Skip to main content

Kamehameha Schools (KS) Teacher Leadership Academy 2013 Dorothy's Top 3 Highlights

Participating in the inaugural KS Teacher Leadership Academy with our facilitator Joeleen Killion and numerous KS teacher leaders was a great experience for me this past July.  My top 3 highlights for our three days together included:


  1. Teacher leader roles and attributes are numerous, yet essential.  
    1. Roles range from data coach, classroom supporter, school leader, resource provider, mentor, learning facilitator, instructional specialist, curriculum specialist, catalyst for change, and continuous learner.  
    • Attributes of teacher leaders: their knowledge to understand information, theories & research; beliefs about the value of specific information and/or strategies; skills they possess to apply their knowledge; aspirations and desire to engage in a particular practices; and behaviors to consistently apply knowledge and skills.
    • We summed up our thoughts of a teacher leader through a visual reflection image (posted here).
  2. Teacher leader standards provide a framework for meaningful discussions on the knowledge, skills, and competencies expected of teacher leaders.
    • Domain I: Fostering a collaborative culture to support educator development and student learning
    • Domain II: Accessing and using research to improve practice and student learning
    • Domain III: Promoting professional learning for continuous improvement
    • Domain IV: Facilitating improvements in instruction and student learning
    • Domain V: Promoting the use of assessments and data for school and district improvement
    • Domain VI: Improving outreach and collaboration with families and community
    • Domain VII: Advocating for student learning and the profession
  3. Facilitation and communication strategies for teacher leaders are tools that will assist a teacher leader.  I've listed several examples utilized below.
    • Our facilitator, Joellen, modeled various facilitation strategies well.  I particularly liked her learning buddies clock strategy in which she had us identify 12 individuals in the room we don't usually work with and paired us up to complete various activities throughout the 3 days.  Good strategy to mix individuals throughout the event.
    • We also reflected consistently using images and/or several key words to capture our thoughts. We then paired up with a buddy to combine our words into a "phrase."
    • During an activity in which we watched a model school staff meeting with teacher leaders video, each table was asked to focus on a specific topic to report out on.  This strategy sustained a large group of individuals' attention, but also placed responsibility (kuleana) on each group to process and share out allowing everyone to easily reflect on concepts afterwards. 
How will I apply what I have learned?
  1. We completed a 30 & 60 day plan, in which I plan to discuss and integrate teacher leader roles with my team and various project teams I participate in.  
  2. I also plan to self-reflect as a teacher leader and how I can continue to improve in my current role at KS, including applying facilitation strategies modeled by Joellen.
  3. To date, I have already worked with Claire to integrate teacher leader roles into the Charter Schools blended and online support project we're kick starting as well as had discussion with our Tri-Campus blended ad online project team discussions as we discuss next steps on how we could better support teacher leaders at KS interested in blended and online learning.

Comments

Popular posts from this blog

E pule kakou . . .

Aloha all,
I was trying to think so hard of a "techie" tip and finally gave up. I even googled "tips and tricks" for various programs and then thought "I can't blog about something I don't actually use!" Then, as I was sitting in my Papa Makua class, doing all kinds of protocal and thought about how we keep looking for a short pule to do to open our meetings. I had `A`ali`i write a pule in Hawaiian. He was worried about the grammar and structure of it so I asked Kelly C. to kökua by editing and doing an audio recording so you can hear the pronunciation. Hope it's helpful :)

E ho`omalu käkou
E kö mäkou makua i loko o ka lani
Mahalo no nä pömaika`i a pau. Mahalo no ke ali`i lokomaika`i o Pauahi a me këia kula nei. E `olu`olu, e kia`i iä mäkou i ke alahele küpono me ka lökahi.
Ke nonoi ha`aha`a nei mäkou i ka inoa o Iesu Cristo
`Ämene

`Unuhi (translation):
Let us pray
Our Father in heaven
Thank you for all the many blessings. Thank you for the generous Pri…

Highlights from the Adobe Photoshop SkillPath Seminar

Last week, Jenny Tanaka and I attended an Adobe Photoshop seminar in Waikiki at the DoubleTree hotel.

A  few major benefits of attending seminars like this include the following: seeing what is possible in the program, becoming better equipped to do research into Photoshop's features, and watching a "Photoshop guru" put some tricks into action.





In reviewing the highlights of the seminar, this post will focus on 3 things having to do with beginner-level use of Photoshop:
I.  ShortcutsII.  TricksIII.  Applications

I. Shortcuts 
One of the wonderful (albeit daunting) things about Photoshop is that there are multiple ways to do just about anything that needs doing. This can be pretty intimidating for a beginner, so it is good to start learning keyboard shortcuts if you want to start learning Photoshop. The early part of the conference went over a few of the shortcuts that our lecturers would be using throughout the day.

Basically, we were given a very small taste of the many, …

Papa Kuʻi ʻai a me Pohaku

As part of our huakaʻi last month to Papahana Kuaola and the opportunity to work in the loʻi, I wanted to continue that thought by sharing my experience of making a papa kuʻi 'ai (poi-pounding board).

In 2008 with the encouragement from me and my co-worker, Pili Wong, Earl Kawaʻa offered to teach a papa kuʻi ʻai papa to those of us that were interested in learning what our kūpuna did as a daily way of life. For our kūpuna they had loʻi in their yards and grew their own kalo, the major source of starch in their diet. They steamed it and pounded poi or kept it whole and sliced it and ate it like bread with butter or condensed milk.

Kawaʻa was very specific on our kuleana and the commitment he required of us. Our first task was to find an au koʻi (handle) for our koʻi (adze tool). I found myself suddenly looking up at every tree I saw looking for the right branch for my koʻi. My husband found mine at a jobsite from a Haole Koa tree otherwise known as the Leucaena Leucocephala tree. I…