Beruflich Dokumente
Kultur Dokumente
1
Fall 2009
Straight Talk
with Lawmakers
p. 17
Powerful, Overlooked
Opportunities for Learning
By Mike Schmoker
p. 12
p. 30
s p ec i al s ec t i o n : 2 0 0 8 - 2 0 0 9 aw s p an n ual re p o rt
t h e m a g a z i n e o f t h e a s s o c i at i o n o f w a s h i n g t o n s c h o o l p r i n c i p a l s
Ph.D. in Education
Doctor of Education (Ed.D.)
Education Specialist (Ed.S.)
M.S. in Education
M.S. in Instructional Design and
Technology
B.S. in Child Development
B.S. in Instructional Design
and Technology
Endorsement Programs
Teacher Preparation Programs
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WU-256
MAKING SENSE
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PROBLEM SOLVING:
PROFESSIONAL
Development
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For more information, contact:
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503-659-5616; barta@teachertoteacher.com
professional
development
calendar
september
Renton 23 ASB Finance Issues and Answers
october
FULL
SeaTac 12 How to Work Less, Produce More and
Still Get the Job Done in a Sensible School Week
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Olympia
november
Olympia 3
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december
Olympia 11 Working Successfully with Difficult
and Challenging Students
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january 2010
Shoreline 7-8 Effective Strategies to Maximize
Instructional Conversations
february
Bellevue 3-5 Assistant Principals Leadership Conference
The Principal News is the official publication of the Association of
Washington School Principals (AWSP). It is published in the fall, winter
and spring each school year. Advertising inquiries should be addressed
to the AWSP Olympia office. All articles published become the property
of AWSP and may not be reprinted without permission.
AWSP 1021 8th Ave. SE Olympia, WA 98501-1500
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AWSP STAFF
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FIELD CONTACTS
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FEATURES
Vulnerability and Leadership
12 What Money Cant Buy:
17
COLUMNS
Susan Fortin
Joe Fenbert
Jan Phillips
Student Leadership
Authentic EngagementReal Results
Susan Fortin
20
Outdoor Learning
34
Honor Roll
46
Managing Editor
Jennifer Fellinger
jennifer@awsp.org
Printing
Daniels-Brown Communications
36
42
44
Design
DEPARTMENTS
4
32
fall 2009
Jennifer Fellinger
Managing Editor, The Principal News
AWSP
jennifer@awsp.org
A Sound Investment
Even in a climate of economic uncertainty, an investment in
leadership never ceases to pay high dividends.
When
fall 2009
student leadership
Authentic Engagement
Real Results
Being
Susan Fortin
Director of Student
Leadership Programs AWSP
susanf@awsp.org
Vulnerability
and Leadership
Let
Paul Bodnar
Sunrise Elementary
Northshore SD
pbodnar@nsd.org
Use I statements.
Speak only for yourself and not for a collective we.
Use e-mail for positive comments or general information and meet face-to-face if the information could
be perceived as negative.
Silence does not indicate agreement.
When a conflict arises with another staff member,
go directly to that coworker to discuss the situation.
Avoid triangles.
Avoid meeting when you are angry.
Hold each other accountable in order to avoid behavior that is divisive to our team.
If we is brought into the discussion, ask the parties
who we is.
If pulled into a triangle, listen, but ask colleagues
to discuss the issue directly with the person. Draw a
line when you start to feel uncomfortable.
(continued)
fall 2009
Once these were adopted, I asked the staff, first and foremost, to hold me accountable for following our agreements.
Because I knew my actions were going to be scrutinized and
analyzed for meaning as to my intentions and character, I
became more thoughtful about my behavior.
To gauge the perception of my leadership, I conduct an
administrative leadership survey about every three years.
Using a 1-5 scale, staff members assess the extent to which
they have observed 30 specific behaviors on my part and the
extent to which these behaviors are important to them. In a
subsequent staff meeting, I revisit one or two items with
the biggest disparity between what is occurring and what
is important. I ask staff to provide me some ways that these
particular areas could be improved. For example, when I noted
that the staff felt I didnt respond to their needs in a timely
manner, they offered suggestions for ways I could improve.
In being asked for this level of feedback, people recognize
the importance of seeking personal growth. In fact, a
number of staff have conducted similar surveys with their
students and/or parents.
While vulnerability may not be the first quality you
associate with leadership, it is deeply powerful. Think of the
implications of taking the time to evaluate your meetings
and ask questions such as, Did I, as facilitator, seek everyones opinion? Did you feel that you had a chance to ask
questions and to offer your thoughts? What would you like
to see changed ahead of our next meeting? True, you may
expose yourself to an unexpected critique, but the benefits
of soliciting and responding to input far outweigh the
minor discomforts of a bruised ego.
In closing, I offer five precepts (at right) that have
influenced my thinking as a principal. The extent to which
I am able to build and sustain trusting relationships in a
spirit of humility, using these five precepts, is foundational to our success as a school. These precepts, however, are in
no way exhaustive. As part of an ever-changing blueprint
for strong leadership, they continue to evolve as I continue
to revisit them.
As principal, your behavior sets the tone for your
building. Take a step toward vulnerabilityand take a step
toward a stronger, more trusting culture.
10
Five Precepts
Everyone is important. Do I pay attention to
everyone in our organization? In what ways do I
strengthen the self-esteem of staff members? Do I
know what motivates each person? What do I know
about their families, the seemingly minor details
of their lives, the burdens they are carrying? Am I
ready to affirm evidence, even glimmers, of excellence from all corners of the school community?
Model consideration, patience and courtesy.
Do I get so wrapped up in my work and my image
that I walk past people without acknowledging
them? Or, worse yet, do I acknowledge only some
people? Are people valued as individuals or are
they thought of primarily as assets? Do I maintain
confidentiality? Do I hurt when others hurt? Am I
timely in responding to peoples needs? Am I good
to my word?
Listen to understand. Do I stay focused on the
person who is talking with me? Does my body language say I am not interested in the conversation?
Do I try to multitask when talking with people?
When a person rambles, do I hang in there, mindful that the sentence I tune out might hold some
crucial fact? When were done talking, do I reiterate
what they said? Do I ask clarifying questions?
Let the staff get to know me. To what extent
does my staff know me? Do I believe that I cant
manage well unless I have an image of impervious
strength? Do I hide my humanity, especially my
flaws and weaknesses? Do people around me know
what I care deeply about, and even what I struggle
with? Do I regularly share my core values with staff?
Get formal feedback about performance. Do
I institute regular feedback mechanisms? Do I ask
staff for input about how I facilitate meetings?
Do I model that learning from mistakes is OK, or
do people perceive that they will be reprimanded
for errors or failures? Do I model commitment to
continuous improvement and learning? Do I use
surveys in a judicious manner? If I have made a
mistake, do I own it?
FREE Admission
in 2009!
3rd Night Free Specials!
Call for more details.
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Get Away Today Vacations donates a portion of each vacation package purchased by families of students in Washington
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family vacations and assist AWSP in its service to students and principals. Make sure your school receives this free vacation
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the principal news |
fall 2009
11
What
Money
Cant
Buy:
Powerful, Overlooked Opportunities
for Learning
Mike Schmoker
Writer and consultant
Flagstaff, AZ
info@mikeschmoker.com
States
12
fall 2009
13
14
References
Allington, Richard L. What Really Matters for
Struggling Readers. New York: Addison Wesley
Longman, 2001.
Conley, David. College Knowledge: What It Really
Takes for Students to Succeed and What We Can
Do to Get Them Ready. San Francisco: JosseyBass, 2005.
Elmore, Richard F. Building a New Structure for
School Leadership. Washington, D.C.: Albert
Shanker Institute, 2000.
Ford, Michael P., and Michael F. Opitz. Using
Centers to Engage Children During Guided
Reading Time. The Reading Teacher 55
(May 2002): 710-717.
Jacobson, Linda. States May See Fiscal Squeeze
on Education. Education Week, January 9,
2008, pp. 1, 16.
Marzano, Robert J. What Works in Schools:
Translating Research into Action. Alexandria,
Va.: Association for Supervision and Curriculum
Development, 2003.
Marzano, Robert J. The Art and Science of Teaching:
A Comprehensive Framework for Effective
Instruction. Alexandria, Va.: Association for
Supervision and Curriculum Development, 2007.
Schmoker, Mike. Results Now: How We Can
Achieve Unprecedented Improvements in
Teaching and Learning. Alexandria, Va.:
Association for Supervision and Curriculum
Development, 2006.
Schmoker, Mike, and Robert J. Marzano.
Realizing the Promise of Standards-Based
Education. Educational Leadership 56
(March 1999): 17-21.
Wiliam, Dylan. Content, Then Process: Teacher
Learning Communities in the Service of
Formative Assessment. In Ahead of the Curve,
ed. Douglas Reeves. Bloomington, Ind.:
Solution Tree, 2007.
fall 2009
15
Ensure that teachers work in teams, as all true professionals do. Stop honoring
teamwork and professional learning communities mostly in the breach. Be redundantly,
obsessively clear about this: True PLC teams meet regularly to ensure fidelity to good
curriculum that is replete with higher-order skills and habits of mind. Remind each other
that professionals dont let professionals abuse worksheets and movies. Authentic teams
build effective curriculum-based lessons and units togetherwhich they routinely refine
together on the basis of common assessment data.
Adlai Stevenson High School is, deservedly, the poster child for the power of professional
learning communities. As one teacher there noted recently, such disciplined teams made all
the differenceand didnt cost anything in additional expenditures.
The impact of these simple changes, in combination, would be gargantuan. To be sure,
there are legitimate needs for additional funding to address structural needs in many of our
schools. But the actions advocated here are less about cash than courageand clarity. In
these tough budget times, we could do no better than to turn our attention, at the national,
state and local level, to the historic opportunity these changes represent.
What Money Cant Buy: Powerful, Overlooked Opportunities for Learning, by Mike
Schmoker, Phi Delta Kappan, Vol. 90, No. 7 (March 2009): pp. 524-527. Reprinted with
permission of Phi Delta Kappa International, www.pdkintl.org, 2009. All rights reserved.
Association of
Washington
School
Principals
16
Straight
Talk
with Lawmakers
Principals are stepping up to share their expertise with legislators.
Did you know AWSP helps members set up meetings with their state legislators? As one of the benefits of
membership, the Association works on its members behalf to organize meetings such as the one described in this
article by Seattle principal Jennifer Wiley. For a calendar of principal-legislator district meetings taking place
this fall, go to www.awsp.org, then click on the Legislation tab.
The
Of all of the civil rights for which the world has struggled
and fought for 5,000 years, the right to learn is undoubtedly
the most fundamental And whatever we may think of the
curtailment of other civil rights, we should fight to the last
ditch to keep open the right to learn, the right to have examined in our schools not only what we believe but what we
do not believe; not only what our leaders say, but what the
leaders of other groups and nations, and the other centuries,
have said. We must insist upon this to give our children the
fairness of a start which will equip them with such an array
of facts and such an attitude toward truth that they can
have a real chance to judge what the world is, and what its
greater minds have thought it might be. W.E.B. Dubois
fall 2009
17
tbc129154_AWSP_7.5x4.75K_rSG
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Senator Honored
by AWSP
Torch of Leadership Award goes to Sen. Rodney Tom.
In
fall 2009
19
Outdoor Learning
I have
Martin E. Fortin, Jr.
Director of Outdoor Learning Centers
AWSP
fortin@awsp.org
I believe the individuals growth is best expressed when the student relates his or her own experience. Here is what
Josh Neitzel from Capital High School in Olympia shared with me:
Cispus has been part of two of the best experiences in my life, first as a camper and then as a counselor. In fact,
it was some of my experiences as a camperbeing able to connect with the fun of bonding with my classmates,
escaping the monotony of conventional schooling and spending time in the outdoorsthat made my experience as
a counselor that much greater. Remembering the magic of these things as a kid, and again seeing it in the campers
taking part in the exact same activities six years later, is moving in a way that only those who have been to camp
can fully understand. Theres something about camp that is truly unique. Im not sure if its the people, the facilities, the outdoor experience, but it just brings out something good in you. And all of this is coming from a relatively
privileged kid. Some people there had never had a chance to go camping, and they experienced things they had never
done before. The overwhelming love these kids have for this place just takes you over. These are normal kidsthey
hate school. But when they go to camp, things change. Learning becomes fun, and that alone makes the entire experience worthwhile.
Ethan Voon, another Capital High School student, best summed up the experience:
In the end, having the chance to enjoy Cispus camp life in this new way as a counselor was a great experience. We
got to have fun but, more importantly, I was able to help give the fifth graders a great time.
I am convinced that the residential camp experience has far-reaching benefits. Perhaps one of the best is to see the
emerging servants heart develop in our high school students. What better place than at outdoor school?
20
AWSP
Annual Report 2008-09
Annual Report
200809
from the
Executive Director
Effective
leaders make
for effective
schools.
he success of
any professional
association is dependent
on the leadership of its
members. As I reflect
on this past year and
the evolution of the
Association of Washington School Principals,
I am in awe of the talent
of our Associations elected leaders. With
remarkable skill and insight, the members
and officers of the AWSP board and component boards masterfully set the values
and direction for our Association. Because
of these individuals who have donated their
time to lead us, AWSP is held in high regard
both by its members and by those outside
the Association.
Gary Kipp
AWSP Executive Director
AWSP Board of
Directors
Administrators
of the Year
national finalist
Assistant Principal
of the Year
Mike ODonnell
Cle Elum-Roslyn High,
Cle Elum-Roslyn SD
President
Sue Corey
Central Kitsap SD
Past President
Charlene Milota
Spokane PS
High School
Principal of the Year
Aaron Leavell
Bremerton High,
Bremerton SD
President-Elect
Dave Balcom
Moses Lake SD
Budget Chair
Vicki Puckett
Northshore SD
Elementary Representatives
Sue Corey (Central Kitsap SD)
Jill Massa (Warden SD)
James Rudsit (Peninsula SD)
Middle Level Representatives
Karen Owen (North Thurston PS)
Thomas Schend (West Valley SD #208)
John Westerman (Eastmont SD)
High School Representatives
Phil Brockman (Seattle PS)
Boyd Keyser (Cle Elum-Roslyn SD)
Jennifer Shaw (Franklin Pierce SD)
Three-Year Component Board Representatives
Nancy Faaren (Olympia SD)
Diane Otterby (North Kitsap SD)
Karen Reid (Mukilteo SD)
national finalist
Middle Level
Principal of the Year
Christine Lynch
Shaw Middle,
Spokane PS
Distinguished
Principal of the Year
Bruce Cannard
Edison Elementary,
Kennewick SD
3,451
98
106
15
26
34
66
42
21
16
180
39
8
47
130
J uly
February
January
Highlights of
a Great Year
August
ctober
S eptember
2008
2009
May
April
Washington Scholars Recognition and
Luncheon Olympia
J une
NAESP Convention New Orleans, LA
AWSP/WSPEF Board Meeting Redmond
Advocacy
Principal Leadership
Highlights of 2008-09:
The Legislative Platform
The Associations legislative platform is established each
fall by the 27-member Legislation Committee. Comprised
of principals and assistant principals from around the
state, this group prioritizes AWSPs legislative efforts for
each session and identifies members who can speak to the
issues before committees and in stakeholder meetings.
Highlights of 2008-09:
Influenced legislation to include AWSP in the development
of the redefinition and funding of basic education and the
development of a dual-credit program policy.
Supported the passage of bills that clarified school employee misconduct, established online learning oversight,
and repealed, suspended and amended education statutes.
Maintained funding for the Washington State-Funded
Intern Program.
Maintained administrative responsibility for all aspects of
school operations, including school media.
Created the Torch of Leadership Awardto honor statelevel public servants who have demonstrated support of
principals and the principalship, and named Sen. Rodney
Tom the recipient of the 2009 Torch of Leadership Award.
Member Services
Diversity and
Cultural Competence
AWSP expanded The Principals Handbook, the membersonly section of www.awsp.org, with additional online
resources to help members problem-solve from anywhere,
at any time. The Association also launched an AWSP
Group Page on Facebook for social-networkers.
Highlights of 2008-09:
Maintained strong membership numbers. Ninety-eight
percent of all principals and assistant principals are
members of AWSPone of the highest rates in the nation!
Provided principal support for districts facing potential
teacher strikes.
Added new multimedia components to www.awsp.org,
including video, audio and other online features designed to
complement the content of The Principal News magazine.
Highlights of 2008-09:
Contributed articles for each issue of The Principal News.
Continued to meet with the Multicultural Directors
Network.
Updated the Diversity Task Force Web page on the AWSP
Web site regularly with news and resources for cultural
competence.
Read Everyday Antiracism: Getting Real about Race in
Schools for the Task Forces 2008-09 book share.
Delivered presentations at professional development
events, including the the 2008 Principals Conference,
the 2009 Assistant Principals Leadership Conference
and the 2009 WASA/AWSP Summer Conference.
Increased the number of membership records with
ethnicity identified to 1,284.
Student Leadership
Outdoor
Learning Centers
Highlights of 2008-09:
Increased commitment to providing leadership opportunities
for underserved student populations. Enrollment increased
at both Deaf Teen Leadership Camp and La Cima, the summer
leadership camp for Latino youth.
Expanded adviser training opportunities to include
workshops at AWSPs Chewelah Peak and Cispus Learning
Centers, and added a custom coaching workshop to give
new advisers and leadership teachers one-on-one support in
curriculum development.
Facilitated retreats and workshops tailored to the needs
of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR-UP) grant schools. Participants
representing the class of 2011 gained skills in goal setting,
self-improvement and group processall aimed at high
school and post-secondary success.
Continued implementation of Raising Student Voice and
Participation (RSVP), with more than 130 Washington state
schools now trained. RSVP provides a school improvement
template based on student leadership. Thanks to the success
of RSVP in our state, AWSP was again selected to facilitate
national training.
Highlights of 2008-09:
Completed the reroofing of Alder and Dogwood Dorms
at Cispus, along with porch covers financed by a donation
from the Cispus Workshop staff.
Participated in several statewide initiatives to promote
environmental education, including the Washington Green
Schools project, No Child Left Insidegrant program
though State Parks and OSPIs Sustainable Design Project.
Received honorable mention from the Washington State
Leadership and Assistance for Science Education Reform
(LASER) for contributions to science education.
Finished construction of Chewelah Peaks Flowery Trail
Pavilion, complete with bathroom and Challenge Course
storage unit, as well as an outdoor basketball court using
funds donated by the Student Leadership program.
Completed a new hiking trail connecting the Gold Pan
Trail with the Beaver Creek Trail at Chewelah Peak, using
volunteer labor. This trail is shorter with little elevation
change, which makes it more accessible for younger students and those not ready for the steeper trails.
Concluded work on the drainage and curbs for access to
Chewelah Peaks Dorm B (now called La Casa).
T: 800.562.6100
F: 360.357.7966
www.awsp.org
Student Leadership
In the face of challenges,
leadership is not the sole responsibility of the principal.
If
fall 2009
29
Principal
Julia Fallon
30
JF: Tell us about your approach to the professional development dimension of technology integration. How do you
determine what will work and what you can sustain?
GM: Dont spend a dime on technology unless you plan
to spend at least 25 percent of it on professional development. Start with the best teachers you can find and give
them tools and training. Ive often found that those who
want the tech stuff arent always the best, most respected
users and advocates for technology integration. Heres the
best possible scenario: Start with great teachers who know
how to bring something new into the learning environment; they will be your best advocates for tech integration.
Train and outfit the classrooms, then line up a tech team
that you meet with regularly. Set priorities; develop a
three-year strategic plan. Think ahead and think smart
about the stuff you already have and underuse.
Principals should boost their own productivity with technology and remove barriers for their staff and students.
We should be powerful promoters of access to real-world
technologies and the Internet. Check out Leader Talk
(www.leadertalk.org), an EdWeek site where I and a
growing number of principals and superintendents post
practical ideas and talk about field-level issues. You
cant miss the keen interest in high-quality instruction
enriched by 21st-century technologies. Glenn Malone
fall 2009
31
PR for Principals
Communicating about Food Allergies at School
A healthy partnership with parents goes a long way.
Most
32
Personal Learning Plans for Principals and Teachers Business Alliances Brain-based Learning Alternative Assessment Models Real-World Relevance Higher Education Partnerships Celebrate Diversity Integrated Curriculum Integrated Assessment Developing Talented Teachers for Student Success
Integrated Technology Caring Teachers Activities/Service Tied to Learning Youth Service Families
as Partners Flexible Scheduling Small Units Staff, Student, and Parent Collaboration Personal Learning Plans for Principals and Teachers Business Alliances Brain-based Learning Alternative Assessment Models Real-World Relevance Higher Education Partnerships Celebrate Diversity Integrated
Curriculum Integrated Assessment Developing Talented Teachers for Student Success Integrated
Technology Caring Teachers Activities/Service Tied to Learning Youth Service Families as Partners
Flexible Scheduling Small Units Staff, Student, and Parent Collaboration Personal Learning Plans for
Principals and Teachers Business Alliances Brain-based Learning Alternative Assessment Models
ANNUAL
CONVENTION
EXPOSITION Celebrate Diversity Integrated Curriculum InReal-World NASSP
Relevance
Higher
Education&Partnerships
MARCH Developing
1214 Talented
Phoenix,
AZfor Student Success Integrated Technology Cartegrated Assessment
Teachers
ing Teachers Activities/Service Tied to Learning Youth Service Families as Partners Flexible Scheduling Small Units
Student,
andjoin
Parent
Personal
Learning NASSP
Plans for Principals
ake Staff,
plans
now to
us Collaboration
in Phoenix for
the Annual
and Teachers Business Alliances Brain-based Learning Alternative Assessment Models Real-World
Convention and Exposition. Discover new approaches for
Relevance Higher Education Partnerships Celebrate Diversity Integrated Curriculum Integrated Asschool improvement and student learning, share best practices
sessment Developing Talented Teachers for Student Success Integrated Technology Caring Teach-
unleash the
Extraordinar y
2010
with colleagues,
and
learn about
practical
new
ideas toas
share
with Flexible
ers Activities/Service
Tied
to Learning
Youth
Service
Families
Partners
your
school
leadership
team. and Parent Collaboration Personal Learning
Scheduling
Small
Units
Staff, Student,
Plans for Principals and Teachers Business Alliances Brain-based Learning Alterwww.nasspconvention.org
native Assessment Models Real-World Relevance Higher Education Partnerships
Celebrate Diversity Integrated Curriculum Integrated Assessment Developing
Talented Teachers for Student Success Integrated Technology Caring Teachers
fall 2009
33
honor roll
featuring
Steve Mullin
My hometown is
Seattle
But the place I like to visit most is
Anywhere warm and tropical with palm
trees and affordable golf courses.
What was your favorite subject in school?
In high school, history. I majored in
American Studies in college and then got
my masters at the Evans School of Public
Affairs at the University of Washington.
What makes you interested in education?
34
fall 2009
35
Book Reports
Polar Dream author Helen Thayer will be a keynote speaker at
The AWSP Principals Conference, Oct. 18-20, in Yakima. Dont miss it!
Polar Dream
By Helen Thayer
Publisher: NewSage Press
(2002)
ISBN: 0-939165-45-7
186 pages
Reviewed by Marilyn Boerke,
Principal, Liberty Middle
School, Camas SD
Polar Dream chronicles the
first solo expedition by a
woman to the Magnetic North
Pole, completed by Helen Thayer (and her dog) in 1988 at
age 50. During her 27-day, 364-mile journey, Thayer faced
sub-zero temperatures, rough and cracking ice, fierce
Arctic storms, frostbite, hunger and menacing polar
bears while pulling a six-foot-long sled loaded with 160
pounds of gear and supplies. With the exception of radio
contact to report her progress, she had no interaction
with humans at all.
Thayer undertook this journey after spending her life
as an outdoor enthusiast and international athletic competitor. Researching for the journey, she was surprised to
find how little information had been written about Arctic
expeditions, so she kept a journal and took photos documenting landscape, wildlife, weather and temperatures
to be shared with students upon her return in a program
entitled Adventure Classroom.
Reading of her trek, I paused often to reflect on
parallels with our journey as school administrators. The
Magnetic North Pole cannot be defined as a dot on a map
but is an elusive target in constant motion, sometimes
36
The Element:
How Finding Your Passion
Changes Everything
By Ken Robinson, Ph.D.,
and Lou Aronica
Publisher: Viking Penguin (2009)
ISBN: 978-0-670-02047-8
274 pages
Reviewed by Diane Ball, Assistant
Principal, Cedarcrest Middle
School, Marysville SD
Author Ken Robinson refers to
the element as a point where an individuals work and
natural strengths come together and result in success.
He describes the journey of several individuals, including The Simpsons creator Matt Groening, hip-hop poet
Black Ice, professional ballerina and choreographer
Gillian Lynne and musician Mick Fleetwood, as they
achieved success working in their element.
In The Element: How Finding Your Passion
Changes Everything, Robinson identifies sources that
empower individuals to uncover and develop talents.
Among them:
fall 2009
37
The Leader in Me
by Stephen R. Covey
38
Polar Dream
by Helen Thayer
The Element
by Ken Robinson
Managing the
Unsolvable Problem
Polarity management helps leaders
make the most of the see-saw effect.
At
fall 2009
39
Cultural
Competency:
It Takes a Village
In one school, parents are helping put the districts vision into action.
On July 7, 2009, an article in The Seattle Times noted that, in seven Seattle-area school districts, the majority of
the student body is made up of ethnic minorities. In this article, AWSP Diversity Task Force member Rebekah Kim
shares how one of those districts is addressing this issue with its administrators, teachers and staff.
In
fall 2009
41
Board Highlights
June 2009
Association of Washington
School Principals
Board minutes were approved for the April 23, 2009 meeting.
The Board received an update on the AWSP legislative platform. Highlights were provided on legislation
passed during the 2009 session that affects education
and AWSP programs.
The AWSP Torch of Leadership Award will be presented to Sen. Rodney Tom (D), 48th Legislative District.
42
It was reported that the AWSP receptionist was laid off
due to budget reductions.
Board members provided input for review and discussion at the annual executive leadership planning
session in August.
Next AWSP Board meeting
Thursday, September 24, 2009
Renaissance Seattle Hotel
Chewelah Peak Learning Center activities were highlighted. Work continues on construction and landscaping. As part of an annual training exercise, a group of
firefighters built a new trail at CPLC.
fall 2009
43
Component News
The AWSP component boards meet quarterly during the school year to discuss issues related to elementary,
middle and high school instruction. Check the AWSP Web site if you are interested in attending a meeting,
or contact the AWSP office for further information.
Association of Washington
Middle Level Principals (AWMLP)
44
ence in Washington, D.C. in July and spoke with members of the Washington state congressional delegation
regarding key issues that impact the principalship.
Outstanding middle level principals and assistant
principals are recognized annually in each of AWMLPs
15 regions statewide. The 2008-09 Regional Principals
and Assistant Principals of the Year will be recognized
at the AWMLP luncheon during the 2009 AWSP Principals Conference in Yakima. AWMLP regional directors
coordinate selection of the Regional Distinguished Principals and Regional Distinguished Assistant Principals
using a process determined by each individual region. If
you are interested in nominating a colleague for recognition, please contact the regional director for your area.
Questions? Call the AWSP office (800.562.6100) for additional information.
Washington Association of
Secondary School Principals (WASSP)
fall 2009
45
usual , my verbosity got away from me, leaving my managing editor the task of paring down my original
5,000 words to a mere 500. Heres what was leftsome quotes and questions for you to consider.
Educators equate professionalism with autonomygetting to use their own judgment, to exercise discretion, to determine
the conditions of their own work in classrooms and schools. In fact, professionalism outside of education is exactly the
opposite of this definition. Professionals gain their social authority not be exercising autonomy, but by subscribing to an
externally validated body of knowledge, by agreeing to have their discretion limited by that knowledge, and by facing
sanctions if they operate outside that body of knowledge. Richard Elmore
If principals are to work with their teachers to help them redefine professionalism in teaching and understand the externally
validated body of knowledge, when will they do that?
If the threat of death does not motivate people who are ill, what on earth is going to motivate teachers to change? The answer has to be deep engagement with other colleagues and
with mentors in exploring, refining and improving their practice as well as setting up an
environment in which this not only can happen but is encouraged, rewarded and pressed
to happen. Michael Fullan
The Seahawks had hundreds of hours together for deep engagement with other colleagues
prior to their first game on Sept. 13. How many hours did you have with your teachers before
the first day of school?
Gary Kipp
It is not national legislation demanding that all students learn or the adoption of rigorous
standards that will transform schools. In fact, in many schools the effort to raise standards and have tougher high-stakes assessments will not contribute to the creation of
a stretch culture, but will instead contribute to a culture of learned hopelessness for
students and staff alike. In other schools the standards movement will be used as a catalyst to help students achieve at
higher levels. The staff of some schools will look for external solutions, waiting for the state to change legislation, the
district to provide more resources, or the parents to send more capable students to their schools. They will look out the
window for solutions. In other schools the staff will work together collaboratively to develop their collective capacity to
meet the needs of their students. They will look in the mirror for solutions. Ultimately, what will make the difference is
not the standards themselves, but the self-efficacy of the stafftheir belief that it is within their sphere of influence to
impact student achievement in a positive way. Richard DuFour
What does it say about our system that some districts can find no other time to devote to building collective self-efficacy than
to take it out of the precious few school days we set aside for learning in our country?
Executive Director
AWSP
gary@awsp.org
Quality teaching requires strong professional learning communities. Collegial interchange, not isolation, must become
the norm for teachers. Communities of learning can no longer be considered utopian; they must become the building blocks
that establish a new foundation for American schools. National Commission on Teaching, 2003
As our legislators and the Quality Education Council enact ESHB 2261 to redefine basic education, will they pay attention to this
statement? How can we establish collaboration as a building block for Americas schools if no time is budgeted for it in
what the state considers basic education?
More online! Hear Gary Kipps thoughts on these and other quotes and questions!
Go to The Principals Handbook at www.awsp.org, then click on The Principal News.
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