Question.4533 - M4: Discussion - Competing Perspectives and Challenging the Status QuoIn our readings in Kouzes and Posner (Chapters 7-9) and the constant pulls and tugs and opinions about a path that moves a district (students and teachers) forward, discuss Challenging the Process in the framework of: (1). Searching for opportunities by seizing the initiative and looking outward for innovative ways to improve and, (2). Experimenting and taking risks by constantly generating small wins and learning from experience. Consider also race, class, and gender, as well as the ways in which they influence and/or could be considered in educational settings.Please provide one brief example of how you might seize the initiative to create an innovative approach to an "old" problem/issue. Use a current situation in your school as the backdrop or framework for your response.Describe how some "small wins" might influence acceptance of the new idea or approach and,Discuss how a particular group (you may choose one) in the school might feel or respond as a result of the implementation of the new approach to an "old" problem.Your initial post must be justified with research and submitted by Thursday midnight. A minimum of two substantive responses to classmates are due by Sunday midnight.
Answer Below:
In xxx Leadership xxxxxxxxx Kouzes xxx Posner xxxxxxxxx that xxxxxxx must xxxxxxxx challenge xxx process xxx just xx questioning xxx status xxx but xx searching xxx opportunities xx improve xxx being xxxx enough xx take xxxxx meaningful xxxxx At xxxxxx School xxx area xxxxx I xx seen xx urgent xxxx for xxxxxxxxxx is xx how xx prepare xxx support xxxxxxxx for xxx meetings xxxxxxxxxxxx these xxxxxxxx at xxxxxx have xxxx formal xxxxxxxxxx and xxxxxxx heavily xx compliance xxx many xx our xxxxxxxx particularly xxxxx who xxx Spanish-speaking xx unfamiliar xxxx educational xxxxxx this xxx feel xxxxxxxxxxxx Parents xxxxx sit xxxxxxx unsure xx they xx allowed xx ask xxxxxxxxx or xxxxxxxxx anything xxxxx said xx some xxxxx I xx noticed xxxx families xxxxxx meetings xxxxxxx really xxxxxxxxxxxxx what xxx decided xxxxx days xxxxx and xx then xxxxx concerns xxxx like xx afterthought xxxx year xxxxx noticing xxxxxxx discomfort xxxx families xxx even xxxxx burnout xxxxxx IEP xxxxxx I xxxxxxx to xxx something xxxxxxxxx I xxxxxxxx a xxxxxxx preview xxxxxxx with xx team xxx idea xxx simple xxxxxxxx a xxxxx informal xxxxxxxx with xxxxxxxx before xxx actual xxxxxxx where xx review xxxxxxxx and xxxxxxxx goals xx plain xxxxx language xxxxx conversations xxxxxx during xxxxxxx drop-off xx phone xxxxx hours xx even xx dismissal xxxxxxxxx on xxxx works xxxx for xxxx family xxx small xxxx from xxxx have xxxx incredibly xxxxxxxxxxx One xxxxxxx s xxxxxx who xxxxxxxxxx attended xxxxxxxx but xxxxx spoke xxxxxxx me xxxxxxxxx and xxxx This xx the xxxxx time x felt xxxx I xxxx what xxx going xx happen xx there xxxxxxx parent xxxxxxx in xxxxxxxxxxxx notes xxx asked xxx she xxxxx support xxxxxxx fluency xx home xxxxxxxxx she xxxxxxxx she xxxxx felt xxxxxxxxxxx doing xxxxxx These xxxx t xxxx feel-good xxxxxxx they xx shifts xx behavior xxxx reflect xxxxxx trust xxx stronger xxxxxxxxxxxxx As xxxxxx and xxxxxx point xxx these xxxxx wins xxx what xxxx to xxxxxx cultural xxxxxx This xxxxxxxx also xxxxxx to xxx intersection xx race xxxxx and xxxxxxxx in xxx school xxxxxx serves x predominantly xxxxxxxx working-class xxxxxxxxx Many xx our xxxxxxxx juggle xxxxxxxx jobs xxxx for xxxxxxxx family xxxxxxx and xxxxxxxx systems xxxx weren x built xxxx them xx mind x ve xxxx how xxx traditional xxxxxxxx to xxxxxxxx unintentionally xxxxxxxxxx those xxxxxxx putting xxxxxxxxx in xxxxxxxxx of xxxxxxxxx and xxxxxxx in xxxxxxxxx of xxxxxxxxx But xxxx we xxxxx the xxxxxxx even xxxx slightly xx allow xxxxx for xxxxxx and xxxxxxxxxxx Another xxxxxxxx we xx started xx implement xx Hudson xx the xxx of xxxxxxxxx parent xxxxxxxx during xxxxxx events xxx conferences xxxxx this xxx initially xxxx only xxx report xxxx nights xx ve xxxxxxxx begun xxxxxxxxxxxxx these xxxxxxxx into xxx meetings xxx newer xxxxxxxx It x a xxxxxx change xxx it xxxxxxxxxx that xxx school xxx t xxxx translating xxxxxxxx it x building xxxxxxxxxxxxx across xxxxxxxx If xxxx new xxx prep xxxxxxx were xxxxxxxx across xxx school x believe xx would xxxxxxxxxx benefit xxx English xxxxxxxx Learner xxx families xxx those xxxxxxx students xxxx multiple xxxxxxxxxxxx These xxxxxxxx often xxxx the xxxx outside xx the xxxxxx and xxx least xxxxxxxxx navigating xx By xxxxxx them xxxxx to xxxxxxxxxxx more xxxxxxxx we xxxxx to xxxxxx that xxx overnight xxx gradually xxxx every xxxxxxxxxxxx Leadership xxx t xxxxxx about xxx big xxxxx Sometimes xx s xxxxx noticing xxx discomfort xx the xxxx naming xx and xxxxxx one xxxx forward xxxxxx something xxxxxx That x what x ve xxxxx to xx at xxxxxx and xxxx time x believe xxxx small xxxxxx can xxxx reshape xxx we xxxxxx with xxx families xx re xxxx to xxxxxMore Articles From ELAD 510 Effective Leadership in a Diverse Society
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