Hello! This is the last blog for my EDU 638 Leadership in Technology class.

         Everyone at some point in their life, become familiar with the brand names of any item intentionally or chance. Branding for the professional and educational arena is still being tossed around. However, as branding gains more exposure, most educational career-driven individuals are latching onto the idea to sell their “professional effectiveness” and unique personality or brand (Sheninger 2014). Professional branding is prevalent in the digital and technology worlds. Digital leadership pushes leaders to develop their thoughts, opinions, and beliefs to promote who you are as an educational leader (Sheninger 2014). With that being said, professional branding in my educational journey can expand my impact on this world, community and school.

            One word that would summarize my professional brand is leader. I feel that leaders should lead from the front. This means that we have to live by example. Even if I have to adjust my leadership style to be successful. As a transformational leader, I am meant to be counter-cultural, having revolutionized thoughts, and meant to transform my space of influence for good. In my profession as a Career Development Coordinator, I assist future leaders by guiding them through their career decisions. Additionally, I coordinate various internships to develop their career interest. These type of opportunities for high school students will allow the students to figure out “what they want to be when they grow up”. As students learn of the problems and issues of society, they will seek to solve them personally and discover their calling (Graham, 2009). Of course, the student would need to gain further knowledge of the particular career and apply it to the need in society.

            Overall, the magnet to learning is the relationship between the teacher and the student.  Therefore, my philosophy for education is “students don’t care how much you know until they know how much you care.” As a leader, demonstrating a caring attitude and behavior can go a long way with a student and educator.

References

Graham, D. L. (2009). Teaching redemptively: Bringing grace and truth into your classroom

(2nd ed.)Colorado Springs, CO. Purposeful Design Publications. ISBN: 9781583310588.

Sheninger, E. (2014).  Digital leadership: Changing paradigms for changing times. 

           

Thousand Oaks: Corwin.

Blog 3 Constructivism vs. Breaking Ranks Framework

The explanation of the relationship between constructivism and the Breaking Ranks Framework is simply student-centered learning and student-centered environments that produce success in all educational areas. The learning theory that is vital for learners is a combined method using student-centered and constructivist approaches. These approaches provide the student with skills to interpret, analyze, solve problems and make sense of what they are learning. Constructivist believes learning is a result of mental constructing (Elkind, 2004), putting together and reconfiguring. All students want to learn information that has value and makes sense to them. Even Jesus used life for relatable lessons to make a difference in others (Graham, 2009).

The Breaking Ranks Framework is based off of three major areas for leaders, which are: collaborative leadership (CL); personalizing your school environment (PER); and curriculum, instruction, and assessment to improve student performance (CIA) (Sheninger, 2014). Leaders must reflect and implement these areas for prominent change to occur in the school’s technology integration. Collaborative leadership is focused around the educators creating and maintaining the learning environment and instructional strategies that promote student engagement. This can be obtained through professional learning communities (PLCs), faculty meeting, mentoring, etc. The framework gears the leaders to personalize learning. Educators have to meet the students where they are to understand and teach through the student’s struggles and develop effective teaching strategies. Finally, the curriculum and instruction with this learning theory for the learner should be implemented as a school-wide approach. The teachers, society and curriculum should be layered with the mental construction of cognitive thinking that is student-driven.

In reflection of my school, I would encourage the PLCs to meet more than once a month. I would increase at least twice a month with submitted documentation of the meeting minutes. Overall, in the PLC meetings, the discussion is from the implementation of the latest professional development, student performance reviews, discipline concerns, to the overall school organization. Improving student practice usually improves student learning. Therefore, the extension of a positive, caring environment is developed by our professional teachers. As the educator becomes convinced that they do what they do for the students, the learning environment becomes productive and relevant. This collaboration effort will allow the teachers to positively know their students and improving their interpersonal relationships. Hope you enjoy this post!

References

Elkind, D. (2004). The Problem With Constructivism. The Educational Forum, 68(4), 306-312. Retrieved from http://search.proquest.com/docview/220663785?accountid=1208.

Graham, D. L. (2009). Teaching redemptively: Bringing grace and truth into your classroom(2nd ed.).  Colorado Springs, CO:: Purposeful Design Publications. ISBN:9781583310588.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks: Corwin. ISBN-10: 1452276617.

The Six Secrets of Change

Blog-Forum 2: The Six Secrets of Change and Potential Road Blocks

I believe that leaders should solve more problems than they create. Especially, when leaders are the catalyst for change in the school building. Therefore, when planning for change implementation is purposeful from beginning to end. The Six Secrets of Change begins by recognizing the issues, creating the process to improve the culture, and making future adjustments (Sheninger, 2014).  Michael Fullan (2008) identified these six change agents to guide leaders.

Beginning with Fullan Change Secret 1: Love Your Employees, implies that leaders should love their employees through supporting their skills they bring to the profession. As Glickman, Gordon, and Ross-Gordon (2014) reminded us, we can view “supervision as the glue of a successful school” (p.9). Like the glue, the administrator must work with their teachers to keep the harmony in the learning environment. Fullan Change Secret 2: Connect Peers with Purpose, guides the administrators to arrange for intentional peer connections during working hours and outside of working hours (Sheninger, 2014). When I think of this change secret, at our school the administrator assigns game duty for all teachers and staff members. It’s been my experience that I’ve had great opportunities to meet fellow colleagues on a personal level. Sometimes even shared our faith and courageous conversations about our students, schools, and lives. Fullan Change Secret 3: Capacity Building Prevails discusses teachers and administrators working through the required changes of instructions and management for school improvement (Sheninger, 2014). Fullan Change Secret 4: Learning Is the Work falls in the school culture that professional development promotes life-learners. One way to ensure a positive effect on student achievement is through Professional Learning Communities (PLCs). However, the core of genuine PLCs is the foundation to improve student learning by improving teaching practice (Vescio, Ros, & Adams, 2008). Fullan Change Secret 5: Transparency Rules involves observations for teachers by their coaches and mentors will improve the teacher’s effective practices and the students benefit (Sheninger, 2014). While watching the movie, “Waiting on Superman”(2010), the overall theory that came from the successful schools was highly effective teachers with improved instruction; which improves student learning and student achievement. Educators in this environment do not operate with a closed-doors mentality where teaching methods, successes, and failures are guarded secrets. And finally, the Fullan Change Secret 6: Systems Learn implies that teachers are able to move the student beyond basic competency to promoting understanding of academic content at much higher levels by incorporating 21^st learning. This is due to students being able to collaborate with others which keeps students engaged in learning (Raymond, Jacob, Lyons, 2016). Educators must engage the students with intentional lesson plans that highlight the students’ collaboration and communications to embrace the advancements of technology.

A Christian educator, as a living example of Christ, should lead the school setting in a Christ-like way. In 1 Corinthians 10:31, it tells us that whatever we do, do it all to the glory of God.  As the educator becomes convinced that “we do what we do for the students”, the learning environment becomes productive and relevant.

References

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach (9th ed.). Upper Saddle River, NJ: Pearson Education. ISBN: 9780132852135.

Guggenheim, D. (2010). Waiting for Superman [DVD]. Santa Monica, CA: Paramount Pictures.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks: Corwin. ISBN-10: 1452276617.

Hello to All!

My name is Audra Henry. Currently, I reside in Spring Lake N.C. Learning has always

been a passion of mine, for which I continually pursue in order to gain a wealth of knowledge

and wisdom to reach those who are assigned to my life. I resumed this passion since we moved backed to North Carolina after Hurricane Katrina. I am the proud wife and mother of three children. The assignment of my family has been a blessing, challenging and fulfilling!  I am learning more about the grace of God. My oldest son is a senior at NC A&T, my middle son is a sophomore at Greensboro College and  my baby girl is a senior at the high school where I

am employed. My husband and I have served in ministry together for the last 10 years. We are

growing in faith together every day.. To say the least!

Leadership in Educational Technology course is the last class of my Master degree in Teaching and Learning- Leadership. My expectation is that this course will enhance my ability to bridge the learning gap between generations in the academic setting with the enhancement of technology.  Presently, I serve as the Career Development Coordinator. This position allows me to assist students with experiencing real life applications of the world of work through job shadowing, career exploration, career development, and student services. Prior to this position, I earnestly fulfilled 6 years of teaching in Business Education classes with 2 years as the Special Populations Coordinator. While working with students, I’m eager to be the difference in their lives.  The scripture that relates to my current job is Proverbs 11:14 says,”Where no counsel is, the people fall: but in the multitude of counsellors there is safety.” (KJV).  My personal view is that as school leaders, we are as shepherds of the flock, providing gentle yet effective guidance for the our students and colleges within the school.

If someone famous was to play my role in a movie, it would be Dawn-Lyen Gardner as she plays Queen Sugar’s Charley Bordelon West. Dawn-Lyen adjusts with her life roles as they come. From an unexpected death of her father to a shocking divorce all the while keeping her strength as a leader. Her thrive to  “keep-it-altogether” is how I see my daily endeavors. However, I will not trust the sweetest frame but wholly lean on Jesus name!

I look forward to our journey through this course!