Thursday, October 21, 2010
The Principal's Meeting!!!
Today I was invited to attend the principal's meeting. I was very excited. Today was really good timing because the principals were being trained on the new PMOC model for School Improvement. Different components of the plan were presented and a group of administrators were asked to take part in a mocked demo. The plan: All schools are asked to get with their staff and faculty abnd develop a school improvement plan along with activities to meet the goals. Instead of waiting until the end of the school year to assess if your school has met its goals, benchmarks are put in place aas a check several times throughout the year. Several times during the year the principal will take a look at the upcoming benchmark date and present before the superintendent and several other members from central office. If the school is on track to meet the goals based on what has been accomplished up to the first "check-in" date, all is well. If they are not on track, the principal must explain why. The committee will have the superintendent, area superintendent, transporation director, budget, technology, human resources, etc. At that time, if any of the members present can offer any support, they will speak. This is done at least 3-4 times during the year. I like this because if a school is not on track, there's time and an offer of more supports to help that school meet its year-end goals for school improvement. Are any of your schools participating in this?
Wednesday, October 20, 2010
The Investigator!!!!
Today was a very unusual day. I didn't check the sky. Is there a full moon? Did you know the moon has an affect on student behavior? I had several discipline problems to handle today. One involved a child "supposedly" exposing himself to some students. This incident happened yesterday as the child exited the bus. The 2nd incident happened during the school day and it involved one boy shoving another boy. I'll start with the little boy who according to the teacher's note, "exposed himself" at a bus stop. I talked with the little girl who told the teacher about the incident. I asked her to tell me everything she saw. I also told her to make sure she took her time told the truth because I was going to check the "camera" on the bus and the "camera" at the bus stop. The camera would verify what she said. This little girl is in the 3rd grade. This was her statement: Little Johnny Doe got off the bus and went behind a bush and "peed".
My response: How did you know what he was doing?
Her response: She could see the "water" hitting the ground.
My response: How was Johnny Doe standing?
Her response: He was standing with his back to me.
My response: Could you see his backpack or face.
Her response: I could only see his backpack.
At that point I thanked the little girl for being honest and I sent her back to class.
Next: I asked to see Johnny Doe
My question to him after giving him the same story about the camera seeing all. Tell me what happened when you got off of the bus yesterday.
His response: I got off the bus and had to "go", so I went behind a bush.
I do this all the time.
My response: Why don't you wait until you get home?
His response: I have to walk a few blocks and I won't make it, so I do it before I start my walk.
My response: Some students on the bus saw you yesterday? That's not a good thing to do.
His response: No, I didn't know they saw me. I'm sorry. I had to go bad.
My response: Why don't you go to the bathroom before you get on the bus?
His response: We go to our "specials". From specials, we get on the bus and there is no time
I told him that it is not OK for him to use the bathroom at the bus stops, so that will have to stop. I also talked with his teacher about the situation. He did not expose himself, but went behind a bush to urinate. The teacher added "expose" to the paper. She did not investigate. Little Johnny promised he would not use the bus stops as a bathroom stop. The teacher promised she would make sure he went to the bathroom before going to specials. She would also call the little girl's mom and with an explanation. Little Johnny promised not to drink any water after using the bathroom.
The next incident involved 3 boys, but only 2 boys were reported by the teacher. This is what I found out through my investigations:
The teacher was at the FRONT of the line and the class was following her. She just happened to look back and saw Billy Bob shove Tony Tiger. Of course Tony shoved back and a fight started. I talked with each child. After telling them about the "camera" in the hall, both boys told the truth. A THIRD CHILD slapped Tony. Tony ignored that until Billy played the instigator by teasing Tony saying: "Dangggg, I know that hurt. Let me see if I can do that to you" Billy then slapped Tony". Tony did not ignore Billy. Just as the teacher was turning, she saw Billy shove Tony.
First, I feel a teacher should never walk in the front of the line. She can not see what is going on with her class. She also called and talked to both parents before investigating. She told Billy's mom he started the fight. She told Tony's mom Tony did not start the fight. I was not aware she had made these calls. When I call to talk with the mother, she's telling me her son did not start the fight. I had the tacher to come to the phone and explain the situation. I also talked with the THIRD child who was never called to the office. I found out he had been bullying Tony because Tony doesn't fight back. Tony said he didn't want to report the THIRD child because he wanted to be his friend. I can't suspend a child, but the AP called the parents in and talked with them with the boys present. No one was suspended. I asked the AP why she did not suspend teh boys. She said it would have been a "reward" for them to stay home. She said there would be other consequences but she did not say what. When I was a classroom teacher, we had a hands-off zero tolerance policy. If you fought, you went home. My concern is the 3 boys are "ambassadors" and all the students know they have problems, but nothing is done for making bad choices. My question to you: What would you have done as an AP or Principal?
My response: How did you know what he was doing?
Her response: She could see the "water" hitting the ground.
My response: How was Johnny Doe standing?
Her response: He was standing with his back to me.
My response: Could you see his backpack or face.
Her response: I could only see his backpack.
At that point I thanked the little girl for being honest and I sent her back to class.
Next: I asked to see Johnny Doe
My question to him after giving him the same story about the camera seeing all. Tell me what happened when you got off of the bus yesterday.
His response: I got off the bus and had to "go", so I went behind a bush.
I do this all the time.
My response: Why don't you wait until you get home?
His response: I have to walk a few blocks and I won't make it, so I do it before I start my walk.
My response: Some students on the bus saw you yesterday? That's not a good thing to do.
His response: No, I didn't know they saw me. I'm sorry. I had to go bad.
My response: Why don't you go to the bathroom before you get on the bus?
His response: We go to our "specials". From specials, we get on the bus and there is no time
I told him that it is not OK for him to use the bathroom at the bus stops, so that will have to stop. I also talked with his teacher about the situation. He did not expose himself, but went behind a bush to urinate. The teacher added "expose" to the paper. She did not investigate. Little Johnny promised he would not use the bus stops as a bathroom stop. The teacher promised she would make sure he went to the bathroom before going to specials. She would also call the little girl's mom and with an explanation. Little Johnny promised not to drink any water after using the bathroom.
The next incident involved 3 boys, but only 2 boys were reported by the teacher. This is what I found out through my investigations:
The teacher was at the FRONT of the line and the class was following her. She just happened to look back and saw Billy Bob shove Tony Tiger. Of course Tony shoved back and a fight started. I talked with each child. After telling them about the "camera" in the hall, both boys told the truth. A THIRD CHILD slapped Tony. Tony ignored that until Billy played the instigator by teasing Tony saying: "Dangggg, I know that hurt. Let me see if I can do that to you" Billy then slapped Tony". Tony did not ignore Billy. Just as the teacher was turning, she saw Billy shove Tony.
First, I feel a teacher should never walk in the front of the line. She can not see what is going on with her class. She also called and talked to both parents before investigating. She told Billy's mom he started the fight. She told Tony's mom Tony did not start the fight. I was not aware she had made these calls. When I call to talk with the mother, she's telling me her son did not start the fight. I had the tacher to come to the phone and explain the situation. I also talked with the THIRD child who was never called to the office. I found out he had been bullying Tony because Tony doesn't fight back. Tony said he didn't want to report the THIRD child because he wanted to be his friend. I can't suspend a child, but the AP called the parents in and talked with them with the boys present. No one was suspended. I asked the AP why she did not suspend teh boys. She said it would have been a "reward" for them to stay home. She said there would be other consequences but she did not say what. When I was a classroom teacher, we had a hands-off zero tolerance policy. If you fought, you went home. My concern is the 3 boys are "ambassadors" and all the students know they have problems, but nothing is done for making bad choices. My question to you: What would you have done as an AP or Principal?
Tuesday, October 19, 2010
I Need to Hear From You !!!!!
After reading "Our Iceberg is Melting". I decided this was a book I needed to share with my principal. Our administrative team is composed of the Principal, Assitant Principal, 2 Academic Coaches, and 1 Curriculum Leader who is also the AP Intern. This was to be the team assembled to "make a change" to the schools climate, and culture. We soon realized there was one component missing. We didn't have any teaachers on our team. As long as the team remained as is, there would always be the feeling of "US" against "THEM". It was agreed that we would invite several teachers to join us on a quest to make a differenc.
My principal selected the cream of the crop along with a few teachers who seemed tpo be very influential. The teachers felt empowered and we could immediately see a difference in the teachers' attitudes.
We went put on the limb by selected one teacher who is usually a complainer, but has a way of influencing many members of the staff. At first this proved to be quite beneficial. As time went on we started to regret our decision. While everyone's attitude about creating a more positive environment, she actually became more negtive. On the positive side, one member of our dream team, who is a teacher, has really taken on the leadership role of spreading the "vision" throughout the school.
I am so happy we decided to empower our teachers. They now feel responsible for helping to bring their team members up to their level. They are doingg this by making sure everyone understands the vision. They are also helping to establish that "sense of urgency" by discussing the data at their PLCs. Our school is sitting on an iceberg with many cracks. There is definitely a need to make a move. If we don't we will all pay the price of allowing students to "fall between the cracks". I am curious to know if there are any other schools sitting on a melting iceberg? I need to hear from you.
My principal selected the cream of the crop along with a few teachers who seemed tpo be very influential. The teachers felt empowered and we could immediately see a difference in the teachers' attitudes.
We went put on the limb by selected one teacher who is usually a complainer, but has a way of influencing many members of the staff. At first this proved to be quite beneficial. As time went on we started to regret our decision. While everyone's attitude about creating a more positive environment, she actually became more negtive. On the positive side, one member of our dream team, who is a teacher, has really taken on the leadership role of spreading the "vision" throughout the school.
I am so happy we decided to empower our teachers. They now feel responsible for helping to bring their team members up to their level. They are doingg this by making sure everyone understands the vision. They are also helping to establish that "sense of urgency" by discussing the data at their PLCs. Our school is sitting on an iceberg with many cracks. There is definitely a need to make a move. If we don't we will all pay the price of allowing students to "fall between the cracks". I am curious to know if there are any other schools sitting on a melting iceberg? I need to hear from you.
Monday, October 18, 2010
That's It !!!!!
9-07-10
I finally figured it out! I now know what's wrong with this picture!!!
Teachers are walking around very complacent and have very low-expectations of the students. I see students doing a lot of computations, but very little application in the form of higher-order questions. How do I know this? Observations: math/literacy lack rigor. Lesson plans lack differentiated instruction. Students very seldom are given an opportunity to work in small groups. The questions that are asked in the classrooms are all knowledge based. The PLC's are very weak. Teachers administer common assessments, but they are not analyzing the tests or using them to drive instruction. I don't see a lot of collaboration between the teachers. Many teach in isolation. At first I thought, maybe it's the climate. However, after looking at all the facts I really think it's the culture. Also, on the 5th grade hall, there's a group of "bad boys". These boys have the worst behavior in the school. The principal decided to make them "ambassadors" in hopes that this would improve their self-image. Recently I attended a PAC Title 1 meeting. At this meeting I met a young man who is a D.J. We started talking and I found out when he was in the 5th grade he had some of the same problems as our ambassadors. I asked him if he would come and share his story with our group. He not only agreed, but brought door prizes and pizza. The boys really made a connection and I could tell that talking with the boys had made an impact on them. We're going to continue to work with these boys. I am going to contact the Duke Blue Devils to see if they can come over and spend some time witgh the boys. I can see some changes. The boys are beginning to take their classwork a little more serious. The day the D.J. came, I had to practice some "tough-love". One of the little boys was not allowed to attend the activity because earlier that day he had disrespected a substitute. As he entered the room, I had to tell him that he would not be participating in the activity because he had made some poor choices. Although it was a hard thing to do, I knew he was going to learn a valuable lesson. Many of the teachers allowed these boys to do whatever they wanted as long as they were not fighting. They were allowed to sit or sleep all day as long as they did not disturb the other students. Now when I walk in, I make sure they are focused on learning. As an incentive, they will attend the next activity I plan for the group. Do any of you have any suggestions on how I can inspire these boys to want to learn? I fear they will drop out of school when they have reached the legal age or be involved in gang-activity. I have to try to reach them before they go on to middle school. I am opened for any suggestions. I am looking at "Big Brothers", or forming a basketball team. Please tell me your thoughts. As for the school's culture, every Friday at 1:00 pm I meet with my principal and AP and we are working on a plan to change the culture. I realize this may not happen this year, but we have to start somewhere.
I finally figured it out! I now know what's wrong with this picture!!!
Teachers are walking around very complacent and have very low-expectations of the students. I see students doing a lot of computations, but very little application in the form of higher-order questions. How do I know this? Observations: math/literacy lack rigor. Lesson plans lack differentiated instruction. Students very seldom are given an opportunity to work in small groups. The questions that are asked in the classrooms are all knowledge based. The PLC's are very weak. Teachers administer common assessments, but they are not analyzing the tests or using them to drive instruction. I don't see a lot of collaboration between the teachers. Many teach in isolation. At first I thought, maybe it's the climate. However, after looking at all the facts I really think it's the culture. Also, on the 5th grade hall, there's a group of "bad boys". These boys have the worst behavior in the school. The principal decided to make them "ambassadors" in hopes that this would improve their self-image. Recently I attended a PAC Title 1 meeting. At this meeting I met a young man who is a D.J. We started talking and I found out when he was in the 5th grade he had some of the same problems as our ambassadors. I asked him if he would come and share his story with our group. He not only agreed, but brought door prizes and pizza. The boys really made a connection and I could tell that talking with the boys had made an impact on them. We're going to continue to work with these boys. I am going to contact the Duke Blue Devils to see if they can come over and spend some time witgh the boys. I can see some changes. The boys are beginning to take their classwork a little more serious. The day the D.J. came, I had to practice some "tough-love". One of the little boys was not allowed to attend the activity because earlier that day he had disrespected a substitute. As he entered the room, I had to tell him that he would not be participating in the activity because he had made some poor choices. Although it was a hard thing to do, I knew he was going to learn a valuable lesson. Many of the teachers allowed these boys to do whatever they wanted as long as they were not fighting. They were allowed to sit or sleep all day as long as they did not disturb the other students. Now when I walk in, I make sure they are focused on learning. As an incentive, they will attend the next activity I plan for the group. Do any of you have any suggestions on how I can inspire these boys to want to learn? I fear they will drop out of school when they have reached the legal age or be involved in gang-activity. I have to try to reach them before they go on to middle school. I am opened for any suggestions. I am looking at "Big Brothers", or forming a basketball team. Please tell me your thoughts. As for the school's culture, every Friday at 1:00 pm I meet with my principal and AP and we are working on a plan to change the culture. I realize this may not happen this year, but we have to start somewhere.
Sunday, October 10, 2010
Reflections on my Internship
8-18-10 to 8-20-10
8-18-10
Although I have two other schools, this was to be my first day at this school as an administrator and a campus curriculum leader. My principal met me at the door and immediately put me to work. I met with the administrative team and helped to plan the teacher retreat. Of course I was on the agenda. We spent most of the day behind closed doors with this activity. The rest of the time I visited the classrooms and introduced myself to as many teachers and instructional assistants as possible. I was nervous and excited at the same time. Maybe I wasn't too nervous about the job of campus curriculum leader. I've been in this role for several years at several different schools. Some of the teachers had even attended some of my workshops. The thought of wearing that "other hat" was becomming a reality.
8-19-10
The All day retreat. My principal introduced me as the new AP intern and also the new campus curriculum leader for math and science. I followed this by letting everyone know what my role would be as CCL, along with expectations and how at times I would be functioning as AP intern. I also asked each staff member to complete a needs assessment.
The rest of the time was spent talking about rules and expectations.
My principal involved the team in sopme team building exercises and we viewed a Team Building movie.
8-20-10
I met with all the grade level chairs to discuss dates and times I would join them for weekly PLC meetings. It was decided that at this weekly meeting I would discuss lesson plans, common assessments, analyzing data, and next steps, other concerns/needs.
The first few days went rather smoothly. The staff seemed quite friendly. But still I sensed something was not quite right. Something was missing, but I couldn't put my finger on it. I knew I would have to investigate.
8-23-10 to 8-27-10
8-23-10
Prepared for open house. Help with printing materials, typing the agenda, and setting up in the media, and scheduling.
8-24-10
During open house I was asked to greet parents, introduce myself, and direct parents to the approriate classrooms. This gave me an opportunity to develop relationships with the parents.
The rest of the week was spent doing walk throughs and attending to the math and science needs of teachers.
On Wednesday I got to do my first walk through with my principal. It was quite different because as a Campus Curriculum Leader I have done many walk throughs but they are a bit longer than the 3-minute walk throughs and a lot more revealing as far as needs of the teachers. My familiarity with the K-5 curriculum was quite helpful during the walk-throughs.
I also helped with car-pool during the first 10 days of class, and assisted office with redirecting parents and answering questions about bus schedules and room assignments. Today I also met with my 5th grade teachers to discuss the use of science kits and common assessments. I scheduled a time to come back the next day to observe and assess any needs.
8-30-10 to 9-3-10
During this week I distributed text books, created a sign-out process that would hold teachers more accountable for student calculators, met with each grade level during their PLCs. During the meetings I always ask: What's going well? What's not going well? What can we doing as a PLC to improve student learning? I focus a lot on Data.
The 5th grade team wanted to meet after school on Friday to plan next steps after reviewing their data. I was able to make a few suggestions based on their data. The rest of the time was spent designing engaging, appropriate math, science, and reading centers.
I continued with trying to put a finger on what I sensed was missing from this school environment. This led me to have conversations with the Principal, AP, and the 2 academic coaches who were starting to see some of the same things.
Teachers were quite friendly, but very complacent. Uhmmm ..thinking...Although teachers had an entire day to practice routines and procedures, I didn't see a lot of practicing. After two weeks, student behavior was terrible. Unless the students were fighting, I didn't witness a lot of teacher corrections. Misbehavior was greatest on the 4th and 5th grade halls. Walk-throughs revealed substandard instruction not supported by the NCSCOS, math centers were not age appropriate and I didn't observe a lot of higher-order questions. Wow!! I think I have my finger on the problem. But first, I want to know what you think.
8-18-10
Although I have two other schools, this was to be my first day at this school as an administrator and a campus curriculum leader. My principal met me at the door and immediately put me to work. I met with the administrative team and helped to plan the teacher retreat. Of course I was on the agenda. We spent most of the day behind closed doors with this activity. The rest of the time I visited the classrooms and introduced myself to as many teachers and instructional assistants as possible. I was nervous and excited at the same time. Maybe I wasn't too nervous about the job of campus curriculum leader. I've been in this role for several years at several different schools. Some of the teachers had even attended some of my workshops. The thought of wearing that "other hat" was becomming a reality.
8-19-10
The All day retreat. My principal introduced me as the new AP intern and also the new campus curriculum leader for math and science. I followed this by letting everyone know what my role would be as CCL, along with expectations and how at times I would be functioning as AP intern. I also asked each staff member to complete a needs assessment.
The rest of the time was spent talking about rules and expectations.
My principal involved the team in sopme team building exercises and we viewed a Team Building movie.
8-20-10
I met with all the grade level chairs to discuss dates and times I would join them for weekly PLC meetings. It was decided that at this weekly meeting I would discuss lesson plans, common assessments, analyzing data, and next steps, other concerns/needs.
The first few days went rather smoothly. The staff seemed quite friendly. But still I sensed something was not quite right. Something was missing, but I couldn't put my finger on it. I knew I would have to investigate.
8-23-10 to 8-27-10
8-23-10
Prepared for open house. Help with printing materials, typing the agenda, and setting up in the media, and scheduling.
8-24-10
During open house I was asked to greet parents, introduce myself, and direct parents to the approriate classrooms. This gave me an opportunity to develop relationships with the parents.
The rest of the week was spent doing walk throughs and attending to the math and science needs of teachers.
On Wednesday I got to do my first walk through with my principal. It was quite different because as a Campus Curriculum Leader I have done many walk throughs but they are a bit longer than the 3-minute walk throughs and a lot more revealing as far as needs of the teachers. My familiarity with the K-5 curriculum was quite helpful during the walk-throughs.
I also helped with car-pool during the first 10 days of class, and assisted office with redirecting parents and answering questions about bus schedules and room assignments. Today I also met with my 5th grade teachers to discuss the use of science kits and common assessments. I scheduled a time to come back the next day to observe and assess any needs.
8-30-10 to 9-3-10
During this week I distributed text books, created a sign-out process that would hold teachers more accountable for student calculators, met with each grade level during their PLCs. During the meetings I always ask: What's going well? What's not going well? What can we doing as a PLC to improve student learning? I focus a lot on Data.
The 5th grade team wanted to meet after school on Friday to plan next steps after reviewing their data. I was able to make a few suggestions based on their data. The rest of the time was spent designing engaging, appropriate math, science, and reading centers.
I continued with trying to put a finger on what I sensed was missing from this school environment. This led me to have conversations with the Principal, AP, and the 2 academic coaches who were starting to see some of the same things.
Teachers were quite friendly, but very complacent. Uhmmm ..thinking...Although teachers had an entire day to practice routines and procedures, I didn't see a lot of practicing. After two weeks, student behavior was terrible. Unless the students were fighting, I didn't witness a lot of teacher corrections. Misbehavior was greatest on the 4th and 5th grade halls. Walk-throughs revealed substandard instruction not supported by the NCSCOS, math centers were not age appropriate and I didn't observe a lot of higher-order questions. Wow!! I think I have my finger on the problem. But first, I want to know what you think.
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