Leadership Actions: Supporting the Culture

I hope everyone had a wonderful break and found time to relax and connect with friends and family. The start of another new year provides a natural time to pause and reflect both personally and professionally. For example, I have spent some time reflecting: how can I be better? How can I be a bet

ter husband? What can I do to be a better dad? How can I improve as a leader and learner at Horning? What can I do to make Horning a place where people want to be--where staff feels excited and empowered to come to work each
day? How do I promote an environment in which all students feel safe and want to be engaged in learning? How do I ensure students feel they are supported and cared about?

As I reflected on my own leadership actions this past year, I feel challenged to continue this work, with students being my number one priority. I challenge all of us to continue to think about the following questions in the coming weeks and months, in the hope that we can work together to support a positive school culture that best serves our learners and families:

• How do my actions and words support a positive culture with ALL students? Families? My colleagues?
• 
  What do I do to support my colleagues? How do I build others up when we face challenges or adversity in our building?
• What actions will I take in the next day, month, or semester that will build a positive climate and culture at Horning? How does this look in your classroom? In the staff lounge? In the parking lot? In PLCs?

Ultimately, a highly engaged staff working together can accomplish great things for the learner. I see pockets of this taking place everyday at Horning. This provides inspiration to me as we work together to change lives. Yes, we are in the unique position of changing lives in a profound and lasting way!

In the end, it is essential that we work together in the best interest of students at Horning Middle School. Please know that I am thankful for the opportunity to lead and learn alongside all of you at Horning, and my message comes from a place of gratitude and caring as we strive for excellence in 2018 and beyond. Please know that my door is always open as a listener and I love hearing your ideas.

We are #1Horning,

Bob

Lessons Learned

As I reflect at the end of the past two years, I can't help but reminisce. Here is a list of some my take-aways as I close out my time at Hadfield:

1. Hadfield is a remarkable school. Soon after I arrived at Hadfield, I noticed its enduring spirit. The school opened in 1888, and the tradition of dedication and commitment to kids and families continues today. Its place in the community and neighborhood is truly unique.

2. After spending the previous six years at the high school level, my time at Hadfield reminded me of why I became an educator in the first place, to make a difference early on in a child's life. There is something special about learning alongside young people at the elementary level. It has reinforced my belief in the responsibility and the ability that we all have to impact a child in a profound and positive way.

3. Showing kids hope and empathy can change a child's whole perspective on life. I believe that this is one of our most important responsibilities as educators and advocates: to give hope and empathy to our students, especially those that need it most. I see each of you doing this on a daily basis, making kids feel important and empowered.

4. I feel so fortunate to have had the opportunity to work alongside all of you. Like I shared with some of you over the past few weeks, Hadfield represented my most memorable years; both personally and professionally.

5. Thank you. I don't say this enough. I am very thankful to each of you for your efforts in making Hadfield a special place for students and your willingness to stretch your thinking on behalf of our students. The work that happens day in and day out is truly outstanding. I have learned so much from all of you that I know will make me a stronger person and leader in the future.

With much respect,

Bob

#1Hadfield

"Evidence of Student Thinking" Recap: 2014-15

Depth of Knowledge (DOK)

In October 2014 at Hadfield School we introduced a walk through tool with teachers that focused on the Depth of Knowledge (DOK).  This tool directly aligned with Hadfield's School Improvement plan (SIP) on focusing on 1 high leverage strategy, "evidence of student thinking." The bar graphs below represent the data was collected during the 14-15 school year.

DOK Form

Take Aways, Next Steps, and Celebrations

As of June 5, 2015 Hadfield had completed 198 DOK classroom walkthroughs.  After each visit, the completed form (see left) was shared along with reflective feedback to the teacher.  This allowed for ongoing feedback and reflection for teachers.  (The "DOK" walkthrough data does not include mini-observations that occurred with teachers that we 15-20 minute in duration that focussed on Domains 2 and 3 of the Danielson framework.   Generally teachers had 1 mini observation per month along with a "DOK" walk through.)

On-going walkthroughs and mini observations have allowed for purposeful dialogue between the teacher and effectiveness coach and/or evaluator.  Using the Danielson framework as our guide has helped transform instructional practices as classroom walkthroughs have become part of the fabric at Hadfield in 2014-15.

Improving upon Questioning and Discussion techniques (3b) will once again be a priority going into next school year with targeted professional development with teachers.  As we continue to support and monitor the "DOK" we will continue to grow at Hadfield in the area of question and discussion techniques and provide students additional opportunities to demonstrate critical thinking through higher levels of the DOK.

Part II: Untapping Resources-Literacy

As stated in a previous blog post one of  my goals is familiarize myself with the elementary instructional resources that have been developed in the School District of Waukesha.  Like many districts, Waukesha utilizes the learning management system, Blackboard 9 (BB9) for a variety of purposes including to store curriculum and instructional resources for educators.

District educators have  access to BB9 to assist in lesson design and other resources through a password and username that is provided to teachers.

Kindergarten curriculum map

The "comprehensive literacy" section is a tremendous resource as it contains curriculum maps for teachers that organizes materials under the following categories; enduring understandings, samples learning targets, and resources.   Here is the launch presentation of SDW literacy curriculum maps that was shared with teachers in August of 2014.

Literacy Blog

I also wanted to highlight the School District of Waukesha Literacy Blog.  This blog is instrumental in communicating and promoting literacy instructional resources and practices.

This BB9 course is an excellent and invaluable resource to any School District of Waukesha elementary teacher responsible for providing instruction in reading and writing.

Part I: Untapping Resources

During the 2014-15 school year, my goal is to get to know the elementary instructional resources that have been developed in the School District of Waukesha.  Like many districts, Waukesha utilizes the learning management system, Blackboard 9 for a variety of purposes including to store curriculum and instructional resources for educators.  

District educators have  access to this page to assist in lesson design and other resources through a password and username that is provided to teachers.

The "Common Core Math" section is a great resource.  This resource is framed around time frame, vocabulary, essential questions, and enduring understandings.  Within each unit it includes application activities, literature ideas, problem solving tasks, and assessments.

The School District of Waukesha BB9 page also includes links to current resources.  Since the School District of Waukesha does not provide a scripted curriculum (basal) as a resource it has created this framework and curriculum that is directly connected to the Common Core.  These resources have been developed, updated, and maintained by district teachers.

Sample unit layout

This is an excellent and invaluable resource to any School District of Waukesha elementary teacher responsible for providing instruction in math.

Academic Incentive Program to Start at Hadfield in 2015

The Hadfield Way:  Academic Incentives

 

Starting with winter 2015 MAP testing, Hadfield School is going to recognize students to promote academic excellence. Hadfield will have a special assembly “Believe It, Achieve It” on January 6 for the official kick off to this new program.  Students will be guided through a goal setting process as part of the preparation before your child takes winter MAP testing starting the week of January 19th, 2015.

Goal Setting for Winter 2015 MAP Testing in Reading and Math

All students (1st to 5th) will be receiving goal-setting sheet that has their RIT scores from the last time your child the tests.  This goal setting sheet will require a parent signature for students to earn a goal setting token.  We are now getting ready to set goals for your January 2015 testing RIT scores.  This will take place starting on January 6, 2015.  Here is a link to sample goal sheets.

What is reasonable and attainable goal for students?  

Students will use this sheet to make your improvement plan and set your RIT goals.  This goal sheet must be signed by the student, classroom teacher, and your parent in order to earn the “Key to Success Token.”  Your sheet might also be signed by a resource teacher who works with your student.

Recognition for Academic Growth

Each student will receive a chain for collecting tokens.  The “Key to Success” token will be earned by each student who completes the goal-setting sheet.  Kindergarten students will receive the chain and token after they complete winter MAP testing and be eligible for the growth token after spring MAP testing.    

What are you going to do to improve your scores?  

• Students who demonstrate improvement in your reading RIT will earn you the “reading improvement  token.”

• Reaching or exceeding your reading individual goal will earn you the “reading token goal met or exceeded token”.  This is in addition to the improvement  token.

• Improvement in your math RIT will earn you the “math improvement token.”

• Reaching or exceeding your math individual goal will earn you the “math goal met or exceeded token.”  This is in addition to the improvement token.

Personal Responsibility

It’s important that students take care of your chain and tokens by keeping them safe and secure.  If students lose their chain students may use string or yarn.  Extra chains might be available on the prize cart for 30 paw points while  supplies last.  Any tokens will have to be earned all over.  So it is best to take care of your chain and tokens from the start.

 

In the future, this program has an opportunity to expand to include other ways to recognize academic achievement at Hadfield.

Evidence of Student Thinking

As we continue to evolve in improved instructional practices at Hadfield School, recently we introduced the School District of Waukesha (SDW) walk through tool with teachers.  This tool directly aligns with Hadfield's school improvement plan (SIP) on focusing on 1 high leverage strategy, "evidence of student thinking." 

 Every building in SDW will be utilizing this " tool" to collect data on classroom practices related to evidence of student thinking and to provide a reflective question to teachers from the observer. You can see the screen shots below from the actual tool below.  These walk throughs are approximately 2 minutes in duration.

At Hadfield, we will have the official launch of "evidence of student thinking" during the October 30th professional development day.  Teachers can expect a healthy dose of Depth of Knowledge (DOK), Enduring Understanding, and Essential Questions to help support them in developing instructional practices that support student thinking in writing and communication.

Mini Observations

We are using this tool in addition to "mini-observations," which are 15-20 minutes in length.  The mini-observations will continue take place in Teachscape and serve a different purpose in terms of feedback to teachers as evidence is collected primarily in domains 2 and 3 of the Danielson framework.  Minimally, teachers can expect 1 mini-observation per month at Hadfield.

Providing meaningful feedback and creating professional dialogue with teachers around their instruction is a significant factor in improving student achievement.