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Dynamic Change and Collaborative Learning Environments
The continuous transformation in educational organization requires investigation of how the organization can be equipped to collaboratively handle constant changes and still improve. Leadership and organizational theory provide the support into looking at how an organization functions and how change happens within that organization. Educational organizations are always trying to catch up; hence, a system of improvement is necessary for teachers to have direct access to in-house experts to learn. (W. W. Burke, 2008) identifies an educational environment as an “open system” because it depends on a constant connection with the environment. The literature offers many distinctions about the “what” of change, such as planned or unplanned; however, there is a lack of information about the “why” and “how” of implementing change. Burke (2008) refers to the “what” part of change as content and the “how” as the process. As stated by Burke (2008), “…management consulting tends to focus on the content- on what needs to be changed. The process of how to bring about the change is either ignored or left to others, especially the client, to implement” (p. 165). Dufour and Eaker (1998), report that trying to change beliefs and habits will be complex and difficult to achieve. They state, “…if a change initiative is to be sustained, the elements of that change must be embedded with in the culture of the school” (p. 133). As stated by Fullan (2008), “Systems can learn on a continuous basis. The synergistic result of the previous five secrets in action is tantamount to a system that learns from itself” (p 14). Performance and outcomes will always change so the system will have to learn from itself in order to move forward with changes for continual success. In addition, Bandura (1997) supports the idea of a system learning from itself when he says that people can and do control their own motivation and thought process using observation and self-assessment to change their behaviors and attain goals. Peer observation is one way the system (the school) can learn from itself.
The Professional Learning Community as a whole is the stakeholder. Administrators, teachers, staff, and students all hold a piece to the success of a community of learners that look to increase their knowledge capacity by learning from each other.
Based on assigned readings in Module 5 (“Colorado State University,” 2012), this journal entry reviews the author’s strategies as a change management consultant for building and improving relationships in client organizations. The discussion then considers the effectiveness of these strategies relative to the author’s workplace environment including the author’s approach for mitigating relationship issues in the event the strategies prove ineffective. Strategies for Building and Improving Relationships
In collaborative leadership, groups work together to promote and safeguard the process through shared leadership. Work is accomplished in coalitions, alliances, and partnerships. Collaborative leaders are driven to achieve their goal, but keep their egos in check. The passion is for the achievement, not to promote oneself. By listening carefully to others’ perspectives, they strive to understand and consider the views of others involved, even critics. Because of their ability to understand the
What does it take to create an environment that encourages collaboration? How can your organization find the collaborative success that organizations like Apple, General Electric, or Southwest have come to know as generally accepted practices? The success of the aforementioned organizations in terms of collaboration stems from several different components. The first of which is the very essence of their respective cultures. Take Pepsi as a case study. Pepsi has recently launched a new series
2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population
simple matters as terminology (Is it collaborative writing or collaborative learning? Is it peer response, review, or editing?), let alone on actual application and practice. As Kenneth Bruffee states in “Collaborative Learning and the ‘Conversation of Mankind,’” an essay many supporters and detractors of collaborative writing hearken back to time and time again, his essay “offers no recipes” because there are no recipes for effectively adding collaborative writing to an English classroom (394)
training, continuous professional development can help in increasing teaching effectiveness in schools. Several research studies found the quality, equity and relevance of teaching and instruction techniques correlates with the quality of the students’ learning. Generally, poor teaching techniques result in lower student academic performance. In Zimbabwe, in order to improve quality teachers undergo training at teachers’ college, technical colleges or universities. In 1998, more than 88 % of teachers held
responding to turbulence and change that is often seen in healthcare organizations of today (Ford, 2008). Theories such as classical organizational theory developed by Frederick Taylor in 1917 (Taylor, 1917) to more contemporary theories such as Peter Senge’s systems theory in 1990 (Senge 1990), have examined perspectives regarding change and innovation in organizations. The readiness of organizations and individual practitioners to enter into interprofessional collaborative care teams is an example
Adult Group Work Guidelines Support FNDS 6253 Task #3 - Assignment #6 Team Members: Angham Aljanaby, Jennifer Byrom, Zack Feldman, Kimberly Stewart and Frankie Scott Introduction: One definition of organizational learning is the thoughtful use of individual, group, and collaborative learning to reinvent new thinking and practices that continuously renew and transform the organization in ways that support shared goals, Collinson & Cook, (2007). Success for organizations demands nothing less than “the
20th –anniversary edition. New York: Continuum. Grubb, A. (1999). Building cyber-learning communities in WebCT. Retrieved October 10, 2002, from Georgia State University Web site: http://education.gsu.edu/CTL/powerpoint/brownbag/cybercommunity/sld001.htm Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge. Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco:
Adult Learning in Cohort Groups [According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3) Learning in groups has historical roots in adult education and many adult educators
Allen, B.S., & Otto, R.G. (1996). Media as lived environments: The ecological psychology of educational technology. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology, pp. 199-225. New York: Simon & Schuster Macmillan. Aronson, E. Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. Bereiter, C. (1994). Implications
classroom communication plan, addressing internet security and safety plans that will lead to an education of quality learning. Classroom communication plans for students are to skillfully create dynamic learning environments, employing an array of exceptional instructional strategies. My plans for students as a first year teacher are to promote a successful communication and collaborative plan. This plan will include a website centered on student’s engagement in classroom activities inside and outside
progressed through the day, we learned that a strong learning organization has effective instructional leaders who develop school and teacher schedules that maximize instructional time and provide educators with job-embedded collaborative professional learning opportunities. Even though administrators are faced with competing initiatives, priorities and the day-to-day demands involved in teaching and leading schools, leaders should make professional learning communities a priority. Vescio’s (2006) review
I believe that when students are comfortable, whether it be with a teacher or just a setting, they will learn much more quickly. Therefore, I think that it is extremely important to create an environment that is safe and comfortable for the students. Because of the “laid back” atmosphere, I think that my model for discipline would fall under the umbrella of constructivism. The reason is that I believe that students need to be able to learn in a way that relates to their lives in the present day
Introduction The following article examines a long standing collaborative leadership training program to demonstrate how vital the program is in developing negotiation skills. The article asserts how the program inspires a shared-vision of integrative or interest based negotiating, important kills in forging powerful collaboration as a mechanism for an effecting change. Grover and Lynn addressed their research question—Does collaborative leadership training provide participants with the type of negotiation