Purpose Drives People
- Published: Friday, 05 January 2018 13:31
Business, school, or any organization disagreement can be not only healthy, but productive. New ideas or solutions don't come from everyone having the same opinion. JP Leadership Coaching provides strategies for how to disagree to grow.
When I worked as a management consultant, I had a client that I thought of as difficult. Let’s call her Marguerite. She and I didn’t see eye to eye on much. I disagreed with the direction she was taking our project, the people she chose to involve, and the pace at which she thought we should do our work (why did she need to go so slow?). But because she was the client, and I was just starting out in my career, I didn’t think it was my place to openly disagree with her. Instead, I forwarded every email she sent me to one of my colleagues and complained about how Marguerite was making bad decisions and not heeding my vague, and likely passive-aggressive, suggestions that we try different approaches.
One day, instead of forwarding the email, I hit reply. I thought I was complaining to my coworker but I was actually sending Marguerite a direct email about what a pain I felt she was. About 15 seconds after I pressed send, I realized what I had done and thought, “I’m going to be fired.” Thinking it’d be better to get it over with quickly, I walked over to my boss’s desk and fessed up. To my surprise, he didn’t get mad or threaten to send me packing. He simply said, “Go apologize.”
Marguerite’s office was 30 blocks north of ours, in Midtown Manhattan. My boss suggested I stop at the florist on my way. For a moment, I contemplated whether being fired would be preferable to having to face Marguerite and what I’d done, but he was right. And when I showed up in Marguerite’s office with an inappropriately large bouquet, she laughed. To her credit, she told me it happens and that she preferred that the next time I disagree with her, I just tell her so that we could talk about it. It was generous and helpful advice.
The teacher shortage is a national challenge. Let JP help you support and grow a culture where teachers want to work. Here are just two ways JP can help!
All 50 states began the current school year short on teachers. And schools nationwide still are scrambling to fill positions in a range of subjects, from chronically hard-to-staff ones such as special education to usually easy-to-staff grades such as kindergarten.
Districts that can’t find a qualified teacher may stop offering a certain class or hire a rookie with an emergency credential, a move that could lower the quality of instruction. So lawmakers in several states took action this year to increase the supply of new teachers or raise teacher compensation.
“The teacher labor market is a labor market like any other,” said Elizabeth Ross, managing director for state policy at the National Council on Teacher Quality, a nonprofit research group in Washington, D.C.
Arizona, Illinois and Minnesota are among the states that have sought to increase the supply of teachers by changing their licensure rules to make it easier for people who didn’t complete a traditional teacher preparation program to enter the classroom.
In Minnesota, for instance, under the new structure aspiring career and technical education teachers no longer need a bachelor’s degree to get a teaching license. They can get a one-year teaching license if they have an associate degree, an industry credential or at least five years of work experience. The one-year license can be renewed three times.
Changing licensure rules can be controversial, however...
Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE’s utility for reducing education-related expenditures and promoting child well-being.
Choosing books to read and enjoy is at the heart of what it means to be literate. Our classrooms provide a learning community in which each child falls in love with books. Children taste the language and art of wonderful authors and illustrators and expand their worlds through books. When they walk into a classroom that features a library of appealing categories—authors, topics, illustrators, genres, award-winning books, or series—they learn that their days in school will include time and resources to nourish their hearts and minds. They learn that they will have the opportunity to read books they want to read, and they will develop their habits, tastes, and identities as readers. Children learn to read by reading, thinking, talking, and writing about reading. And the research is clear: Independent reading is unmistakably linked to student achievement (Reutzel et al., 2008).
All Roads Lead to Independent Reading
We envision a multitext approach, using different texts in different instructional contexts, to support independent reading. In this approach, students engage with
A multitext approach is coherent because students work toward building a system of strategies for independent, proficient reading across each context (Fountas & Pinnell, 2017a). Students experience a variety of genres in different ways and bring all their understandings to the books they choose to read for themselves.