« January 2005 | Main | March 2005 »

February 2005 Archives

February 1, 2005

Leadership Traits

I recently filled out a leadership/management survey for a colleague who moved on to a different position. The traits that were part of the survey were
Informing
Planning
Clarifying
Consulting
Influencing
Recognizing
Monitoring
Problem Solving
Supporting
Teambuilding
Networking
Delegating
Mentoring and
Rewarding

The process made me think of my own strengths and weaknesses. On this list, I think that my strength is mentoring and my weaknesses are delegating and monitoring. It made me wonder if I can somehow develop my position as "Consultant for CFG Support" so that I can have more of a mentoring role with new and experienced CFG Coaches in Houston. How can I develop personal relationships with more coaches so I can best use my leadership strengths?

Portfolio--Capturing Powerful Moments

Whenever I start working with a team of facilitators for a CFG Coaches Clinic, I always ask them to journal about a powerful CFG moment. We share our stories and look for the traits of powerful learning in a CFG setting. The lists are always slightly different--but I think this process helps us develop agendas that are more likely to lead to powerful learning for the participants.

When I met with Gayle, Allison, and Mari to develop an agenda for our upcoming clinic about portfolios, our list of traits of powerful CFG moments included: fun, feeling of all in it together, facilitators and participants were responsive to dilemmas and each other, hopeful atmosphere, opportunities for feedback on own work, and opportunities for overcoming obstacles.

I'm also thinking about Gene's speech at the Winter Meeting. How do we create atmospheres which support powerful learning for teachers? Does it have to look like a traditional CFG? What else can it look like?

February 15, 2005

K-16--Where Are You?

The K-16 CFG met this evening at The Rice School/La Escuela Rice. Present were Mary, Marilyn, Marcela, and Donna. We skipped over the opening team builder and started by going over a few announcements and talking about having a social event like a pot luck dinner sometime in March since the varied district spring break schedules are preventing us from having a regular meeting that month. This discussion morphed into an exploration of why there has been such light attendance the last few months. I have been disappointed and Mary even used the word "disheartened."

I wasn't planning on having this conversation, so I was not prepared with focusing questions or a protocol to guide the discussion. Still, I was impressed with how the group non-judgmentally teased out the major issues and proposed possible solutions to help get our critical friends back to the meetings. Here is a summary.

Barriers to meeting:
Scheduling around multiple after school commitments: This seems to be a challenge for many CFGs and our K-16 CFG is no exception. Our members are involved with graduate school classes, evening work obligations such as leading professional development classes, meetings for other school reform groups, school committees, etc., etc., etc. I don't know what to do about this except trust that each member will make a commitment to scheduling around CFG whenever possible.

Life happens: Sometimes things just happen. Members get sick, children get sick, parents get sick, administrators call emergency meetings. No amount of creative scheduling can prevent us from occasionally having to miss a meeting.

Sense of ownership is lacking: This is something that I've struggled with as a facilitator--How do we best balance the needs of the group with the needs of individuals? This year, we have really focused on developing a group goal and an action plan to study how we can best build capacity for professional learning communities in Houston. In the meantime, we have slacked off on putting our own work on the table and opening ourselves up to feedback.
Solution: Both Mary and Marilyn will bring "juicy dilemmas" to the April meeting. They need a crowd of critical friends to help them. They need you.

Irrelevance: Perhaps the K-16 CFG just no longer meets the needs of many group members. When this group started two years ago, many members were "CFG orphans" because their school-based groups had dwindled away. With job changes and the jumpstart of the Teacher As Researcher Grants, many K-16 group members have new CFGs or other outlets for professional conversations. The four of us that were at this meeting come because "I learn something when I come", "I need interaction", "It's an avenue to help me to help other groups", and "[It helps me be] true to what I'm doing."
Solution: Solicit more input about agendas.

Inertia: When somebody misses one meeting, then it gets easier to miss that second or third meeting. Without regular "face-time" we become disconnected from each other. We are tired and forget how uplifting and energizing the meetings can be.
Solution: Have a fabulous social event to reconnect with everybody and just have fun.

So the simple question "Do you think it would be a good idea to have a potluck" turned into a deep discussion about the state of our CFG--and then actually planning a potluck dinner became part of the solution to our current dilemma of missing so many of our dear critical friends!

After we closed the discussion, we went back and did a team builder called "Team Discovery" from The Big Book of Team Building Games by John Newstrom and Edward Scannell. The purpose of this activity is to create team identity by helping members to discover more about each other and to establish asking for information and self-disclosure as team norms. Together, we brainstormed a list of seven provocative questions that we wanted each other to answer. We then narrowed the list down to three questions that we were all comfortable with and took the time to go around and share the stories and opinions that addressed those questions. I loved hearing the laughter and passion that emerged from sharing a more personal side of ourselves. Are you wondering what we talked about? Sorry! Reading the weblog is no substitute for actually being there.

Continue reading "K-16--Where Are You?" »

February 26, 2005

Portfolio--Indicators

The portfolio group is facilitating a seminar for the Houston A+ Challenge later this morning. One of the activities is reading the article "Documenting Whole-School Change in Essential Schools" by Kathleen Cushman.

As I read the article and developed focusing questions for the text-based discussion, I was left wondering what indicators I should be collecting for my work as Consultant for CFG Support for the Houston A+ Challenge. How can I tell that I am making a difference? I know how many CFG coaches are trained in Houston, but I don't know how many are actually practicing. I know who comes to clinics and seminars like today's, but I don't really know how people use new skills and knowledge when they return to their own campuses. This blog is a portfolio in the sense that it is a collection of my activities and reflections, but it contains little hard evidence that my work makes a difference for CFG practice in Houston.

What indicators (common and uncommon) should I be collecting?

February 27, 2005

Portfolios from A to Z

On Saturday, February 26, the Houston A+ Challenge hosted a seminar in the Next Step Series entitled "Portfolios from A to Z." Over 130 educators from around Houston gathered to explore the theory and practice of creating portfolios. The morning's agenda was divided into listening to an overview of the ongoing work of Houston's Portfolio Group, engaging in a text-based discussion of "Documenting Whole-School Change in Essential Schools" by Kathleen Cushman, exploring different purposes, authors, and audiences of portfolios in a Gallery Walk, and having time to reflect on and write about the Next Steps necessary to use portfolios to make a difference in our practice. A detailed facilitator agenda is available by clicking here.

A sampling of participant reflections is in the extended entry.

Continue reading "Portfolios from A to Z" »

Facilitator Debrief--Next Step Portfolios

One of the unique features of the Next Steps Seminar "Portfolios from A to Z" was that each table of participants had its own table leader who acted as a facilitator and coach. At the conclusion of the seminar, the table leaders met to debrief the seminar.

We first went around and shared positive aspects of the seminar. Some of the big ideas that emerged were
· the day was full of excitement, motivation, stimulation, and energy,
· there was diversity in participant background and diversity in the work presented,
· having a facilitator for each table helped focus and personalize the learning, and
· the seminar served as inspiration to organize and further the work.

Most of the challenges that emerged during the debrief were nuts and bolts kinds of issues such as
· the article was too long to read in the allotted time,
· we should have included copies of discussion questions and facilitator emails in the packets,
· we need to better explain or reduce jargon such as "CFG" and "Annenberg imperatives," and
· we need to advertise more accurately since some participants were expecting more information about student portfolios and individual teacher portfolios.

The most exciting part of the debrief was discussing the possible next steps for portfolio work in Houston. How can the Houston A+ Challenge support this work?
· clearly, there is a need for coaching and mentoring,
· we can share samples and templates of what has worked for others, but encourage practitioners to develop their own,
· we can schedule more portfolio related sessions.

The table leaders concluded our debrief by sketching out an outline for another session. Perhaps next fall we can host a full-day session that helps participants go deeper in their own practice. The morning could be devoted to actually working on portfolios. Participants could bring in raw material, and "portfolio coaches" could guide them with developing organizational strategies, reflective questions, etc. Then the afternoon could be dedicated to using various protocols to look rigorously at slices of the portfolios. A session like that could really help build capacity in our area for teacher research and reflective practice.

About February 2005

This page contains all entries posted to Donna's Reflections in February 2005. They are listed from oldest to newest.

January 2005 is the previous archive.

March 2005 is the next archive.

Many more can be found on the main index page or by looking through the archives.

Powered by
Movable Type 3.33