Daniel Goleman, in his article “Leadership That Gets Results”, has identified six different leadership styles, and he believes that good leaders will adopt one of these six styles to meet the needs of different situations.
None of the six leadership styles by Daniel Goleman are right or wrong – each may be appropriate depending on the specific context. Whilst one of the more empathetic styles is most likely to be needed to build long-term commitment, there will be occasions when a commanding style may need to be called upon, for example, when a rapid and decisive response is required.
I have found this a good blog ot follow. Some topics are a little outside of my world (because I don't work in a tradional brick and motar school) but the blog entries do make me think. Worth considering following …
Success at the speed of change means embracing a mind-set and skill-set that can help YOU play to strengths, AND USE changes, challenges, stressors, even failures to ideate, communicate, collaborate, lead and succeed forward by building three essential strengths:
Q1-IQ (intelligence-focus-strategic thought-ability to learn-relearn)
Quoting from the post: "The Ethics and Responsibilities of the 21st Century Classroom: A Collaborative Guide to Best Digital Learning Practices for K-12 Teachers and Administrators
PREAMBLE: Tools aren’t teachers, they aren’t students, and they aren’t magic.
We need to know the limits and possibilities of our twenty-first century tools and the role of teachers and administrators in ethically and responsibly using digital media to enhance and foster learning."
This is a "public, participatory document" and folks are invited to add their ideas and concerns. Some of the other areas addressed include: teacher training and time for collaboration, administrators taking the lead with digital technology and encouraging high quality student input and output.
Classroom management is a challenging skill which I consistently strive to improve on a regular basis. Often, people believe that managing a classroom that has employed technology requires a whole new approach and skill set. However, I have found that many traditional methods of classroom management readily translate to the technological rich schoolroom – with some slight modification.
why [has] technology, to date, had very little impact on improved learning outcomes? This could be because we continue to use technology to reinforce 19th century teaching practice to meet out-dated assessment models. Most of the world’s curriculum and assessment systems are based around fact recall rather than actually demonstrating that you have learned something and can deploy it within a problem-solving situation.
Blended Librarianship and Blended Librarian Presentation Overview based on the article Shank, John D., and Steven Bell. “Blended Librarianship.” Reference & User Services Quarterly 51, no. 2 (2011): 105-110.
Twitter serves a number of purposes for the professional educator and just the human being in general. If you’re thinking about joining the Twitter conversation but you need a little more convincing, here are some compelling reasons to get started...
In an environment of tight resources, tough academic challenges, and increasingly stiff competition from new education providers, smart leadership may matter more than ever for the success of America’s school districts. Against this backdrop, Education Week introduces the first of what will be an annual Leaders To Learn From report—a way to recognize forward-thinking education leaders and share their ideas.
This 2013 report, created with support from the Wallace Foundation, profiles 16 district-level leaders—superintendents, associate superintendents, and others—who seized on creative but practical approaches and put them to work in their school districts.
To help find these leaders, Education Week put out a call to readers for nominees, starting last June. We also sought nominations from the leaders of administrators’ groups in most of the 50 states, as well as from members of the Education Writers Association, a Washington-based organization that includes local education reporters around the country.
"As a follow-up to our 9 Characteristics of 21st Century Learning we developed in 2009, we have developed an updated framework, The
"Inside-Out Learning Model.
The goal of the model is simple enough–not pure academic proficiency, but instead authentic self-knowledge, diverse local and global interdependence, adaptive critical thinking, and adaptive media literacy.
By design this model emphasizes the role of play, diverse digital and physical media, and a designed interdependence between communities and schools.
"The attempted personalization of learning occurs through new actuators and new notions of local and global citizenship. An Inside-Out School returns the learners, learning, and “accountability” away from academia and back to communities. No longer do schools teach. Rather, they act as curators of resources and learning tools, and promote the shift of the “burden” of leanring back to a more balanced perspective of stakeholders and participants.
"Here, families, business leaders, humanities-based organizations, neighbors, mentors, higher-education institutions, all converging to witness, revere, respond to, and support the learning of its own community members.
"The micro-effect here is increased intellectual intimacy, while the macro-effect is healthier communities and citizenship that extends beyond mere participation, to ideas of thinking, scale, legacy, and growth."