Monday, May 12, 2008

Director’s Message

As another year of teaching and learning draws close to an end, I want to leave you with two points that I recently read and are worthy of sharing. Both are excerpts from a publication by Dr. Harry Wong.

USE COACHES: A critical component of a successful comprehensive induction program is a coach. An educational coach is a teacher with expertise in classroom management and instructional and academic skills. Coaches have a clear-cut responsibility to help new teachers maximize their personal and professional potential. Successful coaches are compensated for their time and training so that they are able to proactively interact with and support new teachers. Coaches customize their instruction to support a new teacher's needs. Subject-specific coaches might also be used to increase proficiency in topic areas such as literacy, math, science, or technology. With a vision for student achievement, coaches are able to work with new teachers to develop instruction plans and assess for student progress. The bottom line emphasis is always on student learning.

References: www.teacher.net/wong/FEB08 and www. teacher.net/wong/MAR08

EFFECTIVE SCHOOLS: When teachers regularly and collaboratively review assessment data and work together to reach measurable goals, something magical happens: Student achievement increases.

Teaching should never be done in a vacuum - education is a sharing profession. When people work in isolation, there is no culture. A teacher's colleagues are their best resource, new teachers should get to know them. Listen to them. Learn from them. Work with them in a collegial manner and see what makes them effective and tailor their techniques to fit their needs. In this way techniques become perfected, new ideas are crafted, and a sustained culture of learning and sharing supports all the teachers. When schools become professional learning communities where teachers learn as well, student achievement increases.

Reference: www.teachers.net/wong/APR08

Thanks for another successful year - enjoy your summer - look forward to new adventures awaiting us in 08-09!

Linda S. Whitehead
Director, Teacher Development/HRD

Achieving the Vision

One of the barriers to achieving the vision is selecting the appropriate leadership method to turn a belief statement into reality. Even though most principals know what might be best for the organization, it is essential that in order to sustain positive change the faculty must experience processes that lead to commitment instead of compliance regardless of district, state, or federal pressure. Perhaps that is what Interstate School Leaders Licensure Consortium Standards for School Leaders (ISLLC) Standard 1* is all about, facilitating the development of the staff rather than managing the staff.

Even though autocratic methods might produce immediate results, since there is little if any transfer of ownership, old practices will soon return. Since leaders “should concern themselves with doing the right thing,” he or she must focus on processes that eventually influence employee behavior that build relationships. Soliciting feedback for decision making or empowering employees might not always yield instant results, however these methods allow followers to be treated equally (democratic style), promote trust, and provides a “a voice in decisions.” When these factors are considered, the ownership for change transfers to the employees, providing a sense of personal accountability and eventually high moral and productivity.

ISLLC Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Source: Randall Deich, NESS Program Facilitator

Monitoring the Vision

Where is the integrity of the vision, mission, and implementation plans if not regularly monitored, evaluated, and revised? Most vision activities stop at the faculty/department meetings where brainstorming and wordsmithing are quite common and are not revisited until the start of the next school year. One of the gaps of identifying the vision is to follow through with an evaluation plan.

Unfortunately, data is a four-letter word in our culture of education. Traditionally data was always used to reference whether acts were good/bad or effective/ineffective. This is when data is used to judge decisions or outcomes, however data can be used to inform. There is a large gap between what data says and what data means. When using evaluation data for the vision, all that needs to be addressed is how closely aligned are the beliefs to the actions. Since one of the responsibilities of the leader is to assist in the change process, “the leader must assist individuals in understanding and adjusting to the environment of the organization” (Green, 2005, pg.32). Depending on the maturity level of the staff the leader should provide or facilitate processes that support the monitoring of the vision.

Monitoring the development of a school-wide vision can be a challenge. Measuring where we begin and where we end is common practice and comfortably fits our paradigm of pre and post testing. However, in order to determine whether growth is, in fact, continuous, frequent monitoring of the small steps along the way is essential. For example, if the vision statement refers to the school as a learning environment for teachers and students, then what systems and procedures are in place that fosters this outcome? Does the leader provide the opportunity to collaborate? Is the vision kept in mind when the master schedule is developed or is providing time to collaborate an afterthought? It is essential to constantly ask, ‘How are we doing?”

Source: Randee Deich, HRD Program Facilitator

Do You Offer a Program?

My first question to the recruiters at Hallandale Elementary was “Do you offer a program that helps new teachers make the transition for college courses to the classroom?” The answer that accompanied a large smile was “Yes, our NESS program is intended to help first year teachers adapt to classroom instruction.”

The initial NESS orientation offered at Hallandale Elementary provided to all new teachers was incredibly helpful to me. As a group, we attended school before the majority of staff returned from their summer vacations. Although we entered an unfamiliar place with unfamiliar faces, we soon became a tightly knit group. It was pleasant surrounded by those in a similar situation. I found it particularly confidence inspiring interacting with my peers before being overwhelmed by a large group of experienced teachers.

Upon arrival at Hallandale Elementary, I was paired with an experienced teacher, Ms. Carolina Zambrano. Ms. Zambrano was caring, compassionate, reliable, and understanding. These qualities made her approachable, one of the most important qualities of a NESS coach. I felt comfortable asking her any question. She was patient and explained that feeling overwhelmed was natural. Collaboratively, NESS coaches and NESS new educators were able to develop plans that would combat the problems we were experiencing in the classroom and we were able to celebrate our successes as a team.

My personal favorite part of the NESS program was that due to its small size, it felt much like a small community. Although we were all very different individuals, we were able to come together as a group with a common goal. In my opinion that goal was slowly developing a comfort level with the school. I think the NESS program was incredibly successful and I would most certainly recommend it to any district that would like to help new teachers become more comfortable in their new homes.

Source: John Hoolihan, Hallandale Elementary

Podcasts as Coaching Resources

Podcasts can be an effective tool in supporting new teachers. The new teacher can see a strategy or concept in use as well as hear the teacher’s feedback as they perform a particular task. Coaches you can access the latest podcasts at http://hrdpods.blogspot.com/

Recognizing Student Differences: The instructional staff at Lauderdale Manors Elementary role-plays to increase awareness of student differences (3.28). (South Central Area: Lauderdale Manors Elementary)

Compare and Contrast: Comparing and contrasting using Kidspiration’s Venn diagram is used to assist students as a prewriting strategy (1:39). (South Central Area: Sunland Park Elementary)

Communication: Sunland Park Elementary uses early morning announcements as a method to communicate school information and student successes (2:52). (South Central Area: Sunland Park Elementary)

Scientific Method-Germination: Fifth grade students follow the scientific method to determine what is necessary for seeds to germinate (3:08). (South Central Area: Sunland Park Elementary)
Finding Patterns: Students discover the rules of patterns and learn how patterns start, continue, and grow (2:48). (South Central Area: Sunland Park Elementary)

Source: Randall Deich, HRD Program Facilitator

Grade Contracts

Grade contracts are a method that some teachers use to help get their students to take more ownership over their grades. These contracts can take a variety of forms. The most common type of grade contracts have the students at the beginning of a semester or large project declare what grade they are striving to attain. In most cases, the teacher will have them sign an actual "contract" which does not have any weight per se but instead is a symbolic act.

Whether grade contracts are effective depends upon the teacher and the student. If a teacher pulls the contracts out at the beginning of the year, doesn't give students the details of the type of effort a specific grade would entail, and then never refers to them again, the effect will most likely be minimal. To make grade contracts more effective, a teacher should provide students with as much information as possible about what would be required of them for each grade. Many teachers who use grade contracts have found that they work best when they are used for individual assignments. For example, if you were assigning a research project, you could give your students a list of what would be required to earn an A, B, or C. Obviously you would not allow a student to strive for a D or an F as both of these are below average and failing. However, you could still show the students what would result in either of these grades. After the students have had some time to look over the grade requirements, they can then decide, or "contract," to earn a specific grade.

An argument against grade contracts is that all students should be striving for an “A”. Therefore, allowing students to choose to earn a B or C would be letting them give less effort than they might otherwise have given. However, some teachers feel that by putting students in control of their grades, they are receiving better work than they otherwise would. As a teacher, you should consider the makeup of your class and realize that for some students this might in fact give them permission to do less. Simultaneously, other students who feel disempowered by grading and assessments might gain the incentive and control they need through grade contracts and make a better grade. In the end, grade contracts will not be for all teachers in all situations. However, they can be an effective tool and should be considered when you feel they would be help the most students achieve.

Source: Melissa Kelly

First year on the Job

The NESS program has assisted me in many ways during my first year as an Elementary educator. Fortunately, I was paired up with a wonderful Instructional Coach whom assisted me in understanding the curriculum, the structure of the school, how to properly create lesson plans and report cards and an infinite number of other things that teachers need to know and be able to do.

One thing that particularly stood out in my mind was the week of planning that we receive before the pre-planning week. All the new teachers attended an orientation. We received insights and information about being a Broward County School teacher working at Hallandale Elementary. In addition, we received all the prerequisite forms that Hallandale Elementary required their new teachers to complete. Afterward, we reviewed the school policies and procedures and even took a tour of the school grounds. In addition, we were fortunate enough to meet the school’s Principal and Assistant Principal, whom were able to answer any questions and concerns we had. Finally, we received a critical lecture on classroom management that we all enjoyed and found extremely helpful.

I feel very fortunate to be a part of a school that offers so many valuable resources to new educators, like me. The support form the NESS program continues to help us as we continue to learn.

Source: Virginia Zazquez, Hallandale Elementary

Sharpening your Axe

Once upon a time, there were two woodcutters. The young woodcutter was like Arnold Schwarzenegger in the “Terminator” and the older woodcutter was like Arnold the “Govenator.” (The previous sentence may qualify as one of the worst analogies ever used in this newsletter.) The young woodcutter feeling his youth one day challenged the older woodcutter to a contest.

“Old man I’ll bet you a weeks pay I can cut down more trees in a day than you can,”

The old woodcutter replied, “I’ll take that bet.”

At the sound of the whistle, the contest began. Both woodcutters chewed into the trees. After about an hour the older woodcutter stop and sat down, while the young woodcutter continued to chop. After about ten minutes, the old woodcutter got up, stretched, and began chopping again. This routine continued the rest of the day. The old woodcutter would stop once every hour for about 10 minutes, while the young woodcutter continued cutting. At the end of the day, the young woodcutter had felled seven trees and the old woodcutter had cut down 10 trees of equal size.

The young woodcutter thought, "I must be losing my strength." He finally blurted out, “How could you cut down more trees than me, when I worked all day and you rested so much?”

The old woodcutter responded, "When was the last time you sharpened your axe?"

"Sharpen? I had no time to sharpen my axe. I have been very busy cutting trees."

“Each time I stopped I sharpened my axe.”

Moral: Some of us seldom sharpen our skills. We think that whatever we have learned is enough, but good is not good when better is expected. Sharpening our skills from time to time is the key to success. Evaluate your strengths and identify areas you would like to strengthen join a site-based learning community, become a member of your site’s staff development team, and/or visit the HRD website and check out what is available in the District through PDSS. Working hard is one thing but when you work hard and smart everyone wins. (adapted from a story heard at a conference.)

Source: Dr, Doug Miller, HRD Program Facilitator,

Teaching and Leadership Center

Education professionals honored with the title of Teacher of the Year, chosen by their colleagues, possess the knowledge, skills, attitudes, and beliefs that propel student achievement forward. The Teaching and Leadership Center (TLC) at Florida Atlantic University congratulates each nominee for the 2008 Teacher of the Year. The TLC is especially pleased to report seven of this year’s nominees began their pathway to teaching through one of TLC’s alternative preparation and certification programs.

One of the Center’s program recipients and 2008 Teacher of the Year nominee is Kimarya Carter-Martin. As a language arts and reading teacher at William Dandy Middle School, Ms. Carter-Martin shares her experiences that led her to discover her true calling.

“My experience with the Teaching and Leadership Center was great. My major was communications. I did not plan on teaching, but I guess it was my calling. I was interested in the education profession but I did not know where to start. I saw information about the TLC programs for people who wanted to change careers in a school board publication. I became one of the chosen ones to participate. I participated in two programs delivered by TLC. The first program was an alternative preparation program, which helped me obtain my first teaching position. The other program was a certification and master’s degree combination to earn my five-year professional certification and an advanced degree in Curriculum and Instruction. Additionally, TLC helped the entire cohort with maneuvering the certification process and helped us prepare for the various certification examinations and the Graduate Record Examination. I was mentored by National Board Certified teachers and learned a great deal that I have been able to apply successfully into my own classroom. The entire experience with the TLC was great. Once I finished the programs, I was certified in English and earned a Master’s degree that I did not pay for. That was fabulous!

I am grateful for all of the things that the TLC has done for me. All the individual attention that the TLC devoted to helping me become successful as a teacher is a great part of why I truly believe that I was chosen as Teacher of the Year for my school this year. The TLC staff made sure that I was ready to enter the classroom. I will forever be grateful.”

The TLC is pleased with the accomplishments of Ms. Carter-Martin and acknowledges her dedication to teaching and learning. Congratulations to each of the TLC graduates: Dian Holland, Josianne Valme-Gourdet, Mary DelBorrello, Melissa Laster, Marc Larose and Jacqueline Berlin! To learn more about the Teaching and Leadership Center’s TUITION FREE College Credit Alternative Certification Programs visit our website at http://www.coe.fau.edu/tlc

Source: Cynthia Fowler, FAU, Teaching and Learning Center

Lighter Side

Have a great summer taking comfort in the fact that the average teacher works about 12 hours a week beyond their contract time during the school year. That means in reality, teachers have already worked their summer hours during the school year.