Chapters 1-2 and 1-3

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University of West Alabama *

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651

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Communications

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Apr 3, 2024

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docx

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Discussion Prompt: Sharing perceptions of your textbook readings is an integral part of this course.  Select the one central point in each chapter of your textbooks to discuss in a DB post. You must then respond to the posts of at least two classmates.  In this way, all of you should better understand the authors' points in your reading. Response: **Sorry for the late post! I just got the new/correct book in yesterday evening!** Schools as Professional Learning Communities Chapter 1: This chapter focuses on the first level of the HRS framework, a safe, supportive, and collaborative culture, specifically how to create and maintain a positive and collaborative school culture. It's important to point out that our text states that the school's leadership is included as a factor impacting student achievement and school culture. Despite what some believe, student achievement does not, and should not, fall solely on the teachers' shoulders. Additionally, and of equal importance, our text states that effective school leaders must have a growth mindset and acknowledge that they alone cannot hold all twenty-one necessary traits at a given time. A single person cannot do everything alone; rather, a collaborative effort is more effective. Because of this, it is important to build PLC teams that thrive on collaboration aiming to improve student success and build a positive school culture. My school currently has weekly PLC meetings where each grade level meets to discuss how they can improve student success in their grade level. This is a great opportunity to share ideas and strategies that another teacher may not have thought of. Our text also discusses the importance of identifying the school's core idealogy, vision, and mission. On our first back-to-school PD day this year, my administration organized the staff into groups where each group identified the traits, goals, and values that our school has. At the end of the session, we came together and combined everyone's ideas to create a new vision and mission statement for the school. I had never participated in anything like that before, but I appreciated that the teachers were included in the process.  Chapter 2: This chapter also focused on the first level of the HRS framework by detailing how to build an effective team and why it is important. One of the most important things I read in this chapter is that a positive school culture can only be established when teachers believe that all students can be successful regardless of their background. Something a previous principal always said sticks out to me here, "Parents send us the best part of them." Parents love thier children no matter what. It is our job as teachers to provide them an opportunity to learn no matter what. Parents don't stop loving their children if they make a mistake, so we shouldn't expect less from students or write them off just because of where they come from. They have no control over that-they are simply the best parts of their parents. Teachers must understand that their actions determine the success of a student and must develop a student- centered mindset. To become an efffective team, all members must share these same thoughts and use them to improve their practices and in turn, improving student achievement.  Coaching Conversations Chapter 1- Coaching Conversations: The Link to Change This chapter focuses on what coaching conversations are and why they are important and presents a framework for learning the necessary skills to hold authentic coaching conversations. We learn that coaching conversations are intentional, focused on the other person, and are intended to promote growth and change. It also differentiates coaching conversations from other types of conversations. We also learn that coaching conversations are needed to retrain our brains by promoting the development of new neural pathways making it possible for long lasting changes to occur. This chapter explains that trust is a crucial element in holding authenic coaching conversations. The negative behaviors that make holding conversation difficult are pointed out and explained. Finally, we are introduced to the skills progression of developing and holding effective coaching conversations.  Chapter 2- Coaching, Mentoring, and the Leadership Continuum 
This chapter focuses on the in's and out's of coaching, and how coaching differs from mentoring and supervising. We learn that in coaching conversations the idea of experts and bosses are is replaced with partners and collaborators. I think this is incredibly important. I have worked under a principal that always told her staff what to do, when to do it, and how to do it-her way or the highway. It is important to note that this school had a high turn over rate the five years I was there, staff morale was low, and personally, I felt like I was always walking on egg shells. It was a constant feeling for all of "what is she going to be mad about today?" I student taught at this school and spent my first five years of teaching here. It took me that long to realize I hated my job and I was starting to get the heck out of dodge. I would without a doubt say that this so called "leader" lived in the supervisory zone. I then spent the next four years at a school that I thought I loved. After reading this chapter, I have learned that this principal lived in the mentoring zone, "the softer form of directing." It started out great, but then anything was better than what I had before. I thought I finally had a principal that wanted to teach me and mold me into the best version of myself. Without being aware and without malicious intent, she attempted to create teachers that thought and acted with the same mindset she had. This was great at first because I didn't know any better. After a while, when some teachers, myself included, didn't exactly conform to her mold she moved into the supervisory zone. Looking back, I realize she didn't want out of the box thinkers, teachers that take risks and jump at challenges, or teachers that thought differently than her, really. This principal always asked if we had ideas for new things and said she was open to them, but we always ended up doing it her way. In my final year at that school I was once again miserable and felt stuck. There was so much mure I wanted to do and try with my students. It ended in me walking in her office on my planning on a random Friday in the middle of April and having a not so fun conversation (of course I resigned using the proper formal process as well). I then somehow made my way (God's way) to my current school where I have never felt more fulfilled as a teacher. I accepted this position on the spot without hesitation or going home to think. I told my friends and family that "I had a good vibe about the school" and that "it felt like home" after just one conversation with the principal, this being my interview just two weeks after I told my previous principal that I wouldn't be returning. It turned out to be the best decision I ever made. I feel heard, appreciated, motivated, challenged, and most importantly supported. All of which are characteristics of a leader in the coaching zone. Interestingly enough, my assissant principal finished this same program (same school, same classes) just last summer. Maybe this was meant to be.  Chapter 3- Committed Listening This chapter focuses on how to be a committed and active listener. This was an important chapter for me to read. Although I scored a 90 on the listening assessment, placing me in the average range, I have found myself engaging in some of the unproductive listening habits that our text describes. I noticed that the habits and skills used to describe a committed listener are the same techniques that most of us use when talking with our friends and family. We are normamlly quick to pick up on our friends' and family's nonverbal cues and we understand that sometimes they just need a listening ear and a space to vent rather than us trying to solve their problem. Knowing this, we just need to learn to carry that over into our professional lives when engaging in coaching conversations. However, after reading this chapter, I realized that I do need to work on not being an autobiographical, inquistive, and solution focused listener. I tend to sometimes engage in these unproductive habits even with my friends. I know that it is without malicious intent and I do it without even realizing it, but now that I'm aware that these are negative traits, I definitely need to work on it both in casual and professional conversations. 
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