Is failure a real and regularly option and experience for kids at your school?
“The core philosophy behind the pillar it’s never too late to learn is a presumption of competence.” (Kindle loc.1580, Fisher et. al) As a public school educator of a title 1 school, we receive a diverse group of students from diverse backgrounds that results in diverse learning abilities. With that said, under the Professional Learning Community model we have implemented, we have created common assessments at every grade level, adopted the motto “our students” as opposed to “my students” to help achieve a common goal of student achievement, intervention schedules, the hiring of intervention aids/teachers and the practice of consistently reviewing student data to decide next steps. With these important pillars that are currently in place, student failure is not an option. If not, what structures have been put into place to accomplish alternatives? Students do not fail at our school, we have empowered students to monitor their own progress so even if they’re not achieving the grade level standard at times, they are taught to consistently improve and celebrate small steps toward the bigger goal. They don’t compare themselves to other students, they compare themselves to the student they were yesterday. In my class, students keep their own data folder where they track their own progress such as their reading rate score, spelling test scores, math scores and goals they have set for themselves. What conditions exist that make never too late to learn and reach competency in your school? Can you give an example? In addition to the PLC process, we’ve also implemented “WIN time” (What I Need Time) and this where we as teacher review student data on a certain standard, group students based on ability level such as students that showed mastery go to a teacher/class with other students that mastered as well and students that did not master go to another teacher with a smaller class size where they can be retaught the standard in hopes to see improvement. There is also teachers/classes for the students that nearly met or met as well. WIN time is normally 35 minutes in length and 5 teachers/5 classes. What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader? I truly believe our school is already functioning at a high level with the PLC process which incorporates the philosophy of “never too late to learn” so I wouldn’t change much except to consistently improve the model year to year. I would also ensure that staff and grade levels are consistently implementing What can you do in your present position to create “never too late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence? What I can continue to do in my current position to help create the “never too late to learn” structure is to continue modeling the practice of empowering students to track their own progress. Not all of my teammates implement a data folder where students set goals and track their progress. I believe it’s a huge game changer as we track our own progress every single day in adulthood. We track our nutrition, health, finances, education, etc. To continue having an open mind of sharing any resources I may find that will benefit the collective and not just myself. Commit to 5 things you are willing to do this semester that will make your school a increase learning opportunities:
1. What role does school play in building students’ agency and identity? “Identity is the development of a unique personality, with individual beliefs and values that are formed by the interactions we have with others.” (location 1272,Fisher et. al) I truly believe the school plays a major role in building a students agency and identity. The role of the school is equip students with the ability to become effective members of society, to go from dependent to independent. As a elementary school teacher, we get to see the gifts of young children and we can easily see their innate talents before they are even aware of them at times. "Wow, you're such a great artist!" These are the type of comments I use when I see a student that truly put forth the effort in an art piece. I can easily switch "artist" with the word "writer." I believe a school also has to allow to students to fail and equip them with the ability and awareness of how to learn from those failures. When they fall, it's our job to build them back up. 2. How aware are you and your colleagues of the impact our choice of words have on developing students’ agency and identity? Can you give examples? I believe my colleagues and I are extremely aware of the power of words when it comes to our students. If you walk into any classroom in our campus, it is filled with "I can" statements, motivational posters, student art work and writing constantly on display. Even as we discipline students, verbally or with behavior cards, we're always looking for the underlining lesson in their actions. We're truthful with them about their actions but we also build them back up by telling that we all make mistakes but the important part is to learn from it. We have a system in place called Peace Builders where we reward great behavior and choices. Kids love praise, especially when it's lacking in the home and as a school it's our responsibility assist in the building of their self esteem and self-worth. 3. What would you do, if anything, to make using choice words a more conscious and accountable school wide practice if you were the school leader? As a school leader I would love to implement the 7 habits just to have a system in place that we can follow just like any other curriculum. I would also start a book club and read books such as the 7 habits, the leader in me and other books related to having a positive mindset to build an awareness of how our actions and words affect others. Change starts internally and books tend to be an awesome way of bringing out those "aha" or epiphany moments that begin the shift. 4. What could you do, if anything, to make the use of choice words a more conscious and accountable personal practice as well as one embraced by others on your site? Are those things within your sphere of influence? I make a conscious effort to always to balance critique with praise. I try my best to be authentic and honest with my students about their actions, how they can fix it and praise them for their efforts. I believe I can go a bit further and use post-its, stick them to their desks occasionally with comments such as "good job today." Second graders love praise and that simple post-it note will be the equivalent to a trophy to them. In regards to ensuring choice words with my colleagues, it could be as simple as sharing how choice words have positively affected my students and the change I've observed in their behavior. This can be shared at our staff meetings, grade level meetings or teachers lounge. The simple act of sharing will go a long way and teachers love implementing strategies that have proven to be effective. 5. Commit to 5 things you are willing to do this semester that will make your school choose words wisely? 1. Create a list of choice words that I would use in my classroom on a daily basis. 2. Share with colleagues the effectiveness of choice words. 3. Create a skit or iPad project with my students teaching others the importance of choice words. 4. Share with parents the importance of choice words at home during parent conferences next month. 5. Have my students create posters to hang around campus that include choice words. References Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1567-1568). Association for Supervision & Curriculum Development. Kindle Edition. 1. When it comes to the concept of Do No Harm, I believe it’s imperative to implement as a future leader. I believe the concept creates a consistent, open, safe and inclusive environment. “No single topic divides a staff and defines a school more than how it approaches rules and discipline.” (Fisher, et. al., Loc. 594) I don’t believe imposing authority onto students will create or foster an environment of respect and positivity. I believe there is a time and a place to discipline students but it’s also about empowering students to assess their actions as appropriate (or not) based on an ethical standard. I also believe that the Do No Harm concept will enforce consistency across the classrooms. Teachers will enforce a uniform concept that will not confuse students as they travel from one classroom to another. This will lead to less confusion amongst the parents and comments such as this: “why is my son getting in trouble for this, Mrs. _______ had no problem with it last year?” Consistent is extremely vital to improving behavior.
2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices? As a future school leader my beliefs align with the paradigm shift of the Do No Harm concept. As a school teacher, I currently implement the power of self assessment in the area of academics for students and I truly believe it can carry over to behavior and discipline as well. I would begin with setting the foundation with teachers so it can be understood and the purpose behind it, then to parents and then to students as the school year begins. 3. Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives? As a future leader, I would create a program that focused on restoration and not just disciplining across the board. The program must involve all stakeholders as they are part of the process as well. Consistency and structure begins in the home and then followed up with in the school. However, the home life may not always be something that we depend to teach consistency so our program would consist on interventions that will not only monitor but support these students as well. 4. Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners? I would incorporate professional development trainings from leaders and professionals that have experience with the Do No Harm concept that can share testimonies of how it helped change the culture of a school. I would also create a team of teacher leaders that can observe schools that are currently implementing the concept to see first hand how it’s second nature to teachers and students. 5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)? Yes, the first do no harm concept is integrated into the culture of our school. We began late last year because there was a serious issue with inconsistent discipline plans. We appeared to to be trying to many plans instead of focusing on one and being consistent with it. This year, students need to self assess their behavior and how they will rectify it in the future. They take this note home and have to bring back signed by their parent. It’s been working great because students not only write their future corrections but they also speak it. 6. How does your answer to the previous prompt sit with you? I love the fact that our school has taken a step forward in becoming more consistent and empowering students to make changes themselves instead of simply removing privileges. 7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place:
Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1567-1568). Association for Supervision & Curriculum Development. Kindle Edition. How is the challenge of making stakeholders feel welcome to your school (or place of work) connected to your school mission?
Our mission statement at our school is “we will work collaboratively to ensure that students will become productive and responsible citizens. Students will engage in dynamic, rigorous and relevant curriculum. Students will develop abilities which enable them to contribute to society. Students will achieve their goals in a safe, nurturing, and respectful school environment.” (Lindo park elementary, 2015) Our mission gives great detail about student achievement and responsibility, however it doesn’t appear to include the welcoming of all cultures and the diversity of a global society. I think it would be a great thing for our area to not only add it to our mission but add some cultural awareness routines, activities or days as the diversity in the community is growing each and every year. What did you do to assess which stakeholder group (or subgroup) could be more effectively welcomed? And what did you find? I interviewed a few Spanish speaking parents about their level of customer service and the welcoming of our school environment. They mentioned the school was great and loved the teachers but there wasn’t much Spanish speaking support, in the classroom and office. Some parents come to me with questions about office paperwork instead of the office because they know there’s no one that can communicate with them. Future Sphere of Influence: What would you do to improve welcoming this group if you were the school leader? If I was the school leader I would hold an after school meeting for Spanish speaking parents about the plan we will have established to communicate with them effectively on an ongoing basis. Maybe assign some teachers that can assist or translate for them. Current Sphere of Influence: What can you do in your present position to enhance welcoming these stakeholders? Currently, I can continue to be available to translate and help. To offer myself without hesitation and assist these families so they can feel welcomed at our school with the confidence that their concerns can be heard and questions answered. Current Sphere of Influence: Commit to 5 things you are willing to do this semester that will make your school a more welcoming place:
References Lindo park elementary, N.D. (2015). School Rules and Behavior. Retrieved 11 September, 2015, from http://www.lsusd.net/domain/660 |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |