to what degree,” she says. “Now I’m frightened because they really own a great deal of our government from state to state. I’m not anti-corporation, but I am anti them taking over the government.”

change doesn't happen without individual people changing their thinking, beliefs and behavior

think differently about their jobs

change efforts often falter because individuals overlook the need to make fundamental changes in themselves.

cognitive dissonance

behavioral data to affect employee performance

change is an inside-out process

Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching

Home Advocacy Top Ten in '10: ISTE's Education Technology Priorities for 2010 Through a common focus on boosting student achievement and closing the achievement gap, policymakers and educators alike are now reiterating their commitment to the sorts of programs and instructional efforts that can have maximum effect on instruction and student outcomes. This commitment requires a keen understanding of both past accomplishment and strategies for future success. Regardless of the specific improvement paths a state or school district may chart, the use of technology in teaching and learning is non-negotiable if we are to make real and lasting change.  With growing anticipation for Race to the Top (RttT) and Investing in Innovation (i3) awards in 2010, states and school districts are seeing increased attention on educational improvement, backed by financial support through these grants. As we think about plans for the future, the International Society for Technology in Education (ISTE) has identified 10 priorities essential for making good on this commitment in 2010: 1. Establish technology in education as the backbone of school improvement . To truly improve our schools for the long term and ensure that all students are equipped with the knowledge and skills necessary to achieve in the 21st century, education technology must permeate every corner of the learning process. From years of research, we know that technology can serve as a primary driver for systemic school improvement, including school leadership, an improved learning culture and excellence in professional practice. We must ensure that technology is at the foundation of current education reform efforts, and is explicit and clear in its role, mission, and expected impact. 2. Leverage education technology as a gateway for college and career readiness . Last year, President Obama established a national goal of producing the highest percentage of college graduates in the world by the year 2020. To achieve this goal in the next 10 years, we must embrace new instructional approaches that both increase the college-going rates and the high school graduation rates. By effectively engaging learning through technology, teachers can demonstrate the relevance of 21st century education, keeping more children in the pipeline as they pursue a rigorous, interesting and pertinent PK-12 public education. 3. Ensure technology expertise is infused throughout our schools and classrooms.  In addition to providing all teachers with digital tools and content we must ensure technology experts are integrated throughout all schools, particularly as we increase focus and priority on STEM (science-technology-engineering-mathematics) instruction and expand distance and online learning opportunities for students. Just as we prioritize reading and math experts, so too must we place a premium on technology experts who can help the entire school maximize its resources and opportunities. To support these experts, as well as all educators who integrate technology into the overall curriculum, we must substantially increase our support for the federal Enhancing Education Through Technology (EETT) program.  EETT provides critical support for on-going professional development, implementation of data-driven decision-making, personalized learning opportunities, and increased parental involvement. EETT should be increased to $500 million in FY2011. 4. Continuously upgrade educators' classroom technology skills as a pre-requisite of "highly effective" teaching . As part of our nation's continued push to ensure every classroom is led by a qualified, highly effective teacher, we must commit that all P-12 educators have the skills to use modern information tools and digital content to support student learning in content areas and for student assessment. Effective teachers in the 21st Century should be, by definition, technologically savvy teachers. 5. Invest in pre-service education technology

“… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”

The demand for more evidence-based demonstration that the methods of teaching and learning are working will continue to intensify

What is that vision now, in the 21st century? For me, it's the notion that education can be tailored and customized for every single individual

The danger is that we will concentrate exclusively on finding ways to refine the current system and we will lose the opportunity to reimagine higher education for this century, this economy, and this technology. We will miss the opportunity to redefine education for a world in which access to information, networks, and computation is ubiquitous

At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.

Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.

An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.

In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.