The Little Things

Willis Core Value #5 Willis is a place where doing little things can make a big difference.

I received two e-mails today that have me thinking.  The first was a glowing message from a parent to a team of teachers, thanking them for their efforts with her son.  The second was a message, sent by a former student of  John P., thanking him for the "kindness and attention" shown to her as a student and recognizing John's role as a mentor in her life.  John forwarded this e-mail, to a few colleagues, with the following message:

I send this to you in the sincerest form of humility to say...."Keep doing what you're doing.  If your heart is right and motives sincere we never know the impact we have on our students."

Both of these e-mails are illustrative of the tremendous power of doing little things to recognize the contributions of others.  Take a moment to consider a time when you have received a positive note, phone call, or recognition from a student or parent.  If you are like me, these are the moments that "float the boat"--they reinforce purpose, renew energy and bring a smile.

Now consider how we might translate the positive experience of a compliment, or words of encouragement, to our students and parents.

Edutopia (a great site to follow) recently ran a post entitled, The Power of the Positive Phone Call Home, by Elena Aguilar.  I would encourage you to take a few moments to read the article.  This is obviously not an earth shattering new strategy, but a good reminder of how taking a few minutes to share something positive can have a significant impact on classroom climate.  Even if you don't read the entire article, consider the challenge issued in the last paragraph:

In the long list of priorities for teachers, communicating good news is usually not at the top. But try it -- just for a week -- try calling a few kid's parents (and maybe not just the challenging ones -- they all need and deserve these calls) and see what happens. The ripple effects for the kid, the class, and the teacher might be transformational.

Sometimes the little things make ALL of the difference.

by J. Delp

Keep Singing...

Life is a shipwreck [or at least if feels like that sometimes], but we must not forget to sing in the lifeboats.  ~ Voltaire

If you are like me, you are probably feeling a bit "stretched" right now.  In addition to the normal stress and chaos of a new school year, we are tackling a number of new initiatives -- some on our own accord, others without much choice.  While I do not subscribe to Voltaire's somber description of life as a shipwreck, I do like the quote for several reasons:

• It recognizes that things are not always easy.  Voltaire doesn't need to tell us...right?  In fact, right now, some of you may be feeling that challenges and frustrations are the norm.  
• It emphasizes the importance of staying positive.  Having a negative attitude about things does nothing to improve any challenging situation, in fact, quite the contrary.  
• It implies that we are in this together.  Collegiality and collaboration are under emphasized, and underutilized, aspects of the educational profession.  We need to believe what we tell our kids - working together really is better.

Remember...ask for help when you need it.  Offer help when you can give it.  Share frustrations, but stay positive.  Lean on each other.  Most importantly, believe in the difference you are making...

...and have fun!

A "Flipped" Faculty Meeting

Our first faculty meeting of the school year is scheduled for Thursday, August 9th at 8:00 a.m. in the media center.  I am determined, to the extent possible, to make these scheduled times - when we are all together - opportunities for us to collaborate, examine instructional practice, discuss student work and LEARN TOGETHER.

To that end, I would like us to focus on the topic of "Learning Goals and Scales" and do so in a "flipped" fashion.  The district has provided a PowerPoint to address these topics, but I do not want to spend valuable time reviewing a presentation.  Instead, I am going to ask you to do that BEFORE you come to our professional development session on Thursday.  The modified presentation (I deleted a number of slides and added a few of my own) is posted below.  I will also send it via e-mail.

Once you have had the opportunity to look over the PowerPoint, please take time to review a few reflection questions on the shared Google Doc (link provided via e-mail), add your thoughts, or comment on any (or all) of the questions, and record any questions you still have about learning goals and scales.  Consider this a virtual discussion.

If you feel like you have a decent handle on these concepts, please consider sharing an example via the "Share to Dropbox" link provided by e-mail.

Finally, I would like everyone to bring ONE learning goal to Thursday's session.  This should be a goal for something you plan on teaching, but for which you have not yet written (or finalized) a scale.  You will be working with this learning goal on Thursday.

To summarize...before Thursday's professional development session:

• Review the PowerPoint presentation - Learning Goals and Scales
• Read over the shared Google Doc (link sent via e-mail); add your thoughts, leave comments and questions
• If you have a good example of a learning goal and associated scale, post it via the e-mailed link
• Bring ONE learning goal - for which you have not written a scale - to Thursday's session

Thanks for modeling the process of life-long learning!

More than a Letter Grade

cc flickr photo by Krissy.Venosdale

Today is the day that the Department of Education will release the A-F letter grades for Arizona schools.  I have to admit, I have spent my fair share of time stressing about how the state's designation might impact perceptions of our school.  Many people will not take time to look beyond the letter grade - they won't get the whole story.  This is unfortunate, because we all know that the value of students, a teaching staff, and schools can not be boiled down to a single letter.

As we consider test scores, and state ratings, it might be tempting to make excuses and dismiss results as unfair and irrelevant.  After all, in many respects, the state letter grade is comparing apples to oranges, right?  It would also be easy to be pessimistic and discouraged by what we read in the paper.  However, neither approach serves the best interest of our students, or school community.  

As I have previously mentioned, we have to be data conscious - recognizing that state testing and rank does have an impact on our students, and school, and taking appropriate steps toward improvement.  We need to use data (well beyond AIMS results) to determine intervention strategies that will improve our instruction and benefit our students -- not because of a letter grade, but because it is the right thing to do for kids.  We must be diligent about improving our instructional practice -- reflective about our teaching, and modeling life-long learning.

Most importantly, we must ensure that we treat every student on our campus as an individual with unique interests, talents, perspectives and immeasurable worth.  We are more than a letter grade!

P.S.  Be proud of what we have accomplished and determined to continue the momentum :)

  

Learning Goals and Scales

The flawed notion that progress happens in leaps and bounds is an organizational curse.  Real progress starts and ends with teams committed to taking ONE STEP AT AT A TIME, TOGETHER.  ~ Unknown

As we begin implementation of the new evaluation instrument and the integration of strategies from The Art and Science of Teaching in our classroom instruction, I thought it might be helpful to share how teachers are approaching the idea of learning goals and scales.  I realize that this is a significant shift and I want you to understand that I see this as a "process" that will take time to perfect.  Remember, we are trying to hit a home-run, fifty feet at a time.    

There are a number of ways that you might approach the posting of a scale.  The picture above is an example of a scale, on a small whiteboard,  in Mr. Kidder's science class.  This scale is set-up to monitor/assess student progress related to the following learning goal:

Students will be able to describe the composition of the Earth's interior.

You will notice that most of the wording in the scale can be used for multiple learning goals (text written in black marker).  The information specific to this particular learning goal is written in a different color -- this is the information that will change from one learning goal to another.

Again, this one way you might go about addressing a posted learning goal and scale in your classroom.  Please feel free to share your ideas, or alternative suggestions in the comments to this post.  

One step at a time...together.

Modeling Our Core Values

Each person must live their life as a model for others.  ~ Rosa Parks

As we move into our second week of school, I would ask that you continue to demonstrate deliberate decision making and consistency in addressing issues that are critical to upholding the core values we are emphasizing within our school community.  Many of the issues/concerns that we see on campus, and in our classrooms, can be directly related to one, or more, of the five core value.  Please seize upon opportunities to discuss these points with our students and help them develop connections between their actions and the "greater good" for our school community.

I would also encourage you to consider that, as educators, one of the most powerful things we can do is  model the actions, behaviors and enthusiasm we expect of our students.  It is imperative that we assume the role of leaders when it comes to the values we emphasize -- ensuring that our actions are consistent with our words.  This is not an easy task.  It requires focus, deliberate practice, and constant reflection.  It also requires that we admit when we mess-up, and that we do what is necessary to make things right.

This week, as you interact with our students and parents:

• Be approachable
• Be patient
• Be engaging
• Be encouraging
• Be mindful of your instruction
• What is the purpose?
• Is it a good use of time and resources?
• Is it in the best interest of students?

Have a great week and work diligently to ensure that each one of our students does the same!

You Are a Difference Maker!

cc flickr photo by Krissy.Venosdale

As we prepare for the arrival of our students, I hope you will take a few quiet moments to put aside lesson plans, forget about administrative tasks, and consider our purpose (as a school, and as individual educators): we must attend to the academic, social and emotional needs of each one of our students.  Our educational system asks a lot of teachers, and unfortunately, in times when we are spread too "thin," it is difficult to maintain our focus on the best interest of kids.  That is why it is so critical that we take time for reflection, deliberately considering how we maintain student centered practices on our campus and in our classrooms.

When our students walk through the front gates on Monday morning, please remember that you are a difference maker!  The small gestures you make to welcome students, and demonstrate an interest in their lives, will have an impact.  There is tremendous power in a smile, a handshake, or an encouraging word.  In the coming year, you will have opportunities to build confidence where it hasn't existed, develop connections that have never been present, and generate hope for students who's academic careers have been marred by hopelessness.  All of these are truly super powers!

During yesterday's training, the presenters shared the following quote - a powerful reminder of our ability to make a difference (either positive, or negative).

I’ve come to the frightening conclusion that I am the decisive element in the classroom.  It’s my daily mood that makes the weather.  As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.  I can be a tool of torture or an instrument of inspiration.  I can humiliate or humor, hurt or heal.  In all situations, it is my response that decides whether crisis will be escalated or de-escalated and a child humanized or de-humanized.  ~ Haim Ginot

You should all be proud of the profession you have chosen, the hard work you do on behalf of our students, and the determination with which you address challenges.  In the first few days/weeks of school I challenge you to really get to know your students, share a little about yourself, develop meaningful connections, and make decisions based upon what is best for kids.

Thank you for all you do for our school community...your efforts are noticed, and appreciated!

by J. Delp