Dance, Dance, Dance!
Of all things we gain with age—wealth, wisdom, children—a sharper mind isn’t one of them. Instead of being a steel trap like it used to be, it’s probably starting to resemble a colander. Life keeps pouring in, but you retain less and less of it.
But researchers are discovering that there are ways to forestall the decline. The secret? Stop taking your gray matter for granted, says P. Murali Doraiswamy, M.D., chief of biological psychiatry at Duke University’s medical school. “You can add 10 or more years to your brain’s useful life just by paying some attention to it,” he says. Here are 12 everyday tips to boost your brainpower—and then get more health, fitness, and beauty secrets in our new book, Age Erasers for Women!
"Few activities stimulate as wide a variety of brain systems as dancing does," says Daniel Amen, M.D., author of Magnificent Mind at Any Age. "Dancing requires everything from coordination and organization to planning and judgment." Ditto for martial arts. "Both require you to position different parts of your body simultaneously and in synchronicity—and with dance, you've got to move along to music," says John Ratey, M.D., author of Spark: The Revolutionary New Science of Exercise and the Brain. "That's a lot of mental stimulation."
Crack Some Eggs
The ideal breakfast is an egg, according to Larry McCleary, M.D., author of The Brain Trust Program. The incredible edible contains B vitamins, which enable nerve cells to burn glucose, your brain's major energy source; antioxidants, which protect neurons against damage; and omega-3 fatty acids, which keep nerve cells firing at optimal speed. Similarly, McCleary says that the best brain foods are those that would rot if the power went out. Pick fresh fruits, veggies, and lean proteins and avoid the dreaded duo, trans fats ("they diminish brain cells' ability to communicate with each other") and high-fructose corn syrup ("it can shrink the brain by damaging cells").
Keep on Moving On
Multitasking is like Kryptonite to gray matter. When you have a crammed to-do list, rather than layer projects, take on one task at a time and change them up every hour. Can't finish something in 60 minutes? Schedule another slot for it later in the day. "Switching from one project to the next will engage different areas of the brain, keeping you mentally alert," says Gary Small, M.D., director of the UCLA Center on Aging and the Semel Institute Memory Research Center and the author of The Longevity Bible.
Take a YouTube Timeout
You can counteract stress—and roll back psychological aging—with laughter. Even the anticipation of a good laugh decreases the stress chemicals cortisol and epinephrine by 39 percent and 70 percent, respectively, say researchers at Loma Linda University. Laughter is also great for the heart. When participants in a University of Maryland study watched stressful film clips, they experienced vasoconstriction—a narrowing of the blood vessels—while the blood vessels of those watching funny films expanded by 22 percent.
Hit the Hay
Getting plenty of snooze time is key to keeping your head on its toes. According to a 2007 study at Harvard Medical School, z's help memories lodge themselves in your brain (as anyone who has ever pulled an all-nighter and then tried to recall important details can attest). The study showed that the brain gathers disparate pieces of information and weaves them into a coherent whole while you're asleep. Clock seven hours of shuteye, recommends Dr. Amen. "Science shows that people who sleep for seven hours exhibit significantly more brain activity than those who don't," he says.
Disconnect the Cable
A 2005 study published in Brain and Cognition found that for each additional hour per day a person spent watching TV between the ages of 40 and 59, the risk of developing Alzheimer's later in life rose by 1.3 percent. Top out at two hours a day, recommends Aric Sigman, Ph.D., psychologist, biologist, and author of Remotely Controlled: How Television Is Damaging Our Lives, and consider joining a reading group. "Reading is good for your brain only when it involves storing and retrieving information," says Dr. Amen. "And the social aspect of book groups adds another dynamic that bolsters cognitive functioning."
Raid the Spice Rack
Sprinkle some rosemary on your entrées and side dishes. The carnosic acid found in this spice has been shown to reduce stroke risk in mice by 40 percent, according to a study published in the Journal of Neurochemistry. Carnosic acid appears to set off a process that shields brain cells from free-radical damage, which can worsen the effects of a stroke. It can also protect against degenerative diseases like Alzheimer's and the general effects of aging. But rosemary is not the only "mind spice" on the shelf: Cinnamon, turmeric, basil, oregano, thyme, and sage can all protect your brain from inflammation, says neurologist Eric Braverman, M.D., a clinical assistant professor at Weill Cornell Medical College. Shoot for 3 to 7 teaspoons of any combination of these spices each day. "Add a teaspoon of cinnamon to your morning yogurt or coffee," says Dr. Braverman. "Sprinkle basil and oregano on a sandwich, or stir a teaspoon of rosemary into tea. It'll add up."
Study Another Language
Parlez-vous français? Non? Then you may find yourself less able to stave off dementia when you're older. In a 2007 study at York University in Toronto, bilingual seniors kept the worst effects of the condition at bay four years longer than those who'd never ventured beyond their native tongue. Learning a second language appears to increase the density of gray matter in the areas of your brain that govern attention and memory, says researcher Ellen Bialystok, Ph.D. During your commute, play some language-instruction CDs, such as the ones from Macmillan's Behind the Wheel series.
Floss Your Teeth
Inflamed, bloody gums can signify body wide wellness issues. Not only do unhealthy mouths unleash bacteria into the bloodstream, where the bugs can travel to vital organs, but people with gum disease also have worse mental functioning than those whose gums are healthy, according to a U.K. study of more than 6,500 adults.
Go Green
Drinking five or more cups of green tea per day can make you 20 percent less likely to experience psychological distress than if you drink less than a cup, according to a new study in The American Journal of Clinical Nutrition.
Tuesday, April 27, 2010
Monday, April 26, 2010
WORLD'S EASIEST QUIZ!
(Passing requires only 3 correct answers out of 10!)
1) How long did the Hundred Years' War last?
2) Which country makes Panama hats?
3) From which animal do we get cat gut?
4) In which month do Russians celebrate the October Revolution?
5) What is a camel's hair brush made of?
6) The Canary Islands in the Pacific are named after what animal?
7) What was King George VI's first name ?
8) What color is a purple finch ?
9) Where are Chinese gooseberries from ?
10) What is the color of the black box in a commercial airplane ?
Remember, you need only 3 correct answers to pass.
Check your answers below.
ANSWERS
1) How long did the Hundred Years War last ?
116 years
2) Which country makes Panama hats ?
Ecuador
3) From which animal do we get cat gut ?
Sheep and Horses
4) In which month do Russians celebrate the October Revolution ?
November
5) What is a camel's hair brush made of ?
Squirrel fur
6) The Canary Islands in the Pacific are named after what animal ?
Dogs
7) What was King George VI's first name ?
Albert
8) What color is a purple finch ?
Crimson
9) Where are Chinese gooseberries from ?
New Zealand
10) What is the color of the black box in a commercial airplane ?
Orange (of course!)
What do you mean, you failed?!!
Me, too...!!! (And if you try to tell me you passed, you lie!)
Pass this on to some "brilliant" friends, so that they may feel useless too!
1) How long did the Hundred Years' War last?
2) Which country makes Panama hats?
3) From which animal do we get cat gut?
4) In which month do Russians celebrate the October Revolution?
5) What is a camel's hair brush made of?
6) The Canary Islands in the Pacific are named after what animal?
7) What was King George VI's first name ?
8) What color is a purple finch ?
9) Where are Chinese gooseberries from ?
10) What is the color of the black box in a commercial airplane ?
Remember, you need only 3 correct answers to pass.
Check your answers below.
ANSWERS
1) How long did the Hundred Years War last ?
116 years
2) Which country makes Panama hats ?
Ecuador
3) From which animal do we get cat gut ?
Sheep and Horses
4) In which month do Russians celebrate the October Revolution ?
November
5) What is a camel's hair brush made of ?
Squirrel fur
6) The Canary Islands in the Pacific are named after what animal ?
Dogs
7) What was King George VI's first name ?
Albert
8) What color is a purple finch ?
Crimson
9) Where are Chinese gooseberries from ?
New Zealand
10) What is the color of the black box in a commercial airplane ?
Orange (of course!)
What do you mean, you failed?!!
Me, too...!!! (And if you try to tell me you passed, you lie!)
Pass this on to some "brilliant" friends, so that they may feel useless too!
Top 10 Dos and Don'ts for Parents Sending Their Kids to College
You might get so distracted helping your son or daughter prep for college life that you forget there are similar to-do lists for yourself! Here, some tips on the best way to make the transition to college a smooth one for all parties.
It's not always easy to know how to handle things when your kid is heading off to college. So many things to think about, so many details to manage, and so many feelings. Because, let's face it, your son or daughter isn't just going to college, they're leaving home. You know it, and they know it. Although there is no absolute guaranteed-to-succeed way to ease your baby into the world, there are a few time-tested things you can do, and just as importantly not do, to help your kid have a good college experience. This handy guide addresses some of the most important decisions, strategies and potential faux pas for parents of college-bound students.
1. DON'T allow your freshman to live off campus
Unless your child is attending a local school and living at home, a college dorm is the best student housing choice for at least the first year. Going away to school — leaving home, parents, and the familiarity of high school to enter the hallowed halls of higher learning — is hard enough without the isolation that comes from off-campus living. Dorms immerse students in campus life, help them meet other kids who are in the same situation, and give freshmen a much-needed sense of community. And unlike an apartment, dorms offer at least some supervision.
2. DO help your child set up a checking account and credit card
A basic checking account and a credit card with a low, pre-set spending limit will make it easier for your freshman to handle routine expenses, such as buying books, as well as the unexpected. It will also help her learn to handle money, reinforce her sense of independence, and establish a good credit rating during her college years that will serve her well after she graduates and gets her first post-college job.
3. DON'T take it personally when your kid stops calling home
When your freshman first arrives at college, he will be excited and homesick. He probably will call home a lot, causing you to take pity on those poor parents who complain about never hearing from their college-age children. Within a few weeks, however, chances are your phone will stop ringing. It's not you, and it's not really him, it's the situation. Your freshman is suddenly swept up in a new world with a lot of new demands and distractions. Don't take it personally, and don't nag. Just realize that keeping in touch with your college kid is going to be on you for awhile.
4. DO add text messaging to your mobile phone
Texting is very popular on college campuses, so your chances of keeping in touch are much better if you learn how to text before your kid leaves for school. Unless you both agree that it's okay to call at certain times, a phone call could interrupt a class, a study session, or a much-needed nap after a rough day in the biology lab. Besides, if your kid is busy, she may have the ringer turned off. Texting can be done almost anywhere (except while driving) so text your child and encourage her to text back. E-mail is a fine second choice.
5. DON'T assume that no news is good news
Despite what you may have heard about how bad it is to be a "helicopter" parent (one who hovers over the kids, asking questions and, well, meddling), it ain't necessarily so. Sure, over-involvement can be a problem, but research shows that kids feel supported by parents who ask questions, act on their behalf, and stay engaged. If you have questions or concerns, ask.
6. DO invest in a mini refrigerator and microwave for the dorm room
You'd like to think that once your freshman is out from under your watchful eye, he will still take time to eat nutritious and wholesome meals, but that's not always going to happen. By installing a small refrigerator and microwave in his dorm room, and stocking the fridge with heat-and-eat meals, plus juice and water, you can help to ensure that your kid will eat something nutritious between classes, and during those marathon study sessions when the cafeteria is closed.
7. DON'T be afraid to let your kid make mistakes
It's important to support your child and offer help when help is needed, but like it or not your freshman is hurtling toward adulthood. You may be tempted to smooth the way, but that's not always possible. Sometimes you just have to trust your child to make good decisions, and watch anxiously but quietly as they make mistakes. It's all part of learning to navigate the world.
8. DO make friends with Facebook
Your kids are probably on Facebook or other social networking sites, and their friends are, too. Facebook pages are like personal resumes, journals and scrapbooks all rolled into one — people post photos of parties and events, share their thoughts and feelings, and talk about their activities, favorite music and videos. A subtle but effective way to keep an eye on your kids (and who they're hanging out with) is to add yourself as a "friend" to their Facebook pages.
9. DON'T redecorate your freshman's room right away
As tempting as it may be to delegate your college student's abandoned bedroom to another child, or finally get that den or studio you've always wanted, try to resist the temptation to start transforming the room the minute your freshman leaves for school. Going away to college can be unsettling enough for your freshman without being forced to sleep on the couch the first time she comes home for a visit. At some point you can strike a deal to make over the room for another purpose, but hold off for awhile. Coming "home" can be very comforting.
10. DO explore new interests (or expand the ones you've got)
When your freshman leaves the nest and goes off to college, make good use of the time you've been spending on daily parenting for the past 18 years. Take classes, get in shape or get involved in your community. One of my friends became a Big Brother to a fatherless boy after his own son left for college; another took cooking lessons in France. Whatever you choose to do, share your child's spirit of adventure and do something you'll enjoy. You've earned it.
It's not always easy to know how to handle things when your kid is heading off to college. So many things to think about, so many details to manage, and so many feelings. Because, let's face it, your son or daughter isn't just going to college, they're leaving home. You know it, and they know it. Although there is no absolute guaranteed-to-succeed way to ease your baby into the world, there are a few time-tested things you can do, and just as importantly not do, to help your kid have a good college experience. This handy guide addresses some of the most important decisions, strategies and potential faux pas for parents of college-bound students.
1. DON'T allow your freshman to live off campus
Unless your child is attending a local school and living at home, a college dorm is the best student housing choice for at least the first year. Going away to school — leaving home, parents, and the familiarity of high school to enter the hallowed halls of higher learning — is hard enough without the isolation that comes from off-campus living. Dorms immerse students in campus life, help them meet other kids who are in the same situation, and give freshmen a much-needed sense of community. And unlike an apartment, dorms offer at least some supervision.
2. DO help your child set up a checking account and credit card
A basic checking account and a credit card with a low, pre-set spending limit will make it easier for your freshman to handle routine expenses, such as buying books, as well as the unexpected. It will also help her learn to handle money, reinforce her sense of independence, and establish a good credit rating during her college years that will serve her well after she graduates and gets her first post-college job.
3. DON'T take it personally when your kid stops calling home
When your freshman first arrives at college, he will be excited and homesick. He probably will call home a lot, causing you to take pity on those poor parents who complain about never hearing from their college-age children. Within a few weeks, however, chances are your phone will stop ringing. It's not you, and it's not really him, it's the situation. Your freshman is suddenly swept up in a new world with a lot of new demands and distractions. Don't take it personally, and don't nag. Just realize that keeping in touch with your college kid is going to be on you for awhile.
4. DO add text messaging to your mobile phone
Texting is very popular on college campuses, so your chances of keeping in touch are much better if you learn how to text before your kid leaves for school. Unless you both agree that it's okay to call at certain times, a phone call could interrupt a class, a study session, or a much-needed nap after a rough day in the biology lab. Besides, if your kid is busy, she may have the ringer turned off. Texting can be done almost anywhere (except while driving) so text your child and encourage her to text back. E-mail is a fine second choice.
5. DON'T assume that no news is good news
Despite what you may have heard about how bad it is to be a "helicopter" parent (one who hovers over the kids, asking questions and, well, meddling), it ain't necessarily so. Sure, over-involvement can be a problem, but research shows that kids feel supported by parents who ask questions, act on their behalf, and stay engaged. If you have questions or concerns, ask.
6. DO invest in a mini refrigerator and microwave for the dorm room
You'd like to think that once your freshman is out from under your watchful eye, he will still take time to eat nutritious and wholesome meals, but that's not always going to happen. By installing a small refrigerator and microwave in his dorm room, and stocking the fridge with heat-and-eat meals, plus juice and water, you can help to ensure that your kid will eat something nutritious between classes, and during those marathon study sessions when the cafeteria is closed.
7. DON'T be afraid to let your kid make mistakes
It's important to support your child and offer help when help is needed, but like it or not your freshman is hurtling toward adulthood. You may be tempted to smooth the way, but that's not always possible. Sometimes you just have to trust your child to make good decisions, and watch anxiously but quietly as they make mistakes. It's all part of learning to navigate the world.
8. DO make friends with Facebook
Your kids are probably on Facebook or other social networking sites, and their friends are, too. Facebook pages are like personal resumes, journals and scrapbooks all rolled into one — people post photos of parties and events, share their thoughts and feelings, and talk about their activities, favorite music and videos. A subtle but effective way to keep an eye on your kids (and who they're hanging out with) is to add yourself as a "friend" to their Facebook pages.
9. DON'T redecorate your freshman's room right away
As tempting as it may be to delegate your college student's abandoned bedroom to another child, or finally get that den or studio you've always wanted, try to resist the temptation to start transforming the room the minute your freshman leaves for school. Going away to college can be unsettling enough for your freshman without being forced to sleep on the couch the first time she comes home for a visit. At some point you can strike a deal to make over the room for another purpose, but hold off for awhile. Coming "home" can be very comforting.
10. DO explore new interests (or expand the ones you've got)
When your freshman leaves the nest and goes off to college, make good use of the time you've been spending on daily parenting for the past 18 years. Take classes, get in shape or get involved in your community. One of my friends became a Big Brother to a fatherless boy after his own son left for college; another took cooking lessons in France. Whatever you choose to do, share your child's spirit of adventure and do something you'll enjoy. You've earned it.
Sunday, April 25, 2010
What do they NOT do that also shows leadership for instruction.
What does YOUR principal do that exemplifies instructional leadership? Or not?
In a few weeks I will be working on my first and second chapters.It got me thinking about instructional leadership? What is it? What is it NOT? What do you WISH they would do?
So let’s hear it from a few of you. What does YOUR principal (or others) do to lead instruction in your school?
Your comments will be shared and then discussed and commented on in class on this forum.
ShareThis
Tags: instructional leadership · leadership for instruction · principals · school leaders
In a few weeks I will be working on my first and second chapters.It got me thinking about instructional leadership? What is it? What is it NOT? What do you WISH they would do?
So let’s hear it from a few of you. What does YOUR principal (or others) do to lead instruction in your school?
Your comments will be shared and then discussed and commented on in class on this forum.
ShareThis
Tags: instructional leadership · leadership for instruction · principals · school leaders
The Importance of School Culture for Instructional Leadership
In 1989, Smith and Andrews suggested that there were ten attributes essential for principals who display strong instructional leadership. The attributes are:
1. Places priority of curriculum and instruction issues;
2. Is dedicated to the goals of the school and school district;
3. Is able to rally and mobilize resources to accomplish the goals of the district and school;
4. Creates a climate of high expectations in the school, characterized by a tone of respect for teachers, students, parents, and the community;
5. Functions as a leader with direct involvement in instructional policy;
6. Continually monitors student progress toward school achievement and teacher effectiveness;
7. Demonstrates commitment to academic goals, shown by the ability to develop and articulate a clear vision or long-term goals for the school;
8. Effectively consults with others by involving the faculty and other groups in the school decision processes;
9. Effectively and efficiently mobilizes resources such as materials, time, and support to enable the school and its personnel to most effectively meet academic goals.
10. Recognize time as a scarce resource and creates order and discipline by minimizing factors that may disrupt the learning process.
Sergiovanni suggested that there are leadership forces for instructional leadership; Bossert, Dwyer, Rowan, and Lee (1982) presented the sequence of variable that impact each other leading to instructional leadership; and Smith and Andrews (1989) suggested that there are ten attributes of the leader that impact instructional leadership. In 2002, McEwan provided a different perspective of leadership suggesting that there are seven steps to effective instructional leadership. McEwan’s perspectives have some bases in the work of Bennis (1989), Nanus, and Sergiovanni. The following are the seven steps proposed by McEwans (2002):
• Establish clear instructional goals;
• Be there for your staff;
• Create a school culture and climate conducive to learning;
• Communicate the vision and mission of your school;
• Set high expectations;
• Develop teacher leaders; and
• Maintain positive attitudes toward students, staff and parents.
McEwan (2002) also proposed an Instructional Leadership Behavioral Checklist that has thirty indicators; there are several indicators for each of the seven steps (See Appendix A for a copy of the Leadership Behavioral Checklist). The checklist can be used in a variety of ways: (1) to self-assess present instructional leadership levels; (2) to gain information from members of the faculty regarding perceptions of leadership; (3) to help the leader to set goals for improving instructional leadership, and (4) to help the leader evaluate progress toward meeting the goals of becoming a true instructional leader.
Zapeda (2003) viewed instructional leadership as instructional supervision aligned with classroom observations and professional development for teachers; she said that it is not a linear, lockstep process. Zapeda (2003) presented a model in which instructional supervision, staff development, and teacher evaluations are unified. In this cyclic process, clinical supervision (pre-observation conferences, observations, and post-observations) is coupled with a differentiated form of supervision. The principle aligned with differentiated supervision is that teachers are granted autonomy in deciding which additional methods (in addition to the classroom observations) will be used to assess the teacher’s performances.
As instructional leaders, school leaders should provide opportunities for teachers to work together on the basis of needs linked to what is observed by school leaders in classroom observations. Study groups, learning clusters, and mentoring are some of the informal mechanisms for teachers to work together. On the basis of observations, school leaders can identify strengths and weaknesses of teachers, which lead to which teachers can serve as mentors and which teachers need mentors. Opportunities should also be provided for formalized professional development (Zapeda, 2003).
The results of the professional development- both formal and informal should be evident in classrooms as school leaders continue the cyclic process of observing classrooms. The additional important principle is that the professional development opportunities that teachers engage in should lead to individual goal setting for teachers which leads to professional development. Schools leaders should engage in conducting teacher observations and professional development opportunities in a cyclic manner; which aligns with the roles of instructional leadership. In this model, the alignment of professional development with the needs of teachers in the classroom is critical.
Culture and Its Implications to Instructional Leadership
The leadership traits, skills, and perspectives discussed throughout this paper address competencies and dispositions necessary for leaders to be effective. Effective leadership in schools in this era is linked to the leader’s ability to facilitate school improvement. The obvious core of school improvement is the role of the leader as an instructional leader; which is such a complex role. The teachers, staff members, students, and pertinent stakeholders have to “buy in” to the vision of the leader and to assist the leader in the implementation of school improvement. A variable that is directly related to school improvement and to the roles, skills, traits, and perspectives of the leader is the culture of the school.
Hoy and Miskel (2008) present several perspectives of culture. The 1968 Taiguiran Typology of Climate embraces culture as an integral part of climate. There are several theoretical perspectives that link culture and climate and/or demonstrate an interrelationship between culture and climate. Taiguri (1968) suggests that ecology (building characteristics, school size); mileu (student and teacher characteristics); social systems (social interactions); and culture (belief systems and values) are the four dimensions of climate. In addition to including belief systems and values of organizations/schools, Hoy and Miskel (2008) suggest that culture includes the norms, shared beliefs, rituals, and assumptions of organization.
An obvious goal for school leaders is for schools to develop and maintain strong cultures. Schools with strong cultures will have effective leadership with exceptional student performance. Deal (1985) identified eight attributes of effective schools with strong cultures:
1. Shared values and a consensus on “how we get things done around here.”
2. The principal as a hero or heroine who embodies core values.
3. Distinctive rituals that embody widely shared beliefs.
4. Employees as situational heroes or heroines.
5. Rituals of acculturation and cultural renewal.
6. Significant rituals to celebrate and transform core values.
7. Balance between innovation and tradition and between autonomy and control.
8. Widespread participation in cultural rituals.
1. Places priority of curriculum and instruction issues;
2. Is dedicated to the goals of the school and school district;
3. Is able to rally and mobilize resources to accomplish the goals of the district and school;
4. Creates a climate of high expectations in the school, characterized by a tone of respect for teachers, students, parents, and the community;
5. Functions as a leader with direct involvement in instructional policy;
6. Continually monitors student progress toward school achievement and teacher effectiveness;
7. Demonstrates commitment to academic goals, shown by the ability to develop and articulate a clear vision or long-term goals for the school;
8. Effectively consults with others by involving the faculty and other groups in the school decision processes;
9. Effectively and efficiently mobilizes resources such as materials, time, and support to enable the school and its personnel to most effectively meet academic goals.
10. Recognize time as a scarce resource and creates order and discipline by minimizing factors that may disrupt the learning process.
Sergiovanni suggested that there are leadership forces for instructional leadership; Bossert, Dwyer, Rowan, and Lee (1982) presented the sequence of variable that impact each other leading to instructional leadership; and Smith and Andrews (1989) suggested that there are ten attributes of the leader that impact instructional leadership. In 2002, McEwan provided a different perspective of leadership suggesting that there are seven steps to effective instructional leadership. McEwan’s perspectives have some bases in the work of Bennis (1989), Nanus, and Sergiovanni. The following are the seven steps proposed by McEwans (2002):
• Establish clear instructional goals;
• Be there for your staff;
• Create a school culture and climate conducive to learning;
• Communicate the vision and mission of your school;
• Set high expectations;
• Develop teacher leaders; and
• Maintain positive attitudes toward students, staff and parents.
McEwan (2002) also proposed an Instructional Leadership Behavioral Checklist that has thirty indicators; there are several indicators for each of the seven steps (See Appendix A for a copy of the Leadership Behavioral Checklist). The checklist can be used in a variety of ways: (1) to self-assess present instructional leadership levels; (2) to gain information from members of the faculty regarding perceptions of leadership; (3) to help the leader to set goals for improving instructional leadership, and (4) to help the leader evaluate progress toward meeting the goals of becoming a true instructional leader.
Zapeda (2003) viewed instructional leadership as instructional supervision aligned with classroom observations and professional development for teachers; she said that it is not a linear, lockstep process. Zapeda (2003) presented a model in which instructional supervision, staff development, and teacher evaluations are unified. In this cyclic process, clinical supervision (pre-observation conferences, observations, and post-observations) is coupled with a differentiated form of supervision. The principle aligned with differentiated supervision is that teachers are granted autonomy in deciding which additional methods (in addition to the classroom observations) will be used to assess the teacher’s performances.
As instructional leaders, school leaders should provide opportunities for teachers to work together on the basis of needs linked to what is observed by school leaders in classroom observations. Study groups, learning clusters, and mentoring are some of the informal mechanisms for teachers to work together. On the basis of observations, school leaders can identify strengths and weaknesses of teachers, which lead to which teachers can serve as mentors and which teachers need mentors. Opportunities should also be provided for formalized professional development (Zapeda, 2003).
The results of the professional development- both formal and informal should be evident in classrooms as school leaders continue the cyclic process of observing classrooms. The additional important principle is that the professional development opportunities that teachers engage in should lead to individual goal setting for teachers which leads to professional development. Schools leaders should engage in conducting teacher observations and professional development opportunities in a cyclic manner; which aligns with the roles of instructional leadership. In this model, the alignment of professional development with the needs of teachers in the classroom is critical.
Culture and Its Implications to Instructional Leadership
The leadership traits, skills, and perspectives discussed throughout this paper address competencies and dispositions necessary for leaders to be effective. Effective leadership in schools in this era is linked to the leader’s ability to facilitate school improvement. The obvious core of school improvement is the role of the leader as an instructional leader; which is such a complex role. The teachers, staff members, students, and pertinent stakeholders have to “buy in” to the vision of the leader and to assist the leader in the implementation of school improvement. A variable that is directly related to school improvement and to the roles, skills, traits, and perspectives of the leader is the culture of the school.
Hoy and Miskel (2008) present several perspectives of culture. The 1968 Taiguiran Typology of Climate embraces culture as an integral part of climate. There are several theoretical perspectives that link culture and climate and/or demonstrate an interrelationship between culture and climate. Taiguri (1968) suggests that ecology (building characteristics, school size); mileu (student and teacher characteristics); social systems (social interactions); and culture (belief systems and values) are the four dimensions of climate. In addition to including belief systems and values of organizations/schools, Hoy and Miskel (2008) suggest that culture includes the norms, shared beliefs, rituals, and assumptions of organization.
An obvious goal for school leaders is for schools to develop and maintain strong cultures. Schools with strong cultures will have effective leadership with exceptional student performance. Deal (1985) identified eight attributes of effective schools with strong cultures:
1. Shared values and a consensus on “how we get things done around here.”
2. The principal as a hero or heroine who embodies core values.
3. Distinctive rituals that embody widely shared beliefs.
4. Employees as situational heroes or heroines.
5. Rituals of acculturation and cultural renewal.
6. Significant rituals to celebrate and transform core values.
7. Balance between innovation and tradition and between autonomy and control.
8. Widespread participation in cultural rituals.
Instructional Leadership and Professional Development
“Leadership could be considered the single most important aspect of effective school reform.”Robert Marzano, Educational consultant
Leadership matters, as Robert Marzano clearly states above, in order for high school reform to be successful and sustainable.
Jim Collins, a business consultant and author of the best-selling book Good to Great, puts it another way. “Great vision without great people is irrelevant,” he writes. To illustrate his point, Collins uses as an analogy a bus filled with employees.
“The executives who ignited the transformations from good to great,” Collins writes, “did not first figure out where to drive the bus and then get people to take it there. No, they first got the right people on the bus (and the wrong people off the bus) and then figured out where to drive it.”
The good-to-great leaders understand three simple truths, Collins explains.
“First, if you begin with who, rather than what, you can more easily adapt to a changing world. If people join the bus primarily because of where it is going, what happens if you get ten miles down the road and you need to change direction? You’ve got a problem. But if people are on the bus because of whom else is on the bus, then it’s much easier to change direction: ‘Hey, I got on this bus because of who else is on it; if we need to change direction to be more successful, fine with me.’
“Second, if you have the right people on the bus, the problem of how to motivate and manage people largely goes away. The right people don’t need to be tightly managed or fired up; they will be self-motivated by the inner drive to produce the best results and to be part of creating something great.
“Third, if you have the wrong people, it doesn’t matter whether you discover the right direction; you still won’t have a great company.”
While the bus analogy is used in a business context, it also applies to high school reform. In order to change the culture under which schools have long operated, they need a vision. But, most importantly, schools require a team of teachers who are committed to developing a vision and working together with other teachers to ensure that the vision is sustained.
Again, Great vision without great people is irrelevant.
Education consultants Rick DuFour and Doug Reeves assert that it’s a myth that high school reform can take place only until there is buy-in from everybody.
“The cycle of organizational improvement is not vision, buy-in and action,” Reeves writes in his book The Learning Leader, “ but rather vision, action, buy-in and more action.”
Behavior precedes belief. Therefore, Reeves concludes, “If you wait for people to have buy-in, be happy or change belief systems, then change will never happen.”
Each high school in Ventura County is different, with its own unique needs. So, we’re not advocating a one-size-fits-all plan for high school reform, but we are offering a one-size-fits-all process for reinventing high schools.
As we have covered in previous chapters, our high schools must change with the times in order for all students to be prepared to compete in an ever-changing global economy. And research by the National Staff Development Council has shown that leadership for change is most effective when:
-- It is carried out by a small group of educators with the principal serving as a strong cohesive force. The notion that an individual can affect change by sheer will and personality is simply not supported by research. Conversely, a leadership team that is too large risks becoming inert. A smaller group is more powerful in overcoming inertia. What is most important is that substantive change must be supported by both administrators and teachers.
-- The leadership team operates in such a way as to provide strong guidance while demonstrating great concern for those not on the team. The principals and leadership teams cannot micromanage their school, the views of all in the school must be considered.
-- It is characterized by specific behaviors that improve interpersonal relationships. Optimism provides hope, and honesty builds trust. Leadership teams are successful when members talk about the possibilities that exist at their school, not its limitations.
In schools that have restructured into Professional Learning Communities, the principal does not assume the primary responsibility for instructional leadership; that’s left to the teachers in the school who take on leadership roles. They help their colleagues by:
Supporting them through peer coaching.
Observing them in the classroom.
Conferring with them on teaching and learning.
Empowering them to make important decisions on their own.
Instructional leaders also promote professional growth by:
Studying literature and proven professional growth programs.
Supporting risk-taking, creativity and innovation.
Providing effective staff development programs.
Providing resources and time during the school day to aid collaboration.
Offering feedback and suggestions.
In addition, instructional leaders promote teacher reflection by:
Modeling and developing action research skills.
Having teachers ask questions about the school.
Using data to question, evaluate and critique teaching and learning.
Extending autonomy to teachers.
Developing a shared vision on the direction of the school.
Professional Development Standards
The National Staff Development Council is the largest non-profit professional association committed to ensuring success for all students through staff development and school improvement. The NSDC has developed a set of staff development standards, divided into three categories: context, process and content. They all are guided by the following three questions:
What are all students expected to know and be able to do?
What must teachers know and do in order to ensure student success?
Where must staff development focus to meet both goals?
Context Standards
Staff development that improves the learning of all students:
Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities).
Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership).
Requires resources to support adult learning and collaboration. (Resources).
Process Standards
Staff development that improves the learning of all students:
Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven).
Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation).
Prepares educators to apply research to decision making. (Research-Based).
Uses learning strategies appropriate to the intended goal. (Design).
Applies knowledge about human learning and change. (Learning).
Provides educators with the knowledge and skills to collaborate. (Collaboration).
Content Standards
Staff development that improves the learning of all students:
Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity).
Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom
assessments appropriately. (Quality Teaching).
Provides educators with knowledge and skills to involve families and other stakeholders appropriately.
(Family Involvement).
We urge districts in Ventura County to create an environment in each of their schools that encourages educators to work together to help all students achieve to a higher level. We also recommend districts and schools to learn more about the strategies, principles and frameworks of Professional Learning Communities.
What Can I Do?
To ensure that all high school students gain maximum benefit from 21st Century high schools that emphasize instructional leadership and professional development, we recommend the following:
School Board members:
Hire and support superintendents who recognize the importance of building a strong team of leaders.
Institute policies for shadowing leaders in other school districts.
Invest in development of principals.
Work with superintendents to reconsider the job descriptions of principals so that they can focus on academics.
Superintendents and Assistant Superintendents:
Address the time element involved for a principal to build a strong team of leaders.
Develop a vision with achievable goals.
Invest in the professional development of principals.
Engage in shared learning by attending professional development opportunities with principals.
Participate in professional development put on by local universities and professional associations.
Establish forums to reduce isolation and share best practices.
Principals:
Encourage and support distributed leadership.
Take advantage of the expertise already on your campuses by creating opportunities for your leaders to shine.
Build relationships with the business community.
Participate in public forums to explain school’s goals.
Teachers and Counselors:
Actively participate in Data Teams and other site leadership teams.
Participate in developing power standards.
Create a professional development plan.
Actively participate in professional development opportunities and events.
Business Community:
Volunteer to spend time with your school leaders to better understand their challenges.
Volunteer your time and expertise by participating in Parent Teacher Student Association leadership teams.
Leadership matters, as Robert Marzano clearly states above, in order for high school reform to be successful and sustainable.
Jim Collins, a business consultant and author of the best-selling book Good to Great, puts it another way. “Great vision without great people is irrelevant,” he writes. To illustrate his point, Collins uses as an analogy a bus filled with employees.
“The executives who ignited the transformations from good to great,” Collins writes, “did not first figure out where to drive the bus and then get people to take it there. No, they first got the right people on the bus (and the wrong people off the bus) and then figured out where to drive it.”
The good-to-great leaders understand three simple truths, Collins explains.
“First, if you begin with who, rather than what, you can more easily adapt to a changing world. If people join the bus primarily because of where it is going, what happens if you get ten miles down the road and you need to change direction? You’ve got a problem. But if people are on the bus because of whom else is on the bus, then it’s much easier to change direction: ‘Hey, I got on this bus because of who else is on it; if we need to change direction to be more successful, fine with me.’
“Second, if you have the right people on the bus, the problem of how to motivate and manage people largely goes away. The right people don’t need to be tightly managed or fired up; they will be self-motivated by the inner drive to produce the best results and to be part of creating something great.
“Third, if you have the wrong people, it doesn’t matter whether you discover the right direction; you still won’t have a great company.”
While the bus analogy is used in a business context, it also applies to high school reform. In order to change the culture under which schools have long operated, they need a vision. But, most importantly, schools require a team of teachers who are committed to developing a vision and working together with other teachers to ensure that the vision is sustained.
Again, Great vision without great people is irrelevant.
Education consultants Rick DuFour and Doug Reeves assert that it’s a myth that high school reform can take place only until there is buy-in from everybody.
“The cycle of organizational improvement is not vision, buy-in and action,” Reeves writes in his book The Learning Leader, “ but rather vision, action, buy-in and more action.”
Behavior precedes belief. Therefore, Reeves concludes, “If you wait for people to have buy-in, be happy or change belief systems, then change will never happen.”
Each high school in Ventura County is different, with its own unique needs. So, we’re not advocating a one-size-fits-all plan for high school reform, but we are offering a one-size-fits-all process for reinventing high schools.
As we have covered in previous chapters, our high schools must change with the times in order for all students to be prepared to compete in an ever-changing global economy. And research by the National Staff Development Council has shown that leadership for change is most effective when:
-- It is carried out by a small group of educators with the principal serving as a strong cohesive force. The notion that an individual can affect change by sheer will and personality is simply not supported by research. Conversely, a leadership team that is too large risks becoming inert. A smaller group is more powerful in overcoming inertia. What is most important is that substantive change must be supported by both administrators and teachers.
-- The leadership team operates in such a way as to provide strong guidance while demonstrating great concern for those not on the team. The principals and leadership teams cannot micromanage their school, the views of all in the school must be considered.
-- It is characterized by specific behaviors that improve interpersonal relationships. Optimism provides hope, and honesty builds trust. Leadership teams are successful when members talk about the possibilities that exist at their school, not its limitations.
In schools that have restructured into Professional Learning Communities, the principal does not assume the primary responsibility for instructional leadership; that’s left to the teachers in the school who take on leadership roles. They help their colleagues by:
Supporting them through peer coaching.
Observing them in the classroom.
Conferring with them on teaching and learning.
Empowering them to make important decisions on their own.
Instructional leaders also promote professional growth by:
Studying literature and proven professional growth programs.
Supporting risk-taking, creativity and innovation.
Providing effective staff development programs.
Providing resources and time during the school day to aid collaboration.
Offering feedback and suggestions.
In addition, instructional leaders promote teacher reflection by:
Modeling and developing action research skills.
Having teachers ask questions about the school.
Using data to question, evaluate and critique teaching and learning.
Extending autonomy to teachers.
Developing a shared vision on the direction of the school.
Professional Development Standards
The National Staff Development Council is the largest non-profit professional association committed to ensuring success for all students through staff development and school improvement. The NSDC has developed a set of staff development standards, divided into three categories: context, process and content. They all are guided by the following three questions:
What are all students expected to know and be able to do?
What must teachers know and do in order to ensure student success?
Where must staff development focus to meet both goals?
Context Standards
Staff development that improves the learning of all students:
Organizes adults into learning communities whose goals are aligned with those of the school and district. (Learning Communities).
Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership).
Requires resources to support adult learning and collaboration. (Resources).
Process Standards
Staff development that improves the learning of all students:
Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement. (Data-Driven).
Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation).
Prepares educators to apply research to decision making. (Research-Based).
Uses learning strategies appropriate to the intended goal. (Design).
Applies knowledge about human learning and change. (Learning).
Provides educators with the knowledge and skills to collaborate. (Collaboration).
Content Standards
Staff development that improves the learning of all students:
Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (Equity).
Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom
assessments appropriately. (Quality Teaching).
Provides educators with knowledge and skills to involve families and other stakeholders appropriately.
(Family Involvement).
We urge districts in Ventura County to create an environment in each of their schools that encourages educators to work together to help all students achieve to a higher level. We also recommend districts and schools to learn more about the strategies, principles and frameworks of Professional Learning Communities.
What Can I Do?
To ensure that all high school students gain maximum benefit from 21st Century high schools that emphasize instructional leadership and professional development, we recommend the following:
School Board members:
Hire and support superintendents who recognize the importance of building a strong team of leaders.
Institute policies for shadowing leaders in other school districts.
Invest in development of principals.
Work with superintendents to reconsider the job descriptions of principals so that they can focus on academics.
Superintendents and Assistant Superintendents:
Address the time element involved for a principal to build a strong team of leaders.
Develop a vision with achievable goals.
Invest in the professional development of principals.
Engage in shared learning by attending professional development opportunities with principals.
Participate in professional development put on by local universities and professional associations.
Establish forums to reduce isolation and share best practices.
Principals:
Encourage and support distributed leadership.
Take advantage of the expertise already on your campuses by creating opportunities for your leaders to shine.
Build relationships with the business community.
Participate in public forums to explain school’s goals.
Teachers and Counselors:
Actively participate in Data Teams and other site leadership teams.
Participate in developing power standards.
Create a professional development plan.
Actively participate in professional development opportunities and events.
Business Community:
Volunteer to spend time with your school leaders to better understand their challenges.
Volunteer your time and expertise by participating in Parent Teacher Student Association leadership teams.
Saturday, April 24, 2010
Comparing the Education System in Malaysia and Singapore an Interesting Article by Yvonne T. Chua
Overextended and underfunded, public schools are at the bottom of the academic ladder.
by Yvonne T. Chua
AT THE Old Balara Elementary School in Quezon City, it is a constant struggle to keep students in class. Were it not for the dedication of teachers, who keep tab of pupils who drop out, and then take every effort to find out why they are not going to school and encourage them to return, many more young people in the slums of Balara would not be able to learn how to read or write.
"Just bring them back," school principal Felisa A. Beran tells her teachers, some of whom have been there for 20 or 30 years. For Balara, a bustling squatter colony located on a piece of government land that lies between the country's most elite schools, the University of the Philippines and the Ateneo, the struggle against school absenteeism is really one against poverty.
Most of Balara's students live in shanties and their parents barely eke out a living. "Walang pamasahe, walang baon. Kawawa ang mga bata, nagugutom sila (They have no money for jeepney fare or to buy food. The poor kids, they're always hungry)," Beran says. But so far, the school, which has about 3,500 pupils, has a zero dropout rate. To encourage the children to continue with their studies, 150 students have been put on a supplementary feeding program. In addition, those who miss class receive remedial lessons after regular school hours at the clinic-cum-faculty lounge or at the corridors.
Since her appointment as principal in August 1999, Beran has tried to make the school more conducive to learning. She repaired the covered walk, installed an exhaust fan at the stuffy canteen, and got a condemned toilet working again. The new shelves at the library still smell of paint. The dilapidated chairs that pupils used when school opened in June are gone—replaced by more than 500 plastic armchairs that Beran persuaded the schools division office to buy in September, and by chairs donated by nearby universities.
In addition, volunteers from Ateneo high school teach pupils science, math and English.
But Beran concedes that some things are hard to fix or can't be fixed at all. And this is where even the most ardent and dedicated of public school educators face a dead end. While neighboring Malaysia, Thailand and Singapore are spending millions to educate their workforce in an effort to compete more aggressively in the global economy, the Philippines is saddled with an educational system hobbled by lack of resources, mismanagement and corruption.
Meanwhile, the country loses out to the competition. Even as Singaporean and Malaysian grade-school students are being initiated to the wonders of information technology, Filipino schoolchildren don't even have textbooks or desks. The disparities are not only regional but also national. A growing gap separates not just the Philippines from its more affluent Southeast Asian neighbors, but also Filipino public school students from their counterparts in private schools. These disparities in education exacerbate the yawning gap that already separates rich and poor in the Philippines, and sentence to a lifetime of poverty millions of Filipino children who have to make do with the crumbs left on the education table.
The dismal state of affairs is evident at the Balara elementary school. Ideally, the school's 26 classrooms should take in less than 2,000 pupils, with half of them going to class in the morning and the other half in the afternoon. Instead, to accommodate all the students, the school holds classes in three four-hour shifts for first to fourth graders and two six-hour shifts for those in the fifth and sixth grades. A new multistory building with more classrooms is out of the question: The school's 200-square-meter lot rests on an aqueduct. Finding a new school site is next to impossible in a district where property prices have skyrocketed in recent years.
The three shifts have resulted in shorter contact time between teachers and pupils. Grade school pupils should be in the classroom at least six hours instead of four. In addition, anywhere from 50 to 80 pupils are packed like sardines in small rooms that are poorly ventilated and covered with roofs that leak when the rains come. With help from parents, the school recently attained a 1:1 textbook-to-pupil ratio. This means that each pupil has one textbook in just one subject when there should have been seven textbooks to a child to cover all the subjects taught in school.
No wonder the school performed badly in the National Elementary Achievement Tests (NEAT). Principal Beran concedes that the combined efforts of the school staff and the support of nearby universities "are not enough to make up for the learning the children lost from Grades 1 to 4." Taken together, two hours of learning given up every school day for four years means the children of Balara had each lost 1,600 hours of schooling.
Given these kinds of conditions, it is not surprising that the gap between public and private schools is widening. The annual achievement tests give an indication of the disparity. In 1998, private schools scored 62.09 in NEAT and 52.10 in the National Secondary Achievement Test (NSAT), against the public schools' 48.96 and 43.36, respectively.
It is wrong to conclude that private schools do better than public schools chiefly because private education is elitist and expensive, says Roberto Borromeo, president of the Fund for Assistance to Private Education (FAPE), an organization that helps in the development of private schools. "Private education," he says, "is not Ateneo, La Salle or Southridge."
In reality, a third of the country's more than 4,000 private elementary and high schools face the same kind of resource problems that burden public schools. Most private schools are small (enrolment of 200 to 500 or less), charge little (annual tuition of P2,500 or less) and are run by Catholic or Protestant missions. They barely survive on tuition, the government subsidy that comes by way of educational service contracting (ESC) or tuition fee supplements, and the support they get from the community and their organizations.
Still, a FAPE study shows that these private schools, many of which take in children who otherwise would have gone to public schools under the ESC, produce better students. Their 1996 NSAT score is 138.08 compared to the public schools' 114.25 in 1996. Why the gap?
by Yvonne T. Chua
AT THE Old Balara Elementary School in Quezon City, it is a constant struggle to keep students in class. Were it not for the dedication of teachers, who keep tab of pupils who drop out, and then take every effort to find out why they are not going to school and encourage them to return, many more young people in the slums of Balara would not be able to learn how to read or write.
"Just bring them back," school principal Felisa A. Beran tells her teachers, some of whom have been there for 20 or 30 years. For Balara, a bustling squatter colony located on a piece of government land that lies between the country's most elite schools, the University of the Philippines and the Ateneo, the struggle against school absenteeism is really one against poverty.
Most of Balara's students live in shanties and their parents barely eke out a living. "Walang pamasahe, walang baon. Kawawa ang mga bata, nagugutom sila (They have no money for jeepney fare or to buy food. The poor kids, they're always hungry)," Beran says. But so far, the school, which has about 3,500 pupils, has a zero dropout rate. To encourage the children to continue with their studies, 150 students have been put on a supplementary feeding program. In addition, those who miss class receive remedial lessons after regular school hours at the clinic-cum-faculty lounge or at the corridors.
Since her appointment as principal in August 1999, Beran has tried to make the school more conducive to learning. She repaired the covered walk, installed an exhaust fan at the stuffy canteen, and got a condemned toilet working again. The new shelves at the library still smell of paint. The dilapidated chairs that pupils used when school opened in June are gone—replaced by more than 500 plastic armchairs that Beran persuaded the schools division office to buy in September, and by chairs donated by nearby universities.
In addition, volunteers from Ateneo high school teach pupils science, math and English.
But Beran concedes that some things are hard to fix or can't be fixed at all. And this is where even the most ardent and dedicated of public school educators face a dead end. While neighboring Malaysia, Thailand and Singapore are spending millions to educate their workforce in an effort to compete more aggressively in the global economy, the Philippines is saddled with an educational system hobbled by lack of resources, mismanagement and corruption.
Meanwhile, the country loses out to the competition. Even as Singaporean and Malaysian grade-school students are being initiated to the wonders of information technology, Filipino schoolchildren don't even have textbooks or desks. The disparities are not only regional but also national. A growing gap separates not just the Philippines from its more affluent Southeast Asian neighbors, but also Filipino public school students from their counterparts in private schools. These disparities in education exacerbate the yawning gap that already separates rich and poor in the Philippines, and sentence to a lifetime of poverty millions of Filipino children who have to make do with the crumbs left on the education table.
The dismal state of affairs is evident at the Balara elementary school. Ideally, the school's 26 classrooms should take in less than 2,000 pupils, with half of them going to class in the morning and the other half in the afternoon. Instead, to accommodate all the students, the school holds classes in three four-hour shifts for first to fourth graders and two six-hour shifts for those in the fifth and sixth grades. A new multistory building with more classrooms is out of the question: The school's 200-square-meter lot rests on an aqueduct. Finding a new school site is next to impossible in a district where property prices have skyrocketed in recent years.
The three shifts have resulted in shorter contact time between teachers and pupils. Grade school pupils should be in the classroom at least six hours instead of four. In addition, anywhere from 50 to 80 pupils are packed like sardines in small rooms that are poorly ventilated and covered with roofs that leak when the rains come. With help from parents, the school recently attained a 1:1 textbook-to-pupil ratio. This means that each pupil has one textbook in just one subject when there should have been seven textbooks to a child to cover all the subjects taught in school.
No wonder the school performed badly in the National Elementary Achievement Tests (NEAT). Principal Beran concedes that the combined efforts of the school staff and the support of nearby universities "are not enough to make up for the learning the children lost from Grades 1 to 4." Taken together, two hours of learning given up every school day for four years means the children of Balara had each lost 1,600 hours of schooling.
Given these kinds of conditions, it is not surprising that the gap between public and private schools is widening. The annual achievement tests give an indication of the disparity. In 1998, private schools scored 62.09 in NEAT and 52.10 in the National Secondary Achievement Test (NSAT), against the public schools' 48.96 and 43.36, respectively.
It is wrong to conclude that private schools do better than public schools chiefly because private education is elitist and expensive, says Roberto Borromeo, president of the Fund for Assistance to Private Education (FAPE), an organization that helps in the development of private schools. "Private education," he says, "is not Ateneo, La Salle or Southridge."
In reality, a third of the country's more than 4,000 private elementary and high schools face the same kind of resource problems that burden public schools. Most private schools are small (enrolment of 200 to 500 or less), charge little (annual tuition of P2,500 or less) and are run by Catholic or Protestant missions. They barely survive on tuition, the government subsidy that comes by way of educational service contracting (ESC) or tuition fee supplements, and the support they get from the community and their organizations.
Still, a FAPE study shows that these private schools, many of which take in children who otherwise would have gone to public schools under the ESC, produce better students. Their 1996 NSAT score is 138.08 compared to the public schools' 114.25 in 1996. Why the gap?
Top 5 Reasons Why Public Schools Are Failing Our Children
What's Wrong with Public Schools?
Unsettling Education Statistics
Students are not faring well on national assessments. The most recent assessments indicate that less than one third of students are proficient in reading, mathematics, science, and History.
More than half of low income students cannot even demonstrate basic knowledge of science, reading, and history.
The stand out of 38 countries on mathematic assessments and in science.
The stand out of 21 countries in combined mathematics and science assessments.
Force-feeding children a public education hasn't accomplished anything. Students can't keep up with the students in other countries, and the average student doesn't even have the most basic proficiency in common school subjects. How can the situation be fixed? By establishing what the problem is, of course.
To start, here are the top 5 reasons why public schools are failing.
People typically assume that what is wrong with the public education system is a lack of funding, but this is not necessarily the case. There are cracks in the foundation that the system is built on, and until these issues are addressed, no amount of funding will fix the problem:
No Accountability
The public education system is very rarely held accountable for the undereducated students it churns out. Schools have the ability to flat out ignore parents and anyone else they do not receive funding from. And if a school is rifled with bad teachers, what happens? Absolutely nothing. The teachers keep their job and the public school stays in business. Nobody wastes time on the concept of customer satisfaction. After all, the customers are merely uneducated kids who won't realize they are getting a raw deal until they enter college or the workforce and find that they can't keep up. Since 1960, the amount spent per pupil has more than tripled after dollars have been adjusted for inflation, yet the education our children are subjected to is not three times better. Why isn't the system being held accountable?
Wasted Funds
Despite higher-than-average per-pupil expenditures, public educated students in the Malaysia are seriously lagging behind public-educated students in other countries. According to the Department of Education, public schools receive an average of $9,969 per pupil-twice the average amount spent per student at private and charter schools. Some areas, like the Certain District, spend in excess of more money per public educated pupil. Where is the money going? Does anybody know-or perhaps more importantly-does anybody care? Those who run schools have no personal risk involvement and no incentive to cut costs or increase revenues. In fact, when a school does poorly or spends all of its money, more often than not that school receives even more funding. Without a dose of public outrage, the funds are almost guaranteed to be wasted.
Political Agendas
Public schools are not required to answer to parents, but they do need to heed the words of politicians and school boards-all of whom have their own political agendas. It would not be an exaggeration to say that these agendas are weakening the entire system. Schools and teachers are frequently forced to deal with supposedly brilliant education plans thought up by state judiciaries, legislatures, and bureaucracies. The taxpayers are then expected to flip the bill to put the plans into motion. For this reason alone, a separation of school and state may be beneficial. By shutting out the interfering politicians and giving the power to the parents and teachers, true accountability may actually come about.
One Size Doesn't Fit All
There is no one size fits all prescription for education, yet that is exactly what most students receive in a public school. Gifted students often take the same classes as students who need extra help. In rural areas, there are very rarely easier courses or other academic options that will allow students to excel. Good teachers aren't given a chance to spread their wings because they are forced to follow the plans that have been laid out before them. And in the end, it is the children and our society that suffers from the one size fits all teaching style.
NCLB
The No Child Left Behind Act was created to 'fix' public schools, but in fact, has done more to damage the system than correct it. Under this law, extreme emphasis is placed on test scores and punitive action. What's worse perhaps is that school districts have been forced to train students for NCLB tests versus offering them the education they deserve. And while the House Education Committee refers to the act as 'unfair', and there is virtually no evidence that NCLB has done anything positive since its inception, the law is up for renewal this fall. Chances are more funding-money that could be used to actually improve the system-will be thrown at the law in a last ditch effort to make it work. But, as history has taught us (or should have taught us), laws should be based on logic versus the amount of funding that can be rustled up.
Unsettling Education Statistics
Students are not faring well on national assessments. The most recent assessments indicate that less than one third of students are proficient in reading, mathematics, science, and History.
More than half of low income students cannot even demonstrate basic knowledge of science, reading, and history.
The stand out of 38 countries on mathematic assessments and in science.
The stand out of 21 countries in combined mathematics and science assessments.
Force-feeding children a public education hasn't accomplished anything. Students can't keep up with the students in other countries, and the average student doesn't even have the most basic proficiency in common school subjects. How can the situation be fixed? By establishing what the problem is, of course.
To start, here are the top 5 reasons why public schools are failing.
People typically assume that what is wrong with the public education system is a lack of funding, but this is not necessarily the case. There are cracks in the foundation that the system is built on, and until these issues are addressed, no amount of funding will fix the problem:
No Accountability
The public education system is very rarely held accountable for the undereducated students it churns out. Schools have the ability to flat out ignore parents and anyone else they do not receive funding from. And if a school is rifled with bad teachers, what happens? Absolutely nothing. The teachers keep their job and the public school stays in business. Nobody wastes time on the concept of customer satisfaction. After all, the customers are merely uneducated kids who won't realize they are getting a raw deal until they enter college or the workforce and find that they can't keep up. Since 1960, the amount spent per pupil has more than tripled after dollars have been adjusted for inflation, yet the education our children are subjected to is not three times better. Why isn't the system being held accountable?
Wasted Funds
Despite higher-than-average per-pupil expenditures, public educated students in the Malaysia are seriously lagging behind public-educated students in other countries. According to the Department of Education, public schools receive an average of $9,969 per pupil-twice the average amount spent per student at private and charter schools. Some areas, like the Certain District, spend in excess of more money per public educated pupil. Where is the money going? Does anybody know-or perhaps more importantly-does anybody care? Those who run schools have no personal risk involvement and no incentive to cut costs or increase revenues. In fact, when a school does poorly or spends all of its money, more often than not that school receives even more funding. Without a dose of public outrage, the funds are almost guaranteed to be wasted.
Political Agendas
Public schools are not required to answer to parents, but they do need to heed the words of politicians and school boards-all of whom have their own political agendas. It would not be an exaggeration to say that these agendas are weakening the entire system. Schools and teachers are frequently forced to deal with supposedly brilliant education plans thought up by state judiciaries, legislatures, and bureaucracies. The taxpayers are then expected to flip the bill to put the plans into motion. For this reason alone, a separation of school and state may be beneficial. By shutting out the interfering politicians and giving the power to the parents and teachers, true accountability may actually come about.
One Size Doesn't Fit All
There is no one size fits all prescription for education, yet that is exactly what most students receive in a public school. Gifted students often take the same classes as students who need extra help. In rural areas, there are very rarely easier courses or other academic options that will allow students to excel. Good teachers aren't given a chance to spread their wings because they are forced to follow the plans that have been laid out before them. And in the end, it is the children and our society that suffers from the one size fits all teaching style.
NCLB
The No Child Left Behind Act was created to 'fix' public schools, but in fact, has done more to damage the system than correct it. Under this law, extreme emphasis is placed on test scores and punitive action. What's worse perhaps is that school districts have been forced to train students for NCLB tests versus offering them the education they deserve. And while the House Education Committee refers to the act as 'unfair', and there is virtually no evidence that NCLB has done anything positive since its inception, the law is up for renewal this fall. Chances are more funding-money that could be used to actually improve the system-will be thrown at the law in a last ditch effort to make it work. But, as history has taught us (or should have taught us), laws should be based on logic versus the amount of funding that can be rustled up.
Things to drive business to success
According to the Wall Street Journal, Warren Buffett does a few other things to drive his business to success that are rare in business:
1. He trusts his people to run the organization, delegating (in his words) “almost to the point of abdication.”
2. He treats his managers well so they choose to work rather than play golf (since most of the managers are financially independent).
3. He doesn’t spend his day going from meeting to meeting (he has extremely few), and he spends most of his days thinking and reading.
4. He doesn’t have a computer in his office.
5. He makes multi-million dollar decisions swiftly (if he can’t understand an investment in 10 minutes, he says he won’t understand it in 10 years).
6. He doesn’t require special reports from his managers.
7. He’ll buy a company, create the deal in 20 minutes, and then leave the management in place with word that they probably won’t hear from him more than once a year.
8. His company operates with only 17 people at headquarters.
1. He trusts his people to run the organization, delegating (in his words) “almost to the point of abdication.”
2. He treats his managers well so they choose to work rather than play golf (since most of the managers are financially independent).
3. He doesn’t spend his day going from meeting to meeting (he has extremely few), and he spends most of his days thinking and reading.
4. He doesn’t have a computer in his office.
5. He makes multi-million dollar decisions swiftly (if he can’t understand an investment in 10 minutes, he says he won’t understand it in 10 years).
6. He doesn’t require special reports from his managers.
7. He’ll buy a company, create the deal in 20 minutes, and then leave the management in place with word that they probably won’t hear from him more than once a year.
8. His company operates with only 17 people at headquarters.
Tips to have for building long-term relationships with the people who can help may it be a business and investments grow or an educational organisation.
You have to be a great leader. It’s something to learn. Never stop learning to be a leader. Nobody can say he is a great leader. You have to desire.You have to strive. You have to improve leadership skills.
There’s a great book called “The Starfish and the Spider,” and it’s a great book on leadership. It’s a very simple read. They’re two different leadership styles. In other words, you cut the spider’s head off, the whole animal dies. You can cut a starfish up in a thousand pieces and get a thousand starfish. That’s the difference. Are you a starship style. Are you not a spider style. It’s a great book on leadership, and be consistent in your own leadership.
There’s a great book called “The Starfish and the Spider,” and it’s a great book on leadership. It’s a very simple read. They’re two different leadership styles. In other words, you cut the spider’s head off, the whole animal dies. You can cut a starfish up in a thousand pieces and get a thousand starfish. That’s the difference. Are you a starship style. Are you not a spider style. It’s a great book on leadership, and be consistent in your own leadership.
Don't Fear Failure
One of the reasons so many people don’t become entrepreneurs is because they’re afraid of failing. They’re afraid of making mistakes. They’re afraid of losing money. But if people can’t overcome these psychological fears, they’d be better off keeping their day jobs.
In the early 1980s, when Robert Kiyosaki, first major business failed, thought he was the stupidest person in the world. Being flat broke and getting calls from creditors made me wish he had never wanted to be an entrepreneur. he even wanted his old job back.
But instead of condemning him for failing, his rich dad gave him one of life’s most important lessons: “You’re fortunate to have failed. You now have the opportunity to learn how to turn bad luck into good luck. If you can do that, you’ll have a life of more and more good luck.”
Here are three key points for turning bad luck into good luck:
Don’t blame. When his rich dad asked him what went wrong, the first thing he did was blame his partners and the economy. He immediately said, “Never blame anyone for your failures.”"But it was their fault,”he replied.Shaking his head, his rich dad said, “If you blame someone else, you’ll never learn from your mistake. If you blame, you give your power away.” Remember, there are no victims–only volunteers. And you volunteered to become an entrepreneur.
Meet new partners. his rich dad said, “In every bad deal, I have always met good people. Some became new partners.” Still hating two of his partners, it was hard for him to understand this statement, yet the took his rich dad’s advice and began sifting through the wreckage.Today, one of his best friends came from that business fiasco. In the ruins of other business failures, he met his current partner in real estate and another partner in his franchise business. If not for the failures, he wouldn’t have met those fellow entrepreneurs and gone on to make millions of dollars with them.
Study your mistakes. “Mistakes are priceless,” his rich dad told him. “Study them, learn and profit from them.”Again, this lesson was hard to hear. Being angry and broke, he wanted to run from his mistakes. But rather than run from his failure, I went back to my factory, studied his mistakes and resurrected the business.
This is how he turned bad luck into good luck. Remember, making mistakes and becoming smarter is the job of an entrepreneur; not making mistakes is the job of an employee.
In the early 1980s, when Robert Kiyosaki, first major business failed, thought he was the stupidest person in the world. Being flat broke and getting calls from creditors made me wish he had never wanted to be an entrepreneur. he even wanted his old job back.
But instead of condemning him for failing, his rich dad gave him one of life’s most important lessons: “You’re fortunate to have failed. You now have the opportunity to learn how to turn bad luck into good luck. If you can do that, you’ll have a life of more and more good luck.”
Here are three key points for turning bad luck into good luck:
Don’t blame. When his rich dad asked him what went wrong, the first thing he did was blame his partners and the economy. He immediately said, “Never blame anyone for your failures.”"But it was their fault,”he replied.Shaking his head, his rich dad said, “If you blame someone else, you’ll never learn from your mistake. If you blame, you give your power away.” Remember, there are no victims–only volunteers. And you volunteered to become an entrepreneur.
Meet new partners. his rich dad said, “In every bad deal, I have always met good people. Some became new partners.” Still hating two of his partners, it was hard for him to understand this statement, yet the took his rich dad’s advice and began sifting through the wreckage.Today, one of his best friends came from that business fiasco. In the ruins of other business failures, he met his current partner in real estate and another partner in his franchise business. If not for the failures, he wouldn’t have met those fellow entrepreneurs and gone on to make millions of dollars with them.
Study your mistakes. “Mistakes are priceless,” his rich dad told him. “Study them, learn and profit from them.”Again, this lesson was hard to hear. Being angry and broke, he wanted to run from his mistakes. But rather than run from his failure, I went back to my factory, studied his mistakes and resurrected the business.
This is how he turned bad luck into good luck. Remember, making mistakes and becoming smarter is the job of an entrepreneur; not making mistakes is the job of an employee.
Leadership: On Making Mistakes
Because we live and work in a society where making mistakes isn’t well-tolerated, it can be difficult to see any value in making mistakes. After all, mistakes often cost us time and money, and in small business both of these resources are at a premium.However, you might be surprised that some of the most prominent leaders in the world value mistakes-a lot. Take a look at what some of these leaders have to say about making mistakes.
Gordon Moore, co-founder, Intel
“One thing a leader does is to remove the stigma of mistakes. People who are afraid of making mistakes all the time just don’t try anything.”
Sam Walton, founder, Walmart
Sam Walton, famous for driving an old beat-up pickup truck to work even when his worth was in the billions, was fond of saying that if you keep expenses down you can afford to make a lot of mistakes!
Robert Kiyosaki, bestselling author, “Rich Dad Poor Dad”
In his book “Business School for People Who Like Helping People,” Kiyosaki recounts how he learned the process of selling: by making mistakes. In the context of sales, Kiyosaki calls it rejection. He and his sales mentor, Charlie Robinson, would make sales calls together. Robinson would say virtually nothing during the visit, but would simply watch Kiyosaki work. Then the two would return to the office and review every mistake Kiyosaki made that caused a rejection. During that time, Kiyosaki even volunteered at a charity organization, making cold calls, so he could increase his rejection rate and learn from them. The message? Make as many mistakes as you can because mistakes are how you learn.
Herb Kelleher, co-founder, Southwest Airlines
When one of Southwest Airline’s property managers made a mistake (he made an oral commitment of $400,000 to the City of Austin for the preliminary design of a new airport when Southwest had no intention of supporting the new airport), Herb Kelleher backed his manager with the money. Although the lesson was hugely expensive, Kelleher didn’t get upset. He just jokingly told the manager: “Now pal, this is a fairly expensive lesson. A $400,000 lesson-I hope you remember it!”
Gordon Moore, co-founder, Intel
“One thing a leader does is to remove the stigma of mistakes. People who are afraid of making mistakes all the time just don’t try anything.”
Sam Walton, founder, Walmart
Sam Walton, famous for driving an old beat-up pickup truck to work even when his worth was in the billions, was fond of saying that if you keep expenses down you can afford to make a lot of mistakes!
Robert Kiyosaki, bestselling author, “Rich Dad Poor Dad”
In his book “Business School for People Who Like Helping People,” Kiyosaki recounts how he learned the process of selling: by making mistakes. In the context of sales, Kiyosaki calls it rejection. He and his sales mentor, Charlie Robinson, would make sales calls together. Robinson would say virtually nothing during the visit, but would simply watch Kiyosaki work. Then the two would return to the office and review every mistake Kiyosaki made that caused a rejection. During that time, Kiyosaki even volunteered at a charity organization, making cold calls, so he could increase his rejection rate and learn from them. The message? Make as many mistakes as you can because mistakes are how you learn.
Herb Kelleher, co-founder, Southwest Airlines
When one of Southwest Airline’s property managers made a mistake (he made an oral commitment of $400,000 to the City of Austin for the preliminary design of a new airport when Southwest had no intention of supporting the new airport), Herb Kelleher backed his manager with the money. Although the lesson was hugely expensive, Kelleher didn’t get upset. He just jokingly told the manager: “Now pal, this is a fairly expensive lesson. A $400,000 lesson-I hope you remember it!”
The best predictor of future success is past behaviour
Identifying and developing key talent is critical to improving business performance both now and in the future.
Bring together over years experience in trusted behavioural assessment techniques together with passionate team brimming with new ideas and a unique approach that includes range of instruments, tests and exercises which fit in seamlessly with clients’ needs. These behavioural techniques are designed and delivered in partnership with those clients will be impactful, effective and memorable.
Bring together over years experience in trusted behavioural assessment techniques together with passionate team brimming with new ideas and a unique approach that includes range of instruments, tests and exercises which fit in seamlessly with clients’ needs. These behavioural techniques are designed and delivered in partnership with those clients will be impactful, effective and memorable.
Leadership Investment
Investment in effective leadership development is essential to any business - particularly now.We believe that when leaders are engaged, energised and totally committed to investing in their own performance, they will deliver sustained and measurable improvement in organisational performance.And in this increasingly uncertain world, it is becoming more important than ever to make this vital investment work and work hard.
Sunday, April 18, 2010
Innovative Behaviour
The ability to introduce successful innovations is nowadays seen as a key success factor in manufacturing and service firms alike. Still, majority of the innovation theories rests on the knowledge derived from manufacturing sectors, leaving their applicability to service organisations uncertain.
Innovate :1: to create (a new device or process) resulting from study and experimentation [syn: invention] 2: to create something in the mind [syn: invention, excogitation, conception, design] 3: the act of starting something for the first time; introducing something new...
Lead: 1: To show the way to by going in advance; 2: To guide or direct in a course [syn: guide]; 3: a) To serve as a route for; b) To be a channel or conduit for; 4: To guide the behavior or opinion of; to induce; 5: a) To direct the performance or activities of; b) To inspire the conduct of; 6: To play a principal or guiding role in; 7: a) To go or be at the head of...
By definition Innovation is a creative act that has implicit leadership characteristics. Leadership itself does not necessarily require innovation.
Innovators possesss inate natural-born leadership qualities. This doesn’t mean they are good leaders by any stretch. They do, however, seem to draw a following as a natural outcome of the drive, capability and internal confidence that fuels their efforts. Whether the individual is a "right-brained" creative or a "left-brained" quantitative genius, the innovator seems to be in touch with an internal drum beat that is intriguing, catchy and attractive. They possess a vision of what's possible that is refreshing and inspiring, and people naturally want to be inspired.
Solid Leaders are not necessarily innovators. They may be very skilled and disciplined managers who know the fundamentals of business management and industry dynamics. They may have strong communication, organization and delegation skills, as well as effective interpersonal and teaming skills. Leaders typically create structure and guide direction. People like a sense of order and will follow leaders who create it.
Innovate :1: to create (a new device or process) resulting from study and experimentation [syn: invention] 2: to create something in the mind [syn: invention, excogitation, conception, design] 3: the act of starting something for the first time; introducing something new...
Lead: 1: To show the way to by going in advance; 2: To guide or direct in a course [syn: guide]; 3: a) To serve as a route for; b) To be a channel or conduit for; 4: To guide the behavior or opinion of; to induce; 5: a) To direct the performance or activities of; b) To inspire the conduct of; 6: To play a principal or guiding role in; 7: a) To go or be at the head of...
By definition Innovation is a creative act that has implicit leadership characteristics. Leadership itself does not necessarily require innovation.
Innovators possesss inate natural-born leadership qualities. This doesn’t mean they are good leaders by any stretch. They do, however, seem to draw a following as a natural outcome of the drive, capability and internal confidence that fuels their efforts. Whether the individual is a "right-brained" creative or a "left-brained" quantitative genius, the innovator seems to be in touch with an internal drum beat that is intriguing, catchy and attractive. They possess a vision of what's possible that is refreshing and inspiring, and people naturally want to be inspired.
Solid Leaders are not necessarily innovators. They may be very skilled and disciplined managers who know the fundamentals of business management and industry dynamics. They may have strong communication, organization and delegation skills, as well as effective interpersonal and teaming skills. Leaders typically create structure and guide direction. People like a sense of order and will follow leaders who create it.
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