1. EC&I 808
Friday, October 14th

2. Recap Teacher Narratives – Due today Blogs… Readings…
Group Inquiry Into Teaching and Learning…

3. Davin’s Inquiry Into Teaching & Learning
The challenge based on my experience and narrative:
What is the role of a principal?
- Manager
- Traffic Controller
- Change Agent
- Instructional Leader

4. Davin’s Inquiry Into Teaching & Learning
The challenge based on my experience and narrative:
None of these frameworks of truly capture my vision of leadership.

5. Davin’s Inquiry Into Teaching & Learning
What do teachers at the school in which I work want?
My belief based on my experience or narrative is that teachers want to be supported, autonomous, connected, creative and, most of all, engaged.

6. Davin’s Inquiry Into Teaching & Learning
What practice intrigues and excites me?
Engaging Leadership
My key question became, “How can a principal support teacher engagement?” OR
“The Impact of Interventions Used by Principals on Teachers’ Intellectual Engagement”

7. Davin’s Inquiry Into Teaching & Learning
How can I find out more about this idea?
The challenge for me was that very little had been written about teacher engagement and nothing had be written about the role of the principal in supporting it. I was going to have to blend research from other fields together.

8. Davin’s Inquiry Into Teaching & Learning
The Research
Positive Psychology
Seligman and Csikszentmihalyi, move psychology away from a deficit approach toward looking for happiness.
Csikszentmihalyi (1990) – Flow – Individuals enter the state of flow when they have a challenge and have the skills to match it – it is considered the ultimate experience – similar to a pianist losing sense of time – how could teachers enter the flow zone at work
Dweck (2008) – Mindset – Growth vs Fixed.

9. Davin’s Inquiry Into Teaching & Learning
The Research
The Learning Sciences
Bransford, Brown and Cocking (2000) – A neuroscience perspective on the influence of the brain on learning.
OECD (2007) – Interconnectivity – connects thinking, feeling and action.
OECD (2007) – Social interactions influence learning significantly.

10. Davin’s Inquiry Into Teaching & Learning
The Research
Student Engagement
Willms, Friesen and Milton (2009) – What did you do in school today? – National research study – dimensions of engagement are social, intellectual and academic.
This research is the foundation of the Tell Them From Me survey

11. Davin’s Inquiry Into Teaching & Learning
The Research
Work Engagement
Maslach, Schaufeli, & Leiter (2001) – Engagement as the opposite of burnout
Hakanen & Roodt (2010) – Job demands model – social support, autonomy and feedback.
Sweetman & Luthans (2010) – Psychological capital model – efficacy, optimism, hope and resiliency are the core competencies.

12. Davin’s Inquiry Into Teaching & Learning
The Research
Educational Leadership
Whitaker (2003) – Its people not programs.
Fullan (2008) – Leadership is about relationships.
Deal and Peterson (2009) – School culture is important.
Dufour, Dufour and Eaker (2008) – professional learning communities.
Barber, Whelan and Clark (2010) – Shared vision.

13. Davin’s Inquiry Into Teaching & Learning
The Research
Design-based Research
Bereiter (2000) – Focus on innovation.
Amiel and Reaves (2008) – Connection between research and practice.
Anderson and Shattuck (2012) – Design-based research is iterative.

14. Davin’s Inquiry Into Teaching & Learning

15. Davin’s Inquiry Into Teaching & Learning
Connection to Action
- My personal narrative allowed me to uncover my challenge.
- My challenge led me to my question.
- My question led me to explore the research.
- The research informed my action.

16. Group Inquiry Into Teaching & Learning Presentations
In no particular order…

17. Break
Take 10 minutes.

18. Kumashiro Chapter #5
1. When does activism become “queer” activism, and what would make education a form of queer activism?
2. What aspects of education have become normalized, what aspects are today considered quite “queer,” and what does it mean to teach in a way that is designed to “continue experiencing the queer?”
3. What are other forms of activism besides queer activism, and what are strengths and weaknesses of each form in advancing social justice when compared with queer activism?

19. Break
Take 10 minutes

20. Life/Work Balance Wheel

21. Life/Work Balance Wheel
Over the last year, indicate the percentage of your time do you spend in each area?
Is this year consistent with a typical year for you? Why or why not.
How does this vary throughout the year?
Are there any of these dimensions that you are particularly satisfied with? Why?
Are there any of these dimensions that you are particularly dissatisfied with? Why?
What strategies help you balance life/work?
Identify one goal you have in regard to work/life balance.

22. Break
Take 10 minutes

23. Kumashiro Chapter #6
1. How can a curriculum that is inclusive of diversity be problematic, that is, what might be the “hidden curriculum” of even inclusive curriculums?
2. What are some examples of stories of perspectives that are often excluded from textbooks or from the media, why might this be so, and what are possible “hidden curriculums” that result from such exclusion?
3. What are various ways that you could organize, say, a U.S. history curriculum that would seek not only to be inclusive but also to address the partiality and contradictions of whatever is included?
4. What skills or knowledge do students need in order to think critically about the hidden curriculum?

24. For Tomorrow… Read Chapters #7 and #8 Be ready for more presentations
Prepare to work on Group Theory & Action Plan Presentation
Continue Blogging