Week 16 2024-04-30
- Dissertation hints
- Figure out how to structure
- literature review. Dissertation proposal
- Lit review
- justification
- how you will do what you do.
- Including IRB
- Committee read, and passed off on it.
- Proposal
- Touch base with faculty member 1 time per week to stay in touch about your plan for a dissertation.
- Backward plan the dissertation.
- only need 3 faculty for the dissertation committee.
- How to narrow down, talk to Marvin.
Week 14 - 2024-04-16
- Human development and learning is a long and tumultuous journey.
- ER Rhodes -
- Book Ethic of Excellence
- We are afraid people will steal things.
- There are predictors to success - schools don’t teach to those things typically.
- KIPP - metric of success was getting acceptance letter
Week 13 - 2024-04-09
- Think of a leadership decision or problem or plan that is either currently on your plate,
or has been or will be (or, if you do not have a leadership role, that you have seen
others tackle or currently need to tackle). - Now think about how this could be dealt with in a more empowering way. Who could
be involved? How could they be empowered? - Think of all the leadership qualities we have studied thus far (from PRIMED, from CViL,
etc.). Which ones would support the move to being more empowering in this way (e.g.,
those you empower might function better if they knew you were authentically forgiving
if they try and stumble).Week 12 - 2024-04-02
- Empowerment - leave of absence from their job to work at the ministry of education
- Nobody has ever called my house to say something good about my child
- Choose your own adventure: Also, have we taken Empowerment too far, where kids, teachers, principaAlso, what would empowerment look like if schools were designed for kids and not designed for adults?ls, have too much power? And parents!
- Also, what would empowerment look like if schools were designed for kids and not designed for adults?
- What does empowerment look like in an ideal environment? Like summer hill school, where all students are empowered with leadership responsibilities? And is it possible to have non-lip-service empowerment in public schools?
- How do we respond tot he idea that you can’t actually empower anyone because we don’t actually have control over them like we think?
- Making families feel welcome
Week 11 - 2024-03-19
- Modeling - easiest to design, hardest to implement
- Mentor/role model
- Mentor can be an exemplar, but not a model of human goodness
- Study of character traits.
- How to select good role models? - What to do with someone who is problematic
Week 9 2024-03-12
- Self determination theory
- Natural value of being a good person
- Rewards are the worst. Material motivators are the worst.
- Can’t just go cold turkey.
- Do an audit to see what is actually happening.
- Trying to take the things they don’t value and help them learn to value it.
- Weaning piece - how do we wean them off of extrinsic motivation
- May need PBIS/Extrinsic rewards for certain populations.
- The origin of PBIS in special education.
- What is NOT extrinsic?
- Praise - NSOC isn’t that an external motivator?
- Induction -
- How do you teach them the right behavior without it being extrinsic? Doing it in service of teaching a skill. Head heart and hands.
Week 8 - 2024-03-05
- Courageous Patience
- I want to forgive you because holding that venom hurts me.
- educ7620 implementation paper
Week 7 2024-02-27
- How to build relationships - knowledge of the other, have fun with the other.
- Good development around developing relationships.
week 6 2024-02-20
Reflection Questions for Leadership Inner Strengths
Noble Purpose [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you have a clear vision for the kind of school you want to shepherd? 5
o Is your vision explicitly grounded in clearly articulated values that you consider important? 5
o Is it focused on goodness, both at the individual level (moral character development of students, for example) and at the communal level (doing good in the world)? 5
o Do you articulate and share the vision? 5
o Are you open to feedback and improvement on your vision? 4
Humility [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you put the good of the school before yourself? 4
o Do you focus on others; i.e., do you listen to others, do you care about the well-being of others, etc.? 3
o Do you admit your mistakes or lack of knowledge, or are you defensive and try to cover up? 4
o Do you tell the truth even when it puts you in a bad light? 2
o Do you take responsibility for the consequences of your actions, policies and decisions? 4
o Do you seek help when you need it? 5
o Do you recognize and rely on others for strengths that they have and that you do not? 4
Benevolence [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you invest resources (time, money, policy, structures) into taking care of all members of the school community? 5
o Are the feelings of others important to you? 3
o Do you authentically care about others? Even the challenging and less likeable others? 5
o Do you love kids? Even the “frequent flyers” who are often in trouble for misbehaviors? 5
o Do you recognize that all of us are imperfect? 5
o Can you avoid being judgmental of others who stumble? Do you see weakness in others as a failing? 4
Ethical [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you have a moral compass; is your life directed toward doing what is good and right? 5
o Is being good more important to you than winning? 5
o Do you follow the Golden Rule (or the Platinum Rule: Do unto others as they would want you to do unto them)? 5
o Do you consider the consequences of your actions and decisions on others, particularly on their welfare and rights? 4
o Do you intervene when you see a wrong being perpetrated? 2
o Can you resist peer pressure, tradition, authority, and/or popular opinion to do what is right? 5
Moral Courage [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o When tough moral challenges are confronted, do you have the strength to take them on? 5
o Are you willing to suffer for what is right? 5
o Can you make the hard decisions, and own them and stick to them? 5
o Does your staff feel that they can trust you to do what is right, when it is hard to do so? 2
o Does your staff believe you will have their backs when they are right? 4
o Do you speak your mind, your truth, even if it is not popular?5
o Are you willing to step out of your comfort zone, even put yourself at risk, to do what is right? 5
Gratitude [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you feel grateful for your life? 5
o Do you feel grateful for your job? 5
o Do you feel grateful for the people around you? 3
o Do you let people know you are grateful for them? 4
o Do you see the glass as half-full and not half empty? 5
o Do you regularly send thank you notes to staff, students, parents, and others? 3
o Do you make a daily list of things for which you are grateful? 4
o Do you encourage others in the school to do likewise or even create structures and practices for them to reflect on and express their gratitude? 5
Honesty [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you value truth over harmony and popularity? 5
o Do you strive to tell the truth? 3
o Is it important to you when others do or do not tell the truth? 3
Forgiveness [Rate Yourself from 1 (Does not describe me) to 5 (Describes me well) ___]
o Do you recognize anger at others as an impediment to your well-being and your effectiveness? 4
o Do you work to unburden yourself of anger at others? 4
o Are you able to find constructive ways to move forward from injustices and unwarranted obstacles? 3
o Can you have healthy relationships with people who have wronged you? 3
Now list the two characteristics you most would want to work to improve:
1. I want to be better at telling the truth
2. I want to have healthy relationships with people that have wronged me.
Week 5 2024-02-13
- adjectives
- Purpose
- Prioritization
- Authentic - Important in talk, but not in action
- derivative - good in kids in a means to another end.
- Work context, allocation of rhetoric, time, and material resources.
- It’d be great if there were money for this, but I don’t think that schools can use the money effectively. There’s too much waste in my experience.
- This school is a school of _________
- Schools have no identity
- Prioritization and finding kindred spirits.
- Work with the willing
- What can you do to get stakeholdgroups to join in?
- Teachers - vision - end game, simple to see their role
- Parents - show how we’re on the same team.
- Students - They will go along with anything.
- Professional Development - make plans that involve them in the process. Character education is rocket science - so train them like Rocket Scientists. Make it ongoing. Give people credit for choosing their own path
Week 4
- Being a model - having these frank conversations.
- Be the character you want to see in your staff
- Holes in the literature.
- What works in Character Education lit review. - led to PRIMED
- The design principles overlap with each other.
- Lit review asks what works?
- Meta-analysis asks does it work?
- P - Prioritization
- R - Relationships
- I - Intrinsic Motivation
- M - Modeling
- E - Empowerment
- D - Developmental curriculum
- JUST community model
week 3
- Amy Johnston
- What is Character Ed? underemphasizing Moral Character. Moral Character Performance Character Amy Johnston 11 Principles