Discussions
EDLD 5333 June 3 – July 5, 2013
Discussion
Week 1
Attributes
of a Positive School Culture
The critical attributes that my school exhibits are the clear academic standards and aligned assessments of student performance, opportunity for a professional development and share sessions that help teachers to improve teaching practices and student achievements. A public outreach strategy like apartment tutoring that engages schools, students and community.
The critical attributes that my school exhibits are the clear academic standards and aligned assessments of student performance, opportunity for a professional development and share sessions that help teachers to improve teaching practices and student achievements. A public outreach strategy like apartment tutoring that engages schools, students and community.
Discussion
Week 2
Each school is required by No Child Left behind (NCLB) to hold a public meeting after receipt of the campus performance reports (AYP & AEIS). How does your school maximize attendance at this annual meeting to ensure that a cross section of the community you serve is well represented? Do you advertise? Do you hold an appealing event along with the informational meeting agenda? Share your strategies.
Each school is required by No Child Left behind (NCLB) to hold a public meeting after receipt of the campus performance reports (AYP & AEIS). How does your school maximize attendance at this annual meeting to ensure that a cross section of the community you serve is well represented? Do you advertise? Do you hold an appealing event along with the informational meeting agenda? Share your strategies.
Typically my
campus sends out a flyer in English and Spanish to notify the parents about the
meeting. The meeting information is also posted on the school website. This
meeting is usually combined with the PTA meeting and a grade level performance.
Our public meeting is open house event where cookies and punch is provided for
everyone. Our community is very family oriented so large majority of families
and the extended families of a number of students attend. We even have door
prizes for attending populations to encourage them and recognize their effort.
Share the approach your campus has taken to train the staff in effective data use, or explain how you would manage this challenge?
At the beginning of each school year we look at data. The principals and Instructional specialist use the data to give a breakdown of how students scored in each sub-group. Once we are given the disaggregated data, we break into groups to discuss how to improve scores in each sub-group. We discuss strengths and weaknesses. We try to devise plans that can be used campus wide to help areas where we are weak. Once we finish in groups, we come back together to share our findings. We talk about best practices and share what works best. We rely on data throughout the year during staff meetings and PLC’s to address the needs of the students and implement interventions for students to be successful.
Share the approach your campus has taken to train the staff in effective data use, or explain how you would manage this challenge?
At the beginning of each school year we look at data. The principals and Instructional specialist use the data to give a breakdown of how students scored in each sub-group. Once we are given the disaggregated data, we break into groups to discuss how to improve scores in each sub-group. We discuss strengths and weaknesses. We try to devise plans that can be used campus wide to help areas where we are weak. Once we finish in groups, we come back together to share our findings. We talk about best practices and share what works best. We rely on data throughout the year during staff meetings and PLC’s to address the needs of the students and implement interventions for students to be successful.
Discussion
Week 3
Review
the article, “How to Survive Data Overload,” by R.S. Thomas in this week’s
readings. What do you think of the tool titled, “Team Dialogue Guide: Moving
from Data to Classroom Instructional Improvement” and the “Reflection Guide”
Included in the article? As the principal, how might you introduce these tools
and use them with your teachers?
First of all, I think “Team Dialogue Guide” and Reflection Guide are the great tools to learn about different aspects of data and how to use it to their best advantage. As the principal, I would use these guides in grade-level or staff meetings. I would model the use of the Team Dialogue Guide step by step. I would involve the staff through questioning. The questions would come from the planning section of the Reflection Guide. I’d ensure that all of the staff was familiar with the data source I was using to model the completion of this guide. Next, I’d introduce the Refection Guide. I would then provide an opportunity for the teachers to collaborate within their grade-levels to complete the guide on a different subject area. Once the activity was complete, I would share my observations of the collaborative groups with the entire staff. I would also provide opportunities for groups to share their findings as well. I’d finalize this first session by asking teachers to implement what they have planned. I’d provide them with a grade-level reflection sheet with the questions from the “…beginning of instruction…” section of the reflection guide. Their reflections would be shared with me at a grade level meeting. Following this session, I would then provide the reflection questions for the “…during instruction…” part of the guide to be shared and reviewed at the next grade-level meeting. I will continue to introduce the guide step by step until every part is complete. I will ensure that I was there to support my staff through modeling, observation and feedback. It will be a worthwhile experience for the staff to explore the implications of the data patterns for individual students and as well as for instructional improvement.
First of all, I think “Team Dialogue Guide” and Reflection Guide are the great tools to learn about different aspects of data and how to use it to their best advantage. As the principal, I would use these guides in grade-level or staff meetings. I would model the use of the Team Dialogue Guide step by step. I would involve the staff through questioning. The questions would come from the planning section of the Reflection Guide. I’d ensure that all of the staff was familiar with the data source I was using to model the completion of this guide. Next, I’d introduce the Refection Guide. I would then provide an opportunity for the teachers to collaborate within their grade-levels to complete the guide on a different subject area. Once the activity was complete, I would share my observations of the collaborative groups with the entire staff. I would also provide opportunities for groups to share their findings as well. I’d finalize this first session by asking teachers to implement what they have planned. I’d provide them with a grade-level reflection sheet with the questions from the “…beginning of instruction…” section of the reflection guide. Their reflections would be shared with me at a grade level meeting. Following this session, I would then provide the reflection questions for the “…during instruction…” part of the guide to be shared and reviewed at the next grade-level meeting. I will continue to introduce the guide step by step until every part is complete. I will ensure that I was there to support my staff through modeling, observation and feedback. It will be a worthwhile experience for the staff to explore the implications of the data patterns for individual students and as well as for instructional improvement.
Discussion
Week 4
Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment?
According to Dylan William “Meeting regularly in teacher learning a community is one of the best ways for teachers to develop their skill in using formative assessment”. Formative assessment has the power to produce unprecedented improvements in student achievement in our schools when implemented well, It can effectively double the speed of learning.” Furthermore, the author found that “…Teacher learning communities appear to be the most effective, practical method for changing day-to-day classroom practice. The most effective teacher learning community, according to “Dylan William” includes the following: .Plan for the teacher learning communities should last for at least two years, start with volunteers, meet monthly for at least 75 minutes, aim for a group size of 8-10, group teachers with similar assignment, establish building-based group, and require teachers to make their own detailed action plans. During the first meeting each teacher needs a specific plan about what he or she needs to change and each group should have a facilitator to help keep things running smooth. I found this article extremely helpful in understanding learning communities. Learning communities are essential for teachers to be lifelong learners. Teachers need to make sure that what they are teaching is being received and understood. By using regular formative assessments, teachers are given valuable data to take back to their peers. As teachers reflect and discuss the results of ongoing assessments, they are better able to determine where the students are or do we need to spend more time on this topic? Do they need more practice? Do they have it? and if any adjustments need to be made. A cycle of constant feedback is generated between student and teacher and among teachers. Teachers feel supported by each other and can obtain accurate and honest feedback on a regular basis. Educators need to be involved, engaged, and be shown that a real change is needed. During the professional development, it would be wise for my campus to begin motivating teachers and support their ideas. This would be the first step toward establishing learning communities.
Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment?
According to Dylan William “Meeting regularly in teacher learning a community is one of the best ways for teachers to develop their skill in using formative assessment”. Formative assessment has the power to produce unprecedented improvements in student achievement in our schools when implemented well, It can effectively double the speed of learning.” Furthermore, the author found that “…Teacher learning communities appear to be the most effective, practical method for changing day-to-day classroom practice. The most effective teacher learning community, according to “Dylan William” includes the following: .Plan for the teacher learning communities should last for at least two years, start with volunteers, meet monthly for at least 75 minutes, aim for a group size of 8-10, group teachers with similar assignment, establish building-based group, and require teachers to make their own detailed action plans. During the first meeting each teacher needs a specific plan about what he or she needs to change and each group should have a facilitator to help keep things running smooth. I found this article extremely helpful in understanding learning communities. Learning communities are essential for teachers to be lifelong learners. Teachers need to make sure that what they are teaching is being received and understood. By using regular formative assessments, teachers are given valuable data to take back to their peers. As teachers reflect and discuss the results of ongoing assessments, they are better able to determine where the students are or do we need to spend more time on this topic? Do they need more practice? Do they have it? and if any adjustments need to be made. A cycle of constant feedback is generated between student and teacher and among teachers. Teachers feel supported by each other and can obtain accurate and honest feedback on a regular basis. Educators need to be involved, engaged, and be shown that a real change is needed. During the professional development, it would be wise for my campus to begin motivating teachers and support their ideas. This would be the first step toward establishing learning communities.
Discussion
Week 5
What should schools do when they get stuck? "Stuckness" typically happens when people feel like they are doing their best work and it's not paying off in visible evidence of improved student performance. Have you or has your school found itself in that position? What are some things that can be done at that point to gain forward momentum? What is the value of consensus building in the school improvement process, and how does your school go about the process of consensus building?
There are times that everyone feels “stuck” at some point, especially as educators, students, leaders and administrators. It is at that point that changes in techniques and style is a must. Change can help students learn better and the teachers teach better and help them both to grow and show improvement. The main tool to keep our forward momentum going, is being very” adaptable to change” The faculty and staff should be able to adapt to new methods or ways to teach to make a difference in their students’ scores and academics. The value of consensus building in the school improvement process is very important tool for student success. “Although it is more time consuming and complex than traditional decision making, consensus is an optional method for resolving educational policies and issues because it incorporates the varied knowledge and experience of all involved.” (Richardson, 2005).Our School works as a team towards establishing our goals. This collaborative partnership fosters an atmosphere of ownership and pride in the school community. It is also rewarding for student achievement and enhances teacher performance.
What should schools do when they get stuck? "Stuckness" typically happens when people feel like they are doing their best work and it's not paying off in visible evidence of improved student performance. Have you or has your school found itself in that position? What are some things that can be done at that point to gain forward momentum? What is the value of consensus building in the school improvement process, and how does your school go about the process of consensus building?
There are times that everyone feels “stuck” at some point, especially as educators, students, leaders and administrators. It is at that point that changes in techniques and style is a must. Change can help students learn better and the teachers teach better and help them both to grow and show improvement. The main tool to keep our forward momentum going, is being very” adaptable to change” The faculty and staff should be able to adapt to new methods or ways to teach to make a difference in their students’ scores and academics. The value of consensus building in the school improvement process is very important tool for student success. “Although it is more time consuming and complex than traditional decision making, consensus is an optional method for resolving educational policies and issues because it incorporates the varied knowledge and experience of all involved.” (Richardson, 2005).Our School works as a team towards establishing our goals. This collaborative partnership fosters an atmosphere of ownership and pride in the school community. It is also rewarding for student achievement and enhances teacher performance.
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