CEdO 565 - Week 3

This week I learned a lot about changes in systems and changes in thinking. I've always been a person who embraces change. I thrive on it, so I've never had a problem with new ideas or new systems. However, I have worked with several people who really dig their heals in and feel very uncomfortable with change. They are comfortable where they are at, and have no intention of changing without a fight. I really feel sorry for those people; life just keeps evolving and moving along, and they are missing it, all because of a fear of change. Everything we read and discussed this week made me think about my job. I can see the people I work with as Baby Boomers, Generation Xers, and Millenials. I could actually picture specific people while I was reading the articles. I think these two articles (Tune In and the Beloit List) would be very helpful for all teachers and administrators to read at the beginning of each new school year, just to give them some tips on how to deal with others and just as a reminder that each generation has very different ways of viewing things. That might make for a much easier working environment for everyone.

CEDO 565 - Week 2

This week I have learned a lot about data retreats. Every year my school has a data retreat at the beginning of the summer. Honestly, I don't usually sign up to participate because it's always the day after school gets out, and my brain is so fried by then that I can't possibly consider mulling over data for two days. I wouldn't be much of a contribution to the team. So, with that said, I think the first weakness we have with our retreat is that it's not a consistent group of people. Each year my principal asks for volunteers to be on the team. They do evaluate data, but as far as I know it's pretty much achievement data from state testing and demographic data. I don't believe program data is looked at much, and I know perception data is not formally assessed. The committee consists of classroom teachers, reading specialist, and the principal, and the superintendent. Then the information is taken back to the district level and it's presented to the staff at one of our inservices. We do look at the strengths and weaknesses and see what areas we need to focus on for the year, but I don't see a lot of goal-setting that can be monitored or much overview of programs that are working or programs that need to be changed. I also think we could use some perception data to drive some of our direction. Of course we worry about the perception of parents, students, and community members, but we don't formally survey them to get specific feedback about what we are doing. When I meet with my principal this week to get more specific answers to some of the data answers for my assignment, I will discuss some of these other aspects with her.