Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hAKCfwm20302; Thu, 20 Nov 2003 07:41:58 -0500 (EST) Date: Thu, 20 Nov 2003 07:41:58 -0500 (EST) Message-Id: <3FE672CE@webmail.utk.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: jataylor <jataylor@utk.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:819] lead for reform, lead for acceptance? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Infinite Mobile Delivery (Hydra) SMTP v3.62.01 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="ISO-8859-1" Status: O Content-Length: 3005 Lines: 73 Hello Jean, Gloria, Andres, All, Jean, what a wonderful description of a teacher leader - your words are inspiring! You motivate even me to take action! :) I will address your previous request soon, but first, one more question? You mentioned: "So you are referring to citizen activism for educational reform or for advocating the acceptance of an initiative or innovation." Is there a difference in the teacher qualities for each of these two roles: "citizen activism for educational reform" and the role of "advocating the acceptance of an initiative or innovation?" If so, I would be interested to know what you and others believe those differences to be. Secondly, when does one decide which role to take? What types of factors may impact that decision? How might these roles relate? And does professional development factor in anywhere? Thanks for sharing, Jackie >===== Original Message From nifl-aalpd@nifl.gov ===== >So you are referring to citizen activism for educational reform or for >advocating the acceptance of an initiative or innovation. > >What does it take? First you need personal courage. You have to be willing >to stand up in front of others and use all resources in the community. >Second, you have to be willing to put your job and sometimes your career on >the line. When the pressure comes--and it will--you can't cave in and run >for cover. Third, you have to be a charismatic figure who can persuade >others to join with you. You need to be able to speak within yourself--not >too strident, not too extreme, but clear and compelling in your arguments. >You have to have the right balance of fun and seriousness so that people >will enjoy going along with you in your efforts. Finally, you have to be >ornery, stubborn, mule-headed sometimes. You have to be willing to continue >even though all looks hopeless. > >There is an excellent article--Chapter 6 in Grant and Murray: Teaching in >America: The Slow Revolution--about a teacher who slowly evolved into a >leader. > >Jean Bodman >Union County College >bodman@ucc.edu >Work: 908-965-6096 >Home: 609-695-6567 > > >-----Original Message----- >From: Gloria Gillette [mailto:ggillette@ix.netcom.com] >Sent: Wednesday, November 19, 2003 5:37 PM >To: Multiple recipients of list >Subject: [NIFL-AALPD:816] RE: teachers as leaders? > > >Recently the teachers in Cleveland (K-12) refused to give the new state >exams >and the state temporarily shelved them. >http://www.cleveland.com/search/index.ssf?/base/news/1069238121219990.xml?no >hio >I thought this was a great act of leadership. >They used their collective voice to speak out. >It took a great deal of courage, but they advocated for their students and >the field of education. > >$21 billion in tax relief was included in the energy bill. That is 42x the >amount of money the >federal govenment will spend on adult literacy in this country next year. > >On the most basic of all levels, we need leaders more now than ever. >Gloria Gillette >
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:15:24 EST