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?

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    Sunday, October 20, 2013

    Karen Shibles

    With limited time for the collaborative development of instructional strategies, I have found success when the strategies are of the type that can be implemented immediately. When busy teachers walk away with something they can try in their classroom the very next day, there is growth. We have had success with literacy strategies as well as strategies to support our ELs. The challenge is in the sustainability of the strategies. Some will successfully implement a new strategy and make it part of what they do while others will do so for awhile but then lose track of that over time, reverting back to what is comfortable or what is routine. That's the tough part.

    We are frustrated with the recent test results and many of my colleagues want to take action, immediately. They are asking 'what can we do to improve test scores?' I worry that in a few weeks, after the buzz about the scores fades, the desire to really do some tough, reflective work will fade as well. I want to keep it a priority! Any suggestions?

    Many of the stage 2 and 3 Indicator strategies resonated with me. As I read them, I thought about how ideal they sounded. Can I be a Stage 2 or 3 leader and a full-time classroom teacher at the same time? Where are these resources, the time, the support, the professional development? I feel stuck in the "Know and Model" stage. 

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    3 comments:

    1. UnknownOctober 21, 2013 at 6:28 PM

      Karen, your question about being a Stage 2 or 3 leader and a full-time classroom teacher is a tough one. I have wonder the same thing as I have been reading this book. I have come to a personal decision that as a full-time classroom teacher it is OK to be a part-time Stage 2 or 3 leader. As a leader I want to implement all of these ideas about collaboration and help all teachers develop deeper content and pedagogy understanding but as a full-time classroom teacher there is no way to do it all. I have settled with the idea that I can support and encourage this teacher growth through grade level and/or department/committee work and through my position on my building based leadership team. As teacher leaders we have to be OK with the idea that we don't have the time or ability to address all of the needs that we recognize and celebrate any small success that we may have.

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    2. UnknownOctober 24, 2013 at 1:12 PM

      I'm District Science Coordinator and teach four 7th grade Science blocks (standard is 5 blocks). District is a Kindergarten, Primary (1-3), Intermediate (4-5), middle (6-8), high school (9-12) and regional vocational center. Adult Ed and Alt Ed are included. This assignment started in April, or so. Anyone else in a similar boat?

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    3. AnonymousOctober 27, 2013 at 6:37 PM

      Karen - your question about being a full time classroom teacher and be a stage 2 or 3 leader is indeed a difficult question. Juggling our busy teaching days and finding time to be a leader at these levels is not easy. It seems like on way for you to be a leader and a full time classroom teacher is to keep your enthusiasm of the work you are doing as a district, as well as sharing your results. Perhaps the way for you to be the leader is to be the one who does keep the work alive as the year progresses - help others remember the goals you have set as a school. Do you have grade level meetings or time that you can talk together? Maybe this is a way that you could move from Stage 1: Know and Model to Stage 2:l Collaborate and Implement.

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