Building A PLC (Professional Learning Community); First By Building Capacity.

Building A PLC (Professional Learning Community); First By Building Capacity.

Building professional capacity in the workplace is a work in progress. It is not easily done as well as it is not often received well by all parties involved. First there must be a clear leadership vision set by the administration. Second there must be a well communicated plan that should foster buy-in from the total organization. Last, there must be a period of implementation with corrective action steps which will include restructuring. With these strategies, I have attempted to provide a redirection for the professional leadership and organization capacity within the Career & Technical Education Division of Instruction for the Macon County Public School System.

In my implementation I have provided proactive leadership to staff members, both certified and classified, building administrators, and community stakeholders regarding the goals set for CTE (Career & Technical Education). Implementation has met a level of resistance due to a lack of understanding of roles and responsibilities. Most recently in a professional learning activity I shared the job descriptions of staff to redirect misguided actions in terms or position and leadership. Additionally, I had to redirect efforts towards the best outcomes for the organization. Some of these actions included written notice. These were the actions needed to continue improvement and to redirect the goals for this organization.

Among my planning there has been a three year implementation which is part of my five year plan to improve the campus both with instructional goals and physical appearance. The focus has been to stabilize funding sources and spending, to include more teacher leadership and professional disposition. To also include, student leadership via credentialing and college enrollment in STEM areas. These areas have been paramount in the redirection of this organization. The resource link that I have included will be a guide for additional leadership actions and program development. I am asking that all staff view the document as it will be used continuously as we build capacity via professional actions in CTE.

Resource Link:

http://instituteod.com/news.php?id=192&cat_id=&p=2&search=

Posted by:

Melvin Alonza Lowe, III, EdD

Educational Director -

Career & Technical Education /

Workforce Development

lowema@maconk12.org

 

Post-Doctoral Student

Walden University

M.S. Program - Instructional Technology & Design

Melvin.lowe2@waldenu.edu 

Preparing To Manage Organizational Outcomes w/ Fiscal Accountability.

Preparing To Manage Organizational Outcomes w/ Fiscal Accountability. 

The following web-links can be used in a quest to better manage any organizations' fiscal accountability. I have viewed  both sites and I find that the best practices mentioned as well as the product software is of practical use. In my leadership role I manage both Federal and State Funds. I often manage private/local financial awards of which must be used for the purposes of public education. In my view of the web resources associated, I am finding that operations may vary however the open-book concept does not. Never should there be a need to explain or justify the use of public funds. In short, there should be a clear view that can be seen by all patrons and stakeholders. Fiscal Accountability is very important in organizational effectiveness. Both public and private businesses share in these practices. Again, I ask you to view the links and discover some resources that may be used to improve your financial management and leadership via better planning. 

www.forbes.com 
www.netsuite.com 

Posted by: 
Melvin Alonza Lowe, III, EdD
Post-Doctoral Student
Walden University 
M.S. - Instructional Technology & Design
lowemelvin724@gmail.com 

Is My Message Clear?

Is My Message Clear?

After viewing and reflecting on each communication modality, I would have to rest with the voice-mail and face-to-face delivery. The written communication was well stated but it may not be received well depending on the office relationship. What I am expressing is that, some people will see the time line factors as a sensitive issue and they may panic knowing that the late report may reflect upon the accountability of others.

In my practice I send both written and voice messages. In my face-to-face interactions I try to be very clear yet understanding of personality differences. I am constantly aware that if not received well the missed understanding with the communication may interfere with the working outcomes among projects and task. In the written and voice communications that I often send, I am also sensitive to the content and the fact that without any immediate responses there may be some misunderstandings. This is the reason I am very clear and concise in those type of communications. From this multimedia presentation I think that due to the nature and content, I would rely on the face-to-face delivery of the message if possible and only the voice message if necessary due to our location and disposition.

Resources:

Multimedia Program: "The Art of Effective Communication"
Note: Do not review this multimedia program until you have read the instructions for this week’s Blog Assignment. Follow the instructions from the assignment as you view this program.

Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development

Walden University
Post-Doctoral Student
Instructional Technology & Design -
M.S. - Student

What Makes Best Practices In Program/Project Implementation?

What Makes Best Practices In Program/Project Implementation?


 As I reflect on past projects and program' implementations, I think of a curriculum improvement project that I attempted to implement. About four years ago I served my current school district as Specialist for Academic Improvement Programs. In this position, I was assigned to work with a building principal and the staff of a comprehensive high school to improve the curricula outcomes for both students and staff. The plan that I had in mind needed to be developed and implemented from a position of school improvement. This particular staff had both veteran and new educators. Some of them had traditional teacher education backgrounds and others did not. Some had experiences in other school systems and some had only worked in the current district.

What I interfaced was in my improvement implementation was the following:

• Resistance to new and innovative educational practices.
• Limited to no experiences with technology integration to include threaded discussions.

In my plan of action, I elected to have collaborative team meeting to discussion lesson planning, classroom procedures, and student assessments. These were typical procedures in for impacting continuous school improvement in public education but in this setting there was never any authentic collaboration among academic disciplines (i.e.) core teachers and elective teachers combined. Traditionally, these meeting were departmentalized without the oversight of the administration other than directives given to a department head/chairperson.

The implementation went well for a while but due to limited technology backgrounds of some, my approach towards incorporating threaded discussions as a means to share information was not well received. The artifacts that were in need of corrective action were: lesson plan development to include more differentiation amount activities, classroom procedures to include more time management, and the use of alternative assessments that could have been used to evaluate student success.

What I also discovered was that some of these concepts were in place but they were not well documented which limited the fidelity and an administrators' view of what needed corrective action and/or assistance and ultimately change. In the one-year implementation we were able to improve the process of classroom procedures. The other two areas needed more time to improve.

From my antidotal findings, I discovered that there was a greater need to work with some of the educators individually. This would improve interpersonal relations and it would allow me to support the need to enhance the views towards technology incorporation which was where I saw the bigger drawback. From all of this, I have determined that as a PM (Program Manager) you must be willing to identify per-determined limitations during the planning process. You must also be open to un-determined findings as this will assist the outcomes tremendously. Lastly, you must be willing to allow trial and error outcomes to guide your next plan of action. Success is not often achieved at the first implementation. In my continued leadership practices, I have taken from these experiences, and I have placed some of the favorable outcomes into my current plan of action (project). This project is to improve and increase the credentialing outcomes of high school students using online and distance education resources.

Resources:

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development
lowema@maconk12.org

Post-Doctoral Student
Walden University
Instructional Technology & Design (M.S. Program)

Distance Education; Where Do We Go In Rural America?

 Distance Education; Where Do We Go In Rural America?

Within the next 5-10 years, I think that distance education for some will remain a concept of the future. Due to my working in a rural community, I see the interface for some communities a challenge yet to be easily resolved. Nevertheless, it will happen and with fidelity provided the right structure and support. The nature of the unknown is often remaining unknown by choice and not chance. I feel that with innovation and proactive dispositions shared by educators, there will be a connection to what is taboo; distance learning. Moreover, the common language should become natural to communicate which should serve as a change agent from the unknown to a reality.

In my district I am currently developing online courses for high school students with the assistance of two colleagues. I am using a platform in iTunesU. I am going make a recommendation to also use Coursesites based on my learning in this course. It is going to be an ongoing process to introduce the concept in a community where resources such as technology are limited. To meet this need in my department, we will have professional learning daily which will assist in meeting the needs of integration in rural communities.

As an instructional designer I will make plans to attend conferences, present papers, and host discussions on the advantages of distance education in public education. There are programs for distance education that are being used public education. However with the learning needs of our students, there is a concern for more adaptive programs with content delivery variations designed to meet the specific learning needs and outcomes of all learners. Most recently I had the opportunity to talk with students (high school) about their experiences and anticipations about distance education. There are so many things yet to take into consideration per the roles and responsibilities of distance education and the consumer.

The conversations that were most intriguing were the ones that were shared by students who have never taken an online course. Some of their concerns were well received. The most alarming fact was their lack of having internet connectivity. This is a common issue in rural communities such as Macon County (Tuskegee, Alabama). In some of my other post, I mentioned that we are recipients of an Apple ConnectEd Grant. On today Mr. Tim Cook – CEO of Apple was in our district to help support and endorse this endeavor. Again, our community is rural and resources are yet limited yet in the 21^st Century. Therefore, the concept of distance education is a stretch for some students and educators. I see this and I am working towards a resolve. My earning a degree in Instructional Technology and Design is my proactive approach.

In closing, I think that the earlier that we afford students the opportunities for exposure we will decrease the fear towards this learning innovation. As of this year, students in grades nine will have a required course in my school district that will be online. The fears currently rest with both instructors and students about this new innovation. My response; the administrative structure, and the instructional leadership will be crafted to meet the needs of the student and the instructor. Equally, the outcomes are designed to be met with clear an understanding, availability of resources, and support from face-to-face interaction. Having said, all students will be success and the outcomes of a 5-10 year outlook are in reach for the Macon County Public School System.

Resources:

Garrison, D., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London, England: Routledge/Falmer.

Posted by:

Melvin Alonza Lowe, III, EdD

Orientation to CTE - Macon County Public Schools

Orientation to (CTE)
Career & Technical Education
Macon County Public Schools

The following information is shared as I am building capacity and outreach within the Macon County Public School System specifically the Division of Career & Technical Education. I am beginning by developing a course titled: "Orientation to CTE" The course platform will be in Coursesites which is very similar to Blackboard. You will find the course under construction, yet providing resourceful information to be used by all learners partaking in career and technical education. Please see the link to this site: https://drmelvinlowe.coursesites.com


Posted by:
Melvin Alonza Lowe, III, EdD
Post-Doctoral Student
Walden University

Collaborative Training Environment

Collaborative Training Environment -- Working in CTE.

As we continue to improve the collaboration among faculty and staff it is imperative that we have open dialogue. One factor that is always in need of consideration is the time and location of meetings. With this restriction, I have elected to use more interactive and distance platforms to correct and navigate though this issue. We in Career & Technical Education will begin using more applied applications within Google Docs. Yes, we will each begin to post in threaded discussions as well as document sharing. A conversation that I held with my Superintendent - Dr. Jacqueline A. Brooks, EdD expressed the need to further develop and enhance this capability in our district. From that conversation this outcome will manifest.

When I look at the resourcefulness of begin able to share documents at once and then to collectively modify those documents for the better use of the organization, is challenges me personally to provide better leadership and instruction to my students and staff. Equally, it will be used as a teaching and learning tool within the instructional settings for career and technical education. Teachers will be now be able to provide instruction to students using this FREE platform. Yes, the same can be done with other (CMS) Course Management Systems such as Blackboard; however this requires enrollment in a course and/or college or university. By using Google Docs to develop these communication mediums you limit the restraints for meeting times and locations. Staff, parents, students, and stakeholders may be given access to view and/or share documents and other prudent information to your learning environment.

On this coming week, I plan to share my plans for technical education in the Macon County Public School System with the entire district. The need to openly communicate will no longer be an issue. The ability to share procedures, manuals, course descriptions, etc will be a reality. Staff will be encouraged with use their NEW Apple Notebooks to learn collectively with other staff  members and the students with our learning community. We will use these technology resources to improve the collaborative training environment in rural America.

Resources:

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development

Post Doctoral Student -
Walden University

Distance Education in Rural America's Learning Evolution.

Distance Education in Rural America's Learning Evolution.

As we approach teaching and learning within the Macon County Public School System, we also face new platforms and mediums of learning. Most recently this school system was afforded a award; the Apple Connect Ed Grant. This piece of technology will greatly impact the teaching and learning outcomes, recruitment of teachers, and it will benefit local and distance industry who seek to employ our graduates. The overall instructional improvement benefits from this grant are unimaginable and invaluable.

The two secondary schools in this district and one elementary school of whom are recipients are: Notasulga High School, Booker T. Washington High School, and Tuskegee Public Elementary School. The Career & Technical Education Center that serves both high school populations has been included in the grant. Due to the limited resources in this district I see the greater need for such a grant of this magnitude. Career & Technical Education has advanced greatly within the past 10 years specifically in the area of technology. This grant will not only advance existing programs but will be an incubator for new programs. Over the yeas there has been a need to redirect vocational education to technical education which is providing more STEM (Science, Technology, Engineering, and Mathematics) concepts in the curriculum.

Moving forward, I see the extended services of distance education in technical education. At present we are developing a course that is a technical education course which will be delivered via a distance education platform. We are considering a hybrid approach towards meeting the needs of the students. Yes, this concept is new but it is needed. My views have transitioned greatly on distance education in P-12 settings. As I look at the need to expose students to curricula, I see that need being met with this innovation. When I work with parents who need resources that are miles away, I see the need becoming a reality. When I witness industry that will never see inside of rural America, I now see the possibility of a clearer view of the environment being seen and understood through new lenses.

Before I began this course and program, my awareness of distance education was not as influenced as it has become. I see where students can learn both ability and disability groups. I see where teachers can resource and research information having limited opportunities available to them. I also see the impact that educational leadership has on teaching and learning from the benefits of distance education and the new connections to resources. The connection that can be made from distance education both in and out of the classroom is yet be defined.

On last week, I had the opportunity to work with a group of students in our dual enrollment program. These students were sharing with me their plans to credential in the area of Automotive Services. Well, the credentialing process is different for each program which caused me to wonder how will you do this during the summer. For this program the credential assessment is online. This is a facet of distance education in that a password, log-in identification, internet assess, and an awareness of technology is needed. I was impressed at their readiness as high school students to sit for this assessment. They understood that it would be a timed assessment and that their teacher would not be able to assist them during the exam. Again, I was impressed. The students have embraced global concepts of distance education which will allow them college and career success.

As I close, I support distance education in public education at all levels. Students can learn when their needs are met. This is often said but many times mis-understood and not put in place. The outcomes of the students are yet to be determined which is the reason as education that we must embrace change. However, with exposure coupled with professional planning all students rather in an affluent or non affluent community, they can learn using distance education as a vehicle for success.

Resource:

Tracey, M., & Richey, R. (2005). The evolution of distance education. Distance Learning, 2(6), 17–21.

Posted by:
Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education
lowema@maconk12.org
lowemelvin724@gmail.com

Advancing Career & Technical Education in Rural America

Advancing Career & Technical Education in Rural America -
Macon County Public Schools.

The academic year 2015/2016 is approaching fast. I along with my Superintendent recently attending the SSA- School Superintendents Association of Alabama's Summer Conference 2015 in Point Clear, Alabama. There were many informative topics discussed. One that caught my attention was the implication towards the advancements in Career & Technical Education. The accountability that is being placed on CTE programs in Alabama is growing. We are being tasked with the responsibility of providing a greater return on investment in terms of providing the workforce with both College and Career Ready Student Graduates.

I am very pleased with our outcomes in Macon County; however I have raised the bar with my staff. We will increase the number of student credentialed by 10% in all eight of our program clusters. This will be done by offering more professional development for staff. It will also be done by making program transitions to increase the number of graduates in high demand areas to include: Health Sciences and Technology. Lastly, we will improve the transitional services for special service students. These goals are in front of us and not behind us. I plan to address each one with the entire CTE staff prior to the opening of school in August 2015. Continue to look for news and information regarding program improvement practices for the Career & Technical Education Programs in Macon County.

Posted by:
Dr. Melvin Alonza Lowe, III, EdD
Educational Director -
Career & Technical Education /
Workforce Development
lowema@maconk12.org
lowemelvin724@gmail.com