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Adrienne Michetti

Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views

  • Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
    • Adrienne Michetti
       
      and this is what bothers me. SO MUCH.
  • when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
  • I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
  • ...67 more annotations...
  • I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.
  • the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be
  • having it all, at least for me, depended almost entirely on what type of job I had.
  • having it all was not possible in many types of jobs, including high government office—at least not for very long.
  • “Having control over your schedule is the only way that women who want to have a career and a family can make it work.”
  • Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.
  • “leaving to spend time with your family” is a euphemism for being fired.
  • Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.
  • it cannot change unless top women speak out.
  • Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.
  • many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.
  • there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.
  • But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.
  • women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.
  • The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:
  • Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.
  • We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.
  • These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure
  • A simple measure is how many women in top positions have children compared with their male colleagues.
  • Every male Supreme Court justice has a family. Two of the three female justices are single with no children.
  • women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.
  • “You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.
  • “Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”
  • I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.
  • assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.
    • Adrienne Michetti
       
      This is fascinating. Really. 
  • I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.
    • Adrienne Michetti
       
      This. This is SO TRUE. I think this is the same.
  • To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.
  • It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?
  • Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.
    • Adrienne Michetti
       
      This disconnect has ALWAYS bothered me. SO MUCH.
  • having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient
  • Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.
  • Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.
  • But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.
    • Adrienne Michetti
       
      exactly this -- men do not have to make this choice. Thus, it will always be unequal.
  • You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.
  • If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.
  • I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.
  • Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.
  • Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.
  • Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.
  • The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”
    • Adrienne Michetti
       
      This is so progressive.
  • Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.
  • One of the best ways to move social norms in this direction is to choose and celebrate different role models.
  • If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.
    • Adrienne Michetti
       
      UGH.
  • Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.
  • It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.
  • when my entire purpose is to make family references routine and normal in professional life.
  • This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.
  • Seeking out a more balanced life is not a women’s issue; balance would be better for us all.
  • Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.
  • In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.
  • Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.
  • What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.
  • The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.
  • Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.
  • In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.
  • “We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
  • “Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.
  • the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.
  • Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.
  • women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.
  • These women are extraordinary role models.
  • Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”
  • “Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”
  • But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.
  • If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.
  • We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.
  • But when we do, we will stop talking about whether women can have it all.
Jason Heiser

Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 8 views

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    The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
Vicki Davis

We heard the President's ConnectED call-to-action, and here is our billion-dollar respo... - 1 views

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    Microsoft has announced an initiative as part of the ConnectED movement in the US. Here are the details: "Windows 8.1 Pro Operating System: One of the most powerful and flexible operating systems for education, it provides the ability for students and teachers to use education apps and Microsoft Office, search for information across their device and the web, and is optimized for touch, education apps, research, productivity and digital inking, critical keys to better learning outcomes. Office 365 Education Communication and Collaboration Tool: Email, sites, online and offline document editing and storage, IM, and web conferencing capabilities for all you students for free. Plus 5 copies of Office for free for more than 12 million students at qualified institutions. Partners in Learning Network Teacher Training and Resources: Partners in Learning provides educators with a network of nearly 1 million educators from 136 countries. It offers them a forum where they can share ideas, find free lesson plans to inspire classroom learning and develop professionally. Bing for Schools Ad-free search: An ad-free digital literacy platform aimed at helping students learn important digital skills based on access to a connected computing device, daily common-core aligned lesson plans, and a safe, private environment where search history will not be mined for data. Student training and resources: Microsoft IT Academy: For roughly 2,000 high-needs schools, Microsoft is providing academic institutions and their educators, students, and staff with digital curriculum and certification for fundamental technology skills. Affordable Broadband from EveryoneOn: A critical component to connected learning, Microsoft's non-profit partner EveryoneOn is offering home Internet service for as low $10 to the 36 million Americans living in low-income communities."
Gary Bertoia

Top 100 Tools for Learning 2008 - 0 views

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    The list is compiled from the contributions of 155 learning professionals (from both education and workplace learning) who shared their Top 10 Tools for Learning both for their own personal learning/ productivity and for creating learning solutions for other
Dave Truss

Top 100 Tools for Learning: Summary PDF - 0 views

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    Between January and March 2008 155 learning professionals shared their Top 10 favourite tools for learning (either for their own personal learning or for creating learning for others). We used these lists to compile the Top 100 Tools for Learning Spring 2008.
Tony Searl

NZ Interface Magazine | If you can't use technology get out of teaching! - 10 views

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    Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.
Maggie Verster

Overview of Social Learning - 0 views

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    What is Social Learning? An Overview social Here are some introductory presentations about organisational social learning, social learning platforms and the new role of social learning professionals.
Martin Burrett

Book Review: The Learning Power Approach by @GuyClaxton - 0 views

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    "Learning is such an important and crucial aspect of being. No matter what path our lives are drawn towards, our learning - and attitude to learning - will help us succeed professionally and personally. Of course, learning can take place at formal and informal moments of our lives, involving observations, readings, critiquing, experimenting, imagining, reasoning, imitating, discussing, reflecting and practising."
Ted Sakshaug

Social Learning Academy - 7 views

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    The Social Learning Academy is intended for learning professionals  - in Workplace Learning and Education - who are new to social media and would like to find out more about the different social technologies and their application to learning.
Dennis OConnor

Instructional Design by Evan Sveum - 0 views

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    A great resource for those interested in instructional design. Produced by Evan Sveum, graduate of the UW-Stout E-Learning and Online Graduate Certificate Program. This page would serve well as an overview of instructional design for any e-learning professional. The use of hyperlinks to models, references and resources make this a deep and rich presentation. Combine the content with the narrative context provided by Mr. Sveum and and you have a most useful guide to instructional design tuned to the needs and interests of e-learning professionals.
Martin Burrett

Book: The Thinking School by Kulvarn Atwal (EdD) via @JohnCattEd - 1 views

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    "In the book, Atwal challenges the more traditional means of providing professional development for teachers - usually involving the implementation of government imposed initiatives, rather than individualised professional learning opportunities. The challenge is finding space to deliver a more dynamic learning environment for teachers - a thinking school that is fundamental to improving children's learning experiences."
Dennis OConnor

E-Learning and Online Teaching | Scoop.it - 9 views

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    Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
David Wetzel

Top 10 Online Tools for Teaching Science and Math - 18 views

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    Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.
Maggie Verster

Centre4 PD - 0 views

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    CORE Education is a not for profit educational research, development and implementation organisation in New Zealand. CORE aims to provide educators with the quality professional learning opportunity in an online context. Centre4 acts as the portal to this e-learning world and you are welcome to explore it in the areas that interest you. While many communities are open to the wider public, some areas have restricted access for project participants. Their purposes are indicated below. You will also find a wide range of online conferences and seminars which are both current and archived. We welcome you to participate with us in extending the effective use of learning communities across the wider educational community.
Vicki Davis

K4STEMLAB | Fueling students' love of learning through Science, Technology, Engineering... - 6 views

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    I love how STEMlab teacher Kevin Jarrett shares what students are learning in his STEMlab. The lab focuses on engineering, science, technology, and math and is such a powerful learning experience. I like this format better than just "technology" lab because it integrates what you're trying to be not just a checklist of point and clicks that will be outdated. "This post is part of my continuing series of weekly lesson summaries. My goal is to give parents & caregivers in our school community the resources needed to extend student learning at home, and to share my professional practice with teacher colleagues around the world in the hopes of improving my craft."
anonymous

Making and using Clinical and Healthcare Recordings for Learning and Teaching | Healthc... - 1 views

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    This site contains guidance material aimed primarily at students, teachers or doctors who wish to use a patient recording or patient data for learning and teaching. It will also be of interest and use to other clinical and healthcare workers as well as to university staff where patient recordings are made available for learning and teaching.
Dave Truss

Will you take the Professional Learning challenge? | Inter.Connect.Ed - 24 views

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    How can we do Professional Learning Differently?
Michael Walker

Get Your Geek On, Help Scientists With iDoScien - Flash Player Installation - 11 views

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    From the site: 1. Teachers now have an unprecedented resource of meaningful science projects to engage their students. 2. Students can work with professional scientists anywhere in the world on real research projects that benefit us all. 3. Students can create their own projects and find collaborators all over the planet. 4. Citizen scientists can find like-minded people to share ideas. 5. Home-schoolers now have a network of science lovers to use as a resource for their children. 6. Professional scientists now have a turn-key solution to promote their research projects, archive their data, find collaborators and reach out to thousands of people they could not reach before.
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    From the site: 1. Teachers now have an unprecedented resource of meaningful science projects to engage their students. 2. Students can work with professional scientists anywhere in the world on real research projects that benefit us all. 3. Students can create their own projects and find collaborators all over the planet. 4. Citizen scientists can find like-minded people to share ideas. 5. Home-schoolers now have a network of science lovers to use as a resource for their children. 6. Professional scientists now have a turn-key solution to promote their research projects, archive their data, find collaborators and reach out to thousands of people they could not reach before.
Dennis OConnor

Education Week: E-Learning for Special Populations - 11 views

  • This special report, another installment in Education Week's series on virtual education, examines the growing e-learning opportunities for students with disabilities, English-language learners, gifted and talented students, and those at risk of failing in school. It shows the barriers that exist for greater participation among special populations, as well as the benefits and drawbacks of this approach. It also looks at the funding tactics schools are using to build virtual education programs for special populations and the evolving professional-development needs for these efforts.
  • Download the interactive PDF version of the report, E-Learning for Special Populations.
Vicki Davis

11 Tools for the 21st Century Learner - 5 views

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    This is a course for Spring Branch ISD which uses a blog as the framework. I also love how 9 hours of professional development is being given for the educators in this course. We need more embedded PD that gives teachers an opportunity to embed their learning in their daily activity. Embedded PD is the key to transformational learning. While there is a time and place for getting away, we have traditionally only used that "away" method when we also need to use the "learn right here" method of delivery as well. Take a look at what Karen is doing here as you evaluate your pd delivery methods.
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