Christmas Holidays are upon us!

Wishing all the staff at BRHS and throughout Peace Wapiti School Division a festive Holiday Season and a wonderful New Year!

Social 30-2 Update

We are closing in on the end of Quarter one and midterms are fast approaching!  If you are struggling with concepts, please come see me at lunch for extra help.

Elections in the USA

Where did the party animals come from?http://soc.li/gc8IynN 

Social Studies 30-2 with Mr. Pon

If you are registered with Mr. Pon for Social 30-2 in Semester one at BRHS be prepared for some hard work but also a little fun. :)

New School Year 2012-2013

School starts for students on September 4th after labour day!  Looking forward to a solid year at Beaverlodge Regional!

Final Exams are right around the corner...start studying!

Social Studies Semester Two

I am teaching Social Studies 30-2 and 20-2 this semester. Classes are well underway!

Social Studies Update

Social 30-2 students are well into related issue #2.  If you are absent please let Mr. Pon know so that assignments can be given to you so you don't fall behind.

Motivation!

The Myers-Briggs Type Indicator (MBTI) assigns people to one of sixteen different categories or types, based on their answers to 126 questions, such as: "How easy or difficult do you find it to present yourself, consistently, over a long period as a person who is patient?" There are 4 different subscales of the test, which purport to measure different personality tendencies. Extraversion-introversion (E-I) distinguishes between people who are sociable and outgoing, versus those who are more inward looking. Sensing-intuition (S-N) sorts people according to their attention to practical realities as opposed to relying on their imagination. Thinking-feeling (T-F) shows the difference between relying on logic versus intuition when making decisions. Finally, judging-perceiving (J-P) refers to one's tendency to analyze and categorize one's experiences, as opposed to responding spontaneously. Sixteen different types emerge from the combination of the above four pairs of traits. The MBTI is probably the most popular self-insight psychological test in use today, with at least a million people per year completing it. It is widely used in business, industry, educational settings, and government because of its assumed ability to capture people's interests, needs, and values. MBTI profiles are often used in career counselling or as a basis for matching work partners or for selecting tasks that are best suited for one's MBTI type.
It just so happens that I have taken this test recently and my results were very interesting.  As stated above my four subscales include extraversion, sensing, thinking and judging. So, let us begin our discussion with the first subscale of extraversion.  This describes me to a tee, I personally like to “talk things out” with my co-workers and people in general. The following characteristics are also quite evident in my personality:
• Are active, energetic, and enthusiastic
• Think on your feet
• Establish networks of contacts
• Have breadth of interests
• Provide extensive information and feedback

As an example that supports the above characteristics, to be able to think on your feet in administration is imperative to being a successful administrator because of the different issues that can brought forth in a regular day of work.  For instance, student and teacher issues arise regularly in the office and being able to take each situation separately is no easy task.  Being an extravert allows me to be open to what can be called “fires” and analyzing each situation with a fresh view.  I have found that this is definitely a characteristic that I possess since I’ve moved into administration.

The second subscale revolves around “sensing” in my case.  I’m very practical and realistic in my leadership role at my school.  This specific characteristic is often seen in the form of making decisions that affect the school in the present and adapting to situations that occur.  The following characteristics identify the sensing nature that I think that possess:
• Are anchored in current realities and common sense
• Are practical and realistic
• Are observant and attend to details
• Retain and learn well from experiences
• Immediately apply what is communicated

The sensing characteristics presented here are hallmarks of my personality as I do observe and attend to details.  In my opinion, this is necessary as the operation of a school is achieved by looking at what is happening and making decisions that will affect how teachers and students feel about how their school is being managed.  For example, when a student is suspended the decision that is made impacts the behaviour patterns of the students.  One would hope that it would be a positive behaviour change where the consequence has filtered to those who would intend to cause problems.  For the most part this occurs and from my experience students and teachers appreciate when decisions that are practical and have an attention to detail are made.
The next subscale deals with the aspect of personality where thinking and feeling are paramount in the discussion of the MBTI.  The results that I received from my test results fell within the “thinking” component of this portion of the test.  In a nutshell, if I were to look at the list below the third item jumps out at me; analyze, evaluate, and critique.
• Are calm, reasonable, and under control
• Provide honest and frank feedback
• Analyze, evaluate, and critique
• Are objective and principled
• Have a clear thinking process using defined criteria

I am a firm believer that to lead one must also be able to first analyze a situation and develop an appropriate course of action that helps all that are involved.  The next step is to evaluate the choices and choose a course of action that will be most productive. Both of these initial steps are important but the critique after the decision is made is much more important, as it is this part of the process where one can pass judgment on whether or not the appropriate course of action was taken.  As we learned in university, this is where reflection is important and thus the “thinking” portion of the MBTI emerges in this part of the discussion.  Logic takes hold in this section of the MBTI and further strengthens the “thinking” subscale.  Moreover, I constantly review the decisions that I make during the school day whether it be a suspension or a lesson plan to hopefully make better decisions in the future.

Our last subscale of the MBTI that I most represent is the judging aspect.  This portion of the Myers-Briggs Test is where I feel I shine the most.  The list below highlights the characteristics of an administrator as sometimes we must act like the judge and jury in the decisions that are made at the school level.
• Are decisive
• Share decisions, then move ahead
• Are organized and efficient in your communication
• Are task and goal focused
• Provide clear expectations and timelines

As was stated, this subscale seems to describe me the best.  I’m very decisive when it comes to making decisions as I know that I have made sound judgements.  I feel that I’m organized and efficient with my communication when it comes to dealing with students and staff.  For instance, when approached by students or staff I tackle issues head on and make quick and calculated decisions.  In our school, we have a binder where our staff members report truancies.  This is an effective practice as I deal with student truancy daily to assist my staff to create the most ideal teaching environment.  This has helped me to become a more decisive and effective administrator that has clear expectations for both students and staff.
To conclude, the Myers-Briggs Test is an interesting tool used by educational institutions and having taken the test itself has given me insight into the personality that I bring to the proverbial educational table.  Further to this, this analysis has allowed me to look at the bigger picture when it comes to my extraversion, sensing, thinking and judging personality.  I hope to take what I’ve learned in the brief write up to my daily practice at work.


References Cited:
Moore, Timothy (2001) "Myers-Briggs Type Indicator". Encyclopedia of Psychology. Gale Encyclopedia of Psychology, 2nd ed. Gale Group, 2001.
Owens, Robert G and Valesky, Thomas C. (2007). Organizational Behavior in Education: Adaptive Leadership and School Reform, 9th Edition.  Publisher: Pearson Education Inc.

2011-2012 School Year in Motion

The new school year is well under way.  Students and staff are looking forward to a great year at Beaverlodge Regional High School.

Beaverlodge Regional High School 2011-2012 Edition!

Looking forward to a great year at Beaverlodge Regional High School.  Energized and ready to get the year started!

Human Dimension of Organization

Institutional theorists assert that the institutional environment can strongly influence the development of formal structures in an organization, often more profoundly than market pressures. Innovative structures that improve technical efficiency in early-adopting organizations are legitimized in the environment. Ultimately these innovations reach a level of legitimization where failure to adopt them is seen as "irrational and negligent" (or they become legal mandates). At this point new and existing organizations will adopt the structural form even if the form doesn't improve efficiency.  This statement alone depicts many schools across the country where efficiency is often marked by graduation completion rates or standardized testing results.  The bureaucratic structures that pervade schools of today are unique unto themselves as they must cater to a specific ethnic group, academic goal or developing a school culture that generates pride for ones school.
Meyer and Rowan argue that often these "institutional myths" are merely accepted ceremoniously in order for the organization to gain or maintain legitimacy in the institutional environment. Organizations adopt the "vocabularies of structure" prevalent in their environment such as specific job titles, procedures, and organizational roles. The adoption and prominent display of these institutionally-acceptable "trappings of legitimacy" help preserve an aura of organizational action based on "good faith". Legitimacy in the institutional environment helps ensure organizational survival. John Meyer and Brian Rowan, in particular, have done much to bring legitimacy back on the radar in their analysis of organizational and institutional myths.

Meyer and Rowan argue that institutions are legitimate not because they are efficient or provide in actuality what they say they do (Meyer and Rowan, 1983). Rather, institutions and organizations often do not map onto their blueprint, but become legitimized by reinforced practices, customs and rituals that have little to do with efficiency.  In my opinion, this perspective of the importance of efficiency that is presented by Meyer and Rowan is interesting because it highlights expectations of such things like standardized testing results.  Speaking from experience, as a teacher who teaches a standardized diploma exam; it can be extremely stressful in garnering the necessary results that your administration desires.  This type of bureaucratic top down theory brings forth two types of teachers, one that “teaches” to the exam to garner the best results or the other that attempts to create a better rounded student.  What would you choose?  According to Meyer and Rowan, you would opt for the prior but in the grand scheme of creating the ideal student and teacher you want both.   So, in a sense you are stuck between the proverbial rock and a hard place.

As such, the question remains is this top down bureaucracy and efficiency expectation the ideal way to build a schools structure.  My thought process on this is a follows these formal structures of legitimacy can reduce efficiency and hinder the organization's competitive position in their technical environment. To reduce this negative effect, organizations often will decouple their technical core from these legitimizing structures. Organizations will minimize or ceremonialize evaluation and neglect program implementation to maintain external (and internal) confidence in formal structures while reducing their efficiency impact.  The organization of a school and the people that work within it need flexibility and this mentality is important to the foundation of a good school.  This course has so far shown me that organization can be structured but at the same time their has been an evolution of sorts within teaching communities.  For instance, projects like our Alberta Initiative on School Improvement (otherwise known as our AISI project), has created a linkage between educators for collaboration.  The mentality of reinventing the wheel has gone by the wayside and technology has helped to create a globalized teacher that is connected to colleagues across the province.  This has influenced my instructional goals as it has shown me that we as teachers who used to sit in our own little classrooms are “no longer alone”.  This project is just one way that we have begun to develop a better classroom teacher and ultimately a better student.

To conclude, it is still important to understand that what Meyer and Rowan argue is fundamentally true, as a leader of a school you must as was highlighted in a song by Johnny Cash…”walk the line”…to create a school that models a efficiency and structure but also allows for the flexibility within the school to create its own identity.  This study is ongoing as society changes, so will school identity, structure and culture.  As school leaders, we will always be looking for the next best idea to enhance our classrooms and allowing for innovation within our schools will only enhance the development of our society as a whole.


References Cited:
Meyer, J. W., & Rowan, B. (1983). Institutionalized organizations: Formal structure as myth and ceremony. In W. Meyer, B. Rowan, & T. E. Deal (Eds.), Organizational environments ritual and rationality). Beverly Hills, CA: Sage Publications.
Owens, Robert G and Valesky, Thomas C. (2007). Organizational Behavior in Education: Adaptive Leadership and School Reform, 9th Edition.  Publisher: Pearson Education Inc.

Mission “Statement” Possible

Title: Mission “Statement” Possible
Case Study Introduction:
A school administrator is an educational leader who promotes the success of all students and staff by ensuring management of the organization, operations, and resources for a safe, efficient and effective environment. The case study that I’m going to highlight revolves around the development of a school mission statement.  Through the analysis of this case several questions emerge that will formulate my analysis of the case study:
 Questions:
1.      How important is a school mission statement in establishing what learning activities are used for continuous improvement? Is it the mission ‘statement” or the mission?
2.      As an administrator, how much influence should you have on the mission statement and goals of the school? Wouldn’t this depend on what kind of leader you are?
3.      What input should the staff have on the development of the mission statement and goals developed for the school?

 
Description of the case:

      The school that is the focus of the case study is one of the smallest in the province and serves approximately 285 students per year from grades Pre-K through 12. This school had a mission statement that was developed many years ago by a superintendent, named Mr. NoInput, no longer employed by the school system. It was poorly developed and had no input from the faculty, staff, or community. Many of the unwritten goals of the system also have changed with the change of superintendents. The current administrator, Mr. Opendoor wanted the input of the faculty and staff on what they believed our mission as a school should be.
      The school improvement/leadership team at school noted that the mission statement was outdated, reflected only a goal for the 9-12 segment of the school community, and the school community had no idea what the mission statement was. The principal, Mr. Golfman understood that this needed to be brought before the faculty, knowing that it would only be meaningful if they had input in its development. The mission of the three main segments, elementary, middle, and high school, should develop goals and missions within their segment. Teachers met in small groups designated by the age group that they work with on a daily basis. Some teachers had difficulty with understanding exactly what a mission statement was to be. Those on the leadership team from each age level group worked with a teacher to explain the difference between a motto and a mission statement, which seemed to be the largest misconception. Each small group developed both goals and a driving force behind what they were trying to accomplish on a daily basis. While some of these meetings were face to face, email was also utilized to ensure that time was used effectively by all. Anyone who wished to provide input could offer suggestions.
      Once developed, the three lists of goals and missions were developed into one for the entire school by the leadership team. Finally, the faculty was asked to approve the final mission statement in a faculty meeting. The mission statement is awaiting final approval by the Board of Education. The mission statement is a driving force behind staff development, learning experiences in the school, and decisions made such as hiring new teachers and the way instructional funds are spent.  As such, Mr. Golfman was able to create a positive direction for his school with the information that his staff was able to gather from the small age level groups discussions.

Case Study Analysis:

In order to appropriately analyze the case study, a two fold approach is necessary to achieve a complete picture of what I believe to be a common problem in many new schools that are being built in the province of Alberta. So, to start my analysis I need to answer the three questions that I postulated at the beginning of this case preparation.  The second portion of my analysis is to evaluate the leadership style of the people involved in the case study.
Answers to the Questions:

1.      How important is a school mission statement in establishing what learning activities are used for continuous improvement?

     A mission statement is the stated philosophy of the school or school district. With this in mind, it is difficult to have direction for school functions such as instructional practices and professional development. The mission statement should be the driving force behind all lessons and let the school know where they are going. All involved, teachers, staff, and students, should know the direction in this they should be headed. In creating this mission statement, teachers were given the charge to determine how the lessons and activities planned offered the final result, or what we wanted to leave the children being able to do.  Mr. Golfman and Mr. Opendoor “openness”, no pun intended, created an environment during the mission statement construction that gave everyone a vested interest in the school they work and learn in.  In my opinion this creates a stronger vision for the school because you always want to have the entire school community feel connected to one another.



2.      As an administrator, how much influence should you have on the mission statement and goals of the school?

          Administrators should ensure that a school has a mission statement that provides a focus for all school functions including professional development and instructional strategies that promote continuous improvement. With that being said, I believe that the administrator should be a facilitator of the adoption of the school's mission. Teachers, parents, and (when appropriate) students should be directly involved in the development of the mission statement and the school beliefs. This mission should focus on the direction the school is headed for school improvement and what the teachers want the students to leave the school with and what the students want to leave knowing. Furthermore, once the mission is adopted, it is the administrator's charge to find ways to ensure that all (faculty, students, and community) with a vested interest in the mission are made aware of it and buy into the beliefs at hand. Then, as new programs are brought  before the administration, a question should be asked, "Does this go with our goals and mission?" From this perspective, administrators should use the mission to drive the direction of the choices they make as well. Administrators should know when the mission statement should be revisited because it is a "living document" that should be changed when it is no longer meaningful to those involved in utilizing it. It should be revisited several times through the year to determine if this is the direction our instruction and professional development is directed. This should be something that the administrator determines.


3.      What input should the staff have on the development of the mission statement and goals developed for the school?

      The staff should work together to determine where they are going. It is important for teachers to have a common goal. Without the input of teachers, the document will be used in a limited capacity. It is pertinent for all faculty and staff to be aware of what the statement says and what it means to their expectations in their classrooms. Teachers that use the mission statement frequently may talk with students about expectations and goal setting find it a way to communicate expectations with our students. This can be used in either academic or disciplinary issues. Once the mission is developed, teachers should evaluate the effectiveness they are making towards the goals and mission.

 Evaluation of Leadership Style:

The level of performance in this case study is proficient and creates transformational leadership in spades. There are several reasons that I feel that the level of performance is being demonstrated and could be improved upon. First, the leadership being demonstrated by the principal is involving the stakeholders of the school in the development of a mission statement. This shared responsibility demonstrates that the stakeholders have a vested interest in the mission. The professional learning and instructional practices within classrooms are driven based on the outcomes expected in the mission statement. This is a positive direction for the administrator to be focusing the direction of the teachers. I feel that the lack of a quality mission statement prior to this time and the wide range of ages being taught in this school may have been a barrier for the direction that the school may have been heading in prior to this point. Although the administrator was visible, he knew what was going on in each classroom, and ensuring that it was operating where all students were learning, all faculty members were not engaged in a common goal that we had in mind for the students. It appears that this is now changing.

Another reason that I feel that the level of leadership for this standard is in the range of proficiency is the staff development chosen by the staff and administration is centered on the mission statement and our goals. The leadership demonstrated by the administrator is delegating responsibility to members of the school improvement team. The school is using action research to track and document what works with the students and what does not. The instructional practices that teachers are utilizing are research based and used to develop lessons for the diverse backgrounds and challenges facing students. By providing differentiated strategies, teachers have found ways to increase student involvement. This allows students to have ownership of their work and for them to internalize their understandings. Teachers are utilizing some of the same shared responsibility the administrator exhibits. Most of the work samples are synthesis based. The hallways, including the high school hall, is now filled with student work and teacher and student commentary on this work. It shows students that their work is valued and the learning comes from real world applications of the learning. It is a total change of thought in what our expectations were and now are where student work is concerned.