EDET 668 Week 9

Why are elements of all leadership styles important to manage change?

“… Rather they should be adapted to the particular demands of the situation, the particular requirements of the people involved and the particular challenges facing the organization.” This quote sums why all leadership styles are important to manage change. First of all there are six leadership styles, which are coercive, authoritative, affiliative, democratic, pacesetting, and coaching (Fullan, 35).

A coercive leader demands compliance, for example uses phrases like, “Do what I tell you.” An authoritative leader moves people towards a goal. An affiliative leader works to create emotional bonds. A democratic leader builds consensus through participation. A pacesetting leader sets high standards for performance, and lastly a coaching leader develops people for the future.

The only time a coercive leader is important to manage change is when immediate action needs to be taken. For instance, it’s most effective in times of crisis like a company turnaround, or during an actual emergency, according to Benincasa. A coercive style should be used with caution because it’s based on the idea of “command and control,” according to an article called Situational Leadership. This type of leadership usually decreases motivation among those interacting with the leader.

“The authoritative leader mobilizes the team toward a common vision and focuses on the end goals…” (Benincasa). The authoritative style works best when the team needs a new vision because things have changed. Also the leader is an expert when dealing with problems and easily identifies goals that lead to success, (Situational Leadership).

The affiliative leader emphasizes the importance of teamwork (Leadership Styles). This style of leadership is most effective when confidence is low or teambuilding is needed (Situational Leadership). It also works in times of stress, or when there needs to be healing within the staff.

The democratic leader forges consensus through participation, “What do you think?” (Fullen, 35). This style of leadership is most effective when the leader needs to buy into, or have ownership of a decision or plan (Benincasa). It works when the leader needs more ideas or a fresh perspective on something.

The pacesetting leader sets high standards for performance (Fullen, 35). The leader is obsessive about doing things better and faster. This type of leadership works best when the team is already motivated and skills (Benincasa). This leadership style should be used sparingly, because it can lower self-esteem, and make people feel like they’re failing (Leadership Styles).

Lastly, the coaching leader helps individuals improve their performance and helps connect their goals to the goals of the company. It works best “with employees who show initiative and want more professional development,” as Mr. Goleman states in “Leading a Culture of Change.”

All leadership styles are important in managing change, it just depends on what the situation is.

Resources:

BENINCASA, R. (2012, May 29). 6 Leadership Styles, And When You Should Use Them. Retrieved October 29, 2015, from http://www.fastcompany.com/1838481/6-leadership-styles-and-when-you-should-use-them

Fullan, M. (2014). Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated. Retrieved from http://www.ebrary.com

Leadership Styles. (n.d.). Retrieved October 28, 2015, from http://guides.wsj.com/management/developing-a-leadership-style/how-to-develop-a-leadership-style/

Situational Leadership. (n.d.). Retrieved October 29, 2015, from http://www.money-zine.com/career-development/leadership-skill/situational-leadership/

Update:

The teacher I’m mentoring is still having trouble incorporating Class Dojo. For some reason, she doesn’t want to use the ipad; she only wants to use it on the computer. I told her several times that it’s more useful on the ipad than computer because you can have it right there next to you. She also says that she keeps forgetting to add points. Since she already has a behavior system in place and her students know the routine, incorporating Class Dojo has been a struggle.

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EDET 636 Week 9

How will you go about making sense of your data?

“The right analysis approach will help you understand and interpret your findings…” Researches have their own ways of managing their data so that it makes sense. The first thing I’ll do is to cross-reference my data with my questions. I want to make sure that the data I’m collecting answers the purpose of my study (Merriam, et.al, 207).

According to an article written by Isaac, one way to manage qualitative data is to make copies of the research. Having an extra copy allows us to use one for note taking, and the other for safekeeping, “Managing Qualitative Data.” I think that I’ll make copies of my data just because it’s safe, and I like to write notes.

The next thing I’ll do to make sense of my data is to develop a coding system. Coding can be something like colors or acronyms. Respondents should have their own codes and can be organized with colored tabs, “Managing Qualitative Data.” I think I’ll have a tab for good behavior, and one for bad behavior.

One of the things that I think I will do as I’m labeling my data, is use symbols to mark what data I will use, might use, will not use. These symbols can be simple like a 1= not using, 2=might use, 3= will use.

The next thing a researcher should do in making sense of their data is to begin sorting the data. This is where I will create file folders, each labeled with the categories I chose (Merriam, et.al, 209). I’ll have one file for good behavior, and one file for bad behavior.

This way of organizing my data will make my analysis and reflecting much less demanding.

Resources:

7 Steps for Managing Qualitative Data – Academic Transcription Services. (2015, August 25). Retrieved October 28, 2015, from https://www.academic-transcription-services.com/7-steps-managing-qualitative-data/

Managing Qualitative Data. (n.d.). Retrieved October 28, 2015, from http://tobaccoeval.ucdavis.edu/analysis-reporting/documents/ManagingQualitativeData.pdfhttp://tobaccoeval.ucdavis.edu/analysis-reporting/documents/ManagingQualitativeData.pdf

Merriam, S., & Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Organizing and Analyzing Your Data. (2008, February 1). Retrieved October 28, 2015, from https://www.wilder.org/Wilder-Research/Publications/Studies/Program Evaluation and Research Tips/Organizing and Analyzing Your Data – Tips for Conducting Program Evaluation Issue 13, Fact Sheet.pdf

EDET 636 Week 8 Reflection

This week I learned about the different methods of collecting data. I liked that we can use documents and artifacts to triangulate our data, along with interviews and observations. I never thought about using our tools in the classroom to help us collect data. I guess my ipad would be an artifact. For instance, using my ipad affects student behavior. When they see me lift my ipad, their attitudes change. They sit up straight, look at their book, and “pretend” they’re on task (all to earn points). This week I also learned how hard it is to observe students while teaching. It’s hard to be a total participant. I have to come up with a strategy to observe while teaching, I’m thinking a graph with my student names, behavior and time of day.

EDET 668 Week 8 Reflection

I think when we reflect on our week of teaching: what was good, what can we have done better, what will I can do differently next time… we’re a little hard on ourselves. We probably feel like we didn’t make a difference that lesson, day or week, but because of our moral purpose we make a difference everyday. Whether it’s to one student, or the whole class. Reading other people’s blogs made me realize that we give our students hope, and that alone makes me want to be better. Since we all have different beliefs, my blog probably gave them ideas about how to be a better teacher, or something to add to their moral purpose. I know that reading their blogs, I felt more valued because of all the little things I do everyday.

EDET 636 Week 8

How can data mining assist you in triangulating your research findings?

Analyzing data from different perspectives can assist us in our research in several ways. Triangulation helps us collect data on the same topic using more than one method. This helps with analyzing our research from different perspectives. Data mining also assists us in triangulating our research findings by validating our research because of the different samples collected and approaches used.

Two data collection strategies that we are familiar with, are interviewing and observations. Other methods of observation come from documents and artifacts. Documents can be anything from written, visual, digital, and physical material (Merriam et.al, 162). Common documents include official records, like public records or personal documents, newspapers, poems, songs, blogs and so on. Types of visual documents include photos, videos, films or web-based media.

Artifacts are physical things from the environment that represent a form of communication meaningful to the respondents. Merriam gives good examples of artifacts, such as trophies, awards, tools, utensils, instruments, gifts and so on.

The main purpose for triangulating your research is to learn more about your topic. Using artifacts and documents are both excellent resources to include in your research, along with interviewing and observations.

Update: How is my data collecting going?

Every time after I add or take a way a point for student behavior, I make a note. I try to remember how students are behaving at that instant, so I don’t have to stop in the middle of a lesson.

I’m always finding myself saying something when a student is misbehaving, or on task. i.e. “I like how this student is listening to directions,” “I don’t like it when I see students writing on my board.” This is usually how I get students back on task. When I say things like this I interfere with student behavior and my observations change. I guess I’m having trouble with what I’m supposed to say during a lesson so students aren’t disrupting others, without interfering with my observations.

I think having my ipad right next to me with Class Dojo open at all times might help. It takes up time when I have to stop, swipe my ipad on, open up the Class Dojo app, choose the student, and add/take away points. I think i’ll turn my auto-lock off or every 15 minutes, and have my dojo app open at all times. This might save me time.

Resources:

Merriam, S., & Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

What is triangulation of data in qualitative research? Is it a… (n.d.). Retrieved October 22, 2015, from http://www.researchgate.net/post/What_is_triangulation_of_data_in_qualitative_research_Is_it_a_method_of_validating_the_information_collected_through_various_methods

EDET 668 Week 8

What strategies do you use that are related to your “moral purpose”? How do these contribute to your overall leadership?

In education, moral purpose is about making a difference in the lives of our students. We demonstrate moral purpose in our classrooms everyday, in all kinds of ways. Whether it’s leading our students through our daily lessons and professional habits, or helping our collaborating with our colleagues.

When I’m asked why I became a teacher, I usually respond with, “because I enjoy being around kids, and I like making a positive difference in the lives of our future generation.” The strategies that I use, or exhibit in my classroom related to moral purpose, are simple. I greet my students with a smile and a warm welcome, or good morning and then I ask how they are doing. I also begin my days by rewarding students with Dojo points for coming to school on time, and turning in their homework. Throughout the school day, I demonstrate moral purpose by teaching and helping my students learn important skills. I introduce new projects, I do it enthusiastically, and I encourage them not to give up. I make my projects fun and engaging for all my students. Because I use Class Dojo, I give my students opportunities to think about what they’re doing, and another chance to change their negative behavior to a positive, to earn their point back.

There are some disadvantages to teaching in your home village. For instance, teaching your relatives. Sometimes, I find myself favoring those I’m related to. “If you don’t treat others well and fairly, you will be a leader without followers,” (Fullan, 13). What a great quote from the reading that I agree with. Even though I’m teaching such a young age group (5 and 6 year olds), I think that if you don’t treat everyone equally and with respect, people will treat you the same way. I have been trying different approaches to treat everyone the same way in my room, and if any of you have advice, I’d like to hear it.

“Every child in every class, in every school, in every city, in every country, deserves the best teacher.” Because of moral purpose, I think that every child, at least once in their lives, will have the best teacher that will impact them.

Resources:

Fullan, Michael. Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated, 2014. ProQuest­ ebrary. Web. 20 October 2015. Copyright © 2014. John Wiley & Sons, Incorporated. All rights reserved.

Leadership true to moral purpose: Schools as social service centres to Improve learning opportunities for all. (n.d.). Retrieved October 21, 2015, from http://www.icsei.net/icsei2011/Full Papers/0181.pdf

Moral Purpose. (2013, March 17). Retrieved October 21, 2015, from http://connectedprincipals.com/archives/7996

Mentoring Project

The teacher I’m mentoring is having a hard time incorporating Class Dojo throughout the school day. She feels that it takes up instructional time, ex: stopping in the middle of a lesson to add or take away points. We agreed that after her lessons, she would go and input the points using her computer. I’m teaching her how to use Dojo on the ipad because it’s more useful than the computer. I would like to see her using dojo more on the ipad, that way she can take it wherever she goes in the building.

One of the concerns she has is that it interrupts with her behavior system she already has in place in her classroom. We’re working together to make her system, and the Class Dojo system work for the 2nd grade class.

She is a beginner with using technology and I told her anytime she has concerns or questions, not to hesitate to ask me.

Week 7 Reflection EDET 668

I really enjoyed this weeks reading, and learning about the five components of leadership. I definitely think that the most important component is relationship building. I know that when you develop a good work relationship with coworkers, it’s a better atmosphere. Leaders certainly have to have excellent people skills and learn how to create a respectable working environment. I look forward to reading more about the components in the future.

Week 7 Reflection EDET 636

Everyone this week had great infographics. I found them to be very helpful in remembering what the important things are when observing students. I enjoyed creating them because they only display the essential things. I think that I provided others with some good feedback. I offered my advice and what I would have done. In the future I plan on using infographics. They are convenient, creative, and fun!

EDET 636 Week 7

https://magic.piktochart.com/output/8535804-observations

What are the most important things to remember when observing your students?

There are a lot of important things to remember when observing your students. The first is to determine what kind of observer you are. You can either be a complete participant, a participant as observer, an observer as participant, or a complete observer. A complete participant is a member of the group being studied. A participant as observer, is where the researcher is present, involved in, and recording the activities, while maintaining an active participant role. An observer as participant’s primary role is to gather information, while participating comes second. A complete observer is someone who is hidden from those being researched.

Another important thing to remember when observing your students is how to record your data. Your field notes should be descriptive. You want to describe your respondents, the setting, what activities are going on in the classroom, and the behaviors of the participants. You also want to remember to keep your record system as simple as possible. For example, abbreviate behaviors you’ll use quite often like, RH- raising hand, OS-out of seat, OT- off task. You only want to record what you see, and what actually happens in the classroom. You don’t want to record your analyses of what you think happened, or record any assumptions.

Resources:
Boreson, L. (2005, March 1). Collecting Observational Data. Retrieved October 15, 2015.
Linsin, M. (2012, December 15). Why You Should Observe Your Students More. Retrieved October 16, 2015, from

Merriam, S., & Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.

Montano, M., Broome, S., & Alford, I. (2012, August 29). Using Classroom Observations to Improve Teaching and Learning. Retrieved October 16, 2015, from http://ped.state.nm.us/ped/NMTeachDocs/8-29-2012_State_Observation_Protocol_Day_1v3.pdf

Observations-2

EDET 668 Week 7

Why are all five components of leadership necessary for success in leading through change?

“The ability to inspire people toward a common goal even when they may think it is unattainable,” Walter Hoff. There are five components of leadership that are necessary for success in leading through change. The first is moral purpose. The goal of moral purpose as a leader is to make a positive difference for your employees. “Moral purpose is critical to the long-term success of all organizations, “ (Fullian, 5). Moral purpose is like the vision. “Outstanding leaders see the whole picture,” (Earley, 2015).

The second component of leadership that is necessary for success in leading through change is to understand the change process. Leaders’, who combine the first component with the second, will be more successful, and reveal a deeper moral purpose.

The third component is relationship building. Leaders must be excellent at building relationships with all individuals or groups. When relationships progress things get better. The fourth component is knowledge creation and sharing. Knowledge creation and sharing is how leaders generate and build knowledge inside and outside the organization. The fourth component cannot work without having mastered the first three components. The last component is coherence making.

The five components of leadership are necessary for leading through change, because leaders can make their team feel that they can tackle even the most difficult problems efficiently. From a school perspective, if a leader efficiently incorporates the five components, good things like higher students performance, less turnover for teachers, increased involvement with the parents/community, more engaged students, and an all around satisfied school. “Leaders will increase their effectiveness if they continually work on the five components of leadership… if leaders do so, the rewards and benefits will be enormous,” (Fullian, 11). “Your leaders can build valuable links both within the organization and with customers and suppliers in order to gain bottom-line and top-line returns,” according to an article called “Key Components of Leadership.” I agree because I think when a leader uses their leadership wisely, the results will benefit everyone.

These are the reasons why the five components of leadership are necessary for success when leading through change.

Resources:

Earley, S. (2015, February 5). 6 Key Components to Effective Leadership. Retrieved October 14, 2015, from http://crossco.com/blog/6-key-components-effective-leadership

Fullan, M. (2014). Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated. Retrieved from http://www.ebrary.com

Hoff, W. (n.d.). The 5 Cs of Leadership. Retrieved October 14, 2015, from http://www.developmentfirstllc.com/dl/5cs.pdf

Key Components of Leadership. (n.d.). Retrieved October 14, 2015, from http://www.primeast.com/content/leadership/key-components-leadership