Lessons of Design

Lisbon Bible- dated from 1482.  This is a dated codex which means it is in book form rather than a scroll. As such it has a different design format.  The language would have been read from left to right, so a right alignment can be seen in the two columns.  This page  in particular is from the book of Genesis or Be-Reshit, folio 23v and 40r.  As a lover of books and reading today, it is with wonder to see the evident work and attention to detail given to this sacred text commissioned so long ago by a patron.  The scribes' work of art while creating a functional text.  Throughout the text the columns and margin notes are repeated as well as the script and language.  Use of colors are used as well to illuminate the work and adds to the richness of the manuscript.   A use of masoretic notes or comments can be seen in the margins on the sides and at the bottom of the page.  On other pages the notes are looping, curving and make a design.  This is a repeated theme but also the notes are in proximity to the content.  The use however is pleasing to the eye and adds to the design rather than detracts.  In the middle of the columns can be seen what looks like a bookmarker embedded on the page.  On this particular page, it is a silver, feathery marker with colorful tips of blue, purple and mauve and gold.  It actually does serve as a bookmarker or sorts according to the British Library website.  It  marks the beginning of a pericope which is a portion of the Torah and read aloud at prayers in revolving order.  The use of color, size of script and adding a marker gives a contrast making for easy to find placement.  The more I look at the book and analyze it, I am struck not by its beauty, but its functionality and practicality.  It is beautiful, but it is not just another pretty face.  It is well designed, organized, but nothing is there for just looks.  I think that is the underlying reason for designing a synonym for planning/organizing.  The techniques of design for beauty, functionality and appreciation for the sacredness of the text are apparent in the use of space, materials used to last through the ages, color of the art and craftmanship in script.      ( source of information:  British Library Online Gallery : Lisbon Bible) http://www.bl.uk/collections/treasures/lisbon/lisbon_broadband.htm?middle

End of the World or well this course

   Many analogies come to mind when describing this  Lamar course, a journey, coming of age, a  battle, but none quite fit, thank goodness because they are all very bad examples.  The experience has been beneficial however.  Beginning this course, I knew I needed a plan at some point in the somewhat distant future and had a vague idea or two of what I thought I wanted to do and then found I suddenly need a full blown, action packed, clear-cut, angels singing inspired PLAN.  It was too soon for me, and I felt myself drowning in doubt, mired in quicksand of apprehension and feeling the timidity of my feeble little, vague ideas.  I began week one assignment with trepidation.  I found that as I progressed my little ideas coalesced into bigger ideas, and I was able to formulate an action research plan using the templates, recommendations and ideas from the readings.  As a whole, the course guided step-by-step through the process and allowed me to pull my plan together into a cohesive project without panicking too much.  I would say the web conferences were extremely valuable sources of information and very appreciated for the time given and patience in answering all the repeated questions. All in all, I would say the facebook group has been a real lifesaver! I have been steadily tweaking the plan, paring it down, scaling it down.  I feel much less like hyperventilating.  The Mayans may have predicted the end of the world, but with the end of this course I see more of a life.  Beginning this action research plan - the new and improved plan will be much easier. I still need to change it on paper, but it is more manageable.  I have also learned through the self-reflection and feed back from the blogs, discussion groups, facebook how much that validation has become.  I have become a student again after, well, 1/4 of a century? While I always felt I was supportive of my students, I think I am more emphatic to their need for validation.  I also do not underestimate the power of social media.  I have tried to start social media support for the classroom before, but will renew my efforts again! 

This week's journey

I have done a great deal of reading and research on my topic of interest and action research plan.  Writing the topic questions, plan and particulars was not as easy as I expected.  The conference web was extremely helpful however.  I decided on the topic of technology use.  President Clinton established an executive order in 1997 calling for a technology in education (President William Clinton, Executive order 12999)  Since then schools have been buying every new technology item on the market and putting it into the classroom.  Teachers use them or not according to their inclination.  One article in the New York Times quoted a superintendent, David Schauer, " My gut is telling me we've had growth, but we have to have some measure that is valid, and we don't have that yet."  I know we have technology on our campus that is not being utilized, we have potential, we can increase our learning and have an impact.  I would like to be a part of that process.  I think I have put together a plan to explore possibilities, and allow research and measure progress.  I may be trying to turn the Titanic, but we shall see. I have already gained knowledge in putting together the plan in the different areas, and tweaked activities, changed surveys, and drafted colleagues for their expertise.

Action plan template

Action Planning Template
Goal: 1.  What resources are available on campus to teachers and students?      2.  What resources are not being used and why? What can be done to resolve this?     3.  How can we as a campus increase usage of technology  to create higher level lessons in the classroom to engage interactive student learning?     4.  Does technology lead to higher level lessons and learning? How is it being used? Can we change how it is being used?     5.  Using measurable data such as teacher walkthroughs, test scores, surveys, STAAR results, can a campus use technology to increase/change higher level learning lessons/teaching?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Assessment of technology resources and needs	Sharon Matthews	Start 12/12 End 1/13	Inventory list, survey,	Summative meeting has determined a need, surveys will identify needs of resources
Redesign of school  website.	Sharon Matthews	Start 12/12 End 5/13	Training, meeting with district tech support	Website is out of date, teachers are not using websites
Increased use of teacher websites by creating training sessions.  Creating a simple, easy to follow format and update information online class page for students and parents.	Sharon Matthews	Starts 12/12 Ends 5/13	Training sessions	Check for teacher pages if training lincreased use and increased site traffic
Identify use of technology or lack of with accompanying research supporting higher level lessons in the classroom and STAAR	Sharon Matthews	Starts 12/12	meetings with departments	Walkthroughs, Surveys, check 6 week test scores and compare
Create training sessions of technology smartboards, etc	Sharon Matthews	Start 1/13 Ends 5/13	Meetings, equipment, research	Track attendance, use after sessions, lessons
Create training sessions for available technology programs, edmodo, eduphoria, internet access programs	Sharon Matthews, tech support	Starts 1/13 Ends 5/13	Meetings Equipment Research manuals	Use surveys to evaluate, walkthroughs, test scores,
Conduct walkthroughs to see lessons in action	Sharon Matthews	Starts 2/13 Ends 5/13	Time Volunteer teachers Walkthrough format	track lessons
Evaluate walkthrough information on teacher lessons	Principals Sharon Matthews	Starts 12/12 Ends 5/13	Walkthrough data before and after efforts	Compare data
Meeting with departments on higher level lessons and connection to STAAR test scores as part of curriculum –support efforts to use technology in lessons	Sharon Matthews	Start 2/13 End 4/13	Tea resources research	Attendance
Create a blog to track experiences on sharonmatthews1212.blogspot.com for self reflection	Sharon Matthews	11/12	Blog account time	Track followers and feedback
Have regular meetings with mentor, tech support MStill for help to follow plan, analyze data and guide the process	Sharon Matthews, Dr. Abel, MStill-tech support	starts12/12 ends-5/13	Time and helpful colleagues	Adjust plan as necessary
Create a wish list of technology wanted and a budget for next year-perhaps a grant writing	Dept heads Dr. Abel	5/13

Decisions! Decisions! Decisions!

   In the 60's, 1960's not the 1860's as my students would have one believe, life was simple.  The shampoo aisle had three shampoos.  Easy choice. Breck.  Cereal was no problem because there were no more than five choices if that many.  Now each of these have entire aisles taking up both sides and decisions are not easy.  I had the task of choosing a topic of research and research was necessary before deciding.  I foolishly believed it would be no problem.  The last time I said something to that effect, I found myself on a black diamond instead of the bunny slope while skiing.  I had the same feeling this week.

  I had so many ideas before I started the videos and readings.  While completing the week's assignments, I felt like I was playing a game of Chutes and Ladders.  Watching the videos validated my sense of purpose and what I believed in education.  Dr. Chargois' emphasis on data synchronized with my idea of evaluation and lessons.  Since he is the Superintendent of my district, and we stress using data to affect change in lesson delivery, it was only natural my thoughts would go in that direction with the pressure of accountability on my mind in every report I write and write and write. 

I brainstormed, more readings. I checked my group's discussion board and posted my ideas.  Thank you for the comments.  Feedback is very helpful in both validation and fixing any problems.  My third idea came to me as most ideas, in a flash.  I was rummaging in my cabinet and found an old technology  gadget for which I never received the cords, the software installed (our district has a block on our computers for self installed software), or training or manual.  This was brand new when I got it.    I am not the helpless type, but this was two too many obstacles.  I have very limited time, even though I get to school at 7:30 am for an 8:20am bell  and usually leave at  6:00pm.  I don’t have time to fumble around in the dark. I also read an email about a great website for our district and please use it asap.    I opened it.  I have no username and no password.  I don’t know who to ask to track this down or the time.   I decided that with many new teachers, new administrative staff and a push to purchase new technology the last few years, something needed to be done.  We have one tech person on our campus who is inundated with trouble shooting.  I have helped on many occasions for our wing and training purposes, so it would be a natural.  I thought I would inventory the available technology to what was being used, do some training, troubleshoot and get whatever needed connected done.  Track what technology was being used in the classroom to what effect.  Our district is writing technology grants, and I would like to see where our school fits into that grant. This is a multi-layered study, but I have a definite beginning, middle and end plan.  It has purpose, focus and identifies a definite need for our campus.  Teachers and students benefit from increased technology because we are a Title I campus and many students do not have access to technology at home.  I don’t like waste and feel too much is wasted just sitting in a cabinet.  I can match the technology with the teacher, and create  easily accessible training to fit their needs and schedule.  When I presented this topic to my principal, I had no problem articulating my plan or focus.  If this plan meets with Lamar’s standards, this will be my plan.  The problem will be the use of technology on campus, research will be on new programs, free internet programs like the ones we used tagxedo and animoto, or programs we already have purchased,   classroom use of technology, effects, the need, teacher training, and measurability will be based on amount of increased use of technology, use of technology in lesson plans, surveys for effects or benefits, and a look at future needs.  A comprehensive policy, or  manual of available technology on campus, installed on computers and available internet resources along with  future purchasing recommendations could be a final product.  I can already see problems, this is something our campus needs, and I would like to study how other campuses incorporate technology when there isn't enough to go around.

What's worth fighting for out there

Need for Blogs?

  

I have to admit to being the ultimate wall flower.  Drama Queen? Scene stealer?  No, more like stage hand, behind the scenes, curtains, in the dark is more like it.  Solitary confinement would not be a problem for me as long as I had unlimited access to reading material.  That said, a blog is almost as bad as a crowded room.  I have no problem until I have to hit the submit button. Something so final about that action.  When I think of blogs, I have visions of historical journals, Diary of Anne Frank, Journals of Lewis and Clark, and oddly, also Avatar. I never feel I have anything of import or interesting to say compared to those.  I also have reservations about writing.   When I taught English, I learned much more about my students through their writings than speaking to them on a daily basis.  I tend to second guess everything I write.  On a scholarly level, I can see the need for a blog.  Connecting to people on a personal, but yet controlled basis is important.  Schools are seen as an extended community and the need for communication is vital for many reasons.  Cooperation is needed to gain trust, a relationship, and working partnership.  A blog can allow others to see the person behind the title.  People, teachers, students, parents and the community, can see the person behind the title.  The leader seen as a person is not such a target.  People are much more forgiving of mistakes if the intent is known also.  Steady, mass communication can keep control of the message.  Public relations can be a key and vital role for success.  A blog can be maintained on a regular basis and allows for feedback from followers also.  Sometimes people just like to have an outlet, to be heard or to feel like someone is listening.  It isn't always about You (the leader), and the blog isn't really either.  It is about your audience.  Feedback is important.  Perception is not always the same for everyone, and a blog will reveal that.  

Research Action Plan

    According to Dana, N.F. (2009) pg. 13  and Ralph Waldo Emerson, "what you do speaks so loudly that no one can hear what you say."    This is the basic premise behind action research.  It involves five steps. One must "seek out change by posing questions", gather information, study the data and read pertinent information, alter behavior, and inform others of results.  Dana, N.F. (2009) pg. 2-3
   A plan with a stated goal and measurable objective gives a much needed sense of satisfaction and sense of accomplishment than a simple research that sits gathering dust on a shelf with quotes from outdated research materials.  Quite frankly, no one reads those except to reference more studies. The action research plan is not only an objective and plan but also the strategy implemented to resolve a stated problem.  Dana, N.F (2009) cites Sparks' (2002) citation of Educational Research Service's 1999 publication Professional Development for School Principals,  staff development should be "long-term, planned, and job-embedded; focuses on student achievement, supports reflective practice; and provides opportunities to work, discuss and solve problems with peers."(pg. 8.3)  I have done 25 years of in-services and concur with that statement.  (which is why I went to so much trouble to go through the triple citation!) Too often reports are done for the sake of paperwork's sake, meetings are done to meet an agenda and could usually take fifteen minutes instead of the requisite forty-five minutes to an hour's time, but an action research plan is definite and finite.  It has a definite beginning, middle and end.  Its stated goals are clear and concise.  As leaders of schools, we are expected to lead in a specified direction.  Test scores establish much of that direction or current if one wants to mix metaphors, which I tend to do quite often.  Having problems identified, data studied, strategy determined and plan implemented shows strength of that leadership. Great schools do not just happen by accident.  Leadership can make a school by identifying needs and addressing those needs with a plan.   I believe the plan does not have to be done in isolation however.  I have seen many principals in mentorship within a school and other schools who have shared best practices.  Reaching out to others who may have already resolved an issue or problem can save a great deal of time.  Thomas Edison said something to the effect he didn't fail 10,000 times, but rather he found 10,000 ways that won't work meaning the process of elimination.  A research plan can cut the failure rate of those 10,000 failures especially if shared.

 

Dana, N. F. (2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.

Harris, S., Edmonson, S., & Combs, J. (2010).   Examining What We Do To Improve Our Schools. Larchmont, NY: Eye On Education. 

Martin, G., Danzig, A., Wright, W., Flanary, R., & Brown, F. (2012) School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience. Larchmont, NY: Eye on Education.