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as required by the Protecting Children in the 21st Century Act, they must provide for educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.

The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to ‘discover how to tap people’s commitment and capacity to learn at all levels’ (ibid.: 4).While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.

Personal mastery. ‘Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs’ (Senge 1990: 139). Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively’ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea.

But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the ‘journey is the reward’. (Senge 1990: 142)

The Tiny House Project

“(When a task is) meaningful to students, and they’re engaged in creative thinking, and they’re solving problems, and it’s hands-on, then in those moments, there’s not an incentive to rebel and act crazy.”

20 unique biased mental strategies that we use for very specific reasons.

Information overload, lack of meaning, the need to act fast, and how to know what needs to be remembered for later.

here’s a mismatch between the logic of participatory media and the still-reigning 20th-century model of management and organizations, with its emphasis on linear processes and control. Social media encourages horizontal collaboration

The dynamics of social media amplify the need for qualities that have long been a staple of effective leadership

Leaders need to excel at cocreation and collaboration—the currencies of the social-media world

1.  Cultural Awareness: All teachers should take a moment to self-reflect about their own understandings and questions in regard to cultural differences. Take the time to learn about different cultures, gestures, and traditions and celebrate these differences with all of the students in the classroom. Encourage all students to share their culture with classmates.

2.  Empathize: Try to imagine how overwhelming it must feel to leave your home country and family members while trying to assimilate, learn and socialize in a foreign language. Be aware that ESL students will be in culture shock and feel highly alienated for some time. Garner patience and understand that it will take time for ESL students to talk, as a silent period is highly expected. Smile and show support to your best ability. 

3.  Provide A Comfort Zone: Assess where the ESL student’s abilities are in relation to basic survival skills and needs.  Assign a friendly and welcoming buddy to assist with common school locations, requirements and routines. If possible, keep an extra eye out during busy transition times to assure the student gets to the correct location. If possible, find someone in the school, another classmate, parent or volunteer that may speak the student’s language. Connecting the student with someone who speaks his/her native language will provide a great deal of comfort. 

Rob’s answer wasn’t really what Collins meant by Level-5 leadership. Yet it was powerful in its own right. I could understand where Rob stood and what he believed. The power, of course, didn’t come from just his words; it came from his strong connection to them. That connection was missing when he tried to use Level-5 leadership as shorthand for his own thinking.

The statements are powerful because they’re not polished. They’re just what you believe

The language of leadership has become so cookie-cutter and cliché that we filter it out. Of course, the act of great leadership is never cliché. It’s an art. It should be informed by smart research, yet it should be shaped by on-the-ground experience. Both are critical.

“To transform education and education technology to more progressive and less programmed ends means we do have to address what exactly we think education should look like now and in the future. Do we want programmed instruction? Do we want teaching machines? Do we want videotaped lectures? Do we want content delivery systems? Or do we want education that is more student-centered, more networked-focused. [...] And instead of acting as though ed-tech is free of ideology, we need to recognize that it is very much enmeshed in it.”

When schools adopt new technologies there often isn’t much thought given to the pedagogical or social implications the new technologies bring to the classroom. Very little consideration is given to what the tools really add to the learning process over already existing tools (besides being shinier and newer), and even less consideration is given to how this might affect who we are as humans

We rarely ask, ‘Are we building and adopting tools that might harm us? That might destroy our humanity?’"

A successful leader, according the 2008 ISLLC Standards, is one who promotes the success of every student by: facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. acting with integrity, fairness, and in an ethical manner.  understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

As we continue to look at teachers, students, and learning becoming more “innovative”, it is important that leadership changes.  As administrators often set the tone for their district or their building, if they are saying the same, it is not likely that things are going to change in the classroom.  Leadership needs to not only “think” different, but they need to “act” different.

 Innovative leaders help people continuously grow with small steps that build both confidence and competence, so they are more willing to become more innovative themselves.

“If I was a teacher in this school, what would I expect of my principal?”  That trickled down to trying to empathize with being a student in the school, and a parent in the community.

there is growing agreement that scores on standardized tests of academic skills are incomplete measures of the important things that students learn from their teachers.

untested learning outcomes are measureable and that specific components of teaching influence them in nuanced and interesting ways.

Agency is the capacity and propensity to take purposeful initiative—the opposite of helplessness. Young people with high levels of agency do not respond passively to their circumstances; they tend to seek meaning and act with purpose to achieve the conditions they desire in their own and others’ lives.

The ultimate goal is to make information literacy an integral part of the academic curriculum, thus helping students to succeed not only during their years in college but also for their lifelong career choices.

discussion about librarian-faculty collaboration for developing information literacy skills among the students are considered briefly.

ACRL further describes information literacy as abilities to: a. Determine the extent of information needed b. Access the needed information effectively and efficiently c. Evaluate information and its sources critically d. Incorporate selected information into one’s knowledge base e. Use information effectively to accomplish a specific purpose f. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

In our 24/7 digital world, kids come of age, learn, and make mistakes just like they always have, but the stakes are so much higher than in generations past.

ow can we help them actually act on this advice?

o help us ground our updated curriculum in the latest research around kids and their digital lives.

Interactive Word Wall

Geometry nets from Quiver are perfect for helping students interact with three-dimensional shapes.

Turn different pages into AR triggers