Secret+Six---Systems+Learn

Yeah but does administration? I wonder if he will touch on this subject.

UUUUMMMMMM yeah. Fullan tackles the administration as the main portion in this chapter. (109) The first full paragraph says it all Highlights......organizations do not learn, how do systems learn?....develop many leaders working in concert instead of key individuals (librarian in small school needs to be a key or not?)...approach complexity with humility and confidence (librarian new tech) (112) Stresses...seem to overlap not sure if they are important to us... (103) last paragraph all leaders need to be aware of the global system's potential impact.....but best leaders can learn to cope with uncertainty.... (116) managers are thoughtful leaders who recognize that success comes about from a combination of shrewd judgment and hard work with a dose of good luck mixed in (not fullan's quote) (117) leaders that operate with certitude are bound to miss something. (119) guidelines for action guidelines work towards mastery of six secrets (120) BOTTOM IMAGINATIVE THINKERS GREAT LINE.... (oops caps was on...and not supposed to be) Note last paragraph moral principles....probably line we need in some form....

MELISSA: I find it intriguing that on page 109 Fullan refers to a Pfeffer and Sutton study (2006) that "concludes that Toyota's performance 'shows no leadership effects.'" What they mean by this is that changes from succession are not negatively affecting the company because they have built such an interconnected, interdependent management system that the company functions almost as an individual in and of itself and it doesn't necessarily require a bold leader to make it work well. My school district is trying to foster a similar atmosphere in which all stakeholders in the system (admin, teachers, librarian, students) develop and demonstrate leadership skills in all their various roles within the district. As a librarian, I would like to structure my media center in a similar way. I would want any librarian to be able to take over after me and have a wealth of well-thought out policies, goals, and systems in place to ensure that the library functioned at a high level.

How about the following two discussion questions for our final project:

How do public schools that frequently experience high transition rates for faculty and administration develop a system that has institional memory and can function on a high level?

How can librarians develop a library system that functions at a high level with or without them?

NATALIE: When Mike P. of Adams12 announced that he was leaving the district, he emphasized to all employees that he has been working for the last six years to make sure that the district developed many leaders, with no reliance on key individuals. He reassured us that even with his absence, the district would maintain a high level of productivity and continue toward the goal of student success with 21st century skills at the forefront. I think this chapter illustrates what a great superintendent Dr. Paskewicz really was. Interviews for the new superintendent occurred today and will continue tomorrow 10/07-08. What I gleaned from this chapter: the world and the place one works in are susceptible to change and a good leader copes with uncertainty. A leader needs to be aware of his entire system, including the global system. Perhaps it is about looking ahead at the future and staying in the present and examining one’s surroundings. I guess what this means for a teacher librarian is to continue to stay ahead of the info and tech curve-but be aware of what’s currently out there and how that affects what one teaches to students. This reminded me of the shift happens video I’ve seen several times. []