Contract for female teachers teaching in Payson City, Utah.
1. Teacher is not to get married. This contract becomes null and void if teacher marries.
2. Teacher is not to keep the company of men.
3. Teacher must be home between the hours of 8 P.M. and 6 A.M. unless in attendance at a school function.
4. Teacher may not loiter downtown in ice cream parlors.
5. Teacher may not leave town at any time without permission of the Chairman of the Board of Trustees.
6. Teacher is not to smoke cigarettes or drink wine, beer or whiskey.
7. Teacher may not ride in a carriage with any man except her brother or father.
8. Teacher is not to dress in bright colors.
9. Teacher may not dye her hair.
10. Teacher will not wear dresses more than two inches above the ankle.
11. Teacher is to wear at least two petticoats.
12. Teacher is to bring a bucket to school to clean and scrub the building every week.
Source: Utah Newspaper
Tuesday, October 03, 2006
From Boss to Leader
One consequence of the Standards Driven System (FCAT) is that principals are being asked to become the instructional leader of their schools. Effective principals recognize they are more than just the boss; they are the leader of the school. Being the boss has short-lived and limited impact. Effective leaders have a long-term impact on the lives of everyone around them.
The American Management Association conducted in-depth interviews with 41 executives and uncovered seven common traits that most often lead leaders to failure:
1. Insensitivity to co-workers.
2. Aloofness and arrogance.
3. Tendency to misuse information conveyed in confidence.
4. Inability to control ambition.
5. Inability to delegate assignments or promote teamwork.
6. Inability to staff effectively.
7. Inability to think strategically.
So how can principals who lead, maintain the difficult balance of managing the affairs of the school while maintaining the loyalty of their staff? What truly sets apart the mediocre, overbearing boss from a highly respected and effective leader?
The answer is a leader is someone others consistently follow. It stands to reason that people follow because they have a belief in the direction, integrity, and competence of the person in the lead.
Here are five checkpoints to help today's leaders avoid becoming yesterday's news:
1. Sometimes leadership is merely letting people do their jobs.
2. Leaders must constantly show that they care.
3. A good leader keeps the entire team tuned to the fundamentals of success.
4. Leadership is getting your employees to compromise for the good of all.
5. Leaders must learn to sacrifice for others.
Source: adapted from http://www.garfinkleexecutivecoaching.com/articles/boss-or-leader.html
The American Management Association conducted in-depth interviews with 41 executives and uncovered seven common traits that most often lead leaders to failure:
1. Insensitivity to co-workers.
2. Aloofness and arrogance.
3. Tendency to misuse information conveyed in confidence.
4. Inability to control ambition.
5. Inability to delegate assignments or promote teamwork.
6. Inability to staff effectively.
7. Inability to think strategically.
So how can principals who lead, maintain the difficult balance of managing the affairs of the school while maintaining the loyalty of their staff? What truly sets apart the mediocre, overbearing boss from a highly respected and effective leader?
The answer is a leader is someone others consistently follow. It stands to reason that people follow because they have a belief in the direction, integrity, and competence of the person in the lead.
Here are five checkpoints to help today's leaders avoid becoming yesterday's news:
1. Sometimes leadership is merely letting people do their jobs.
2. Leaders must constantly show that they care.
3. A good leader keeps the entire team tuned to the fundamentals of success.
4. Leadership is getting your employees to compromise for the good of all.
5. Leaders must learn to sacrifice for others.
Source: adapted from http://www.garfinkleexecutivecoaching.com/articles/boss-or-leader.html
Pre-Preplanning Orientation at William Dandy Middle
William Dandy Middle School had a wonderful two-day orientation with their New Educators. This year we had 24 new teachers to the school. Our principal, Casandra D. Robinson, provided all of the teachers a binder with important information. She also provided us lunch both days. The new teachers were introduced to the various key personnel in the school as a part of our two day workshop.
One segment was to watch Harry Wong tape #3 and then pair up and make a set of class rules. They then presented them to the group and we were able to critique each set. It helped the New Educators, nine of which are Level 1, to understand how important it is to set the tone in the class the first day. Another activity we were able to provide was a power point slide show of classroom setups. Last year I had our technology specialist photograph various classrooms of veteran teachers. New Educators were then able to see the prominence of classroom rules, what a word wall looks like in different subject areas, how to arrange seating and just get a general feel of how to make the classroom print rich and a positive learning environment.
Source: Claire Noonan, NESS Liaison William Dandy Middle
The Florida Department of Education Definition for a Learning Community
Learning communities are small groups of faculty who meet regularly to study more effective learning and teaching practices. Schools may have grade level or subject-area planning groups that meet regularly through joint planning time. If the content of these meetings is primarily the logistics of planning for instruction and discussing student needs, they do not constitute a learning community.These groups are considered learning communities only if they:
• identify new programs or topics to investigate,
• gather research and studies on new approaches,
• share their findings,
• implement and study the effectiveness of new practice,
• share these results with other faculty in the school.
THEREFORE, BECAUSE THE STATE HAS ADOPTED A VERY SPECIFIC DEFINITION FOR LEARNING COMMUNITIES, THE DECISION HAS BEEN MADE THAT NESS MEETINGS THAT DO NOT MEET THE STATES STANDARD FOR A LEARNING COMMUNITY WILL BE REFERED TO AS SUPPORT GROUPS.
Source: Dr. Amy Tsukuda
NESS Support Group Meeting
Prior to the next NESS Support Group Meeting, download two or three grade level appropriate lesson plans from BEEP and a brief description of the top three Nine High Yield Strategies (9HYS): Similarities and Differences, Summarizing and Note Taking, and Reinforcing Effort & Providing Recognition.
Make copies of the lesson plans and the top 3HYS and bring them to the meeting.
Procedures for activity:
1. Brainstorm with the whole group, the components of an effective standard-based lesson plan.
2. Next, if you have a large-group divide them in to small mixed teams of four to five ICs and NEs.
3. Next distribute the lesson plans and a copy of the 3HYS.
4. Direct the teams to examine the lesson plans to identify the components of an effective lesson they identified earlier and to identify any of the top 3HYS that were incorporated in the lesson plan.
5. If there is no evidence of the 3HYS, where could one be added to increase the effectiveness of the lesson plan?
6. Share out team discussion.
Source: Dr. Doug Miller
Make copies of the lesson plans and the top 3HYS and bring them to the meeting.
Procedures for activity:
1. Brainstorm with the whole group, the components of an effective standard-based lesson plan.
2. Next, if you have a large-group divide them in to small mixed teams of four to five ICs and NEs.
3. Next distribute the lesson plans and a copy of the 3HYS.
4. Direct the teams to examine the lesson plans to identify the components of an effective lesson they identified earlier and to identify any of the top 3HYS that were incorporated in the lesson plan.
5. If there is no evidence of the 3HYS, where could one be added to increase the effectiveness of the lesson plan?
6. Share out team discussion.
Source: Dr. Doug Miller
Observation Protocol
The Instructional Coach together with the New Educator set a clear focus of what they want to look at and pay attention to during the observation (Identify Desired State). This protocol is designed to help deepen the New Educator’s understanding of his or her practice. The Instructional Coach’s role is to note those events that relate to a particular aspect of the New Educator’s practice and to then act as an active listener as the New Educator works to make sense of those events.
In the Clinical Educator approach this takes place during Goldhammer’s process of:
• Pre-conference
• Observation
• Analysis of data
• Post-conference
• Analysis of conference
If you are coaching and are unfamiliar with the Continuous Improvement Process and how Goldhammer’s protocol fits in the process meet with your NESS School Liaison and/or complete the Clinical Educator Training offered by HRD.
In the Clinical Educator approach this takes place during Goldhammer’s process of:
• Pre-conference
• Observation
• Analysis of data
• Post-conference
• Analysis of conference
If you are coaching and are unfamiliar with the Continuous Improvement Process and how Goldhammer’s protocol fits in the process meet with your NESS School Liaison and/or complete the Clinical Educator Training offered by HRD.
Opportunity to Learn and Student Time on Task
The First Generation: In the effective school, teachers allocate a significant amount of classroom time to instruction in the essential skills. For a high percentage of this time students are engaged in whole class or large group, teacher-directed, planned learning activities.
The Second Generation: In the second generation, time will continue to be a difficult problem for the teacher. In all likelihood, the problems that arise from too much to teach and not enough time to teach it will intensify. In the past, when the teachers were oriented toward “covering curricular content” and more content was added, they knew their response should be to “speed-up.” Now teachers are being asked to stress the mission that assures that the students master the content that is covered. How are they to respond?
In the next generation, teachers will have to understand the concepts of “teaching and learning” and “less is more.” In the “covering the content” system teachers were evaluated on their performance. The focus of “covering the content” system was teaching. In the new standards based system teachers are and will be evaluated on how their students perform. The focus of the standards system is student learning.
As a result, teachers will have to become more skilled at selecting student centered learning activities, prioritizing content, and integrating the curriculum. They will have to be able to ask the questions, “What are the most effective student learning strategies?” - “What goes and what stays?” - “How can I integrate curriculum content to make best use of my limited time?”
Source: One Voice - Broward Effective Schools
The Second Generation: In the second generation, time will continue to be a difficult problem for the teacher. In all likelihood, the problems that arise from too much to teach and not enough time to teach it will intensify. In the past, when the teachers were oriented toward “covering curricular content” and more content was added, they knew their response should be to “speed-up.” Now teachers are being asked to stress the mission that assures that the students master the content that is covered. How are they to respond?
In the next generation, teachers will have to understand the concepts of “teaching and learning” and “less is more.” In the “covering the content” system teachers were evaluated on their performance. The focus of “covering the content” system was teaching. In the new standards based system teachers are and will be evaluated on how their students perform. The focus of the standards system is student learning.
As a result, teachers will have to become more skilled at selecting student centered learning activities, prioritizing content, and integrating the curriculum. They will have to be able to ask the questions, “What are the most effective student learning strategies?” - “What goes and what stays?” - “How can I integrate curriculum content to make best use of my limited time?”
Source: One Voice - Broward Effective Schools
Phases of Direction Giving: Planning Directions and Giving Directions
Planning Directions
1. Determine the goal. (Be sure students are aware of goal.)
2. Identify steps involved in reaching the goal.
3. Determine best sequence of the steps involved:
a. Directions are usually given in the order to be performed,
b. When several steps are involved, number the steps,
c. Preface a series of directions with a comment to delay movement.
4. Consider how many directions should be given at one time.
a. Familiar, practiced tasks are easier than new ones.
b. No more than three directions should be given at once, if possible.
c. Less than three directions should be given if the task is unfamiliar.
d. If there are more than three, write on the board, over- head, or break into smaller parts.
5. Decide if directions should be written, verbal, or both.
a. Consider the needs and skills of students.
b. Think about if the material is familiar or unfamiliar.
c. Written directions can be posted.
d. A combination of verbal and written directions is usually most effective.
1. Determine the goal. (Be sure students are aware of goal.)
2. Identify steps involved in reaching the goal.
3. Determine best sequence of the steps involved:
a. Directions are usually given in the order to be performed,
b. When several steps are involved, number the steps,
c. Preface a series of directions with a comment to delay movement.
4. Consider how many directions should be given at one time.
a. Familiar, practiced tasks are easier than new ones.
b. No more than three directions should be given at once, if possible.
c. Less than three directions should be given if the task is unfamiliar.
d. If there are more than three, write on the board, over- head, or break into smaller parts.
5. Decide if directions should be written, verbal, or both.
a. Consider the needs and skills of students.
b. Think about if the material is familiar or unfamiliar.
c. Written directions can be posted.
d. A combination of verbal and written directions is usually most effective.
Phases of Direction Giving: Giving Directions is a 4 Step Process
Giving Directions is a 4 Step Process
1. Get everyone's attention.
2. Give directions to reflect planning.
3. Check for understanding.
4. Monitor and redirect.
Step 1: Get Everyone's Attention
1. Common cause of failure in following directions is that only some of the students are listening.
2. Have everyone's attention. (Can be done by a signal.)
3. Hold students accountable for signal or for responding.
4. Do not give directions until all students are ready.
Step 2: Giving Directions
1. Consider the best time for giving directions: -most likely to be followed if given just before they are to be executed.
2. If movement is involved, give all directions before allowing movement or finish the directions after movement.
Step 3: Check for Understanding
1. Omission of this step frequently results in classroom management problems.
2. Checking for understanding does three things:
a. makes students accountable for listening,
b. provides repetition of steps involved,
c. lets the teacher know if directions were understood or if they need to be taught.
3. It is not enough to say "Do you have any questions?" You must ask questions or promote actions that will make sure students know what they are to do.
Ways to check for understanding. . .
1. Model or have a student model.
2. Ask, "What is the next step?" Let someone answer and have others signal.
3. Ask questions such as "Is this the first thing we do?"
4. Say, "If you know what to do get started. If you are unsure, stay here with me and we'll go over it again."
Step 4: Monitor and Redirect
1. Monitor and Redirect if necessary.
2. This last step is frequently forgotten and it can lead to management problems.
3. Monitor to see who is following directions and who is not.
4. Reinforce those who are following directions and redirect those who need help.
5. This step helps make students accountable and lets them know you expect directions to be followed.
Source: Richardson Independent School District
1. Get everyone's attention.
2. Give directions to reflect planning.
3. Check for understanding.
4. Monitor and redirect.
Step 1: Get Everyone's Attention
1. Common cause of failure in following directions is that only some of the students are listening.
2. Have everyone's attention. (Can be done by a signal.)
3. Hold students accountable for signal or for responding.
4. Do not give directions until all students are ready.
Step 2: Giving Directions
1. Consider the best time for giving directions: -most likely to be followed if given just before they are to be executed.
2. If movement is involved, give all directions before allowing movement or finish the directions after movement.
Step 3: Check for Understanding
1. Omission of this step frequently results in classroom management problems.
2. Checking for understanding does three things:
a. makes students accountable for listening,
b. provides repetition of steps involved,
c. lets the teacher know if directions were understood or if they need to be taught.
3. It is not enough to say "Do you have any questions?" You must ask questions or promote actions that will make sure students know what they are to do.
Ways to check for understanding. . .
1. Model or have a student model.
2. Ask, "What is the next step?" Let someone answer and have others signal.
3. Ask questions such as "Is this the first thing we do?"
4. Say, "If you know what to do get started. If you are unsure, stay here with me and we'll go over it again."
Step 4: Monitor and Redirect
1. Monitor and Redirect if necessary.
2. This last step is frequently forgotten and it can lead to management problems.
3. Monitor to see who is following directions and who is not.
4. Reinforce those who are following directions and redirect those who need help.
5. This step helps make students accountable and lets them know you expect directions to be followed.
Source: Richardson Independent School District
Subscribe to:
Posts (Atom)
