The PRIME Leadership Framework Book Blog
Welcome to our Governor's Academy blog! During the Fall of 2013, we used this site to discuss the book, The PRIME Leadership Framework.
Governor's Academy Fellows have recently expressed interest in developing our own definition of what's frequently a "buzz word": STEM. So, let's talk! In order to bring the other Governor's Academy Fellows and Mentors into our conversation, I encourage some of you who attended our work session at the Abromson Center to get the discussion started. Why the interest in creating our own operational definition of STEM for Maine?
To reply to a post, click on Comments at the bottom of the post.
To start a new post, click on New Post at the top right. However, to start a new post you have to have a Google account. If you don't want to register on Google, you can send Kyle the text and a title for your post or comment and he will upload it for you.
We have a diverse and well-rounded group, which should lead to some interesting conversations. One thing to remember - the most recent post is always at the top of the blog. If you haven't been on for a while, scroll down and work backwards.
Feel free to play around with it a bit to get to know how it works. Try a test post - you can always delete it afterwards. Don't hesitate to wade right in!Looking for something else? Try the Governor's Academy Website!
I just attended the Fall Collaborative of the Maine Physical Science Partnership at U Maine, Orono. I am intrigued by Designed Based Research addressing persistent problems, driving professional development and thus affecting instructional strategies. The three largest persistent problems (for the classroom) identified were 1. going from macro-thinking to micro-thinking 2. fostering independent thinking and curiosity 3. promoting a culture of active learning and doing science. These are the elements I think we as Stage 2 and 3 leaders need to focus upon.
ReplyDeleteRegards,
Mickie Flores
I'll look forward to a discussion of "fostering independent thinking and curiosity" on November 4 and 5. How do we help colleagues to "let go" of the standard stand & deliver model?
DeleteI'm with you, Ann! I'd also love to hear what folks are doing as they think about the culture of active learning and doing science. I feel like I am not DOING enough science with my students, and struggle with the balancing the need to cover so many content standards while meeting the content. Thank goodness that the NGSS actually takes away some biology content and focuses on the process. :)
DeleteEventually, I hope to bring a group of folks to the point where we have a vertically and horizontally aligned curriculum document which is implemented. I am struggling with this effort, and have focused first on building relationships between schools. I feel that without strong relationships, this work will not feel collaborative or be ultimately successful. So, my goal: Curriculum Indicator 3, stage 2... See you all tomorrow!
ReplyDeleteAs I read the Assessment Indicators, I was once again reminded about the importance of assessment and what leaders do to help ensure that assessment is complete. I think our teachers do provide students with specific feedback about our essential learning. I'd like to see us use the results to help students continue to work toward being successful with items from assessments where they did not completely meet the standard. We are better at helping students continue to work on concepts that aren't solid by an assessment, but I think we could still improve. The stage 3 leader "develops and monitors a systemic district, regional, or provincial process through which teachers provide students with timely, ongoing, and meaningful feedback." pg. 51. Later, pg. 52, the Framework indicates that the Stage 3 leader "implements a variety of interventions and supports for those students" who have been identified as not successful. This is the key area in which I think I can continue to work with teachers and their practice.
ReplyDeleteI'm not sure yet how I will incorporate this into my plan.
I agree with your thinking about the importance and need for collaboration Maureen. I think our 9th grade math and science teachers work collaboratively together to have students complete a couple of projects during the year that have both a science and math connection and requirement. I'm not sure when they find time to do the planning for this but they do function as a team, much like our middle school teams.
ReplyDelete