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Jennie Bales

New Harvard Research: To Be Successful, Chase Your Purpose, Not Your Passion | Inc.com - 3 views

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    "Experts suggest that, for most of us, hard work makes us passionate for a field rather than the other way around. We develop passion for what we do over time, rather than starting out with a clear, defined passion for a particular career path. "
Jennie Bales

6 Ways of Building the STEM Education Path for Tomorrow's Classrooms - 1 views

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    Laura Devaney from eSchool News talks about a new study on the future of STEM education and the 6 components that will make it shine. This post provides a summary coverage. These components easily align with a forward, future focused innovative library and could be harnessed to promote and advocate for vibrant and purposeful learning spaces.
gregkay

Cmap | Cmap Software - 6 views

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    This is a document which informs on the structure of concept maps, different types of concepts maps, and how to approach constructing a concept map to suit your purpose.
Jennie Bales

School library designing - For school library teams and school communities - 5 views

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    "The School Library Designing site site invites you to explore how you can participate in school library designing - and why purposeful school library design is important. "
Jessica Raeside

Effective Teams: The Key to Transforming Schools? | Edutopia - 6 views

  • felt frustrated working in teams
  • so slow and cumbersome.
  • the process felt
  • ...17 more annotations...
  • how to grow powerful teams that can transform schools.
  • Strong teams within a school are essential to retaining and sustaining teachers.
  • schools with low staff turnover
  • teachers report feeling connected to colleagues and supported
  • eeling that they belong to a team and fulfilling a mission together.
  • If a team is effective, then people learn from each other.
  • hey inspire and challenge each other.
  • "We come together as a team to support each other, learn from each other, and identify ways we can better meet the needs of our sixth grade students." Call it a purpose or a mission -- doesn't really matter.
  • another meeting." The purpose is relevant, meaningful,
  • constructive dialogue and dissent,
  • when there's the inevitable conflict, it's managed. People know each other. W
  • listen to
  • each other.
  • a good team has a facilitator, leader, or shared leaders. There's someone -- or a rotation of people -- who steer the ship.
  • common project
  • All projects, though, must be aligned with each member's personal agenda and school's agenda.
  • Finally, consistent communication is the glue that holds everything together. You can have the greatest of intentions, but if you do not communicate consistently,
Jennie Bales

How To Lead With Empathy | Edutopia - 15 views

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    "Empathetic leadership, born from an authentic understanding of teachers' needs, is an essential component of expert school leadership. It's a mindset that principals and teachers say should inform decision-making and help establish a schoolwide culture of purpose and respect."
Jennie Bales

Leadership: It Is Made from Productive Change | Knowledge Quest - 21 views

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    "Total Leader by thinking about leadership through the lens of productive change. There are five pillars that make up productive change. Purpose, vision, ownership, capacity, and support. Let's break these down in terms of school librarians and leadership with some examples of what the pillars look like in the world of libraries."
Jessica Raeside

School libraries and 21st century learning | School Library Management - 36 views

  • Libraries have existed for millennia. Their purpose has always been focused on knowledge acquisition and sharing for the development of society. In the 21st century, school libraries are re-engineering themselves to focus on learning, curriculum and the skills needed for 21st century learning.
  • The evolution of school libraries into flexible, dynamic, high-tech learning centres designed to prepare students as responsible digital citizens to function effectively in a complex information landscape is dependent on visionary leadership and strategic planning to reach this level of functionality. 
  • through the provision of accessible resources, and the development of sophisticated information and technology understandings and skills” (Hay & Todd 2010a, p. 30).
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  • he study found that flexible access to computers, printers, Internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006).  In 2010, one principal stated, “When I enter my own school library I see a social network – students and teachers doing all manner of things – everything from reading, promoting, quiet games, social skilling, researching, working on the computers, group planning, the list becomes quite endless. I see a thriving centre of learning – and something that is integral to the way the whole school functions” (Hay & Todd 2010b, p. 5).
  • The school library becomes the hub for networking, information access, digital literacy instruction, learning and knowledge creation – a shared space for all students and the school community. The advantage of a ‘commons’ approach is it provides an opportunity to re-engineer the school library into a place/space that brings together the library, information technology and a qualified team of information, technology and learning staff whose combined knowledge, skills and expertise collectively support the integration of 21st century learning into the curriculum.
  • A facility which features fluid library design that allows for the customisation and personalisation of learning.
  • A blended learning environment which harnesses the potential of physical learning spaces and digital learning spaces.
  • A centre of learning innovation where teachers and teacher librarians are involved in creatively designing learning experiences.
  • A facility which seeks a balance between print and digital collections and which does not privilege one format over another.
  • Teacher librarians know which apps are free and trustworthy and can then recommend these to staff and students. The same collection development skills used to evaluate “traditional” resources to determine which are current, relevant, authentic and authoritative, are also applied to online databases and web sites.
  • Digital media literacy can be defined as the ability to locate, access, organise, understand, evaluate, analyse and create content using digital media (Wikipedia; Australian Communications & Media Authority). Even though this level of literacy involves knowing how to use technology it is “less about tools and more about thinking” (Johnston, et al 2011, p 5.)
  • The general capabilities in the Australian national curriculum, especially “critical and creative thinking”, provide a vehicle for teacher librarians to be active in the delivery of digital media literacy skills through inquiry based programs.  For example, research pathfinders encourage active engagement in the interactive information seeking process. Pathfinders provide a starting point for the generation of questions, discussions and identification of suitable and relevant resources.  Collaborative knowledge building environments such as wikis can facilitate the inquiry based activities that allow students to engage in collaboration, construction, knowledge sharing and creation. The school library is an ideal environment to engage in conversations about digital citizenship, the impact of a student’s digital footprint, ethical use of information and social responsibility in an always-connected world.
  • The vision is to go beyond school libraries being perceived as repositories of information artefacts to being flexible, dynamic learning environments; “centres of inquiry, discovery, creativity, critical engagement and innovative pedagogy” (Hay & Todd 2010b, p. 40). To make this vision a reality is a challenge for school leadership so that the best learning environment, resources and learning is available for all Australian students.
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