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Brendan Murphy

Apple - ACOT2 - Social and Emotional Connections with Students - 0 views

ali.apple.com/connections

shared by Brendan Murphy on 20 Aug 10 - Cached
  • For example, when students lack social and emotional connections to learning, educators, schools, and their peers, it often leads to behavior issues or disengagement, which inevitability leads to declining achievement and, in the worst cases, students dropping out of high schoo
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      STep 4 CBAM consequences of actions
  • behavioral motivation
  • emotional engagement (
  • ...3 more annotations...
  • cognitive engagement
  • Researchers generally agree that learning is inherently social-it happens in the context of interactions and relationships with teachers, peers, family, experts, and others
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      bud the teacher posed this question in his blog recently.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
  • They find kindred spirits who fuel joint explorations and productions, reinforce understandings, and provide divergent opinions and clarification of understandings as discussions ensue. In many cases, social interactions enable levels of learning that simply wouldn’t be possible for students to accomplish on their own.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      STep 6 CBAM is collaboration
Brendan Murphy

Learning to listen to student voice: part 1 - 1 views

www.teachingexpertise.com/...ning-listen-student-voice-6392

learning listen student voice student_voice voices student_voices

shared by Brendan Murphy on 20 Oct 10 - No Cached
  • your real target audience is those pupils who are not apparently articulate about what it is that helps them to learn.
  • gathering the views of students isn’t a one-off exercise
  • It also implies some subtle shifts in the balance of power
  • ...1 more annotation...
  • This is not about handing over power and associated responsibility
Brendan Murphy

Type 4 - Learning at Home | NNPS - 0 views

www.csos.jhu.edu/...type4.htm

jhuiste leader leadership administration education management learning type 4 school

shared by Brendan Murphy on 30 Aug 10 - Cached
  • How to help at home with homework
  • Regular schedule of interactive homework that requires students to demonstrate and discuss what they are learning in class
Brendan Murphy

LEADERSHIP FOR THE 21st CENTURY: BREAKING THE BONDS OF DEPENDENCY - 1 views

www.cdl.org/...bonds_dependency.php

leadership challenge education jhuiste

shared by Brendan Murphy on 12 Jul 10 - Cached
  • there is no external answer that will substitute for the complex work of changing one's own situation.
  • It is one thing to say in most successful organizations members share a clear, common vision, which is true, but quite another to suggest that this stems primarily from direct vision-building, which is not. Vision-building is the result of a whole range of activities (pp. 208-209).
    • Brendan Murphy
      Brendan Murphy on 13 Jul 10
       
      So the vision doesn't create a sense of team rather when you build a team a vision is created.
  • critical consumers
  • ...4 more annotations...
  • 1.Respect those you want to silence. 2.Move toward the danger in forming new alliances. 3.Manage emotionally as well as rationally. 4.Fight for lost causes.
    • Brendan Murphy
      Brendan Murphy on 13 Jul 10
       
      Are these the four guidelines they were talking about in the introduction paragraph?
    • Brendan Murphy
      Brendan Murphy on 15 Jul 10
       
      1. I think a strong leader is not afraid to listen to those who disagree with them. I think the strongest leader listens carefully and includes the best ideas. I don't think majority rule is always the best way to run things, I think going with what the group thinks is best but tempered by vocal minorities is the best way to run a group. It is certainly better than a dictatorship, even when the dictator is the smartest and most benevolant person in the room. 2. Akin to the first guideline forming alliances with people you want to stay away from is important. They will not work to sabotage your plans if they feel their feelings are being listened to and heard. People don't think they know everything, but they do think they should be heard. If a leader is one who is known for being able to work with new groups then I think new groups will be more willing to accept an offer or collaboration. 3. We cannot inspire people without a bit of passion. While some paths may seem like the most prudent financially, or whatever, in the end the only path that will work is the one that people support. Sometimes we have to be willing to break away from what we think is the best path in order to be successful on the most loved path. 4. Everyone loves an underdog. At least we do in this time and this place. Lost causes in education are usually the causes that will bring about the most dramatic change. I think most people see schools as getting the short end of the stick in most political arenas, thus we are one big lost cause.
  • create opportunities for learning from dissonance
  • high priority on reculturing
    • Brendan Murphy
      Brendan Murphy on 13 Jul 10
       
      Hiring and or converting existing staff to work towards a common goal
  • Articulating and discussing hope
Brendan Murphy

ACOT2 - 1 views

ali.apple.com/acot2

leadership education administration management jhuiste ACOT week6 acot2 apple 21stcenturyskills challenge future learning

shared by Brendan Murphy on 20 Aug 10 - Cached
  • A Culture of Innovation and Creativity
  • Ubiquitous Access to Technology
Brendan Murphy

Apple - ACOT2 - Informative Assessment - 0 views

ali.apple.com/assessment

shared by Brendan Murphy on 20 Aug 10 - Cached
  • Through informative assessment, students, teams of learners, and teachers can use evidence of current progress to adjust, adapt, or supplement the learning experience.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      Step 3 CBAT how does it work for me
Brendan Murphy

Apple - ACOT2 - Relevant and Applied Curriculum - 0 views

ali.apple.com/curriculum

shared by Brendan Murphy on 20 Aug 10 - Cached
  • six key characteristics of curriculum for 21st century learning:
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      Step two CBAT how does it work
Brendan Murphy

edweek.org: Technology Counts 2006: Delving Into Data - 0 views

litd.psch.uic.edu/...edweek20060504.html

technology leadership jhuiste education administration data datamining school management

shared by Brendan Murphy on 24 Aug 10 - Cached
  • from the students' first years in school right up to that very day.
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      There is such a thing as too much information, but I get the point.
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      I worked for a compay that sold Pnnicle Analytics and the stuff you can learn from data mining is awesome. Especially when they make an intuitive interface.
  • student identifiers,
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      I can see how this would raise a lot of privacy concerns
  • Without links to other data, the usefulness of student identifiers is diminished,
  • ...6 more annotations...
  • Data on Teachers Uneven
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      I can see how collecting data on teachers is a problem until we answer the question of how do we evaluate quality teachers. What if someone points to a implementation dip and uses that as grounds for termination?
  • use their data to help struggling teachers and to reward successful ones
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      I like how there is nothing negative. Data is used to help.
  • but the information is used in principals' evaluations of their teachers
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      But now its used in evaluations
  • While it's useful to have that kind of longitudinal data [for policy purposes]," he says, "one should not impute conclusions about the true depth of a child's intellectual development in terms of math, science, or whatever."
  • results on statewide tests aren't as useful as many policymakers think.
  • Students take the tests at the start of every quarter in every subject, and the results are available the same day. The data are broken down by the racial, ethnic, economic, and other subgroups used in NCLB accountability reports.
    • Brendan Murphy
      Brendan Murphy on 24 Aug 10
       
      I've never understood why it would take any longer.
Brendan Murphy

The CBAM: A Model of the People Development Process - 1 views

www.mentoring-association.org/...CBAM.html

leadership education administration jhuiste management cbam change professionaldevelopment development professional mentoring mentor

shared by Brendan Murphy on 20 Aug 10 - Cached
  • coping strategies which are often poor practice will be adopted.
  • learning has always had to compete (usually unsuccessfully) with the time for work and ìproductivityî.
Brendan Murphy

Leadership Characteristics that Facilitate School Change: Characteristics of Leaders of... - 0 views

www.sedl.org/...character.html

leadership school characteristics administration leader management jhuiste vision

shared by Brendan Murphy on 03 Aug 10 - Cached
  • While administrators' visions tend to focus on district- or school- wide instructional issues, teachers' visions tend to address teacher roles and student outcomes
  • Teachers' vision also included school changes that would result in more participatory and decision- making roles for teachers.
  • Vision, a critical leadership characteristic, is also a trait of successful executive educators
  • ...19 more annotations...
  • "leadership requires a vision. Without a vision to challenge followers with, there's no possibility of a principal being a leader"
  • The relationship between the teachers' and administrators' vision is important.
  • Administrators' vision tends to encompass the whole system or as described by Manasse (1986) their vision is an organizational vision. Teachers' vision appear to focus primarily on the individual or personal actions for school change
    • Brendan Murphy
      Brendan Murphy on 03 Aug 10
       
      Kind of like vision and mission
  • vision is "based on personal or personalized professional values"
  • "visionary leadership demands a clear sense of personal and organizational values"
  • The first value Aplin identified was that the instructional programs were "the highest priority of the system and decisions were assessed as to whether they enhanced or threatened it"
  • The second value this superintendent had was "equity in person relationships and instructional decisions
  • "Practices of delegation, teaming, flexibility of process and incremental planning with extensive communication" (p. 11) was the third valu
  • "The fourth value held was the need to retain a high level of local control
  • .The fifth value disclosed was his belief that the quality of decision is improved if there has been free and honest disclosure among interested parties"
  • "the specific value that each superintendent seemed to exemplify was simply 'the children come first'"
  • This loyalty includes a keen understanding of the community's values as well as consistent participation in community activities.
  • while there was little difference between the activities of effective and ineffective principals, the meanings they attributed to their activities were significantly different.
  • They found that personal background factors, such as type of education, and organizational factors, such as school size, were more important than values.
  • "Principals in the high-SES effective schools expected an academic emphasis and task orientations in classrooms but encouraged teachers to implement a broad curriculum. Their counterparts in the low-SES effective schools implemented a more narrowly defined curriculum and allocated more time for basic skill instruction"
  • "The primary rewards for most teachers come from students' academic accomplishments -- from feeling certain about their own capacity to affect student development"
  • Hallinger and Murphy (1986) reported that even when the low wealth schools were achieving, teachers' expectations were lower than those for students at wealthier schools; they believed they had minimal parental support and therefore assigned less homework and stressed the basic curriculum.
  • Differences in curricular and instructional practices suggest that the manner in which staff implement curriculum and instruction is filtered through their perceptions, beliefs and expectations concerning student ability and community background
  • Effective superintendents believe that students come first; effective principals believe in meeting the instructional needs of the students. Teachers value working with students and believe that they have an impact on their achievement. They have the shared belief that students' learning is of primary importance. The literature revealed that these individuals' also shared a common value. They valued the human resources -- the contributions, talents, and efforts -- of others in their organization.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...culture.html

leadership education administration change week 6 sedl jhuiste

shared by Brendan Murphy on 18 Aug 10 - Cached
  • Discipline is the overwhelming obstacle to school success.
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      This is so true especially in low SES schols.
  • Educational bureaucracy obstructs
  • According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
  • ...24 more annotations...
  • Minorities don't care about education. (p. 39)
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      Ruby Payne would say they don't believe it helps.
  • Welch (1989) reports that teachers assess advantages and disadvantages of collaborative consultation primarily in terms of how implementation will impact them personally, rather than how it might impact student growth
  • For [many students] the main benefit of the school is the opportunity it provides to interact with close friends on a daily basis" (p. 181
  • Students will participate, according to Fullan, if they understand, have the necessary skills, and are motivated to try what is expected.
  • With teachers unable to explain why they were adopting this innovation, concern increased and parents put an end to the innovation.
  • in situations where the school board and the district are actively working together, substantial improvements can be achieved,
  • Cynicism and apathy may reflect negative experiences and produce teachers who are unwilling to proceed regardless of the content or quality of the program (Corbett, Dawson, & Firestone, 1984; Fullan, 1991).
  • Cuban (1988) states that most reforms fail because of flawed implementation.
  • Lasting fundamental change (e.g. changes in teaching practices or the decision making structure) requires understanding and, often, altering the school's culture; cultural change is a slow process.
  • culture becomes the cohesion that bonds the school together
  • culture can also be oppressive and discriminatory
  • attitudes and beliefs of those in the school create mental models
  • system paranoia exists
  • Those new to the organization must learn the culture or suffer consequences, such as the feeling of alienation.
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      though if you can suffer through that feeling of alienation you can have the opportunity to make positive changes.
  • high expectations for itself
  • successful programs do not suppress criticism
  • a school can make significant gains, in spite of faculty weaknesses, through sound staff development. Schools, however, commonly fail to have a norm regarding the need for in-service work during implementation (Fullan, 1991)
  • sharing a common vision increases the likelihood that school improvement efforts will succeed (Beer, Eisenstat, & Spector, 1990; Deal, 1985; Carlson, 1987; Miles & Louis, 1990; Norris & Reigeluth, 1991; Schlechty & Cole, 1991).
  • A cultural norm supporting the involvement of teachers in decisions or plans that will affect them heightens the possibility that changes will be appropriate in a particular setting.
  • Not only teachers, but students as well need to internalize the norms of the school improvement culture.
  • These norms encourage criticism in order to highlight areas that need improvement.
  • Students are rarely informed regarding plans in spite of the fact that the plans cannot be carried out successfully when students are not committed to cooperate with the plan, and do not know what to do or how to do it. (Fullan, 1991)
  • Negative side effects that may occur from accommodation are students' expectations that accommodations will always be made, a lack of active student engagement with the content of instruction and increased student boredom and apathy (Miller, Leinhardt, & Zigmond, 1988).
  • Parents need to be involved as co-teachers in their children's education.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...context.html

leadership education administration change week 6 context

shared by Brendan Murphy on 18 Aug 10 - Cached
  • There is typically no documentation of how a school got to be "effective," that is, how it instituted changes or used research findings in ways that ultimately affected children's learning (p. 3).
  • The context in which those seeking to improve schools find themselves creates a set of conditions that may present bridges or barriers to change.
  • By encouraging the development of those factors that facilitate change or nurturing them if they already exist, leaders increase the opportunity for change to become a permanent part of the school environment.
Brendan Murphy

Expert Project Management - Can A Project Manager be a Servant Leader? A Reflective Cri... - 1 views

www.maxwideman.com/...characteristics.htm

education jhuiste leadership administration servant leader management

shared by Brendan Murphy on 20 Jul 10 - Cached
  • verbal and non-verbal signals
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Those cues that we can't see through email and im etc....
  • people
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Everyone is a person and has value. Similar to listening to those you wnat to silence or forming alliances with danger
  • make whole
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Something I would expect from the Dali Lama. when things are not working perhaps there is discord in the universe.
  • ...10 more annotations...
  • disturber and an awakener.
  • integrated, holistic position
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Everything is connected, but you don't see that until you are woken from your slumber and can see the world for what it truely is.
  • persuasion
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Here we go with the persuasion again.
  • think beyond
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Kind of like seeing the big picture. or systems thinking.
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Ok this is just the systems thinking. how everything works together
  • consequence of a decision
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      This is thinking about renewal in the future.
  • commitment to serving
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      When you make the commitment you start building trust, when you have trust then the constitutents start to take on their own leadership role, not because you asked them, but because they want to for the good of the organization.
  • committed to the growth
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Like the learning organizations from the first reading this week. Jossey-Bass chapter 1
  • interest in the ideas and suggestions
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Listening to people has been a theme from GARdner
  • building community
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      The theme of all the leadership so far has been you do not get your authority from fiat, but rather you earn it or it is given to you by those you lead.
  • high trust level among employees gives an organization an agility
    • Brendan Murphy
      Brendan Murphy on 20 Jul 10
       
      Schools definately need the agility to change with the students needs.
Brendan Murphy

Confusing Technology Integration with Instructional Reform « Larry Cuban on S... - 0 views

larrycuban.wordpress.com/...tion-with-instructional-reform

technology integration reform

shared by Brendan Murphy on 29 Aug 10 - Cached
  • Many teachers and principals have said repeatedly to the point of the words being cliched: “integrating technology is not about technology, it is about learning.” Yet those who buy and deploy new technologies continue to seek “educational uses”  for the electronic devices.
    • Brendan Murphy
      Brendan Murphy on 29 Aug 10
       
      Buy the technology you need not educational technology
  • The instructional focus shifts from being teacher-centered to being learner-centered…. Traditional verbal activities are gradually replaced by authentic hands-on-inquiry related to a problem….”
  • Why, she asks, should K-12 teachers’ roles change to integrate technology effectively?
  • ...3 more annotations...
  • These two reasons, technocentrism and pedagogical dogmatism, Harris argues, explain why for decades, enthusiastic policymakers, researchers, and practitioners have confused technology integration (involving  the perennial conflict of content vs. skills) with technology as an instrument for pedagogical reform (moving from teacher-centered to learner-centered instruction).
  • Since most technology designers do not understand effective teaching (or are not designing something for teaching purposes), they often focus on making content more appealing or easier to access instead of creating a technology that causes students to more deeply engage mentally with content.
  • When I did my doctoral research, I found that just bringing in technology and showing teachers how it worked did not change pedagogy. I believe that if you want to change pedagogy to a more constructivist approach, you need to tackle this head on and not make it part of some technology project.
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