Monthly Archives: July 2014
Blogging About School Leadership for Klingspace
I have been quieter here than I normally would be during summer planning because I have been blogging at Klingspace, a blog run by the graduate school program from which I graduated in May. Below are the posts I have published there with a brief summary, if you are interested in reading about topics that may not be as math education focused as I usually am.
I am excited to rejoin a math classroom in the fall and hope to re-engage in the math education discussion on this blog that I am used to!
- 5/22 – Structure Is Not the Opposite of Autonomy – We shy away from procedures, structures and limitations in the name of creativity, but that structure can actually promote creativity.
- 5/28 – Keeping the Change: How > What – Success naturally breeds resistance to change, which means we must be sensitive to the fact that our change-filled futures are challenges to our success-filled pasts. Give people time to process change.
- 6/4 – Teacher Observation: Informing Practice, Not Judgment – The way most schools structure observations and evaluations make us see them as moments of judgment instead of opportunities to improve our practice.
- 6/11 – Have a GSA? Great! But It’s Probably Not Enough – There are queer students at our schools who aren’t served by simply having a GSA. More generally, we should not assume that because we have programming for X type of students that it serves every student who identifies as X.
- 6/28 – Using “Creative Tension” To Communicate Change – If leaders effectively show faculty the gap between their vision and the current program, faculty will be more likely to feel the need to move toward the vision
- 7/11 – Cultivating a Growth Soulset – Just as we can always learn more with a growth mindset, we need to tend to our emotional intelligence with the attitude that we can always become more emotionally adept.
- 7/21 – The Case Against a Linearly Sequenced Curriculum – Research about distributed practice suggests that studying something with space between is always more effective than studying it for the same amount of time uninterrupted. How can we incorporate this finding into our curriculum design?
- 7/29 – TBA
- 8/15 – TBA