A Calling in Leadership

 When was the last time you were moved to emotion during professional development? I can’t say it has ever happened, until this past week. I was able to attend a Women’s in Educational Leadership k12 through Harvard University. I did not really know what to expect when I arrived, I mean Harvard…it carries respect. I have been looking at this class for a while and this year had the courage to apply. This class covered topics such as negotiations, Family engagement in schools, redefining yourself as you age, immigration, and much more. These sessions were taught by professors from many different colleges within Harvard. The women I was learning with were from all over the world and represented many leadership roles throughout school districts, both public and private. The honesty and vulnerability we all had with each other were so powerful! The superintendent down to the many principals in the room all came with the same goal- to learn with and through each other. Between the various backgrounds of the participants and the diverse experiences of the professors, we were able to gain perspective from these different viewpoints which added a layer of discussion that had me really thinking about my practice. 

This class was not solely focused on women, education, or even a specific type of leader. These classes were designed for people who identify with these categories. Did I feel a man would learn a lot in these courses? Yes. Would a man have felt attacked in these courses? I don’t believe so. We discussed the role women have in education and in leadership, we discussed the framework that is currently in place, and we discussed how we should respond to the constraints of the system. One of my favorite quotes from the course is, “ It isn’t your responsibility to finish the fight, but it is your responsibility to take up the fight.” I missed who was credited with the thought, but I loved the idea that the pressure to ‘fix’ the system isn’t mine alone. My job is to make gains for all; I strive for an equitable experience for all. 

The passion that was lit inside me is contagious, I have already had colleagues reach out asking about the training and if we can meet up to discuss all that I have learned. I have also reached out to a colleague to enroll her into my new plan. My social media presence documented my travels and my friends seemed to really enjoy the learning “tidbits” I shared each day.  I feel I am being called to do more, teach others, and guide others to be their best- outside of my role. I am thinking about what this will look like: “How can I make it accessible to anyone who wants to learn with me?,”  “How can I meet the different needs of people who might be interested in learning a few new strategies?” “ How do I get approval to do this within the district?” The ideas are swirling in my mind and I can’t wait to sit down at my (with my big monitor) and map out a plan. 

I really feel this is a point in my life where I will look back and see it as a catalyst moment for me. One where I am stepping out of my comfortable role and putting myself out there as the instructional leader and supporter I am. To show my strengths and skills, which is always better than telling them.

 Watch out world….Growth is happening! 

 

                It is that time of year…

 

The rooms are decorated, the halls are clean, and the lost and found has not one item lying haphazardly on the rack; the beginning of school is here. It does seem to come earlier and earlier each year, but I can honestly say it doesn’t make me sad- it is my favorite time of year. The butterflies that come with meeting a new group of students, the excitement of planning for a new year with all the possibilities, and knowing that I am the best teacher for the students assigned to my class; yes, the beginning of school is the best time of year! Even as the principal, I have the same feelings as I did in the classroom.

As a lifelong learner, I love this time of year. The learning we do as educators to grow in our craft is intense. We dive head-first into new ideas, refreshers on strategies that will be a campus focus, and individual student data. The overwhelming amount of information can be a struggle and how you organize all this information will set the tone for the year.

We have all seen the memes that poke fun at back-to-school Professional Development, administrators who are out of touch, and the fact teachers want to work in their rooms, but this is not the best frame of mind to return to school with. As an administrator, I see these tongue-in-cheek TikToks and Memes and laugh, but I also wonder, “Do my teachers feel this way?” “Do these teachers realize administrators put a lot of work into Professional Development?” “Do these teachers like when parents make these videos and memes about them?” My thoughts range from emotional to reflective; I don’t want my teachers to feel like their time isn’t valuable and respected. Back-to-School Professional Development is a vital time of year for us to set the tone for the year; of course, I want to maximize the time I have with my staff.

Things to think about in your back-to-school plan:

1.      Ask your teachers for feedback: What do they want to learn? Where do they feel the focus should be for the year?

a.      This does not mean you will be able to focus on what all staff members feel is important, but by listening to the ideas of your teachers, you will get a good pulse on what is important to them.

2.      Collaborative Leadership: As the campus leader you must make difficult decisions, but it is important for everyone to have a voice in their work.

a.      Looking at data as a leadership team, looking for trends, having conversations that drive growth within the team, and listening to multiple perspectives are vital for success.

3.      Clear is Kind: While many hate the getting up and interacting activities, many of these activities are necessary to build relationships within the different teacher teams.

a.      Is the “why” behind the activities being shared? If your teachers do not see the connection between the activities they are doing and the work they do it is your responsibility, as the instructional leader, to make that connection clear.

4.      Time: This is a gift that all educators covet. Allow teachers time to work on lessons, in Professional Learning Communities, on their grade level tasks, and in their rooms. It is important to give them time in all areas they have tasks to get done!

a.      There is LOTS of information that has to get to teachers, but really look at what needs to be face-to-face, what is necessary to get out before school, and what can just be an email, then design your plan to reflect this.

This is a magical time of year, even for the kids that act like they do not want to be at school. Seeing their friends, starting a year fresh, the hope that they will be successful, and the possibilities of what will be. Make this time as magical for your staff as you hope they make for their students; be the administrated that you wanted when you were in the classroom. Have a great year!

 

 

Walkthroughs

Walkthroughs

This one word can affect teachers in many different ways. There are teachers that do not care if you walkthrough their room any time of the day, they will not be changing their actions for the observer. There are teachers that immediately start getting nervous and sweat when anyone walks through their room, they hate to think they are doing something wrong. There are teachers that get mad when someone walks their classroom, they may think, “how dare someone think I am not doing what I am supposed to be doing.”  For me, walkthroughs are my favorite part of my job. I love being in the learning, seeing what is going on around campus and talking to the kids.

What are walkthroughs?

Walkthroughs are when one or a few educators take time to be in classrooms to gather data for a specific purpose. These educators can be the leadership team, a grade level, a group of teachers that have the same need, or administrators. Walkthroughs are the most authentic way to gather data. Getting into the classroom and seeing what is truly happening is the best way to gather data. You want to see why scores are not aligned in a grade level. Watch the level of teaching in each room and you will find the answer. Walkthroughs need to have a purpose: looking for trends on a campus, helping a teacher grow, or seeking what professional development is needed. There are pieces to a walkthrough that are vital, and you need all four pieces in order to create a tool for student success.

Purpose:

   You need to set a purpose and share this with the teachers before going into their room. This process should be a positive one, not an “I gotcha’.” No one likes to wonder what someone is looking for or why they are in their rooms. Let teachers see what you are using to collect data. Let them see what the “Look-Fors” are; they should not be a secret. The focus should be aligned to the campus or district goals or improvement plans.

Data Collection:

  Data collection needs to be focused on a specific purpose. Walking into a room and trying to make comments on everything single thing that is happening within the room is not realistic nor is it helpful. Use a Google Form, a graphic organizer, a note taking sheet, whatever your team has deemed appropriate for the walk.

  When you are collecting data, look at both qualitative and quantitative- you want the whole picture. Quantitative data should always involve talking to students. Talking to kids is always so enlightening; they have such insightful views on the learning happening in their class. Asking students specific questions to see their perspective is key in the walkthrough process.  A classroom can look like it could be featured in Pottery Barn, but if a student doesn’t know what to do when they are stuck on a problem- there is a major concern. When you ask the same question in every class and get a different answer from every student, it could show autonomy or if can show a possible misalignment within the grade level. It is also important to share what the data shows. If you aren’t using the data to grow the teachers, then you are wasting your time.

Feedback:

  Everyone wants to know what was seen during an observation, good, bad, and ugly- they want to know! Teachers crave feedback as much as anyone. Feedback is a great tool to help teachers grow in their craft, reaffirm they are doing a good job, make steps to reaching their professional goals, and help point out positive and negative aspects of their teaching style. When you give feedback, it is important to highlight the positive and the need to work on actions. If you do not share the data with the teacher, they will not get to use that tool to be better their craft.

Take Action:

 Now what? You have collected the data what do you do with it? There is not a one-size fits all answer, but simply put- you need to take action.  

  Looking for trends within a grade level, campus, or even as a district helps you lead your staff to grow as a whole. Using your data to show teachers where they can watch an expert teacher in action on their own campus adds validity to your journey. When teachers can see best practices happening on their own campus with their students, it makes change seem more attainable, less intimidating, and easier to initiate. 

  Designing professional development for grade levels or whole staff should be done when you find a need looking through the data. Developing professional learning opportunities based on real needs throughout the school year is the best way to help your teachers grow in their craft and meet the needs of each student in the school.

There many ways and types of walkthroughs a campus can use to help them grow and learn about the learning and teaching happening on campus. Learning about walkthroughs and implementing them is a journey that can really open your eyes to wonderful things happening on campus as well as refocus your attention to practices that need to be refined. If you and your colleagues aren’t participating in walkthroughs for more than just official evaluations, you are missing out on the best part of being an educator- learning with and through each other!

Coaching for the Teacher Not the Coach

 

Coaching for the Teacher Not the Coach

Instructional coaching has become a trend in supporting teachers in education, but coaching is not a new idea. When people hear of “coaches” they think sports; this is the experience most people have with the term. “Coaching” in education is the same idea as “coaching” in sports. You take someone who has a deep knowledge of the skills and strategies needed to be successful in reaching a goal. Whether it is helping an athlete in a sport, a teacher in the classroom, or an executive in the board room - they are all driven, passionate people who want to be the best in their field. Coaching is how we get there.

The district I work in sees the importance of the instructional coach; unfortunately, our funding does not permit us to have a coach for each campus. The coaches we do have work hard to meet the needs of all the teachers they work with, but this got me thinking… How can I get more coaching on my campus? How can I grow my teachers? The answer to both questions is the same: start a coaching cohort on campus. This campus has many teachers that would like to be instructional coaches in the future, so why would I not grow them in this passion? That is what we are doing this year.

Campus Coaching Cohort

  We will be starting this journey by developing a common understanding of effective coaching and learning from Jim Knight, Sean Conner, Jennifer Froehle, Kathryn Kee, and Karen Anderson. We need to have a solid understanding of what our purpose is: Student Success! Our cohort will develop the structures we will need as we learn.  These structures will be based on best practices that we will adapt for our purpose and members. Coaching peers is not the same as coaching from a district instructional coach and we want to acknowledge that difference. We understand trust must exist before we can start this journey and are including culture building in our back-to-school PD.

The cohort will look at observations and the feedback that should go along with them.  Developing a common belief of what observations are for is vital for our process to be effective.

Observations:

Observations
Are	Are Not
·         Built on trust ·         A way to honor the teacher’s work ·         A compliment ·         For everyone ·         To promote self-reflection and growth	·         “I got you” ·         Just for new teachers ·         To “fix” issues ·         A compliance piece

 

If your staff has a negative connotation when it comes to observations, it sets the tone for how they will accept feedback. School principals need to build trust with their staff.  Teachers need to believe their principal has confidence in them as teachers and their ability to help students be successful. It is important for teachers to feel that their campus leadership is out to help and support them be great teachers, so when they visit the teacher’s classroom it is not a scary interaction. Build a culture of trust and you will see teachers want the feedback you are giving.

 

All teachers want to make a difference in their students lives, I truly believe this. In order to help your teachers be the most successful they can be, you must empower them. When you empower teachers, you are building their self-efficacy and ability to reflect on their own performance, all of which promotes engaged and motivated students. When you coach a teacher, as opposed to dictating what they need to “fix,” you are giving teachers the ability to reflect on the strategies they use, the knowledge they have, and what they know about the students in their class. You are valuing them as a professional and an expert on their students. The reflection process should be guided by coaching questions to help the teacher think through the solution that will best work in their classroom. Always go into reflection conversations ready to let the teacher find their answer.  Be a thinking partner, not a giver of solutions.

 

Find your Passion!

 

Find your passion!

As educators we naturally are passionate about student success. We say it in many different ways: “The Ah-ha moment,” when they hit their goal, when they accomplish something they didn’t think they could. Our success revolves around our student success. But I want to you to ask yourself – what are you passionate about when it comes to our craft? Is it closing student gaps? Phonics and the importance of intentionally teaching it? Helping students find connections between the Civil War and why it is important to them?

What is your favorite part about being a teacher other than the kids? What nerdy topic get you excited? What brings out your soap box? What is the thing that makes you look for better practices? Mine is growing my teachers. I want my teachers to be lifelong learners that are craving to be better. If a teacher wants to be better, then they have their students’ best interest at heart. They are wanting to grow to meet their students’ needs. Teachers that are stagnant are not looking for new ways to reach their students, they are expecting their students to align with what “has always worked.” There are many ways to invest your teachers and it is important that you look at your teachers holistically – as a whole person.

Know your teachers. Talk to them and get to know what they like, what they need, who their families are. Really listen when they talk about personal topics. Ask teachers about their kids, their pets, their weekend. You do not have to be best friends, but you do really need to care about them. When you are having these conversations, it isn’t to check off the list that you talked to them; it is to truly connect with your teachers. Some people will open up to you more than others and it is important to allow your teachers to each select the relationship they build with you – you aren’t the boss of what they share or don’t share with you.  Let the relationship grow naturally and don’t force your agenda.

Grow your teachers. When you talk to your teachers ask them about what they love about teaching – with no other agenda than to listen. When you hear them talk about the part of teaching that brings a smile to their face, that dominates the majority of their conversations, or you see them share it take over their social media; ask what you can do to help them learn more about that part. Do they need information? Look for articles that give them a start in the right direction. Do they need training? Help find professional development for them to attend. Is it resources? Help find the resources they need to be successful. Sometimes teachers need help seeing they have aspirations. They need encouragement to go after something challenging.

Love your teachers. Having a positive presupposition is going to make your life easier. If you know that your teachers are doing the best they can, what can you do to help them? Show your staff that you care; show empathy when they need it. Do things that show you care, ask for feedback on how they prefer communication, ask what you can do to lighten their load, know their love language, check in on them during the day, etc.… Remember what you would have liked when you were in the classroom and do that.

Educators all have passions about particular facets within our field. You need to find yours.

The Importance of Actively Monitoring

 The Importance of Actively Monitor

As teachers we wear many hats, from “mom” to nurse to policeman and everything in between. We are called to be whatever our students need in the moment. The most important thing we do for our students is to create and maintain a safe space. Without meeting our students’ basic needs, we cannot help them reach their full potential. Our number one job is safety. We must do everything we can to keep them safe.

To paraphrase my mother, the mother of 5 and an educator for 30 years, “I trust our kids, but I don’t always trust them together- everything is funnier when you are in a group”. We do not want to give our students the opportunity to make poor choices. They need to know we are always around watching and monitoring them and their actions. Our students need to be guided to make good choices, taught the value of making good choices, and given opportunities to practice these decision-making skills in a safe space. We have made sure our students have the skills to make good choices, even when we are not around. We cannot expect that they come to us with the ability to know what the best choice is in every situation. Students are a product of all different experiences, and it is important to know and understand each of them, know their abilities, and know what we need to do to scaffold tasks to help them be successful.

One scaffold that we do as teachers is to monitor students, especially when they are in unstructured times. We must teach students what the expectations are for transitions in the hall, at lunch time, during recess time, and at arrival and dismissal- then hold them accountable. Teachers are vital in the process of making our students safe during school hours. One thing I often hear is that teachers don’t want to “reward kids for doing what they are supposed to do.” If they haven’t been taught and held accountable for these actions, is it fair to expect or assume they can do this? We need to explicitly teach students these skills and hold them accountable every time.

What are the ways we teach students to transition in the hall? We set the expectations at the beginning of the year, we practice it in the hall, and we return to the point of origin if they aren’t able to demonstrate these expectations. We remind students of the expectations every time we walk in the hall, to help keep them focused. At Lunch, we walk around monitoring the kids while they talk and eat their lunch. We open packages and remind students of the behavior expectations when we correct errors. Sometimes we sit with a student and check in, but this is not more than a minute or two and then we are up and actively monitoring again.

Recess and dismissal are my personal largest concern. Students have a lot more freedom and less structure at this time. Are we spreading out and monitoring all areas of the playground? Are we covering all places where students are exiting the building and ensuring they are not being unsafe? When you go to your duty stations or when you are with your kids in the hall- be intentional and set the expectations and then monitor the expectations.

Maximizing Our Time

 Maximizing Our Time

As educators, we are always looking for more time; more time to meet with small groups, more time for extensions and remediation, more time for RTI, more time for planning, and more time to run to the restroom. It is a gift that we seldom are blessed with, but are desperately need. What are some ways we find extra minutes in our day? What can you do to maximize your time throughout the day?

One, look at what you are doing. Are you a perfectionist that has to have everything done perfectly? Are you feeling overwhelmed and cannot prioritize tasks? Do you have a hard time asking for help? Look at your day and see where you spend the majority of your time. Spend time either Monday morning or Sunday night to look at your week; take a few minutes to organize the tasks you need to get done. Look to see if there are tasks that you and your team can work together to accomplish more efficiently. Find a weekly or daily planner that helps you see what has to be done, needs to be worked on, and can wait until later. By organizing your tasks, you can focus on what needs to be done first and save time worrying about getting it all done at once.

Is your team working as a team? Does everyone have their “job” done on time? How can being a more efficient team help your workload? Look at the procedures you have in place for your PLC; do they all ensure your team is working efficiently? If team members are not living up to their part of the pact, it needs to be addressed before it builds up animosity. It is important to be able to discuss concerns with your team, less stressful work environments make it easier to work.  A good rule of thumb is to document who is responsible for what task and what day it needs to be completed by.

An effective way to make your PLCs more focused and efficient is to incorporate protocols into the agenda. Look at your PLC agenda and see where you can maximize time with a protocol. There are protocols for all types of conversations from analyzing data to focusing on student work to observing one another teach; they are research-based and a tried and true way to keep your eye on the topic, get the information you are looking for, and utilize your time wisely. A great website for protocols is the SRI: School Reform Initiatives (https://www.schoolreforminitiative.org/protocols/). It has many protocols and explanations of how to use them.

And if push comes to shove and you are overwhelmed….take a break. Odds are you need to breathe, clear your mind, and regroup. It is important to not work yourself into a state that your mental health is not being taken care of. Most deadlines are able to be extended, if only asked; there is support for teachers who need it- from content support to classroom management support, if the support staff knows you are needing assistance. Ask for help when it is needed; we all need help periodically!

You got into this fantastic profession for a reason, do not allow the tasks and deadlines to burn you out of a career you were made for.

 

One for the Record Books

 

One for the Record Books

This year is going to be a record setting year! I am amped up for this year and I am confident that it will be one that sets the tone for the rest of our careers. We have worked so hard over the last year to take care of kids and ALL of their needs and we did a GREAT job, but this year- this year is going to be one of meeting kid’s needs, pushing the envelope, showing kids the potential they have, and one of academic/personal success. We are going to show kids the joy and fun in learning. We are not going to just survive- we are going to THRIVE!
2021-2022 is going to be a year that revitalizes our passion in what we do. This year we are going to plan field trips that WOW kids, lessons that engage the passion for learning that we know kids have, and conversations that allow kids to share the “ah-ha” moments that we all are looking for. I know we have so many ideas racing through our heads; we are ready to make these engaging learning experiences for our kids and I am not only ready, but also chomping at the bit to help and support you with all of these plans!
When planning this year, I challenge you to think about the opportunities you are offering to your students, all of your students. Think about Dr. Ellington’s words; do not let “the water we swim in” exclude anyone. Do not allow any preconceived notions you have put limits on kids. All kids can learn at high levels, we believe that- how are you going to support your students to live up to this? This is a question we will be using to help us this school year, in planning on your teams, learning as a staff, and coaching each other to strengthen our craft; everything we do is to be better for our kids, to meet their needs AND to push them to reach their potential and beyond.
Get excited, it is going to be a fast and furious year, it will be hard, but it is going to be an amazing year. I cannot wait to see what our kids achieve with your guidance.

...to say the least!

...to say the least! 

This year has been an odd one to say the least. From remote learning to weather to changing safety protocols, you have all handled everything thrown at you with grace. I am so proud to be the principal of such a hardworking, flexible staff.

I have been on a few meetings recently that have changed my thinking. I forget how truly blessed we are to be in such a great district, on such a great campus, and work with such great educators. In a recent Zoom where they virtually toured our building, I answered questions about how “I get the teachers to be collaborative,” I thought to myself- “that is who we are.” We do not have to spend time convincing each other that collaboration is a positive piece of learning; we are spending time figuring out how to incorporate collaboration with the limitations we were under this year. This is not the case all over; we still have colleagues in the district that are not helping students learn how to work with and through each other. We believe in this principle and are growing students who can work in a group, lead a team, share ideas respectfully; we are not just helping them be successful students, but we are helping them be successful people.

I know many of us are really looking forward to next year; Donae and I are already working on plans, but I want to remind everyone of all the wonderful experiences you created for students this year. We may not have gotten to do everything we wanted to this year; but talk to your students, ask them, was this a good year? What was your favorite thing we did this year? What is something new we did that you think we need to keep doing each year? Our kids had a great year, they learned, gaps were closed, interests were peaked…and why? Because of YOU! You all refused to allow limitations to affect our kids. You refused to allow students to not get the best education you could possibly give them. It has been a great year and we are going to finish strong!

You are amazing! Do not forget the impact you have on people’s lives every day- an impact that lasts a lifetime. This year was no different in that aspect- You made a difference! 

I see you...

 I See You....

We have been back in the building a month now. The students are doing well, teachers are “killin it”, and our new normal is settling in to a routine. I am not going to sit here and say everything is sunshine and lollipops, because it is not. It is great being back with the kids, but it is really hard. 

I have gained such a new found respect for teachers; I have always respected you and have always been impressed with how amazing you are, but this year….you have raised the bar. You are all doing all the “regular” teacher stuff, the planning great lessons, differentiating for all your students, loving on your sweet kids, adding the “extra” to your class- because the kids love it; but this year… WOW!

I watch you talk to parents who are struggling with what school looks like this year. They can’t come into the building to drop their kids to the classroom, no lunch visitors, no family events; however, you are still working to help them see their kids in class and around the building so they can still feel a part of their child’s learning.

I see you working with that struggling student, who needs extra time with you to work on their skills. You work to arrange your room in order for students to social distance and still have reading spots, work with you in a small group (safely), and have flexibility in their seating.

I see you rewarding kids for going that extra mile, walking in line with social distancing, remembering that they can’t touch each other at recess, and for problem solving to a solution in class.

I see you exhausted at the end of the day. You have taught the core content, you have “policed” social distancing, gotten the kids to all the places they needed to be, helped friends through disagreements, went to planning or PLC and been an active participant, got your personal child to school/daycare, and all with a smile on your face.

I see you; so do others!

Educators are essential, not because the world is seeing all the hats we wear, but because we work with kids. We love what we do, as tired as it can make us, we are passionate about what we do, and we are proud of the work we do.

The First Day of School 2020

 

The First Day of School 2020

I walked the halls this morning at 5am, delivering my first day of school teacher notes, and the thought about how different today is than any other start of school hit me like a ton of bricks. It feels like the air has been let out of the building. This is typically the time of day I have butterflies- anticipating the best day of the year. It is the same feeling I get on Christmas morning- sitting, drinking coffee, waiting for kids to wake up excited. Usually I am running around excited, trying to get last minute things done before the quiet halls fill up with giggly sweet voices. Not today. These halls will remain quiet. The building is not open, school is, but the building is not. We in NISD believe that  “Learning is influenced by environment.” I truly believe this! We create inviting intentional spaces for students that cultivate learning; what happens when you cannot use the inviting intentional physical spaces you have created for your kids? You have to create that space digitally.

Teachers have been “punting” for years. Everyday issues arise that we had not expected or planned on happening- no one saw this coming. Even when we finished last year in May, everyone said it is fine, we will be back in August and it will be good. But it is not. We are not good; however, it will be fine. I have watched educators work to create learning experiences for students all summer. We have planned, tested, re-planned, tested, and planned again. We did not “sign up” for virtual teaching, there are teachers that do this- many are amazing at it! Most teachers love teaching for the interaction and relationships they build with students and families. We are huggers, we love deep and forever. Once you are in our heart, you stay. This is more difficult to develop through a computer screen.  This is a new rulebook we are playing by and unfortunately, it is constantly changing. I have never been more proud to be an educator than I am right now. The teachers I am working with are not complaining about their circumstances, they are working to ensure they can meet the needs of their kids virtually. They are not complaining that they are not experts in online tools, they are practicing the tools to make sure they know how to use them with their kids. They are doing what it takes to be the best teacher they can be for each student in their classroom.

There have been remarks made about the opening of schools being “unorganized” and “they have had all summer to make plans.” Please give teachers and educators some Grace, the rules change daily, we test out ideas to see if they will be good for kids, and we have to go with the information we have at that time- also a factor that constantly changes. We are determined to be the BEST we can for our students.

Have we done everything perfect? No. Have we done a few things very well? Yes. Will things change again? Yes. Do I know what the changes will be? No. I know everyone has questions and concerns about school opening and school not opening- that is not what today is about. Today is about the excitement of starting a new school year- regardless of what it looks like. School starts today, teachers have worked more hours than they typically do at this time of year (and that is A LOT) and students are excited to meet their classmates, so parents post those 1^st day of school pictures because today is going to be a great day!

 Amy

Creating Magic: What experiences are you creating for your students?

“Creating Magic”

        What makes experiences magical? Is it the place it occurs? Is it the person’s attitude that makes it happen? Is it the people you are with? What makes experiences magical is how they make you feel in the moment. When a magician amazes people with an illusion that the audience cannot figure out how it was done; people question whether magic is real or not, it might only be for a moment- but the doubt is there. When a Cast Member at Disneyland wishes you a Happy Birthday, by name; even though you have a button on sharing the information, it is still pretty exciting. When a student moves to a new level in reading or has an “ah ha” moment during a math lesson with a difficult concept; the teacher celebrates and makes the student feel special, feel smart, feel empowered to learn!

   How do we make magic for our students? We build relationships and celebrate their successes! But what about on a daily basis? How do we consistently make learning magical or special? Putting our students first is what makes learning magical and special. Not just saying, “Kids come first,” but actually putting them first. What does this mean?

Planning:

    When planning it is vital to think of your students’ needs: their data, their interests, and their social needs. How do you intentionally plan for magic? Do you look for ways to include your students’ interest within your lessons? It is not about watering down the curriculum to make it fun for your student. It is definitely not about making it easier for the students; they need to struggle to learn deeply. It is not about adding hours to every planning session to decorate your classroom (although I do enjoy doing this for large units). It is about knowing your kids and incorporating topics they are interested in when possible. For example, I have seen teachers change math problems from a generic 3 digit math problem to students using a copy of an Amazon cart to compare items that her students would like as a gift. The students were engaged in the assignment more because the topic was more attractive to them. Comparing Video Game Console prices was more interesting to them than comparing the drawn TVs on the original assignment.

Instruction:
    Teachers that use their instruction as a way to connect with their students are going to show their students that they listen to them. The teacher that uses a dog example for a student that had gotten  a dog for Christmas and written a story about that dog to reteach that student a concept is helping make an emotional connection for the student to the concept. The teacher that allows the students to create a Rainforest in the hall to help them connect to the content they are reading in their non-fiction study or the teacher that invites a student to join their club because they see potential in that student, these are the teachers that are being intentional and innovative in meeting their students’ needs.

Culture:

    We are not perfect. We all make mistakes. How we handle our mistakes is what shows our true character. This does not just go for us; it is especially true for our students. We want our students to learn from their mistakes and know that it is ok to struggle. How do we get students to see that both of these concepts are a part of life? We need to show them that when we make a mistake we correct it, we apologize if necessary, and we learn from it. We want students to know that everything is not easy for us, that we struggle as well. Show students times that you struggled; show them how to persevere. Saying and doing are very different. Students need to see models of these. 

When you work at a school that seems like Disneyland, it is easy to think about what we do as magical. However, how are you intentionally creating magic in your classroom? Is it happening by accident or are you planning the magical experiences that have them knocking on the doors to get into school every morning? Think about the magical experiences you have had in your life; they left an impression, they meant something to you, they were fun. Be that teacher for your students. Be the teacher that makes magic with your kids. Be the best you!

The Surprising Impact of Student Led Learning

The Surprising Impact of Student Led Learning

What You Value, You Spend Time On!

       What You Value, You Spend Time On!

      Take just a moment and think about the things that you value in your life. What are the most important parts of your life? How much time do you spend on them? I struggle with these questions on a daily basis, not just in my personal life, but professionally as well.

      

       All of the things are important, but what is taking up your time? There are lots of “things”/ tasks that steal our time, all of which need to get done, but are we spending lots of time on tasks that should be a quick task? If so, how can we be more efficient in those tasks? I do not have the magic answer, but I do have reflective questions for you to ponder when thinking about what you value professionally…

-         If a school task is taking longer than it should for the importance of it, please come see Donae or I for help. Is there a better way to complete the task?

-         Does the task need to be done? (Who assigned it?)

-         Does the task help students be successful?

o   How so? Or why not?

-         Would being collaborative be helpful in this task?

         We are all guilty of getting lost in the “stuff”. We can’t see the forest for the trees. Our goal should be helping our students be as successful as they can be. Each student needs something different, this is not new information, but what kind of time are we spending discussing what our students need? We need to be discussing how we can accommodate for different students as well as how we extend thinking for students that need to be pushed.

           

          We often spend more time talking about the “what” instead of the “how”; how do we switch up our conversations during PLCs to be more student centered instead of teacher centered. We need to support each other in putting the important things first- The kids! The kids should always be our priority, always. When we do our work, we should be spending time on what is going to make the students successful, what is going to help close achievement gaps, what is going to push our students to think at high levels.

        We spend our time on what we value. We often spend time on tasks we enjoy or that are fun, not necessarily what is needed. What is it that you value? Does it align with your actions? If not, what is standing in the way of it aligning?

Walkthroughs

Walkthoughs

When we think about being self-aware, it is important to not just look at our personal needs, as important as that is, it is important to look at our practice as well. We need to be self-aware of who we are as a teacher. Do you take the time to reflect on your day? Your week? A unit? Are we the type of teacher we want to be? Are we the type of teacher our students need us to be? If you are reflecting- GREAT! What do you do with the answer? Do you say yes and move on? Do you take the information you collect from your reflection and grow? If we are not growing, we are not being the best we can be. It is important to look at our practice and find ways to improve. As educators, we need to be aware of our needs both personally and professionally. Are your professional needs being met? Are you receiving the professional development you need? Are you receiving the professional support you need? If not, who have you reached out to? I hope you feel comfortable to share your needs with your principal. Part of the principal’s job is to meet the needs of their teachers. Part of how I gather data to see where the needs of the campus are is through walkthroughs.

Teachers often feel nervous when visitors walk into their room. “Will my students be on their best behavior?” “Will they answer the guest’s question correctly?” “Which student will the guest select to talk to?” “What are they looking for?” These are just some of the questions that might run through a teacher’s mind when visitors walk into their room. I want to change that culture. I want the teacher to be excited when someone comes in. I want them to know there is no negative intention in the visit. The intent of the visitor is to help the teacher grow, to help the campus grow, and ultimately to help the students grow.

There are several different reasons we have visitors in our rooms:
                One: An administrative walkthrough- The administrative team is walking classrooms to see what is going on in classes, giving feedback to teachers, talking to students to see what they are learning, looking for trends on the campus, and looking for our own next steps. These are the most common walkthroughs here at Lance. We get into classrooms to gather data and give feedback.

Two: Teacher walkthroughs- Whether it is a new teacher or an experienced teacher, they are looking to grow as an educator, and they are observing examples of specific strategies that will help them grow. We have amazing teachers that are extremely talented. We will use our own resources in order to grow in our craft. For example, if a new teacher is working on learning Guided Math Groups, then they will go watch a teacher that is skilled in Guided Math Groups. They will take notes, talk with the person walking with them, and possibly follow up with questions to the teacher. Basically, sometimes we just need to see someone do it with our own kids.

                Three: District walkthroughs- Often times we will have district visitors walking the campus. This can be Principal Learning Teams, district administrators, or an administrator PLC. These all have specific purposes as well. Principal Learning Teams are designed to help campus administrators look at their campus from a new perspective. It is intended to push us as leaders to reach the goals we have set as a campus. Administrator PLC, either AP or Principal, are learning opportunities for all administrators involved.

                Four: Out of District walkthroughs- We are often asked to allow neighboring districts to bring teachers to observe the amazing learning that is happening on our campus. These walkthroughs may not come with feedback for the teacher; the focus is for the visitor’s own learning and growth. They may follow up with questions regarding your lesson.

                Five: T-Tess- This is the only evaluative walkthrough we do. This walkthrough comes with some flexibility and choice of when the observation is completed. You schedule it with us, so you get to choose the class we observe. This evaluation is designed to help you grow as a teacher as well. It is a piece of the T-Tess process.

Walkthroughs are one of the best parts of being a principal! Being in the classroom and giving feedback to teachers to help them grow in their craft, talking to students to listen to their learning, and being able to watch the amazing “aha” moments that happen in your rooms.

John Hattie states that building collective efficacy as a staff has a significant effect size on student learning. One of the ways we build collective efficacy is to start with self-efficacy. We need to see our strengths before we are able to effectively contribute to a team. A way we do this is by learning with and through each other in walkthroughs.

When someone comes into your room, use your positive presupposition and use it as a growing opportunity. We are a staff that is flexible, innovative, and student centered. No matter which student they talk to, no matter if they walk in right after you have taught the mini lesson and explained the instructions, no matter if they missed the students share their incredible thinking- reflect on the feedback given. They only saw a piece of the lesson and they are looking through a different perspective than you, is there something they saw that could make the lesson stronger? 

The First Week of School

The First Week of School

The first week of school brings many emotions for all of our students, staff, and families. On the first day, we had a few tears of sadness, a few tears of fear, and a few tears of happiness. On the second day, students were running into school because they were so excited to come back- it was amazing! On the third day we had one little boy tell his parents he needed to hurry, because the police were waiting on him. J (He loved the high fives.)  We still have a few with some nervousness, but as a whole, you have done an amazing job starting the school year off right!  We are creating a culture where kids are excited to be at school. Take a moment to look at your “One Word” that we wrote in May. Is this still the word that you are using to focus your energy? Is it still your why? Our culture will be set by what we focus on; if our “One Word” is positive and student centered…we will be successful!

I have gotten to read to every class, which is my favorite, and I am hoping to do more of that this week. Everyone enjoys a good story, even the 5^th graders. If there is a particular story you would like me to read to your students, please let me know. Literacy is something that I am personally passionate about and I love to show the students how literacy is all around us. One of the ways I do this is to read to them; another way I like to do this is to have them read to me! If I am not on your reward list, please add me! Any student that wants to celebrate by reading to me….I am all in! Whether they pay tickets or grow a reading level- let me know!

We will be starting walkthroughs next week (September). We will be giving the team leaders our look fors this week at team leader meeting. Please do not think we are evaluating you, these walkthoughs are for a few specific reasons:

-          To help teachers grow in their craft

-          To help the leadership of the building gage what professional development is needed

-          To celebrate the amazing happenings going on around the building

-          To help our leadership team see how we are doing on our Problem of Practice

 You will get feedback from the person that walks your room, and we will use the data to help make decisions for the campus and to give suggestions on topics for PLCs. We look for campus trends and make plans on how to coach our campus to be better. New teachers will start walkthroughs at the end of September; they will be looking for specific strategies to help them grow as teachers. Please do not get nervous when someone comes into your room, it is a positive experience! (I know easier said than done.) I have already been very impressed on the instruction I have gotten to see so far, and this was just the first week.

                Monday starts week two, and I know it is going to be just as amazing as week one. I am truly humbled to work with such an amazing staff; you are all talented, passionate, and enthusiastic. It is a pleasure to come to work each day to such energy. Thank you for making Lance great!

 

BOY

BOY

        BOY, beginning of the year- we all know it is an emotional time of year. We are excited for the year to begin, to meet our new students; you can feel the anticipation throughout society. School supplies are on sale, “back-to-school” signs are posted everywhere, and we see references on social media- school is coming! As educators we are lucky enough to get to be a part of the excitement every year. From the smell of school supplies to the first time you walk into your room for a new school year- we love it all. There are so many pieces that have to come into place for school to start; it is always fascinating to see it all come together: classrooms, themes, PD, PLCs, planning, class lists.  I do not know who is more excited to find out class lists-students or teachers. It is a great time of the year!

        As a principal, I worry about my staff’s stress levels. I want to make sure that you are all taking time to relax and breathe while getting ready for the year. Teachers are such a passionate, dedicated group of people, that it is easy to jump in with both feet and find yourself overwhelmed quickly. Remember what is important, remember why you are here, and focus on what has to be done. Look at how you are using your time; is it the biggest bang for your buck? Focus on what is important- the kids. What needs to be done for kids, before they arrive in August? This is what we need to focus on- kids!

What are you doing to ensure that you are taking care of yourself? Are you spending time with your family? Are you balancing your school work with your home life? Are you spending time with your friends? Are you reading for fun? What do you need to do to relax? Find what helps you find peace and do it. Do not overlook the importance of self-care.

       Make sure you take care of yourself! If you are well, you can be there for your team, your students, and your family. You are amazing, you are strong, and you are talented! I am proud to start this year off with such an amazing group of educators! It is going to be a great year.

Celebration and Reflection

Celebration and Reflection

This time of year is exciting! It is fast paced, busy, and exhausting, but it is also the time we start seeing the fruits of our labors. We get to see the results all of the hard work that both we have done and our students have done; it is truly amazing! We are getting to the time of year where we are in celebration mode- it is a great time. It is important to remember to take time to reflect on the year so that we can grow in our craft.

It is imperative to remember to reflect on the year before we go into to summer. If we wait until August to reflect on the previous year, it is too easy to forget the little things that made the difference in lessons. We never want to do the same thing we did last year, just because we liked it or because it is a fun lesson. Each year brings a new classroom of students with new needs, and by looking at your instruction now, it will save you time next year.  We want to plan lessons for the students who we currently have in the classroom, by starting with previous lessons that are successful and adding questions or tweaking the sequence of the lesson we are tailoring the lesson for the students you currently have.

Look at the practices that have made the difference in our progress this year. Grade level flexible grouping, small group instruction tailored to specific TEKS or skills, innovative schedules to help struggling students, incorporating STEAM activities within your classroom are just a few of the practices that I have watched transform our students into learners that strive to learn more than just the minimum. It is exciting to hear stories about students that have “found their niche” and see how finding it has inspired them to learn more on their own. We have students that are creating dioramas at home because they were intrigued by their passion project. We have students writing their own books to share with their peers, because they have found a love of writing. We have students closing gaps in all areas- math, reading, socially, and even with problem solving.

When we say we know our students, we need to look at the data we are using to make instructional decisions. We are more than STAAR scores, and I love that we have multiple pieces of data that we use to help us make decisions for our students. We look at current data, longitudinal data, and antidotal notes we make during lessons. We look at our students as children and not as one test score- that is the Schluter difference.

We love to show the amazing things that are happening at Schluter. If you are not on Twitter you are missing out on a lot of celebration. From the students participating in the Amazing Race in 4^th grade to the technology challenges, you will see incredible learning happening at Schluter. It is a great to see our students in their learning environments. It does not show everything that is happening, but it is showing off our students- it is amazing!

Make sure you take the time to celebrate all the successes of your students, your team, and yourself. Be vocal, be showy, be proud. Everyone has worked hard for the accomplishments that have been achieved this year. Then, before you get into summer mode, take time to look at what lessons and conversations were the game changers this year. It will help you next year when you are planning for your new group of students.

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Writing for Enjoyment

Writing

Many of us were never taught to enjoy writing; in fact, it seems to be a “trigger” for many of our students in class. As an adult, I find it therapeutic to sit down and write a note, a to-do list, or a blog entry. Even when I struggle to write a quality piece because I am under a deadline, I really enjoy putting pen to paper or the sound of the keyboard as I type- it is peaceful. I enjoy writing notes to students; I love when I get to deliver them and I love when parents share how I made an impact on their child with a short note.

This year I have heard students talking about writing in a new way. It is amazing! Students are sharing the books they have written, bragging about the number of books they have written, and showing me the writing they have done out of school. My own child and his friends have created books using Google slides and are excited to work on it outside of school.  Writing is a skill that students need to be successful in life. From school to social media to in their place of work, communication is vital for future success. Being able to communicate information is something we all need to be able to do.

 How often do you sit and reflect? As educators, we naturally reflect on how lessons went, how students are doing, what we want to do better in, but how often do we take the time to reflect on us- the person?

For Christmas, I received a book of lists; it is a book filled with fillable lists. I have changed the titles of a few of the lists, because honestly- it is my book and I wanted to. The book had me think about my life and the things I have done or want to do, not what I need to do.  If you do not have a list of the books or articles you have read this year, I highly recommend starting one.

Our students see our passions and often take them on as their own.  Find what you enjoy writing about.  Maybe you journal, maybe you love making to-do lists, or maybe you enjoy writing letters with pen and paper.  Write for you, for your peace of mind. 

Cognitive Demand

Cognitive Demand

We ask a lot of our students every day, both socially and academically. We have high standards that we expect the students to reach every day. We ask challenging questions, but are the students answering the questions or are we? Learning happens when there is “productive struggle.” Students need to be able to problem solve and allowing them to struggle encourages them to do just that! We, as teachers, need to ensure we are giving them the opportunity to problem solve.

We need to teach our students that it is ok for concepts or tasks to be difficult; it is how we react to the challenge that can define who we are as a learner. We support our students and guide their thinking while they are grappling with problems, but how do we start the journey without giving away the answer?

There is an idea that you need to address preconceptions the students have about a concept. I was able to witness this in a classroom a few weeks ago.

 A teacher was working with students on the different types of taste. She asked her students what things could taste like. The students responded with things like sweet, salty, sour, and savory. One student just happen to say she loved salty treats. The teacher asked her what her favorite salty treat was, the student stated Lemonheads. The teacher stopped and discussed with the students what types of foods were sweet, salty, sour, and savory that they already knew about. There were several misconceptions that the students had about some of their favorite foods. The teacher took the time to correct these before moving on to the lesson.

I brought this concept up to a teacher last week, when we were discussing her lesson. The idea that students might be struggling because they had preconceptions about doubles. The teacher thought about it and stated, “That would make sense. He keeps adding 2 to everything. I bet he thinks that is how we double. Counting by 2.”

Knowledge does not transfer on its own. We have to help students make connections between the skills and other tasks in order for them to see how to use the skills. We cannot teach students how to problem solve in math and say they can now problem solve arguments with their friends. We have to help them see these connections. I have been asking students this year how they will be using the skill they are practicing right now in class later. The responses I am getting are varying:

-          “We are going to be able to use this in our writing.”

-          “She hasn’t told us yet.”

-          “This will help us do better on future tests.”

-          “I will be able to do math faster, when I have my facts.”

-          “I will be adding more detail to my writing.”

-          “If I can use a number line correctly, I can do my math problems faster.”

-          “When I am thinking about telling on someone, I think should I? Am I a Danger Ranger?”

-          “So I can help my kids with their homework one day.”

Students are not always sure as to the importance of what we are teaching them. Sometimes they even make connections that we do not see. Are we giving them the time to grapple with tough concepts in order to understand the importance and to find their own connections?

  As we go into the last leg of this semester, will you allow your students to struggle?