In the Room Activity
My working definition of a leader:
"Being a leader is giving others the tools to discover their strengths and inspiring them to be the best version of themselves."
The connections I saw with my objects is they were about planning for the future you want, aiming high, while keeping your mind and heart grounded in the things that are most important in life. All of my images were personal to me. There are three art projects: one created by myself (TN heart/strings), one painted by my daughter and the star was folded by my husband. Family is important to me which is evident in what I was instantly drawn to. Other things that inspire me are nature, music, art and quotes. This display of 6 pictures sums up my character in a very succint way. :)
I think a leader impacts the room by demonstrating their vision, through passion and words. Do they engage other people in a conversation or do they dictate orders? Is it a community of learners or a room of worker bees? We are undergoing a lot of transition and change in leadership at my school right now and it has affected my sense of stability and confidence on a daily basis. I never realized how powerful this affect could be until now. The spring reading "Rocking the Boat" is coming at a perfect time for me, professionally.
A leader impacts others emotionally in so many ways. Does the leader validate the job you're doing and make an effort to understand you? Does the leader communicate with you and understand the strengths you have as an individual? Does the leader engage you as a professional to see what kinds of new ideas you can bring to the table to solve a particular problem or drive the school (or business) in a new direction? If a leader is interactive and sees the staff as a team, where information and ideas flow througout the system (not just from the top down), this kind of leader can be inspirational because they show they care and believe that you have good ideas. An exceptional leader is also able to transform the staff by pushing their boundaries and asking them to think creatively. Oppositely, a leader can cause a slump in morale if he or she does not communicate with the staff and see that each of them has ideas and strengths. If a leader does not try to learn from and also grow the minds of those he or she works with, this creates a negative and stagnant culture.
Rocking the boat by Debra Myerson
Book Review
Rocking the Boat was essentially about becoming an everyday leader in the workplace. First, it is important to look inward to get in touch with one’s “self” and consider one’s social identity. What matters to you? What do you believe and value most in your life? This sense of knowing what’s most important allows one to be confident and feel empowered in challenging situations which require some form of confrontation. The idea of a “tempered radical” is someone who is in touch with themselves and their unique perspective and identity and seeks to change societal norms that are at odds with their core sense of self. Tempered radicals are agents of change, in big ways and small ways.
Oftentimes, people feel powerless to stand up for themselves or other people in a conflict and instead remain silent and conform to the majority. However, a tempered radical sees conflict as an opportunity to share their ideas and teach others to see things from a new perspective. They have a variety of ways to deal with conflict so that when these moments arise they have different choices on how to respond in a way that has the greatest impact. Usually, these are small acts that challenge status quo. But, with the proper vision, those small acts can later be put together into a coherent package, which makes those small wins pack a greater punch.
Tempered radicals are leaders that push others to learn and they make connections with like minded people to make an even bigger difference. They inspire people by having the courage to tell the truth even when it's difficult to do so and by having the conviction to stay engaged in tough conversations.
How am I different?
I feel that I do not fit into any of the three categories she mentioned. All my life I have been a quiet and observant person rather than an active and vocal individual. I am often so afraid of offending someone by expressing my beliefs that I choose in all situations to keep them to myself. I now realize this is because I have not "looked inward" the way that Debra Myerson suggests, to determine what is most important to my sense of self in the public sphere. I never stand up for myself in situations that warrant it and instead internalize my frustration, sadness, guilt, etc. When I imagine how a conflict will be resolved, it is always the extreme- silence or explosive, defensive argument. I now realize there are many other ways to deal with conflict and communicate my ideas to others. This was an empowering realization for me even though I'm embarrassed to admit that I never considered the alternatives before.
If I had to pick one of the three I would say I most closely relate to the philosophical differences group at this moment in my life. My school is currently undergoing an administrative turnover and there are new agendas coming from the top that I do not believe are the best thing for the students or the school as a whole. I think this program as made me more in touch with what I believe great teaching looks like and the confidence I have makes me want to take a stand for maybe the first time in my life.
Becoming a tempered radical
I see myself as a historically silent person who conformed entirely to whatever system I found myself in. Lately, (right before I started reading this book) I believe I have started to become a tempered radical by working within the system that I am in and doing small things to create positive changes at my school. I would like to become someone who stands up for myself and others in situations that require it rather than silently observe. I would like to be more in touch with the parts of myself that I value the most so that I feel confident in challenging situations to act appropriately. The biggest lesson I am taking away from this book is that conflict is an opportunity rather than something to be feared. I also realize there are options about how to deal with conflict and it's not a now or never endeavor. It also does not have to be a big challenge, it can be a small act and by doing that small act I will be even more likely to act in other small ways in the future.
It also made me appreciate my friend and colleague, Karen, even more because I realize that she embodies all of the ideals of a tempered radical. She's a leader who is vocal when she disagrees with you and is still able to have a conversation to see your perspective. She consults others before taking action and steps back to make sure she's acting in a way that will have the best outcome. She is also very much in touch with her core self which is what I have always really admired about her.
Facing Challenges
As described earlier, I am most affected by the "tolls of ambivalence." This leads to a lot of anxiety, guilt and loneliness as Meyerson stated. In my current situation there is also an impulse to conform to what administration is pushing (SAT focus in class). It seems as if all of the administration is on board with this new agenda so what choice do I have? I am also guilty of waiting for a better time or waiting for someone else with more power to take a stand rather than me. I worry about damaging my reputation by confronting things that I disagree with, especially since we have a new administrative team. I am more inclined to stay quiet until they know me better and can appreciate the job that I do before I openly disagree with their perspective and vision for our school. This leads to frustration and burnout because if my efforts in my classroom are not valued and an alternative approach is proposed that conflicts with what I feel is best for my students it makes me want to give up. I value interactive, fun, creative professional development opportunities for teachers. I value collaborating, celebrating and learning from great teachers that work at my school. If my administration values SAT scores above all of those things- it just leaves me speechless and sad.
My working definition of a leader:
"Being a leader is giving others the tools to discover their strengths and inspiring them to be the best version of themselves."
The connections I saw with my objects is they were about planning for the future you want, aiming high, while keeping your mind and heart grounded in the things that are most important in life. All of my images were personal to me. There are three art projects: one created by myself (TN heart/strings), one painted by my daughter and the star was folded by my husband. Family is important to me which is evident in what I was instantly drawn to. Other things that inspire me are nature, music, art and quotes. This display of 6 pictures sums up my character in a very succint way. :)
I think a leader impacts the room by demonstrating their vision, through passion and words. Do they engage other people in a conversation or do they dictate orders? Is it a community of learners or a room of worker bees? We are undergoing a lot of transition and change in leadership at my school right now and it has affected my sense of stability and confidence on a daily basis. I never realized how powerful this affect could be until now. The spring reading "Rocking the Boat" is coming at a perfect time for me, professionally.
A leader impacts others emotionally in so many ways. Does the leader validate the job you're doing and make an effort to understand you? Does the leader communicate with you and understand the strengths you have as an individual? Does the leader engage you as a professional to see what kinds of new ideas you can bring to the table to solve a particular problem or drive the school (or business) in a new direction? If a leader is interactive and sees the staff as a team, where information and ideas flow througout the system (not just from the top down), this kind of leader can be inspirational because they show they care and believe that you have good ideas. An exceptional leader is also able to transform the staff by pushing their boundaries and asking them to think creatively. Oppositely, a leader can cause a slump in morale if he or she does not communicate with the staff and see that each of them has ideas and strengths. If a leader does not try to learn from and also grow the minds of those he or she works with, this creates a negative and stagnant culture.
Rocking the boat by Debra Myerson
Book Review
Rocking the Boat was essentially about becoming an everyday leader in the workplace. First, it is important to look inward to get in touch with one’s “self” and consider one’s social identity. What matters to you? What do you believe and value most in your life? This sense of knowing what’s most important allows one to be confident and feel empowered in challenging situations which require some form of confrontation. The idea of a “tempered radical” is someone who is in touch with themselves and their unique perspective and identity and seeks to change societal norms that are at odds with their core sense of self. Tempered radicals are agents of change, in big ways and small ways.
Oftentimes, people feel powerless to stand up for themselves or other people in a conflict and instead remain silent and conform to the majority. However, a tempered radical sees conflict as an opportunity to share their ideas and teach others to see things from a new perspective. They have a variety of ways to deal with conflict so that when these moments arise they have different choices on how to respond in a way that has the greatest impact. Usually, these are small acts that challenge status quo. But, with the proper vision, those small acts can later be put together into a coherent package, which makes those small wins pack a greater punch.
Tempered radicals are leaders that push others to learn and they make connections with like minded people to make an even bigger difference. They inspire people by having the courage to tell the truth even when it's difficult to do so and by having the conviction to stay engaged in tough conversations.
How am I different?
I feel that I do not fit into any of the three categories she mentioned. All my life I have been a quiet and observant person rather than an active and vocal individual. I am often so afraid of offending someone by expressing my beliefs that I choose in all situations to keep them to myself. I now realize this is because I have not "looked inward" the way that Debra Myerson suggests, to determine what is most important to my sense of self in the public sphere. I never stand up for myself in situations that warrant it and instead internalize my frustration, sadness, guilt, etc. When I imagine how a conflict will be resolved, it is always the extreme- silence or explosive, defensive argument. I now realize there are many other ways to deal with conflict and communicate my ideas to others. This was an empowering realization for me even though I'm embarrassed to admit that I never considered the alternatives before.
If I had to pick one of the three I would say I most closely relate to the philosophical differences group at this moment in my life. My school is currently undergoing an administrative turnover and there are new agendas coming from the top that I do not believe are the best thing for the students or the school as a whole. I think this program as made me more in touch with what I believe great teaching looks like and the confidence I have makes me want to take a stand for maybe the first time in my life.
Becoming a tempered radical
I see myself as a historically silent person who conformed entirely to whatever system I found myself in. Lately, (right before I started reading this book) I believe I have started to become a tempered radical by working within the system that I am in and doing small things to create positive changes at my school. I would like to become someone who stands up for myself and others in situations that require it rather than silently observe. I would like to be more in touch with the parts of myself that I value the most so that I feel confident in challenging situations to act appropriately. The biggest lesson I am taking away from this book is that conflict is an opportunity rather than something to be feared. I also realize there are options about how to deal with conflict and it's not a now or never endeavor. It also does not have to be a big challenge, it can be a small act and by doing that small act I will be even more likely to act in other small ways in the future.
It also made me appreciate my friend and colleague, Karen, even more because I realize that she embodies all of the ideals of a tempered radical. She's a leader who is vocal when she disagrees with you and is still able to have a conversation to see your perspective. She consults others before taking action and steps back to make sure she's acting in a way that will have the best outcome. She is also very much in touch with her core self which is what I have always really admired about her.
Facing Challenges
As described earlier, I am most affected by the "tolls of ambivalence." This leads to a lot of anxiety, guilt and loneliness as Meyerson stated. In my current situation there is also an impulse to conform to what administration is pushing (SAT focus in class). It seems as if all of the administration is on board with this new agenda so what choice do I have? I am also guilty of waiting for a better time or waiting for someone else with more power to take a stand rather than me. I worry about damaging my reputation by confronting things that I disagree with, especially since we have a new administrative team. I am more inclined to stay quiet until they know me better and can appreciate the job that I do before I openly disagree with their perspective and vision for our school. This leads to frustration and burnout because if my efforts in my classroom are not valued and an alternative approach is proposed that conflicts with what I feel is best for my students it makes me want to give up. I value interactive, fun, creative professional development opportunities for teachers. I value collaborating, celebrating and learning from great teachers that work at my school. If my administration values SAT scores above all of those things- it just leaves me speechless and sad.
Setting Goals: Instrumental and Missional Thinking
Short-term Goals
I would like to attend a local education conference. I would also like to talk to my administration about presenting some of the ideas I have learned through MSUrbanstem to the rest of my colleagues during our monthly CIWP meetings. I think I could inspire other teachers to share the vision of what great teaching looks like and network with like-minded individuals in the building who can help to change the direction of the school in the long-term.
Long-term Goals
I would like to present at a local or national teaching conference to share my ideas with others. I think the confidence I would gain from this experience would empower me to be a better leader. I want to take my instruction to another level and channel my newfound creative energy into something that would help me professionally and, at the same time, influence other teachers.
I would like to attend a local education conference. I would also like to talk to my administration about presenting some of the ideas I have learned through MSUrbanstem to the rest of my colleagues during our monthly CIWP meetings. I think I could inspire other teachers to share the vision of what great teaching looks like and network with like-minded individuals in the building who can help to change the direction of the school in the long-term.
Long-term Goals
I would like to present at a local or national teaching conference to share my ideas with others. I think the confidence I would gain from this experience would empower me to be a better leader. I want to take my instruction to another level and channel my newfound creative energy into something that would help me professionally and, at the same time, influence other teachers.
Five Year Plan
Goals:
My short and longterm goals are in line with my vision from earlier in the year. Additionally, I would also like to start an education blog where I can reflect and set goals for myself. I would also like to read more books and publications related to education and leadership. I have always wanted receive the Journal of Chemical Education and Wired Magazine because I know I would read it if it were in my hands. During the last few months I have really enjoyed reading things in my Twitter feed related to educational best practices and the latest in scientific discoveries. I know that I would be inspired to integrate new connections to my class if I am aware of what's new.
I am looking to anticipate change at the administrative level of my school. I want to be more involved in the vision of my school and the implementation of new initiatives so that I can influence more teachers and build a stronger professional learning community.
The diversity of my personal learning network is growing more everyday. I have connected with passionate teachers from my past and current teachers at my school that I respect. I see the value in networking outside of my subject area to grow as an individual. I used to think that if I were the best teacher I could be for my students then I was doing the best job I could be doing. Now I see that if I am an island there's no way I can reach my full potential in the classroom.
As a result of this graduate coursework I feel more courageous than ever before on a personal and professional level. When I look at the units that are currently taught and the way they are delivered I am more confident than ever that a major revamping is in order. I have felt guilty all year that my transformation in the classroom has primarily been only in my neuroscience classes. I know that the relationship between the students and our learning community in my chemistry classes as a whole could have been enhanced if I had applied my new vision in those classes too. I have always felt like something was missing- the storyline, the answer to "why are we learning this?" Now I can confidently answer that question and engage students in a way that creates authentic experiences that develop not only the skills of my students but also the student as an individual. I am so excited for next year!
List of Resources for Educators
Below is a curated list of Conferences/Workshops, Books/Movies, and Grants that are available for a chemistry teacher who wishes to improve their chemistry instruction and achieve their true leadership potential.
This list was created using Blendspace.
List of Resources (link!)
Resources:
Conferences/Workshops:
NSTA Conference
AAAS Annual Meeting
Chemistry in Context ACS Workshop
ChemEd Conference
Conference for the Advancement of Science Teaching
Books/Movies:
Elon Musk by Ashlee Vance
Delivering Happiness by Tony Hsieh
Napoleon’s Buttons
The Lost Elements: The Periodic Table’s Shadow Side
Reaction: Chemistry in Movies
Switch: How to Change Things When Change Is Hard
The Growth Mindset Coach
Grants:
Fund for Teachers
Teachers for Global Classrooms
Fulbright Distinguished Awards in Teaching Program
James Bryant Conant Award in High School Chemistry Teaching
Chicago Foundation for Education Grants
ACS-Hach High School Chemistry Classroom Grant
Personal Learning Network:
Monico Yadao- LTAC English Teacher Lane Tech
Dan Law and Jeff Solin- Computer Science teachers at Lane Tech
Mr. Logalbo- Basketball coach at Lane Tech
Tom Bertenshaw- English teacher at Lane Tech
Mike Heinz- Lead Chemistry Teacher Downer's Grove High School and Director of ChemWest
My short and longterm goals are in line with my vision from earlier in the year. Additionally, I would also like to start an education blog where I can reflect and set goals for myself. I would also like to read more books and publications related to education and leadership. I have always wanted receive the Journal of Chemical Education and Wired Magazine because I know I would read it if it were in my hands. During the last few months I have really enjoyed reading things in my Twitter feed related to educational best practices and the latest in scientific discoveries. I know that I would be inspired to integrate new connections to my class if I am aware of what's new.
I am looking to anticipate change at the administrative level of my school. I want to be more involved in the vision of my school and the implementation of new initiatives so that I can influence more teachers and build a stronger professional learning community.
The diversity of my personal learning network is growing more everyday. I have connected with passionate teachers from my past and current teachers at my school that I respect. I see the value in networking outside of my subject area to grow as an individual. I used to think that if I were the best teacher I could be for my students then I was doing the best job I could be doing. Now I see that if I am an island there's no way I can reach my full potential in the classroom.
As a result of this graduate coursework I feel more courageous than ever before on a personal and professional level. When I look at the units that are currently taught and the way they are delivered I am more confident than ever that a major revamping is in order. I have felt guilty all year that my transformation in the classroom has primarily been only in my neuroscience classes. I know that the relationship between the students and our learning community in my chemistry classes as a whole could have been enhanced if I had applied my new vision in those classes too. I have always felt like something was missing- the storyline, the answer to "why are we learning this?" Now I can confidently answer that question and engage students in a way that creates authentic experiences that develop not only the skills of my students but also the student as an individual. I am so excited for next year!
List of Resources for Educators
Below is a curated list of Conferences/Workshops, Books/Movies, and Grants that are available for a chemistry teacher who wishes to improve their chemistry instruction and achieve their true leadership potential.
This list was created using Blendspace.
List of Resources (link!)
Resources:
Conferences/Workshops:
NSTA Conference
AAAS Annual Meeting
Chemistry in Context ACS Workshop
ChemEd Conference
Conference for the Advancement of Science Teaching
Books/Movies:
Elon Musk by Ashlee Vance
Delivering Happiness by Tony Hsieh
Napoleon’s Buttons
The Lost Elements: The Periodic Table’s Shadow Side
Reaction: Chemistry in Movies
Switch: How to Change Things When Change Is Hard
The Growth Mindset Coach
Grants:
Fund for Teachers
Teachers for Global Classrooms
Fulbright Distinguished Awards in Teaching Program
James Bryant Conant Award in High School Chemistry Teaching
Chicago Foundation for Education Grants
ACS-Hach High School Chemistry Classroom Grant
Personal Learning Network:
Monico Yadao- LTAC English Teacher Lane Tech
Dan Law and Jeff Solin- Computer Science teachers at Lane Tech
Mr. Logalbo- Basketball coach at Lane Tech
Tom Bertenshaw- English teacher at Lane Tech
Mike Heinz- Lead Chemistry Teacher Downer's Grove High School and Director of ChemWest