Curriculum Council Meetings

Each Wednesday, a dedicated group of content lead teachers meet in the Administrative Conference Room from 8:30 am to 10:00 am. The representatives consist of one classroom teacher from each grade level K-5 plus an ESE representative. They join me to have in depth vertical conversation in a content area. The schedule accommodates Math Council one week, ELA Council the next, and Science Council the week after that, and continues on a rotating basis.

The representatives are an essential part of our school's distributed leadership model because they offer professional development through weekly Teacher Meetings to their grade level colleagues. Without their vision, planning, follow through, and leadership our school design could not accommodate the level of professional learning or horizontal consistency we expect.

As the school's instructional coach, I hold the responsibility of carrying the global picture and helping each content lead as they guide learning at their grade level. I plan and deliver each Council's agenda keeping the school's long term mission and short term goals in mind. I analyze data, focus walk grade levels, work in beginning teacher's classrooms, observe model teachers in action, and have discussions with lead teachers to make sure I stay on target. The vertical discussions focus on standards, curriculum, instructional practices, student work, assessments, and professional learning.

We've just completed our first round of Council meetings and spent the majority of our time concentrating on dissecting the FCAT Specifications. This has been our focus because we are implementing our states newly adopted Math, ELA, and Science standards. Our FCAT Math and Reading assessment will also change this year, so adjusting to the new standards quickly is essential. In order for the leads and their colleagues to plan and deliver aligned instruction, they first have to know the standards and the end assessment. Once these two elements are clearly understood, then they can select curriculum tools and implement instruction to reach their desired results. I've already witnessed changes occurring within instruction based on the learning happening through Council Meetings and subsequently through Teacher Meetings.


Stay tuned for our progress...

Waiting for Superman

I'm sitting here watching Oprah. Oprah, Bill Gates, Michelle Rhee, and Davis Guggenheim are talking about the dire state of our public schools. Davis has directed a movie, Waiting for Superman, to begin a conversation about this desperate situation. I know there will be push back from many teachers and some will complain and make excuses. However, when you face the drop out rate reality and see how many people exit our high schools without the ability to succeed in a four year college, you have to wonder when the nation will wake up and demand more.

http://www.waitingforsuperman.com/trailer

I am truly blessed to work in a magnificent school with dedicated passionate quality teachers. I am not offended by the comments by Oprah or her guests. They have the same vision that I do. They want what is best for our nations' children regardless of their SES status, their race, their genre, their neighborhood. They want every school to succeed. Oprah says, "It's going to shake up public school education..." I can't wait to watch and see if that indeed is true.

As an educator of thirteen years, I have to say that I think most teachers want to do the right thing, but the system isn't always set up for success. I'm wondering if this film will set forth a solution or a path that will get failing schools back on track. With the complexities and monumental issues, I have to wonder, but won't lose hope. Maybe a spotlight on the issue will help.

A New Beginning

Unbelievably, we are three weeks into the 2010-2011 school year. The school's lobby and classrooms are decorated to reflect our new theme, Cultivating a Community of Excellence; We had a fun-filled Opening Day for teachers, welcomed and WOWed 1,300 + students back on their first day of school, and began meeting together collegially. And, although we've gotten off to an incredible start, I still feel a level of anxiety and stress in the building that I haven't felt in many years.

Chets Creek teachers are extremely competent, thoughtful, and strategic. They use our school's diagnostic tools in Reading, Math, and Science to assess what students know and use the data to prescribe whole group and small group instruction. They use the Florida standards and many curriculum tools to plan their instruction and stick closely to our pacing guides to ensure that all standards are covered thoroughly. And, they use the assessments we've created aligned with their standards, curriculum, and assessment.

Rewind ten years into the 2000-2001 school year and you will see where this foundational work started. Many Chets Creek teachers worked diligently to build this comprehensive foundation. To create a system smooth as silk, we extensively analyzed and discussed every standard, benchmark, and grade level expectation. We poured over every curriculum tool sent to us from our district and scoured to obtain additional resources. We meticulously and systematically wrote diagnostics, quizzes, formative assessments, and summatives in each core subject area to align with the standards. We created homework to support students' learning. In addition, we picked apart, questioned, and got intimately acquainted with our state standardized FCAT assessment based off the FCAT Specifications. The work hours were long, the process collaborative, the depth of learning satisfying, and the outcomes were second to none.

Then, year in and year out, as new teachers joined our school family, we lovingly handed all of our hard work off to them in hopes of making their road smoother. They proceeded down the path we had created. Each year, together, the foundation builders and subsequent sustainers, we tweaked our work to make it better, built stronger units of studies, and filled the gaps. But, the work was rarely from scratch.

Then, we stepped out of our comfortable self-created world into the Summer of 2010 and enjoyed the last labors of our professional love.

We entered the 2010-2011 school year like a deer in the headlights. It's like everyone groggily emerged from their summer hibernation to the realization that we have newly adopted state standards, that the FCAT test is changing this year to reflect the new standards, and that since we've written diagnostics, quizzes, formatives, summatives, and homework to align with the standards, those too must be redone. Oh, and to add the icing on the cake, our district also adopted two new math curriculum tools. To say the least, those of us from CCE's early years feel like we caught a ride with Marty McFly in his Delorean... Back to 2000.

You can see the founding teachers grinning slightly in recognition as the newbies realize with a gasp that the existing work is history and we will once again start anew. They have no idea how it feels to pick apart every standard detail by detail, or read and reread all curriculum tools for the whole year so we can appropriately build a pacing guide, or slave over the writing of every single assessment and homework piece. We never gave them that opportunity. In 2000, we laid the leg work and created a road map for student learning one small step at a time and we emerged better educators because of the thinking it took.

The tension in the air, the angst I'm feeling across the building is coming from the slow summer awakening of a faculty that knows now that this could be the most demanding school year of their careers. That they now will start from scratch and begin adding in the ingredients to the new recipe for student success.

I could say that I'm overwhelmed by the prospect of a new beginning, but really I'm not. I'm excited by the depth of understanding which came as I worked through this process the first time. I'm exhilarated that the teachers who joined the staff after 2000 are getting the opportunity to build, again, what we had. In fact, they have the benefit of knowing exactly what it should look like at the end of their journey. I can't think of a more capable staff to conquer these challenges and come out on top. I'm not saying there won't be some speed bumps along the way, but we will embrace them as learning opportunities as we move forward. I have great faith in my colleagues as professionals and can't wait to help them recreate a strong and worthy foundation. The harvest we reap will be plentiful.

Stay tuned for our progress...

Planning for a New Year

(I intended to publish this post, with pictures of my classroom piles over a week ago, however, low and behold, during my move, I lost my hand held camera containing all my blog pictures. I've decided, for the sake of time, to publish it now anyway, but I know doing so without the pictures just doesn't tell the whole story. Sorry!)

I am well underway as I complete and check off the inevitable back to school 'to do' list, but regardless of how far I get, it seems like there is always so much more to accomplish! This preparation for the upcoming school year has been slightly more involved for me, because I moved from an office into a classroom to accommodate a larger meeting area. I've already spent 7 days packing, moving, setting up, organizing, and decorating my new space. (During my summer break, of course.) Our official school year starts Monday and we have a week before students arrive. I am thankful for this additional time because preparing can mean a smooth transition not only for teachers but students, too.


When I looked around yesterday, I was satisfied with how far I've gotten despite the piles everywhere! As an instructional coach, like teachers, I have a 'to do' list to get myself ready, but what I'll need to do as Monday arrives is put my own needs and lists aside and be there for the teachers.

Pre-planning is the time when teachers need my attention. Some teachers ask my opinion on classroom set up and logistics, some need materials that I go in search of and assemble, some need to have their questions answered about curriculum, and some just excitedly want me to see their room. That's not to say I don't make a plan for my days, I do, however I remain extremely flexible. My top priority is not to finish my space, rather to get the three new classroom libraries organized, stamped and distributed. These teachers need time before kids arrive to set up their libraries. And, I will solicit the help of high school students needing service hours toward Bright Futures so this mundane task doesn't occupy too much of my time.

My next priority is to check on all newer teachers to make sure their needs are being met. I also have three math manipulative kits to gather, bulletin boards to decorate, and cleaning to do. However, regardless of the task I've undertaken, I will always stop to address others needs. I've learned to be a multi-tasker and a coach that can change gears at the drop of a hat-not unlike a juggler throwing flame laddened wands in the air, catching them one by one without one dropping, and moving eloquently into juggling a set of bowling pins. Does any of this sound familiar, if it does, you must be an educator, too.

Summer Break "To Do" List

It's summer. I'm out of school on break but my mind keeps drifting back to tasks awaiting me when I return. You'd think that an Instructional Coach wouldn't have much to do or think about when teachers are out on summer break but I beg to differ. There are state standardized test scores to analyze; There is a School Improvement Plan to write; There are two math manipulative kits to assemble; There are three leveled libraries delivered but not yet coded and distributed to three new classrooms; There is an office to move and unpack; There is a office/classroom to decorate; There are new math diagnostic assessments to edit, copy, and distribute; There are three new EXCEL math spreadsheets to create. And, these are just the few unfinished items that are first popping up in my mind.

I worked last Friday and this Monday to get a jump start, and I'd like to think that I could work a few more days before teachers come back, but much like the rest of my summer, I'll be leaving today for a state baseball tournament, followed by a fun filled week of family vacation, followed by perhaps the regional baseball tourney in NC. To say the least, the list of unfinished business never dwindles rather just gets replaced by items added to the next list. So, like teachers and administrators, as a coach, I too, will keep widdling away to get tasks finished and try not to stress about how much is still left to do. Who says summer is all fun and games?

Goodbye for Now

Yesterday, I embraced a heartbroken mother, consoled a grieving father, and hugged a devestated little sister. Today, I will watch as her parents say their final goodbyes and bury their beautiful teenage child. I stand by this loving family grieving during this most devastating time because their vibrant energetic child once shared her smile and educational journey with me-I was blessed to be her 5th grade teacher and she was my student.

These are stories not often shared with eager baby teachers during their college years. They are not lessons taught in a college classroom rather come with experience as they arise. I would tell them that they are entering a profession of distinguished honor and sometimes heartbreak. They are beginning a journey where the fabric of their own life will be tightly woven with that of many families. Along this adventure, they will feed hungry children, worry about their home lives, hear their stories of strife and disappointment, and spend their hard earned salary buying some of them school supplies. This is not a profession that ends at the end of a school day or even school year.

As a teacher, they will shed tears for the children in their care, but more often than that they will reap the plentiful benefits and see the extreme beauty in teaching as children celebrate their successes. A college professor will not tell them that each child will become a special part of who they are. The children they are blessed to have as students will have talents abound and they have a responsibility to make sure each of them shares their gifts. My advice to a teacher just starting their career would be--Get to know them; Get to know their parents; Get to know their siblings. Genuinely listen as they reveal who they are to you. Enjoy each of the 180 days that they call you their teacher. Keep each class photo and display it with honor. Remember their faces and their names. No matter how old they are, or how many years have passed, they will always be your students.

As teenagers and young adults, they will seek you out in a crowd. They will make sure to say hello as they pick up a little sister from school. They will tell you about college as they check you out at Target, wave to you as you pass them holding a sign at a local store, and give you their employee discount as they check you out at your favorite Chinese takeout. They will stop by school hoping that you are still there so they can share their celebrations and sometimes their disappointments. Some of them will conquer extreme obstacles even scaling the steepest wall of cancer as you stand by and cheer them on. You will be amazed at their level of maturity, strength, and perseverance. Your heart will sing for them. On the other hand, some of them will make poor decisions, even end up doing jail time. You will wish you could step back in time and talk to them as a youngster, to try to persuade them to make the right choices. You would help them with the sorrow if you could. In life, some will be victorious and some will be defeated. They are all your students. In your eyes, you will always believe in them, in their ability to reach their fullest potential.

The lovely young woman being laid to eternal rest today was a great success. She was a delightful student- intelligent, energetic, and friendly. As I whispered, “I am so sorry,” to her mom yesterday, she said to me, “She loved you, you know. She always came home talking about you.” For me the feeling is mutual, I loved her, too. I hope that every student I ever teach, no matter their age, will feel the same way. I hope that with each of them I put relationships first and foremost.

Beginning teachers sometimes don’t realize how their heartstrings will tug and their tears will fall, but in time, they will. And, to me, I’m blessed that they do, because it most likely means that not only did they touch my life, but most hopeful I touched theirs, too.

New Team Planning

Today, we kicked off the first of our New Team Planning Meetings with the incoming 3rd grade team. We believe, the meetings, unique to the way we prepare for the upcoming school year, are vital for team cohesiveness. It is not uncommon at The Creek for teachers to transition between grade levels, therefore teams always have new members. We believe, as the quote on our agenda stated that “Planning is bringing the future into the present so that you can do something about it now.” The pre-planning allows everyone to get to know each other, obtain a clear vision for the expectations and demands of that particular grade level, and ask questions and receive immediate answers. This one day gets everyone off on the right foot and brings a sense of calm.

Our morning began with a team building activity designed for teachers to learn more about one another and get the day started with a few hearty laughs. Then, the first topic of business was selecting a Team Leader to represent the interests of the grade level teachers at the shared decision making table and provide leadership to the grade level throughout the year. In third grade, the team nominated and appointed Vicky Cole to this position. After that, the team discussed Committee Chairs for positions like Target Team observers, Spirit, Technology, Play, etc. The third grade team was eager to volunteer and it was evident to me that many teachers were willing to fulfill leadership positions on the team. Always a good thing to ensure team cohesiveness!

Our next order of business was reviewing and clarifying the grade level's non-negotiables list as outlined by the America's Choice School Design and our CCE School Improvement Plan. I will post this complete list at the end of this blog post, if you wish to review the items this team has agreed to follow.

Third Grade teachers are departmentalized by subject area, therefore for the next part of our agenda we broke into two groups, the ELA department & Math/Science/Social Studies department. In each group, we conferred about the New Generation Standards, talked about inventories, common assessments, homework, grading, and diagnostics. In addition, in ELA, we spent much of our time on looking closely at our ELA Pacing Guide and revised it based on consensus for the 2010-2011 school year. This part of the agenda certainly brought clarity to each of the team members.

The professionals then went out to lunch together. This well spent time brings a lot of opportunity for conversation and collegiality, and is an important part of the day that should not be overlooked.

Afternoon dialogue focused on penning a grade level Supply List, and then on our digital resources. Led by Cheryl Chascin, teachers updated their On Course Teacher WebPages, and then logged in and explored Discovery Education.

The end of the agenda reminded teachers, “All the flowers of all the tomorrows are in the seeds of today.” And, I think they would agree that today, they planted many seeds they will reap the harvest of next school year.

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Non-negotiables

Subjects

--One hour Readers’ Workshop
--One hour Writers’ Workshop

--15-20 minute Interactive ELA Skills Block

--One hour Math Workshop
--15-20 minute Interactive Math Skills Block

--45 minutes of Science / Social Studies

Homework

--No more than 45 minutes nightly (Monday through Thursday), no homework on weekends.
--Coordinate the assignment of projects with members of the team. Revisit and align projects to New Generation Standards. Project assignments may go home on weekends, but only to provide students and parents additional time to secure materials. Project work counts in the 45 minute homework time limit. Research may count as reading time.
--Students are encouraged to be actively involved in extracurricular activities, spending a limited time on homework while building rituals and routines around study skills.

Million Word Standard

--Each student is responsible for reading a million words a year.

--Evidence will be logged through a book log. (Book logs can be paper/pencil, digital, school based or home based)

Artifacts
--Standards, for the daily lesson, should be displayed and printed large enough to be read by students from their seats.
--Book of the Month attractively displayed and accessible.

--Data Notebooks (Diagnostic Profiles, DRA’s, PMP)

--Portfolios in Writing, Mathematics, and Science
--Word Walls
--ELA: mini-lesson charts (teacher made), writing rubrics, Reading Response Journals or Notebooks, and Writing Notebooks or Seed Journals--Math: teacher made charts, 100’s chart, number lines with negative and positive numbers, manipulatives, and strategy charts
--Science: teacher made charts; Scientific Method posted; evidence of an inquiry based laboratory; and Science journals, notebooks or portfolios--Student work posted (on the walls in the classroom, preferred, but if space is limited hallway display is acceptable)

Standards- Based Bulletin Boards

--SBBB will be displayed by the deadline date and should include: Standards, Task, Circumstances of Performance, 4 pieces of student work, and teacher commentary. Student commentary is optional.

--No SBBB are due in August, December, March, or May. April's board should be work over time.

--Co-teachers in departmentalized grade levels will alternate between ELA and Math/Science/Social Studies.
--Teachers are encouraged to produce a variety (subject area and work product) of different SBBBs across the grade level. Each should be original and creative.

Standard Snapshots

--Go home with report cards on the 1st, 2nd, and 3rd nine weeks.
--Should be created collaboratively with an emphasis on discussing student work.
--Each student’s piece of work will be attached to the snapshot to be sent home on the specified date.

--ELA team will produce three Snapshots (reading or writing); Math/Science team will produce three Snapshots (math or science).

Pacing Guides

--District Learning Schedule in Mathematics

--District Learning Schedule in Science

--ELA CCE Pacing Guides, prepared using the Scope and Sequence in our district adopted Houghton-Mifflin Text and the Sunshine State Standards

--Author Studies, as outlined in our SIP, will be delivered following the pacing guide schedule.

On Course Grade Book

--Homework grades are for habits and process, not accuracy or content.
--Projects will not be graded if they are completed at home.

--5 or more grades in each subject area, every grading period.

--Subject area teachers MUST agree on what is being graded and how the grade is derived. Parents must be informed.
--Grades should be posted to the grade book within one week.

Communication with Parents

--Weekly newsletters
--Written notes in planners or email

--Blogs are highly recommended but optional.