THE POWER OF A VISION

Goal:  To encourage the development of vision in learners

Objectives:

• To provide support, helping them to establish goals
• To encourage them to see a different future, not the reality of the day
• To help learners achieve much more than they ever thought possible

People throughout history have overcome seemingly insurmountable odds to accomplish great things.   Their vision gave them the courage to make it happen.

“Each part of your life – today’s behavior, tomorrow’s behavior, next week’s behavior, next month’s behavior – can be examined in the context of the whole, of what really matters most to you.  By keeping that end clearly in mind, you can make certain that whatever you do on any particular day does not violate the criteria you have defined as supremely important, and that each day of your life contributes in a meaningful way to the vision you have of your life as a whole. “
--Stephen Covey

WILL YOU BECOME PART OF THE VISION?

KEY IDEAS:

Vision/Dreams:

• Vision is the desire for change or improvement that propels a person to set goals.
• Having a vision for your future is more than a mental image of an event.  Developing a clear vision motivates, inspires, and challenges a person.
• A vision defines the Who, What, When, and Why of our daily work. 
• Who is involved in this work? (Shareholders) 
• What do we want to accomplish? (Specific short term and long term goals)
• When?  -  the timeline for achievement
• Why are we doing this work? (The legacy of the work)
• Realizing we have control over certain aspects of our life gives us power to make small but mighty changes in our daily life that will produce great rewards.

Goal Setting and Self-Reflection:

• Each individual takes responsibility for his/her own learning.
• Individuals reflect upon current performance to make decisions for future character and academic goals.
• Setting goals helps monitor and evaluate personal growth.
• Goal setting is an ongoing process that changes with progress and challenges.

Establish Your Vision based on the Foundation of The Great Expectations Tenets:
High Expectations…Robert Rosenthal   and Lenore Jacobson
Educators - who hold high expectations for their learners, communicate those expectations clearly, and encourage learners in their charge to work hard in order to rise to the level of those expectations – can make a difference in students’ success. High expectations move learners forward, even if those learners don’t achieve total mastery. Educators also have a role in helping their 21st century learners set significant aspirations for themselves in a media-rich, global network of unlimited possibilities.

“We must have courage to bet on our ideas, to take the calculated risk, and to act. Everyday living requires courage if life is to be effective and bring happiness."
- Maxwell Maltz,, American cosmetic surgeon, author of Psycho-Cybernetics

Teacher Attitude and Responsibility…Haim Ginott, John and Eunice Gilmore
Educators are accountable, not only for imparting content, but for developing virtuous citizens. Educators’ own attitudes toward their responsibilities are a model for all whom they meet. To lead by example means to hold oneself to a higher standard and to support others as they develop their own sense of responsibility. Great leaders create an influence that others strive to follow.

“Manners are like the zero in arithmetic; they may not be much by themselves, but they are capable of adding a great deal of the value of everything else."
- Freya Stark, British explorer

All Children Can Learn…William Glasser
All learners can achieve a level of success greater than their previous success, no matter what labels (disabled, special needs, low socioeconomic status, unstable home life, inner-city, rural, or gifted) are placed upon them. Innovative educators are cognizant of the planning, problem-solving, communications, and creativity needed for work in the twenty-first century.

“We are driven by five genetic needs: survival, love and belonging, power, freedom, and fun."
- William Glasser, American psychiatrist

Building Self-Esteem…Harris Clemes, Reynold Bean, and Aminah Clark
Learner’s self-esteem is closely linked to their internal motivation to embrace all that is asked of them in life and in the learning environment. It greatly affects their courage to try new things or express their own ideas. A healthy self-esteem is a positive factor in drop-out prevention and is at the crux of student’s sound choices about their safety and health.

“Have faith in yourself! Have faith in your abilities! Without a humble but reasonable confidence in your own powers, you cannot be successful or happy."
- Dr. Norman Vincent Peale, minister, author

 Climate of Mutual Respect…Rensis Likert
Learners are empowered to take risks necessary for growth when they are in a learning environment where mutual respect is evident. In the ideal situation, learners are valued, their ideas are considered, and their mistakes are seen as opportunities for correction and reflection. Additionally, there is courteous regard for one another, and time is structured to allow all learners to process and produce ideas and opinions.

“Just asking a team to be creative won’t get you to be innovative. It’s having a corporate climate that give people space to experiment and take risks.”
- Steve Brown, author, radio announcer, seminary professor

Teacher Knowledge and Skill…Benjamin Bloom
Innovative educators are knowledgeable and skilled in techniques that enable learners to maximize the benefits of each learning experience. Innovative educators continue to expand their arsenal of pedagogical techniques and focus on keeping pace with current educational initiatives. Innovative educators realize their influence in the learning environment; they can motivate, inspire, and challenge individuals to achieve excellence in living and learning. Innovative educators are life-long learners.