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Shifts in Thinking - Coggle Diagram

- - - - With students, I recognize that I have consistently formed opinions and expectations about their academic performance and abilities. These are largely based on prior experience, but of course I am sure my assumptions and biases have played a role too. I would like to set clear goals and expectations for my students going forward. I would like to explicitly communicate my high expectations for all of them, get their agreement, and then hold myself and them accountable for their achievement. I need to consistently message high achievement to all my students.
  - - - Good leadership needs to be redefined
        
        currently not dsiplaying traits of leadership for SJ
        
        how can I stand up for SJ, espcially when others are clearly closed to it?
      - Theo, 253 - SJ leadership is the new definition of good leadership, and years of 'good leadership' alone have led to inequity:
        the leadership described in this article goes beyond what has been seen as good leadership and raises the challenge to recast good leadership as leadership for social justice.... leadership that is not focused on and successful at creating more just and equitable schools for marginalized students is indeed not good leadership. I caution us all to consider that decades of good leadership have created and sanctioned unjust and inequitable schools. The kind of leadership that needs to be defined and discussed as good leadership is the leadership the principals in this study have pioneered, leadership centered on enacting social justice, and leadership that creates equitable schools
- - - - Hargreaves and O/C, 77 - weak forms of collegiality were centered on gossip, talk, and sharing of ideas while strong forms of collegiality entailed actually working or laboring together in joint work that involved collective responsibility for results.
    - - Reading these articles has solidified this position. Robinson (5 short articles) reflects this (pg. 16):
        Weakness: The policy rhetoric is there – the practice not necessarily so. Implementation plans and resourcing have not always accompanied and supported the implementation processes of these documents
      - And this is indicative of not only the difficulties facing collaboration across schools, but can be distilled down to collaboration on a micro/individual level. Collaboration may be pushed from above (via PLCs or PD), but it may lack the necessary direction, objectives, or resources to make it feasible.