Journal of Progress
As with any project, goals will be met successfully along the way; obstacles will be in place to overcome; and victories and challenges will be throughout. My trek through the process of developing the JCS Academy Teacher Handbook is described below. I have organized my progress by the Five Practices of Exemplary Leadership.
Model the Way
Sets a personal example of what he/she expects of others.
Collecting work samples can sometimes be a tricky endeavor. Samples need to be a solid reflection of a student’s ability in a particular class, and they must be portfolio quality work. Many teachers are eager to grade work, record the grade and return the work in order to not “hold on” to extra paperwork. When this happens, however, many times the teacher may be left with nothing in her hands to keep as a work sample. When I met with new teachers at the beginning of the year, I emphasized the importance of collecting a quality work sample early in the learning period; I demonstrated how to generate a control sheet from TeacherEase to help keep track of student samples; and I reviewed what makes a quality sample.
Spends time and energy making certain that the people he/she works with adhere to the principles and standards that we have agreed on.
As a follow up to our initial meeting, I met with each teacher individually to check on samples prior to when they were due. I assisted each one with choices of work for some students. When I met with one teacher, we ended up going through 15+ piles of paperwork to help with organization. I found a file box and hanging file folders, labeled the folders for each class that she was teaching and demonstrated how to use each folder for work submission and work return. This simple organizational system with help this teacher eliminate time wasted scavenging through pile after pile in order to locate a particular assignment. She is now more available for teaching practices and student learning.
Follows through on promises and commitments he/she makes.
One character trait I pride myself on is commitment or loyalty. With that comes keeping promises. This year offered many opportunities to demonstrate this. The most relevant to this project, however, is the program itself. This year has been so challenging at work, that many times I was ready to “throw in the towel” for TLCA. Our site was riddled with staffing issue after staffing issue, and many of our teachers, including myself were in new positions, learning new roles along the way. Each and every one of us was stretched thin. Long hours at work, then more at home caused frustration and exhaustion. I even started an email a couple of times to let those needing to know that I was not going to continue. However, that voice in the back of my head kept nagging me. This commitment I made was weighing heavily upon my heart. Completing TLCA is something I wanted to do. It is worth the work. It is worth the “pain” of longer hours put on top of already long hours. It is a season in my life that will benefit me in the long run. This is what keeps me going!
Asks for feedback on how his/her actions affect other people’s performance.
This is the overall purpose of my project! I want my actions to benefit other people’s performance on the job. I want to help more people than those who are sitting in the same room as I. One avenue to doing this is to develop this handbook for others to reference. The feedback has come in smaller chunks throughout the process. The big feedback will come once the handbook is distributed and used.
Builds consensus around a common set of values for running our organization.
I rarely make decisions based upon what I think is best. Most major decisions affecting our program are made after the entire staff has been advised of the choices and discussions have taken place. I took this same approach with my project. I created a rough draft of a handbook using the vision I had. I then sent it to teachers that have been with one of our academies for less than 3 years. I used the information gathered from them to add, change, or remove information based upon the responses. I see this as a developing handbook, one that will be ever changing as our policies and procedures change and as teachers’ needs change.
Inspire a Shared Vision
Describes a compelling image of what our future could be like.
The process of creating this handbook has caused me to reflect a great deal on the challenges that incoming teachers have muddled through in the past. The bright side of this project, though, is it has allowed visions of the ease of the challenges for new incoming teachers. Completing paperwork for state record keeping is an important part of our role as teachers of a charter school. However, it should not take up so much of our time that we cannot get to the main purpose of our role: teaching. This is the purpose behind the handbook: Remove obstacles so teachers can teach!
Appeals to others to share an exciting dream of the future.
As I saw the need for some sort of manual or handbook for new teachers, I asked several co-workers at my site. Their immediate answer was an astounding, “yes!” The words they used were not even as powerful as the relief in the tone of their voices.
When the results of the first survey came in, which included teachers at other sites as well, the overwhelming responses were, “yes, this is needed.” Since this year was spent developing, I am looking forward to beginning implementation at a couple of different sites in the near future in order to spread the excitement.
Speaks with genuine conviction about the higher meaning and purpose of our work.
I have had two excellent role models for this area of leadership. Both had similar points of view in that we are here for the students…specifically, student learning. This is the motivation behind the handbook. The goal is to allow teachers more time with the students and for the students. In everything we do, the question is asked, “What is the purpose?” If we cannot have student purpose for motivation, we should not do what is being asked of us.
Challenge the Process
Asks “What can we learn?” when things don’t go as expected.
In creating a handbook for teachers that can be used at various sites across the board, there are inevitably going to be many different expectations. In the responses received back from teachers who previewed the handbook, several requested specific information for their specific sites. This provides a challenge in that being too specific will mean there is information included that will possibly be irrelevant to other sites/teachers. What did I learn? I learned that I can create a site specific section of the handbook that individual coordinators can edit to include information that is relevant to only their sites. The information that is relevant to all will be Part I, the site-specific information will be Part II.
Makes certain that we set achievable goals, make concrete plans and establish measurable milestones for the projects and programs that we work on.
This entire year spent working on this project has been meeting and/or revisiting goals and timelines. Setting achievable goals was not difficult. Meeting those goals with the many other obstacles in place throughout the year was tremendously difficult. Many times reality would force me to revisit my personal time frame and shift plans in order to meet deadlines for TLCA.
Enable Others to Act
Develops cooperative relationships among the people he/she works with.
This is one practice that I would like to work on in the upcoming school year. My vision is to work with incoming academy teachers, using this handbook as a basis. I would like to have time with them, possibly at our bi-monthly forums, to go over procedures and assist them with that pesky required paperwork! This will allow me to see what information needs to be added and/or deleted from the handbook for future individual use.
Ensures that people grow in their jobs by learning new skills and developing themselves.
The creation of the handbook itself is a step toward this practice. I want to assist teachers in learning the policies and procedures of Julian Charter School and their individual sites. The “ensuring” piece of this statement will come as I personally meet with teachers and follow up with them on the procedures addressed in the handbook.
Encourage the Heart
Finds ways to celebrate accomplishments.
Admittedly, Encouraging the Heart is one area in which I struggle. However, this year I found a way to do this with our students. We now have a Student Showcase portion of our assemblies where students can demonstrate learning that has occurred throughout the month. Students have done skits, presented projects, even showcased extracurricular activities. I think it is so important that students (and parents) see what other students are “doing” in their classes.
In looking for a way to celebrate the accomplishments of teachers, I implemented a portion of our staff meetings for “The Good…The Bad…and The Neutral.” Each teacher is given the opportunity to share something good, something not so good, and something else that they have accomplished with their students. This has been a valuable tool in allowing the entire staff to recognize the accomplishments of each other, brainstorming and assisting each other with problems or challenges, and simply just catching up with each other in our busy, busy world!
Gives the members of the team lots of appreciation and support for their contributions.
Again, this is an area I find very difficult. This year, I made many last minute trips to purchase small gifts for teachers on special occasions. I do very much appreciate their contributions, and I have told them so in personal notes that were given with these small gifts. My goal for next year is to come up with a way to do this on a regular basis and not only on special occasions. My immediate supervisor is a great role model in this area. I need to change my mindset so that I am not only thinking of showing my appreciation for my coworkers on special occasions, but daily.
Model the Way
Sets a personal example of what he/she expects of others.
Collecting work samples can sometimes be a tricky endeavor. Samples need to be a solid reflection of a student’s ability in a particular class, and they must be portfolio quality work. Many teachers are eager to grade work, record the grade and return the work in order to not “hold on” to extra paperwork. When this happens, however, many times the teacher may be left with nothing in her hands to keep as a work sample. When I met with new teachers at the beginning of the year, I emphasized the importance of collecting a quality work sample early in the learning period; I demonstrated how to generate a control sheet from TeacherEase to help keep track of student samples; and I reviewed what makes a quality sample.
Spends time and energy making certain that the people he/she works with adhere to the principles and standards that we have agreed on.
As a follow up to our initial meeting, I met with each teacher individually to check on samples prior to when they were due. I assisted each one with choices of work for some students. When I met with one teacher, we ended up going through 15+ piles of paperwork to help with organization. I found a file box and hanging file folders, labeled the folders for each class that she was teaching and demonstrated how to use each folder for work submission and work return. This simple organizational system with help this teacher eliminate time wasted scavenging through pile after pile in order to locate a particular assignment. She is now more available for teaching practices and student learning.
Follows through on promises and commitments he/she makes.
One character trait I pride myself on is commitment or loyalty. With that comes keeping promises. This year offered many opportunities to demonstrate this. The most relevant to this project, however, is the program itself. This year has been so challenging at work, that many times I was ready to “throw in the towel” for TLCA. Our site was riddled with staffing issue after staffing issue, and many of our teachers, including myself were in new positions, learning new roles along the way. Each and every one of us was stretched thin. Long hours at work, then more at home caused frustration and exhaustion. I even started an email a couple of times to let those needing to know that I was not going to continue. However, that voice in the back of my head kept nagging me. This commitment I made was weighing heavily upon my heart. Completing TLCA is something I wanted to do. It is worth the work. It is worth the “pain” of longer hours put on top of already long hours. It is a season in my life that will benefit me in the long run. This is what keeps me going!
Asks for feedback on how his/her actions affect other people’s performance.
This is the overall purpose of my project! I want my actions to benefit other people’s performance on the job. I want to help more people than those who are sitting in the same room as I. One avenue to doing this is to develop this handbook for others to reference. The feedback has come in smaller chunks throughout the process. The big feedback will come once the handbook is distributed and used.
Builds consensus around a common set of values for running our organization.
I rarely make decisions based upon what I think is best. Most major decisions affecting our program are made after the entire staff has been advised of the choices and discussions have taken place. I took this same approach with my project. I created a rough draft of a handbook using the vision I had. I then sent it to teachers that have been with one of our academies for less than 3 years. I used the information gathered from them to add, change, or remove information based upon the responses. I see this as a developing handbook, one that will be ever changing as our policies and procedures change and as teachers’ needs change.
Inspire a Shared Vision
Describes a compelling image of what our future could be like.
The process of creating this handbook has caused me to reflect a great deal on the challenges that incoming teachers have muddled through in the past. The bright side of this project, though, is it has allowed visions of the ease of the challenges for new incoming teachers. Completing paperwork for state record keeping is an important part of our role as teachers of a charter school. However, it should not take up so much of our time that we cannot get to the main purpose of our role: teaching. This is the purpose behind the handbook: Remove obstacles so teachers can teach!
Appeals to others to share an exciting dream of the future.
As I saw the need for some sort of manual or handbook for new teachers, I asked several co-workers at my site. Their immediate answer was an astounding, “yes!” The words they used were not even as powerful as the relief in the tone of their voices.
When the results of the first survey came in, which included teachers at other sites as well, the overwhelming responses were, “yes, this is needed.” Since this year was spent developing, I am looking forward to beginning implementation at a couple of different sites in the near future in order to spread the excitement.
Speaks with genuine conviction about the higher meaning and purpose of our work.
I have had two excellent role models for this area of leadership. Both had similar points of view in that we are here for the students…specifically, student learning. This is the motivation behind the handbook. The goal is to allow teachers more time with the students and for the students. In everything we do, the question is asked, “What is the purpose?” If we cannot have student purpose for motivation, we should not do what is being asked of us.
Challenge the Process
Asks “What can we learn?” when things don’t go as expected.
In creating a handbook for teachers that can be used at various sites across the board, there are inevitably going to be many different expectations. In the responses received back from teachers who previewed the handbook, several requested specific information for their specific sites. This provides a challenge in that being too specific will mean there is information included that will possibly be irrelevant to other sites/teachers. What did I learn? I learned that I can create a site specific section of the handbook that individual coordinators can edit to include information that is relevant to only their sites. The information that is relevant to all will be Part I, the site-specific information will be Part II.
Makes certain that we set achievable goals, make concrete plans and establish measurable milestones for the projects and programs that we work on.
This entire year spent working on this project has been meeting and/or revisiting goals and timelines. Setting achievable goals was not difficult. Meeting those goals with the many other obstacles in place throughout the year was tremendously difficult. Many times reality would force me to revisit my personal time frame and shift plans in order to meet deadlines for TLCA.
Enable Others to Act
Develops cooperative relationships among the people he/she works with.
This is one practice that I would like to work on in the upcoming school year. My vision is to work with incoming academy teachers, using this handbook as a basis. I would like to have time with them, possibly at our bi-monthly forums, to go over procedures and assist them with that pesky required paperwork! This will allow me to see what information needs to be added and/or deleted from the handbook for future individual use.
Ensures that people grow in their jobs by learning new skills and developing themselves.
The creation of the handbook itself is a step toward this practice. I want to assist teachers in learning the policies and procedures of Julian Charter School and their individual sites. The “ensuring” piece of this statement will come as I personally meet with teachers and follow up with them on the procedures addressed in the handbook.
Encourage the Heart
Finds ways to celebrate accomplishments.
Admittedly, Encouraging the Heart is one area in which I struggle. However, this year I found a way to do this with our students. We now have a Student Showcase portion of our assemblies where students can demonstrate learning that has occurred throughout the month. Students have done skits, presented projects, even showcased extracurricular activities. I think it is so important that students (and parents) see what other students are “doing” in their classes.
In looking for a way to celebrate the accomplishments of teachers, I implemented a portion of our staff meetings for “The Good…The Bad…and The Neutral.” Each teacher is given the opportunity to share something good, something not so good, and something else that they have accomplished with their students. This has been a valuable tool in allowing the entire staff to recognize the accomplishments of each other, brainstorming and assisting each other with problems or challenges, and simply just catching up with each other in our busy, busy world!
Gives the members of the team lots of appreciation and support for their contributions.
Again, this is an area I find very difficult. This year, I made many last minute trips to purchase small gifts for teachers on special occasions. I do very much appreciate their contributions, and I have told them so in personal notes that were given with these small gifts. My goal for next year is to come up with a way to do this on a regular basis and not only on special occasions. My immediate supervisor is a great role model in this area. I need to change my mindset so that I am not only thinking of showing my appreciation for my coworkers on special occasions, but daily.