Michelle's+Page

Hi Everyone! Looking forward to working with all of you.

~Michelle

I made pages for everyone. Dr. Rea mentioned doing this last night during class. Just a few thoughts regarding PBLs as we begin this project:
 * We must state the problem without embedding a solution into it
 * We should look for facts within the scenario that support our definition of the problem

At this juncture in the project, let's take a careful look at the rubric we will be graded by, read over pages 380-388 about PBL, facilitating groups, group processes, and then read pp. 411-417. Then we can begin to state some facts and toss around some ideas for our PBL question.

Let me know what you guys think. ~Michelle

3-11-12 Here are some notes I made to help guide our paper. ~Michelle

1. How will we help O'Connor gain the respect of new faculty? 2. How will we develop collegiality, honesty, and open communication and support among all faculty? 3. How will we create a structure and sense of direction for the development of school improvemtn and reform? 4. How will encourage more design and greater experiementation and risk taking? 5. How will we provide tangible support and empowerment for all members of the staff? 6. How will we encourage staff to reach out ot the extensive research and knowledge pertinent to the desired reforms and to look into promising innovative programs? 7. How will we protect what is important and good about Hickory High while reforming it to better meet the needs of the 21st Century students?
 * Guiding Questions to consider**:

Initial Focus: A. Building the needed relationships B. Exploring structural, process and cultural changes C. Give O'Connor symbolic power to gain respect D. Teachers must work together to share knowledge and expertise E. Develop a sense of direction and support the development of needed improvements Create Conditions in order to A. Align and connect purpose, values, and relationships around the development of an integrated, technologically supported curriculum B. Successfully reform the school C. Build on the capactiy of everyone in the school and their collective intelligence D. Create continuous generative learning E. Staff engagement and interconnectednss for school improvement and reform F. Develop and distribute power throughoutthe district to improve respect and each person's opportunity to make a difference Short Term Initiatives (first year) Long Term Initiatives (2-5 years) Chronological sequence of steps to be taken The number of references required is not specified, but we should be able to justify our recommendations and look at divergent viewpoints. Also, we are to look at metaanalysis research.
 * Product Specifications**: (These are required to be in our paper)


 * Summary of my part on Building Relationships:**

Principal O'Connor must find ways to bring together the veteran staff and the new teachers. He must provide opportunities for them to collaborate and work together to improve student achievement in the school. New teachers need to learn what the older teachers know and the older teachers need to be open to learning "new" ways of doing things. Opportunities for professional growth is essential to this school's faculty. Perhaps a new mentoring program or looking carefully at the mentoring program in place is a good place to start. Aligning the school's vision with the goals and professional development of the school are important. Helping teachers understand their professional needs and collaborating through Professional Learning Communities (PLC) can be a very powerful strategy to improving the academic climate for teachers and students. By showing the teachers what PLCs are and how to work within them will not only bring about collegiality, it will also be beneficial to students.

Hi Michelle, Are you still ok with next Monday at 3:00 -- Colleen



References:

__Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools__

Kardos, S., Johnson, S., Peske, H., Kauffman, D. & Liu, E. (2001) Counting on Colleagues: New teachers encounter the professional cultures of their schools. //Educational Administration Quarterly, 37// (2), 250-290.

**Abstract:** Investigates second-year Massachusetts teachers' experiences with three professional cultures of their schools: veteran-oriented, novice-oriented, and integrated. Finds, for example, that integrated professional cultures, unlike either veteran- or novice-oriented cultures, provided new teachers with sustained support and collegial exchange regardless of experience level. Principal is key to developing and maintaining integrated cultures.

Veteran Teacher Transformations in a Collaborative Mentoring Relationship.

Zuckerman, J.T. (2001) //American Secondary Education, 29//(4), 18-29.

**Abstract:** The purpose of this paper is to identify strategies for preventing and managing classroom discipline problems that any teacher, even a student teacher, can use successfully. Sixty-eight student science teachers, during their first weeks of student teaching, each reported, in an account of a well-remembered event about classroom management, successfully using one or a combination of 18 different proactive and reactive discipline strategies adapted from Levin and Nolan (2003). Three strategies, however, were particularly fruitful: changing the pace of the lesson, using the least intrusive intervention along a sequence of nonverbal to verbal strategies, and conferring privately with a chronically disruptive student

[|Moolenaar, Nienke M.]; [|Sleegers, Peter J. C.]; [|Daly] [|, Alan J.] Teaming Up: Linking Collaboration networks, collective efficacy, and student achievement **Abstract:** Improving student achievement through teacher collaboration networks is a current focus of schools in many countries. Yet, empirical evidence on the relationship between teacher networks and student achievement and mechanisms that may explain this relationship is limited. This study examined the relationship between teacher networks and student achievement and the mediating role of teachers' collective efficacy beliefs. Data were collected from 53 Dutch elementary schools. Using social network analysis and multiple regression we analyzed teacher survey and student achievement data. Findings indicate that well-connected teacher networks were associated with strong teacher collective efficacy, which in turn supported student achievement. (Contains 5 tables and 1 figure.)
 * **Source:** || Teaching and Teacher Education: An International Journal of Research and Studies, v28 n2 p251-262 Feb 2012 ||
 * **Source:** || Teaching and Teacher Education: An International Journal of Research and Studies, v28 n2 p251-262 Feb 2012 ||

[|Relationships among Principal Authentic Leadership and Teacher Trust and Engagement Levels] (EJ916071
 * ||  || **Author(s):** || [|Bird] [|, James J.]; [|Wang, Chuang]; [|Watson, Jim R.]; [|Murray, Louise] ||
 * || Journal of School Leadership, v19 n2 p153-171 Mar 2009 ||  ||   || **Pub Date:** || 2009-03-00 ||
 * || Journal Articles; Reports - Research ||
 * **Peer Reviewed:** || Yes ||  ||   ||
 * **Peer Reviewed:** || Yes ||  ||   ||

This study examined the relationships among the authentic leadership style of school principals and the trust and engagement levels of their teachers in a county school district in a Southeastern state. The authenticity of the school principal was found to be significantly positively related to teacher trust and teacher engagement levels. The participant demographic measures held no relationships of significance with any of the components of the study. The results are discussed with regard to their implications for future research and the improvement of practice. (Contains 2 tables.)
 * Abstract:**