Reflection Questions:
Each person has several horizontal and vertical pulls.
Horizontal Relationship — The association of one individual to another individual within the same locality such as a neighborhood or a city.
Vertical Relationship — The association of an individual to another individual or to a group based primarily on membership affiliation. This affiliation often includes membership outside the locality setting.
List several that affect you.
My horizontal pulls:
- children, husband, family, and friends
My vertical pulls:
- Tribal Council, Grad studies, Book Club, Friends for Life, Baseball Executive, Music Festival Executive, coaching, and colleagues
How have some of the pulls affected you as a community member in terms of loyalty, time constraints, and citizen involvement?
I consider myself to be extremely involved as a citizen in my community. I am a hockey mom and a baseball coach. I fill whatever position necessary to ensure my children have opportunities available to them such as sitting on parent executives for Baseball and on Music Festival Organizing Committees. There are a small group of us in the community who feel like we are doing it all. Burnout is a growing reality. So much time is spent volunteering for community activities that there is little time left for family and self. That being said, I often wish I could do more.
What “tensions” or discrepancies are there between your beliefs and values of community education and practice regarding the relationship between home, school and community? How did these tensions arise?
"It takes a community to raise a child." Should it not too then take a community to teach a child? There are so many community members with so much to share and it seems that those resources are not being tapped.
What tensions are there between your beliefs and values and practice regarding your role in the relationship between home, school and community? How did this tension arise?
As a skilled and knowledgeable parent I want to contribute to the school and community in a meaningful way. I believe that I have a great deal to offer the school, and through the school, the community in general. The tension arises when there is seemingly no interest in involvement from outside the school. The schools do not seem interested in outsider's ideas. They way they do things is working just fine - why fix something that isn't broken? Parents are welcome to be involved in the school as long as it is to cook hotdogs and attend field trips.
Wednesday, January 28, 2009
My Role in Home, School and Community Engagement
Based on Espstein’s (2001) comprehensive framework, there are six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with community.
As a parent, I support my children educationally by providing a positive and structured home environment with expectations for academic success. One element of this role is ensuring a balance between school, extracurricular activities, family time and “down time”. Although the children’s responsibility to bring home and complete, I am able to assist with homework and other out of school projects as needed. However, I am finding as my children age that there is less of a desire for parental input. As well, with the work becoming increasingly difficult I am able to help less and less. The difference in past and present teaching methods results in limiting the amount of help that I can offer. Helping often causes a great deal of frustration and confusion for both myself and my children. Sometimes not helping is the best help of all.
I believe that it is important as a parent to demonstrate support for the school and the students by attending school-based functions. Examples of these include open-house, parent-teacher interviews, concerts and other productions. It is important because it demonstrates to the students and teachers that you value what they are doing in the school. Research shows that when parents and community involvement at the school increase, children’s academic achievement increases, relationships between parents and school staff improve, family function is more positive and the school climate is more positive and supportive (Epstein, 1991, 2004; Howard et al. 2006; Jeynes, 2005; Marshall, 2006; Sheldon and Van Voons, 2007; Smith 2006; US Department of Education, 1994).
Volunteering is another way I have been engaged in the school. To date these opportunities have been limited to being the kindergarten helper, chaperoning field trips, working at track and field meets, and baking muffins for the breakfast program. Although it is important to assist with these types of activities I would appreciate the opportunity to be involved in the school in more meaningful ways. I see the possibility of the school community councils being one avenue where meaningful engagement is a possibility.
Currently in my position as Reading Consultant I have a limited role in home, school, and community engagement. No one school is “home” for me. Presently, I have not had the opportunity to interact with parents or community members. However, one area of focus this year has been to assist with the development of family literacy programs in four schools. We are looking to family literacy programming as a way to help bridge the gap between home and school. I have been able to make family literacy training available for teachers and community members in these schools. Having trained staff and community members will be the first step in building strong family literacy programs.
For further reading:
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.
Henderson, A.T., Mapp, K.L., Johnson, V.R., &Davies D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York: The New Press.
Sanders, M. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press
As a parent, I support my children educationally by providing a positive and structured home environment with expectations for academic success. One element of this role is ensuring a balance between school, extracurricular activities, family time and “down time”. Although the children’s responsibility to bring home and complete, I am able to assist with homework and other out of school projects as needed. However, I am finding as my children age that there is less of a desire for parental input. As well, with the work becoming increasingly difficult I am able to help less and less. The difference in past and present teaching methods results in limiting the amount of help that I can offer. Helping often causes a great deal of frustration and confusion for both myself and my children. Sometimes not helping is the best help of all.
I believe that it is important as a parent to demonstrate support for the school and the students by attending school-based functions. Examples of these include open-house, parent-teacher interviews, concerts and other productions. It is important because it demonstrates to the students and teachers that you value what they are doing in the school. Research shows that when parents and community involvement at the school increase, children’s academic achievement increases, relationships between parents and school staff improve, family function is more positive and the school climate is more positive and supportive (Epstein, 1991, 2004; Howard et al. 2006; Jeynes, 2005; Marshall, 2006; Sheldon and Van Voons, 2007; Smith 2006; US Department of Education, 1994).
Volunteering is another way I have been engaged in the school. To date these opportunities have been limited to being the kindergarten helper, chaperoning field trips, working at track and field meets, and baking muffins for the breakfast program. Although it is important to assist with these types of activities I would appreciate the opportunity to be involved in the school in more meaningful ways. I see the possibility of the school community councils being one avenue where meaningful engagement is a possibility.
Currently in my position as Reading Consultant I have a limited role in home, school, and community engagement. No one school is “home” for me. Presently, I have not had the opportunity to interact with parents or community members. However, one area of focus this year has been to assist with the development of family literacy programs in four schools. We are looking to family literacy programming as a way to help bridge the gap between home and school. I have been able to make family literacy training available for teachers and community members in these schools. Having trained staff and community members will be the first step in building strong family literacy programs.
For further reading:
Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.
Henderson, A.T., Mapp, K.L., Johnson, V.R., &Davies D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York: The New Press.
Sanders, M. (2006). Building school-community partnerships: Collaboration for student success. Thousand Oaks, CA: Corwin Press
Tuesday, January 27, 2009
A Visual Metaphor
A Choir – Voices worth hearing, Songs worth Singing
“You don’t get harmony when everyone sings the same note.”
Douglas Floyd
I am passionate about music. I have spent countless hours practicing, exercising my voice, humming scales and working on Etudes. For me, it is natural that I would choose a choir and apply it as a model for the relationship between education, community and leadership. Generally, most people have had the opportunity to listen to a choir perform whether at church, a school Christmas concert, or other community function. Everyone who listens forms an opinion of what they hear and shares it with others around them. Some have musical background and can form educated opinions, while others form opinions based on “gut” feelings or emotions. Choirs are seen by some as delivering of that which cannot be expressed—too delightful for words. Others cringe at the thought of sitting through a choral performance. School can be an uplifting experience or a long, drawn out misery. It’s difficult to listen to an Aria when you’d rather be rocking out to AC/DC.
A choir is a reflection of a community. One voice cannot a choir make; one individual cannot a community make. A community is a group of people who live and work together towards a common goal. The goal of the members of the choir is to learn and perform pieces of music. Thus, being in a choir involves a great deal of team work and cooperation. Nevertheless, each must do his/her individual part. The fact is that the overall sound of the group is dependant on its individual voices—the potential of the group only as strong as its weakest voice. Dissonance within the choir is normally unwelcome. As in a community, it is hoped that the individual voices will blend together harmoniously. When a choir performs, we generally do not sing the praises of the individual voices, but of the overall sound of the group. A final outcome of belonging to a choir is enrichment in the lives of its members.
Choirs are formed of leaders, the most obvious being the conductor. The conductor chooses the music that the group will rehearse and potentially perform. The music is usually chosen according to his/her own tastes. Sometimes it is a favorite piece that is well known, others a favorite style or musical genre. Conductors carefully examine the score and analyze all the parts. They develop a general sense of what the piece might sound like. Often times they listen to several recordings of the same piece to get a feel for the different interpretations. It is the conductor’s vision of what the piece should be that he attempts to elicit from the choir. The conductor sets the tempo at which the piece will be performed, communicates phrasing and style, and carefully attempts to maintain balance between the sections.
“A real leader helps others find their voice.” Covey
Each of the sections of the choir is appointed a section leader. These individuals generally have the most experience and training and are usually among the most capable voices in their sections. Others listen to them for pitch, style and phrasing. So much more is accomplished because of their expertise, they can lead others too.
A choir can also be a representation of education. A choir begins as individual voices seeking to find a group to belong to. Choirs can be found in most communities—different types and in different places. Some have been around for centuries, some for years, and others for single occasions. When members finally come together they listen to, and learn from one another. A transformation is eventually made from individual voices to a choir. The more time spent together, the more confident the members are in one another’s abilities. They know they can rely on one another to pull off a really great performance. As with education, individuals must have previous experience with music in order to belong to a choir. Basics such as knowing note names and pitches, the ability to read notation, and understanding how harmonies are built are all foundational. Without being able to link to this background, the experience would be frustrating and the choir members unsuccessful. The conductor needs to listen with a discerning ear and reflect on each and every rehearsal and performance. Does one section require additional practice? Did another sing too loudly? He must be trained to hear each individual part and at the same time hear the whole. Although it is similar with individual members, it is more important for them to hear the others than it is to hear themselves sing.
“You don’t get harmony when everyone sings the same note.”
Douglas Floyd
I am passionate about music. I have spent countless hours practicing, exercising my voice, humming scales and working on Etudes. For me, it is natural that I would choose a choir and apply it as a model for the relationship between education, community and leadership. Generally, most people have had the opportunity to listen to a choir perform whether at church, a school Christmas concert, or other community function. Everyone who listens forms an opinion of what they hear and shares it with others around them. Some have musical background and can form educated opinions, while others form opinions based on “gut” feelings or emotions. Choirs are seen by some as delivering of that which cannot be expressed—too delightful for words. Others cringe at the thought of sitting through a choral performance. School can be an uplifting experience or a long, drawn out misery. It’s difficult to listen to an Aria when you’d rather be rocking out to AC/DC.
A choir is a reflection of a community. One voice cannot a choir make; one individual cannot a community make. A community is a group of people who live and work together towards a common goal. The goal of the members of the choir is to learn and perform pieces of music. Thus, being in a choir involves a great deal of team work and cooperation. Nevertheless, each must do his/her individual part. The fact is that the overall sound of the group is dependant on its individual voices—the potential of the group only as strong as its weakest voice. Dissonance within the choir is normally unwelcome. As in a community, it is hoped that the individual voices will blend together harmoniously. When a choir performs, we generally do not sing the praises of the individual voices, but of the overall sound of the group. A final outcome of belonging to a choir is enrichment in the lives of its members.
Choirs are formed of leaders, the most obvious being the conductor. The conductor chooses the music that the group will rehearse and potentially perform. The music is usually chosen according to his/her own tastes. Sometimes it is a favorite piece that is well known, others a favorite style or musical genre. Conductors carefully examine the score and analyze all the parts. They develop a general sense of what the piece might sound like. Often times they listen to several recordings of the same piece to get a feel for the different interpretations. It is the conductor’s vision of what the piece should be that he attempts to elicit from the choir. The conductor sets the tempo at which the piece will be performed, communicates phrasing and style, and carefully attempts to maintain balance between the sections.
“A real leader helps others find their voice.” Covey
Each of the sections of the choir is appointed a section leader. These individuals generally have the most experience and training and are usually among the most capable voices in their sections. Others listen to them for pitch, style and phrasing. So much more is accomplished because of their expertise, they can lead others too.
A choir can also be a representation of education. A choir begins as individual voices seeking to find a group to belong to. Choirs can be found in most communities—different types and in different places. Some have been around for centuries, some for years, and others for single occasions. When members finally come together they listen to, and learn from one another. A transformation is eventually made from individual voices to a choir. The more time spent together, the more confident the members are in one another’s abilities. They know they can rely on one another to pull off a really great performance. As with education, individuals must have previous experience with music in order to belong to a choir. Basics such as knowing note names and pitches, the ability to read notation, and understanding how harmonies are built are all foundational. Without being able to link to this background, the experience would be frustrating and the choir members unsuccessful. The conductor needs to listen with a discerning ear and reflect on each and every rehearsal and performance. Does one section require additional practice? Did another sing too loudly? He must be trained to hear each individual part and at the same time hear the whole. Although it is similar with individual members, it is more important for them to hear the others than it is to hear themselves sing.
What Do I Believe About The Relationship Between The Home, School, And The Community?
The relationship between home, school and community is a very important, yet delicate one. For many reasons, i.e. past school history, lack of formal education, or their own feelings of inadequacy, parents often feel uncomfortable entering schools. It may be a very intimidating place for some—it may even feel unwelcoming, and justly so. According to Mavis Sanders (2001), schools may be reluctant to collaborate with parents and community members because of fear of public scrutiny. Additionally, in some instances, both parties abdicate responsibility for the child’s education and place it on the other. “In some schools there are still educators that say ‘If the family would just do its job, we could do our job.’ And there are still families that say ‘I raised this child, now it’s your job to educate her.” (Epstein, 1995) Perceptions regarding roles and lack of communication are often at the core of poor relationships.
In many instances I believe that parents would like to be more involved in their children’s education and teachers would welcome their involvement. However, oftentimes, both parties are reluctant. Parents do not know how they can be involved and the teachers are unsure of how to involve them. Thus, looking to the research and the success in other schools becomes important in building relationships. In her 1995 article School/Family/Community Partnerships, Joyce Epstein discusses several characteristics of successful partnerships. The principle that stands out most for me is that the development of a partnership is a process, not a single event. Trust and relationships are built over time. How can we expect one ‘open house’ a single Christmas concert or parent-teacher interview to be the foundation for a fabulous relationship? It takes a great deal more time, effort and persistence, to build a collaborative environment. In addition, Sanders (2006) highlights the following factors that influence the effectiveness of partnerships; a shared vision, clearly defined roles and responsibilities, and open communication.
In Henderson’s book Beyond the Bake Sale: An Educator’s Guide to Working With Parents, a suggestion is made for bridging the gap between home/community and school—getting to know the community’s strengths and assets is key. In order for partnerships to be sustained, parents and community members must feel that their involvement is meaningful. This involvement may take many forms; tutoring, assistance with homework, attendance at school functions, and financial contributions being just a few.
Parental and Community involvement in the school can be extremely beneficial. A great deal of research has already been done regarding the benefits of parental and community involvement. Collaboration can improve school programs and climate (Epstein, 1995), children’s academic achievement (O’Donnel et al. 2008), and increase student success (Epstein, 1995). Based on such research, it would seem imperative that relationships between the home, school, and community be paramount in importance.
In many instances I believe that parents would like to be more involved in their children’s education and teachers would welcome their involvement. However, oftentimes, both parties are reluctant. Parents do not know how they can be involved and the teachers are unsure of how to involve them. Thus, looking to the research and the success in other schools becomes important in building relationships. In her 1995 article School/Family/Community Partnerships, Joyce Epstein discusses several characteristics of successful partnerships. The principle that stands out most for me is that the development of a partnership is a process, not a single event. Trust and relationships are built over time. How can we expect one ‘open house’ a single Christmas concert or parent-teacher interview to be the foundation for a fabulous relationship? It takes a great deal more time, effort and persistence, to build a collaborative environment. In addition, Sanders (2006) highlights the following factors that influence the effectiveness of partnerships; a shared vision, clearly defined roles and responsibilities, and open communication.
In Henderson’s book Beyond the Bake Sale: An Educator’s Guide to Working With Parents, a suggestion is made for bridging the gap between home/community and school—getting to know the community’s strengths and assets is key. In order for partnerships to be sustained, parents and community members must feel that their involvement is meaningful. This involvement may take many forms; tutoring, assistance with homework, attendance at school functions, and financial contributions being just a few.
Parental and Community involvement in the school can be extremely beneficial. A great deal of research has already been done regarding the benefits of parental and community involvement. Collaboration can improve school programs and climate (Epstein, 1995), children’s academic achievement (O’Donnel et al. 2008), and increase student success (Epstein, 1995). Based on such research, it would seem imperative that relationships between the home, school, and community be paramount in importance.
Friday, January 23, 2009
What Do I Believe About Education?
According to the Encarta World English Dictionary, education is the imparting and acquiring of knowledge through teaching and learning, especially at a school or similar institution. This definition alludes to the notion that the purpose of education is the dissemination of knowledge—knowledge, being a finite body of information. Arguably, several questions arise from such a definition:
What is considered knowledge?
Who possesses knowledge?
Based on the definition, we assume that knowledge must be imparted on its students. Teachers become the disseminators of knowledge and students are simply empty vessels waiting to be filled.
What is considered knowledge?
Who possesses knowledge?
Based on the definition, we assume that knowledge must be imparted on its students. Teachers become the disseminators of knowledge and students are simply empty vessels waiting to be filled.
In contrast to the above are philosophies of education such as those of John Dewey. In Nel Noddings book(2006), an in-depth overview entitled The Philosophy of Education, she shares Dewey’s philosophy—education being synonymous with growth. The notion of child centered learning is highlighted in his work. In order for learning to occur, there must be a link to prior experience, materials need to be meaningful to the students, and students must be actively engaged. Knowledge is the product of the construction of personal meaning. I personally subscribe to these later notions.
In light of constantly changing philosophies of education, it is extremely important to continually examine the purpose and function of education. A critical review of the literature (found on courseworkinfo) suggests that Education has/has had the following functions:
· Education as a means of socialization and social control
· Education as a way of reducing and/or producing social inequalities
· Education being a benefit to the individual or the society economically
These highlight the important conversations educators are, or need to be having. We need to constantly be questioning what we are doing in schools and if we are indeed meeting the needs of our students in a culturally, socially, and economically responsive way.
Issues of accountability and assessment driven teaching have led to rigid structures that do not allow for child-centered learning. Instead of meeting the needs of students, students are expected to conform to schools. As a result, Kaser & Halbert (2008) suggest that many young people are under- or dis-engaged with learning opportunities. They suggest that increased engagement will occur when schools become more innovative and responsive. Technology, personalization of learning, and strategies for learning how to learn, are all issues to explore in regards to learner engagement.
Finally, education’s role in a rapidly changing society needs to be addressed. The skills employers are looking for in graduating students have greatly changed. Schools are becoming quickly outdated and the traditional organization of the education systems is no longer working. Education has not kept up with this rapidly changing society. The following video highlights this issue.
http://www.youtube.com/watch?v=Fnh9q_cQcUE
In light of constantly changing philosophies of education, it is extremely important to continually examine the purpose and function of education. A critical review of the literature (found on courseworkinfo) suggests that Education has/has had the following functions:
· Education as a means of socialization and social control
· Education as a way of reducing and/or producing social inequalities
· Education being a benefit to the individual or the society economically
These highlight the important conversations educators are, or need to be having. We need to constantly be questioning what we are doing in schools and if we are indeed meeting the needs of our students in a culturally, socially, and economically responsive way.
Issues of accountability and assessment driven teaching have led to rigid structures that do not allow for child-centered learning. Instead of meeting the needs of students, students are expected to conform to schools. As a result, Kaser & Halbert (2008) suggest that many young people are under- or dis-engaged with learning opportunities. They suggest that increased engagement will occur when schools become more innovative and responsive. Technology, personalization of learning, and strategies for learning how to learn, are all issues to explore in regards to learner engagement.
Finally, education’s role in a rapidly changing society needs to be addressed. The skills employers are looking for in graduating students have greatly changed. Schools are becoming quickly outdated and the traditional organization of the education systems is no longer working. Education has not kept up with this rapidly changing society. The following video highlights this issue.
http://www.youtube.com/watch?v=Fnh9q_cQcUE
Tuesday, January 20, 2009
What Do I Believe About Leadership?
Effective leadership is the key to every successful organization, business or school. An effective leader is a visionary who is not only knowledgeable in his/her field, but someone who can “see the bigger picture” as well. He/she has a dream or goal for the future of the school that is grounded in research-based, best practices and is morally sound. Leaders have an uncanny ability to draw people to them, create the sense of a collective vision, and empower others to cooperatively reach the group’s goals.
Leading by example, the effective leader sets the tone and the standards by which the team operates. He is passionate, reliable, resourceful and honest. As a team member, a great leader actively contributes to meeting group goals and expects that if others are to participate he must “show the way.”
An effective leader develops the leaders around him. In the Sep/Oct 2004 issue of Leadership, George Manthey states that “Leadership that matters is leadership that is sustained. Sustaining leadership requires a plan for distributing it to others”. Capitalizing on the strengths of those around him, a good leader is able to step back and allow individuals to demonstrate their capabilities, develop their skills, and share in the work of leading the school. Individuals are valued for the contributions they make to the school’s success and according to Maxwell (2005) an environment is created that “enables people to leverage each other beyond their own individual capabilities.”
The following link provides a statement regarding educational leadership from the Canadian Association of Principals:
http://www.cdnprincipals.org/educational%20leadership.pdf
For further reading:
Davis, Stephen H. (2004). The leadership journey. Leadership, 34, 1 (p. 8-13).
Manthey, George. (2004). Most powerful act of leadership is giving it away. Educational Leadership, 34, 1 (p.13).
Maxwell, John C. (2005). 25 Ways to Win With People. Nashville: Thomas Nelson, Inc.
Walker, Keith. (2007). Serviette Leadership. Submitted for Publication. University of Saskatchewan.
Leading by example, the effective leader sets the tone and the standards by which the team operates. He is passionate, reliable, resourceful and honest. As a team member, a great leader actively contributes to meeting group goals and expects that if others are to participate he must “show the way.”
An effective leader develops the leaders around him. In the Sep/Oct 2004 issue of Leadership, George Manthey states that “Leadership that matters is leadership that is sustained. Sustaining leadership requires a plan for distributing it to others”. Capitalizing on the strengths of those around him, a good leader is able to step back and allow individuals to demonstrate their capabilities, develop their skills, and share in the work of leading the school. Individuals are valued for the contributions they make to the school’s success and according to Maxwell (2005) an environment is created that “enables people to leverage each other beyond their own individual capabilities.”
The following link provides a statement regarding educational leadership from the Canadian Association of Principals:
http://www.cdnprincipals.org/educational%20leadership.pdf
For further reading:
Davis, Stephen H. (2004). The leadership journey. Leadership, 34, 1 (p. 8-13).
Manthey, George. (2004). Most powerful act of leadership is giving it away. Educational Leadership, 34, 1 (p.13).
Maxwell, John C. (2005). 25 Ways to Win With People. Nashville: Thomas Nelson, Inc.
Walker, Keith. (2007). Serviette Leadership. Submitted for Publication. University of Saskatchewan.
Wednesday, January 14, 2009
Who Am I?
I am just a small-town country girl through and through. I grew up on a farm near Broadview, Saskatchewan. It was there that I learned the importance of determination, perseverance, and hard work. Upon graduating from high school, I moved to Saskatoon to begin studies at the University of Saskatchewan. Like many typical university students, I took Arts classes my first year with no clue of "what I wanted to be when I grew up". An old band camp friend introduced me to the Department of Music and an idea was born. I would be a band teacher! Although I graduated with a Bachelor of Music in Music Education, I only taught band for 1/2 a year. Since then I have taught at several different schools in a variety of different classrooms. My last five years was with Grade One students. I can't believe I'm admitting this so publicly, but in the beginning, I was a horrible teacher! It wasn't until after I was able to participate in some very intense professional development that I grew to be a reflective practitioner and a really fantastic teacher (even if I do say so myself). For two years I was able to participate in Balanced Literacy Training with the Edmonton Public School Board. As a result I began reading more widely and actually reflecting on my practice. To make a long story short, I would have to say that is the reason I am back at university pursuing my Master's Degree. I started asking questions and looking for answers, finally feeling like I too am a learner. This is my 9th of 10 classes. I have taken the course-based Curriculum and Instruction route with a focus on Reading. Wanting to share all I've been learning, I accepted a position as a Reading Consultant with the File Hills Qu'Appelle Tribal Council. The majority of my time is taken up by Balanced Literacy training. Following a two-year professional development model, I inservice, demo and coach in seven First Nation Schools.
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