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. 

Developing a Comprehensive Literacy Model (CLM)

Developing a Comprehensive Literacy Model (CLM) 

Thanks to the Hadfield teaching team for their participation in both the Literacy and Math trainings July 14-16th, 2014.  There is a lot of enthusiasm around improved literacy practices in developing a Comprehensive Literacy Model (CLM) within the School District of Waukesha.  

Below is a short video, reflecting on teaching and learning within the comprehensive literacy model.

 

As we begin to reflect on these three days I wanted to pose some of my reflective questions as we move forward:


1. How can language, reading, and writing be integrated in an intentional way?

2. How can we make sure all students have access to higher level literacy through read alouds, think alouds and through oral literacy in all content areas?


3. As a learning team, how will Hadfield  systematically teach vocabulary? 

4. How will we universally implement response logs? What will our mentor texts be?   

5. How can we reconceptualize roles and responsibilities to best meet student needs?

Moving Forward

As the Hadfield School Improvement Plan and Student Learning Outcomes evolve, we will emphasize improved literacy practices.  The work from these three days will be imbedded within those goals and reviewed and revised throughout the year. 

 Please be reflecting about how your instruction and purposeful planning will evolve from the training this week.  My hope and expectation is that teachers will have these collaborative conversations with teams, colleagues, and reflect on how you will become more intentional in your planning.

Digital Leadership: Changing Paradigms for Changing Times

Members of the Waukesha North High School learning team recently completed a book study, Digital Leadership: Changing Paradigms for Changing Times by Eric Sheninger.

Sheninger is the Principal at New Milford High School in Bergen County, New Jersey.

This book serves as a resource on how school leaders can successfully navigate and harness digital technologies to help successfully build school cultures and to integrate technology into classrooms.

In the book Sheninger lays out what he calls the "Pillars of Digital Leadership."  

Pillars of Digital Leadership

 The use of technology has increased dramatically since the start decade,  In 2000, students spent an average of 2.7 hours per week online.  By 2010, that number increased to 2.6 per day!  Newspapers are no longer the primary source of information in the digital age.

During the19 century as our country became industrialized, schools became the central place to provide students with the skills to be successful.  As 20th century arrived, the factory model arrived at Henry Ford's assembly line.  This "assembly line" concept eventually trickled down to schools.  Unfortunately, the "assembly line" philosophy has not changed in schools.  Learners have transitioned to the Information Age while schools continue to operate under the constructs and assumptions of the Industrial Age.

More recently, in the 1990's Americans outsourced its factories; yet today "schools continue to warehouse young people despite the fact that America no longer needs a workforce trained in the last century."  The factory model  served the United States well for more than 100 years, but since the world has since changed.  Sheninger makes the argument we can no longer afford to sustain a school culture designed for a different era.

Call to action
"It is time to transform school into vibrant learning communities that are connected and allow access to numerous social media tools that can unleash the creativity of our learners."

Here are some other key takeaways:

• Digital leaders are creative and are able to discover solutions to issues and develop strong connections with a variety of stakeholder groups

• As technology role in society continues to become more prevalent, it makes sense to integrate technology effectively into school so students are not short changed upon graduation.                                                   

• Transforming a school culture based on significant shifts in pedagogy require opportunities to learn how to effectively integrate technology

• Technology Mandates:  There are no technology mandates in use of technology at New Milford High School.  Instead, the focus has been on empowering teachers to shift their instructional practices by giving them the autonomy to take risks

• Learning Spaces:  Design is an element of the right brain that we must tap into.  We need to talk with students and teachers about the importance of learning spaces.
  

• Important shift:  We must  personalize learning experiences to all students

                                         

Below is a 17 min interview with the author.

An Early Recap of 2013-14: Classroom Walkthroughs

Digesting 716 Classroom Walkthroughs

Throughout the 2013-14 school year I have had the opportunity to report out how Waukesha North High School High School is progressing in the components 2e Organizing Physical Space, 3a Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

This information collected is used as a formative tool with teachers and will assist our professional developmental needs going into the 2014-15 school year. It also helps guides conversations with individual teachers on how their instructional practices continue to evolve  to proficient and distinguished levels in the components. 

Celebrations

1.  As of May 19, 2014 Waukesha North had completed 716 classroom walkthroughs.  After each visit, evidence was shared with teachers  along with reflective feedback.  This allowed for ongoing feedback and reflection for teachers.

2.  Waukesha North teachers.  In my 6 years at North, it has been amazing to see the transformation that has taken place with teachers and their willingness to reflect and improve instructional practices on behalf of students.  Historically, Waukesha North has had a culture of staff members creating positive relationships with students.  Thankfully, that tradition has not changed.  Adding a layer of sound instructional practice and rigor have helped better prepare students to be both college and career ready.  North is well on its way to move from "Good to Great."

3. On-going walkthroughs 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 Waukesha North.  Gone are the days in which a visit to a classroom would solicit a surprised look from the teacher.  

4.  3A:  Communication with students.  This is clearly a strength at North in which 73% of the walkthroughs were scored as proficient or distinguished.  This is certainly something to build on as teachers strive to be proficient in all of the observable components (domains 2 and 3).

                                                                                    Next Steps:

1.  Using Questioning and Discussion techniques (3B) will be made a priority going into next school year with targeted professional development with teachers.  While we had some encouraging results in individual classrooms, we had only 41% were rated as either proficient or distinguished.  The good news is that we have many classrooms who are moving in that direction with this component.    

2.  We need to continue to develop a collaborative culture at North.  The power of teachers getting into each other classrooms can not be denied.  This is such a powerful strategy that needs to be tapped into.

3.  During the 2014-15 school year, the School District of Waukesha will be using the reflect portion of Teachscape.   This platform will allow for on-going dialogue between teachers, effectiveness coaches and/or evaluators.  This will streamline the process of collecting evidence to use with teachers as a formative tool to improve practice in an efficient manner.

4. We need to continue to strength the structures  that support a model of providing teachers ongoing formative feedback.  In a nutshell, as leaders we need to make getting into classrooms the top priority.   Hopefully, we will be able to shatter the record of 716 in 2014-2015 school year!

Notes:

Framework for Teaching, Charlotte Danielson

The information in the bar graphs provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms  at Waukesha North High School as of May 29, 2014.

Congratulations! You got the coaching job. Now what?

Below is a recent article that I wrote for the Wisconsin Football Coaches Association newsletter that will be featured in an upcoming publication.

Robert Blessington currently serves in the role of Associate Principal at Waukesha North High School.  Blessington served in the role of Athletic Director at Waukesha North from 2008 to 2012.

Congratulations!  You got the coaching job.  Now what?

Tips for Coaching Success

Having the benefit of working with and hiring dozens of coaches in the role of Athletic Director, I came away with a list of tips to consider for being a successful coach at any level.  

1. Communicate, communicate, communicate

Communication is critical to the success of any program.   Coaches need to develop a deliberate and purposeful  communication plan.  Consider how you will communicate expectations to both student-athletes and families. Communicating effectively can help to prevent problems that may arise from miscommunication, and it can also help to create a partnership with parents and community members. This partnership is critical in a time of shrinking budgets and resources. Remember, first impressions often last a long time. How will you impress people with your communication?

2.   Hire an excellent staff

Coaches that are diligent in building a top notch staff have greater success.   Coaches often run into challenges that have nothing to do the x’s and o’s of their sport.  Surrounding yourself with credible and knowledgeable staff cannot only help to solve these problems, but it can also help to prevent problems from happening.  The hiring of assistant coaches may be the single most important factor in the success of the program.    All coaches need to not only have knowledge of the game, but knowledge of how to interact with student-athletes and their families. Assistant coaches should also be positive role models.

Finding individuals who will compliment the vision of the head coach, but also bring other critical attributes to the program that do not currently exist are challenges that any coach needs to consider in moving their programs forward.   The leader of the program needs to be willing to constantly evaluate and assess the needs of their program and make some tough decisions when it comes to staffing.  

3.  Build rapport with student-athletes

It’s important to take time to get to know the student-athletes with whom you will be working.  It’s the little things that can make a difference.  Coaches that are fortunate enough to work in the school where they coach can take small steps that make a difference, such as  being visible during passing periods or taking an interest in a student’s life outside of the sport.  Building a positive relationship with a student-athlete can help to motivate that student in both school and sports. Be thinking about what strategies you will utilize to build rapport with student-athletes.

4.  Reach out to school staff

Student-athletes are just that: students first, athletes second. Teachers, support staff, and administrators want to see that you are supporting students in meeting their academic goals and the behavior expectations of the school and community.   This can be as simple as reaching out to staff and introducing yourself and making yourself available if they have any concerns with academics or behavior.  Consider making a plan to require student-athletes to turn in grade reports on a regular basis.  This is  especially critical in the off season and should be used as a proactive measure.

Consider hosting an event in which members of the team invite their favorite teacher to the game.  This builds an instant connection to your program.   This is something that is simple and sends a signal to school staff that you place a high importance on academics.

5.  Get behind a cause

Think about getting your program involved with a community service project or fundraiser.  This could include a “Pink Out” event, volunteering in the community, or requiring student-athletes in your program to volunteer a certain number of hours.  Utilize parents to help with promoting and organizing this type of event or program.  This is something that the entire student body can get behind.  Working toward a common cause can help to show students that there is more to life than sports and that the program is committed to making a difference in the community.

6. Be a positive role model

Maintaining positive and respectful dialogue with students, families, community, and officials needs to be modeled.  Play the part by modeling good sportsmanship and respectful interactions with your athletes, coaching staff, and all other adults.  

In Conclusion...

Be thinking about the legacy that you would like to leave.  As a high school or youth coach, you play a critical role in a student-athlete’s life. You may never know the difference you make, but every interaction you have with a student-athlete can affect him or her in a profound and lasting way.  Being entrusted to work with young people is truly an honor and a privilege.  Don’t underestimate the role that you play  in developing young people through athletics.

2e: Organizing Physical Space

For this post, I am highlighting 2e:  Organizing Physical Space

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until March 21, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 2e at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  445

First 20 minutes of class:  44%

20-40 Minute Mark:  36%
Last 20 minutes of Class: 20%

                                

Here are the specific elements that are considered when evaluating for component 2e Organizing Physical Space:

• Safety and arrangement of furniture

• Accessibility to Learning and Use of Physical Resources

What are observable actions of a level 3 or 4 classroom, 2e:  Organizing Physical Space?

• There is a total alignment between the goals of the lesson and physical environment

• Effective use of physical resources, including computer technology, by both teachers and students

• A student suggests an application  of the whiteboard for an activity

What are your strategies for Organizing Physical Space? Please log-in to share a comment.

3d Using assessment in instruction...no longer signaling the end of instruction

For this post, I am highlighting 3d Using Assessment in Instruction.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until March 12, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  407

First 20 minutes of class:  43%

20-40 Minute Mark:  36%

Last 20 minutes of Class:  21%

(October 2013 to March 12, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3d Using Assessment in Instruction:

• Assessment Criteria

• Monitoring of student learning

• Feedback to students

• Student self-assessment and monitoring of grades

3d Using assessment in instruction

What are observable actions of a level 3 or 4 classroom, 3d Using Assessment in Instruction?

• Students are invited to assess their own work and make improvements, most of them do so.
• The teacher uses specifically formulated questions to elicit evidence of student understanding
• Students offer feedback to their classmates on their work

What are your strategies for using assessment in instruction? Please log-in to share a comment.

"There is no education like adversity" reflecting on the lessons of a great leader

Over the last several weeks, Waukesha North High School leadership team read and discussed the book, Wooden on Leadership; by John Wooden and Steve Jamison.  The book highlights leadership anecdotes and advice from one the greatest, the late John Wooden.  I have always been a fan of Wooden and his thoughts on leadership.  Wooden known in basketball circles for his powerhouse teams at UCLA in the 1960's.  Click on the short video below about the life of John Wooden.

           2 minute video on the life of John Wooden

Wooden in his life set the standard for leading a successful team (10 National Championships in 12 years).   More importantly,  he helped establish a blue print on how to live a life and help an organization strive for greatness.  Even though I am familiar with many Wooden's life lessons, I came away with a reminder of what I hope to strive for in my role as a leader and promote within the organization.

I have always been inspired about Wooden's thoughts about "competitive greatness."  The journey as a leader to become the best of which you and your team are capable, helps guide my work in my current role as a school leader.

Wooden believed that leadership is largely learned, and most of us have a potential far beyond what we think is possible.  As a first year English teacher in Kentucky, Wooden stated, "success is peace of mind which is the direct result of self satisfaction in knowing you made the effort to become the best of which you are capable."  Wooden spent the rest of his life reminding us that effort is the ultimate measure of your success.

Some of my other favorite takeaways from this book:

• Focus on running the race, rather than winning it
• Before you can lead others, you must be able to lead yourself
• Leadership is an imperfect science.  Mistakes made in the process of trying to do things the right way may hurt, they should not cause guilt or shame
• Seek people who have a fire in their belly enthusiasm for your organization
• Make each day a masterpiece.  "Give me 100 percent.  You can't make up for poor effort today by giving 110 percent tomorrow.  You don't have 110 percent.  You only have 100 percent, and that's what I want from you right now"

 The book brings to light the ultimate goal for leaders; "teaching others how to bring forth the best which they are capable."  I believe helping others achieve their own greatness is what defines great leadership in the end.

                                         

For additional information about the life of John Wooden

Click here

3C Engaging Students in Learning-The centerpiece of the framework

For this post, I am highlighting 3c Engaging students in learning which is the centerpiece of the Danielson framework for teaching.

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.  During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

Below is a report out from the beginning of the school year until February 11, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3c at Waukesha North High School.

Classroom walk-throughs 

Amount of Observations:  305

First 20 minutes of class:  43%

20-40 Minute Mark:  35%

Last 20 minutes of Class:  22%
(October 2013 to February 11, 2014)  

                                

Here are the specific elements that are considered when evaluating for component 3c Engaging Students in Learning:

• Activities and assignments

• Grouping of students

• Instructional Materials and resources

• Structure and Pacing

3c:  Rubric, Engaging Students in Learning

What are observable actions of a level 3 or 4 classroom, 3c Engaging Students in Learning?

• Students are given a task to do independently, then discuss with a table group, followed by reporting by each table
• Sevens students (out of 32) have finished an assignment early and begin talking among themselves, the teacher assigns a follow up activity

• Student interest and enthusiasm is evident, including problem solving
• Students are asked to explain their thinking and learning tasks require higher level thinking
• Students are actively "working," rather than watch their teacher do all of the work
• The pacing of the lesson is not dragged or rushed and allows time for closure and student reflection

What are your strategies for Engaging Students in Learning? Please log-in to share a comment.

Taking a closer look at walk-through data, 3b Questioning and Discussion Techniques --Waukesha North HS

As part of our school improvement plan, I wanted to continue to provide information regarding our classroom walk-through data collection efforts.

During classroom walk-throughs  at Waukesha North High School we are collecting evidence from  2e Organizing Physical Space, 3a  Communicating with Students, 3b Using Questioning and Discussion Techniques, 3c Engaging Students in Learning, and 3d Using Assessment in Instruction.

For this month, I am highlighting 3b Using Questioning and Discussion Techniques.  Below is a report out from the beginning of the school year until January 9, 2014.

The information in the bar graph provides information on how our practices are moving towards proficient ("3") and distinguished ("4") levels in the classrooms in Domain 3b at Waukesha North High School.

Classroom throughs October 2013 to January 9, 2014:  

Amount of Observations:  232

First 20 minutes of class:  36%

20-40 Minute Mark:  43%

Last 20 minutes of Class:  21%

Here are the specific elements that are considered when evaluating for component 3b Using Questioning and Discussion Techniques:

• Quality of questions/prompts

• Discussion Techniques

• Student Participation

 Rubric: 3b Using questioning and discussion techniques

What are observable actions of a level 3 or 4 classroom, 3b Using Questioning and Discussion Techniques?

• Questions are of high cognitive challenge, formulated by both the teacher and the student
• Questions have multiple possible answers or approaches, even though there is only one correct answer
• Discussion happens without teacher taking the lead role (ex. Socratic Seminar)
• High levels of student participation are evident
• The teacher asks the student to justify their answer
• The teacher asks every student to write a response to a question and then has them share it with a partner or with the class
• Students invite comments from their classmates during discussion
• Students are asked to comment on classmate's responses to questions

What are your strategies for using questioning and discussion techniques with students? Please log-in to share a comment.