"There is no education like adversity" reflecting on the lessons of a great leader

Over the last several weeks, Waukesha North High School leadership team read and discussed the book, Wooden on Leadership; by John Wooden and Steve Jamison.  The book highlights leadership anecdotes and advice from one the greatest, the late John Wooden.  I have always been a fan of Wooden and his thoughts on leadership.  Wooden known in basketball circles for his powerhouse teams at UCLA in the 1960's.  Click on the short video below about the life of John Wooden.

           2 minute video on the life of John Wooden

Wooden in his life set the standard for leading a successful team (10 National Championships in 12 years).   More importantly,  he helped establish a blue print on how to live a life and help an organization strive for greatness.  Even though I am familiar with many Wooden's life lessons, I came away with a reminder of what I hope to strive for in my role as a leader and promote within the organization.

I have always been inspired about Wooden's thoughts about "competitive greatness."  The journey as a leader to become the best of which you and your team are capable, helps guide my work in my current role as a school leader.

Wooden believed that leadership is largely learned, and most of us have a potential far beyond what we think is possible.  As a first year English teacher in Kentucky, Wooden stated, "success is peace of mind which is the direct result of self satisfaction in knowing you made the effort to become the best of which you are capable."  Wooden spent the rest of his life reminding us that effort is the ultimate measure of your success.

Some of my other favorite takeaways from this book:

• Focus on running the race, rather than winning it
• Before you can lead others, you must be able to lead yourself
• Leadership is an imperfect science.  Mistakes made in the process of trying to do things the right way may hurt, they should not cause guilt or shame
• Seek people who have a fire in their belly enthusiasm for your organization
• Make each day a masterpiece.  "Give me 100 percent.  You can't make up for poor effort today by giving 110 percent tomorrow.  You don't have 110 percent.  You only have 100 percent, and that's what I want from you right now"

 The book brings to light the ultimate goal for leaders; "teaching others how to bring forth the best which they are capable."  I believe helping others achieve their own greatness is what defines great leadership in the end.

                                         

For additional information about the life of John Wooden

Click here

3C Engaging Students in Learning-The centerpiece of the framework

For this post, I am highlighting 3c Engaging students in learning which is the centerpiece of the Danielson framework for teaching.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until February 11, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  305

First 20 minutes of class:  43%

20-40 Minute Mark:  35%

Last 20 minutes of Class:  22%
(October 2013 to February 11, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3c Engaging Students in Learning:

• Activities and assignments

• Grouping of students

• Instructional Materials and resources

• Structure and Pacing

3c:  Rubric, Engaging Students in Learning

What are observable actions of a level 3 or 4 classroom, 3c Engaging Students in Learning?

• Students are given a task to do independently, then discuss with a table group, followed by reporting by each table
• Sevens students (out of 32) have finished an assignment early and begin talking among themselves, the teacher assigns a follow up activity

• Student interest and enthusiasm is evident, including problem solving
• Students are asked to explain their thinking and learning tasks require higher level thinking
• Students are actively "working," rather than watch their teacher do all of the work
• The pacing of the lesson is not dragged or rushed and allows time for closure and student reflection

What are your strategies for Engaging Students in Learning? Please log-in to share a comment.