1) Watch the following TedTalk: The Puzzle of Motivation by Dan Pink
http://www.ted.com/talks/dan_pink_on_motivation.html
2) Please post your answers to the following questions:
* What are some connections we can make between Dan Pink's and Sergiovanni's definitions of motivation? Intrinsic and extrinsic rewards?
* How does the concept of "rewards" get played out in education? What kinds of rewards do teachers receive? Do they help improve practice? Teaching and learning?
* When looking at education from this motivation/reward perspective, what are the implications for us as future instructional leaders?
Part Two: Readings
1) Please email me your responses to the following questions:
* What motivates and inspires you as an educator? What does your school leader do to motivate and inspire you? Is there an overlap or a disconnect between these two perspectives?
* Why is it important as a school leader to actively and consistently engage the community? In what ways does your school seek input from different stakeholders?
* As we all know, Loudoun County is growing exponentially and thus had many new initiatives and changes to both students and staff in their systems district, level, individual schools, and grade wide (Examples: health care, IEP Phoenix system, new student information system, and diploma requirements). How do you think Loudoun has done with communication-what worked and what needs improvement? (from Katy, one of our Question Starters this week :-)
Part Three: Assignment One Prep
1) Read the Annotated Bibliography assignment description and parameters (syllabus)
2) Carefully review the Annotated Bibliography rubric (syllabus), paying close attention to the criteria for earning a "four" in each category.
3) Read BOTH Annotated Bibliography student exemplars on Taskstream. Using the rubric, score Student Exemplar #2 (I've only included one entry to make scoring manageable :-). Points per section can be given in quarter increments (3.25. 3.5, 3.75, etc). If you take points off anywhere, please make a small notation as to why.
4) Read "A Quick Guide to Searching" on Taskstream as a refresher on how to access the GMU library portal. A quick reminder: Quality sources are peer-reviewed and include qualitative/quantitative studies, as well as empirical, theoretical, and syntheses studies. While practitioner articles are great for PD sessions, keep your focus on scholarly pieces with a clear methods section. Google Scholar is also a good site for finding sources. Just remember, you don't need to pay for any articles! The GMU library has most journals and you can use the Library Portal to download any articles you find on the web!
5) Begin research/reading for your Annotated Bibliography.
Homework for Session Three
* Complete all E-Class work before our next class.
* Bring scored rubric for AB Student Exemplar #2 to class
* Bring field observation notes from a recent staff meeting (Focus of the meeting? Were faculty members engaged? Did admin communicate effectively?)
* Read The Sources of Authority for Leadership (Chapter Three) - Sergiovanni
* Read Harness Your Secret Weapon (Chapter 7) and Face Those Angry Parents (Chapter 13) - WSCM
* Assignment One: Annotated Bibliography due January 31- February 2 (midnight)
* Assignment Three: Begin reaching out to potential focus group participants. Possible dates for meeting?
