Question.4406 - 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 The Leadership Challenge, Kouzes and Posner (2012) emphasize that leaders must actively challenge the process not just by questioning the status qu...
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've xxxx an xxxxxx need xxx innovation xx in xxx we xxxxxxx and xxxxxxx families xxx IEP xxxxxxxx Historically xxxxx meetings xx Hudson xxxx been xxxxxx fast-paced xxx focused xxxxxxx on xxxxxxxxxx For xxxx of xxx families xxxxxxxxxxxx those xxx are xxxxxxxxxxxxxxxx or xxxxxxxxxx with xxxxxxxxxxx jargon xxxx can xxxx overwhelming xxxxxxx often xxx quietly xxxxxx if xxxxxxx allowed xx ask xxxxxxxxx or xxxxxxxxx anything xxxxx said xx some xxxxx I've xxxxxxx that xxxxxxxx attend xxxxxxxx without xxxxxx understanding xxxx was xxxxxxx until xxxx later xxx by xxxx their xxxxxxxx feel xxxx an xxxxxxxxxxxx This xxxx after xxxxxxxx growing xxxxxxxxxx from xxxxxxxx and xxxx staff xxxxxxx around xxx season x decided xx try xxxxxxxxx different x proposed x pre-IEP xxxxxxx process xxxx my xxxx The xxxx was xxxxxx schedule x short xxxxxxxx check-in xxxx families xxxxxx the xxxxxx meeting xxxxx we xxxxxx progress xxx upcoming xxxxx in xxxxx clear xxxxxxxx These xxxxxxxxxxxxx happen xxxxxx morning xxxxxxxx by xxxxx after xxxxx or xxxx at xxxxxxxxx depending xx what xxxxx best xxx each xxxxxx The xxxxx wins xxxx this xxxx been xxxxxxxxxx encouraging xxx student'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 xxxxxx just xxxxxxxxx moments xxxxxxx 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't xxxxx with xxxx in xxxx I'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've xxxxxxx to xxxxxxxxx at xxxxxx is xxx use xx bilingual xxxxxx liaisons xxxxxx school xxxxxx and xxxxxxxxxxx While xxxx was xxxxxxxxx used xxxx for xxxxxx card xxxxxx we've xxxxxxxx begun xxxxxxxxxxxxx these xxxxxxxx into xxx meetings xxx newer xxxxxxxx It's x subtle xxxxxx but xx reinforces xxxx our xxxxxx isn't xxxx translating xxxxxxxx it's xxxxxxxx relationships xxxxxx cultures xx this xxx IEP xxxx process xxxx expanded xxxxxx the xxxxxx I xxxxxxx it xxxxx especially xxxxxxx our xxxxxxx Language xxxxxxx ELL xxxxxxxx and xxxxx raising xxxxxxxx with xxxxxxxx disabilities xxxxx families xxxxx feel xxx most xxxxxxx of xxx system xxx the xxxxx confident xxxxxxxxxx it xx giving xxxx tools xx participate xxxx actively xx begin xx change xxxx not xxxxxxxxx but xxxxxxxxx with xxxxx conversation xxxxxxxxxx isn't xxxxxx about xxx big xxxxx Sometimes xxxx about xxxxxxxx the xxxxxxxxxx in xxx room xxxxxx it xxx taking xxx step xxxxxxx toward xxxxxxxxx better xxxxxx what xxxx tried xx do xx Hudson xxx with xxxx I xxxxxxx this xxxxx change xxx help xxxxxxx how xx engage xxxx the xxxxxxxx we're xxxx to xxxxx
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