Annie, working in a school where our vision extends beyond test scores to our true purpose of our work with students sounds heavenly to me. Then this vision can guide all of the curriculum created, resources adopted, materials used in our schools (and any other decision making). Also, the ability to use a common language when talking with each other helps to create a culture of collaboration.
Annie, Your post made me reflect on how important it is to determine collective rationales for the work we do together. Time works against us in education and it can feel like time is running out to move shifts and initiatives forward, especially when leaders understand the “why.” If those who are necessary to the execution of the plan don’t have enough opportunity to learn about it, it can feel like an initiative is being done to them, and success will be hard to come by. Thank you for this insightful post!
Annie, a great deeper dive into one of the most important parts of our work that in the daily grind is often lost. WHY we do things needs to always be in the forefront of the decisions we make as educators. Thanks so much for the reminder, Matt and Annie!
Annie, you pulled out a super powerful section of the book to reflect on. It really can feel like initiative after initiative after initiative with no true purpose. And maybe that's why some staff are reluctant to "buy in." I think maybe some of the challenge is that educational practices are ever evolving and therefore it can feel like being on the proverbial "hamster wheel." I'm wondering too, coming from a place of having the shared beliefs, but not having the deeper discussion on the vision behind the goal, how can I support my admin. and colleagues to investigate further to find our "why" behind whatever school wide goal is brought forth. For example, last year the school wide goal was to increase foundational reading scores. So, every teacher put that in as their SLO, collected data and reflected on if their students had met the goal or not. How might that work look different if we first questioned the vision behind it? There's a lot of potential for using Leading Like a C.O.A.C.H. to guide the work and I'm grateful to have it as a resource to turn to.
Annie, working in a school where our vision extends beyond test scores to our true purpose of our work with students sounds heavenly to me. Then this vision can guide all of the curriculum created, resources adopted, materials used in our schools (and any other decision making). Also, the ability to use a common language when talking with each other helps to create a culture of collaboration.
Annie, Your post made me reflect on how important it is to determine collective rationales for the work we do together. Time works against us in education and it can feel like time is running out to move shifts and initiatives forward, especially when leaders understand the “why.” If those who are necessary to the execution of the plan don’t have enough opportunity to learn about it, it can feel like an initiative is being done to them, and success will be hard to come by. Thank you for this insightful post!
Annie, a great deeper dive into one of the most important parts of our work that in the daily grind is often lost. WHY we do things needs to always be in the forefront of the decisions we make as educators. Thanks so much for the reminder, Matt and Annie!
Annie, you pulled out a super powerful section of the book to reflect on. It really can feel like initiative after initiative after initiative with no true purpose. And maybe that's why some staff are reluctant to "buy in." I think maybe some of the challenge is that educational practices are ever evolving and therefore it can feel like being on the proverbial "hamster wheel." I'm wondering too, coming from a place of having the shared beliefs, but not having the deeper discussion on the vision behind the goal, how can I support my admin. and colleagues to investigate further to find our "why" behind whatever school wide goal is brought forth. For example, last year the school wide goal was to increase foundational reading scores. So, every teacher put that in as their SLO, collected data and reflected on if their students had met the goal or not. How might that work look different if we first questioned the vision behind it? There's a lot of potential for using Leading Like a C.O.A.C.H. to guide the work and I'm grateful to have it as a resource to turn to.