January 17, 2014

Building on Culture

After our discussion last week, about how we have become so effective at creating a strong culture, I've been doing a lot of thinking about it. I've been pulling out resources, surfing the net, consulting peers and wondering about next steps and in search of answers.

 Looking at the table of contents in the EL Core Practices book, my eye drifted over the subtitles in the area of instruction. After a quick scan my eye was drawn back to the wording, "creating a culture for differentiated instruction'. I looked down to the next category. "Creating a culture of reading." Again my eyes went down to the next category, "Creating a culture of writing; creating a culture of numeracy and mathematical thinking; creating a culture of science inquiry; creating a culture of social studies inquiry; creating a culture of Art; and creating a culture of fitness and wellness."

"In Expeditionary Learning Schools, differentiation is a philosophical belief...Each classroom builds a culture that honors diverse needs...at a school-wide level....by integrating....teachers in EL schools develop and teach a common language for the writing process and the traits of good writing....math is taught with rigor and integrity...mathematical thinking and learning is showcased and discussed throughout the building..."

Here's what we identified through our analysis of how we've become so effective at creating culture - Hmmm - I see some overlap.

* Rituals

* Shared language to talk about it

* We live it as a staff/ model it

* Intentionality

* Consistency

* Expectation that it be strong and the expectation doesn't change

* Professional Development around it

* Shared values and shared philosophy

* Relevancy

* School-wide

Don't overlook the resource that the Core Practice book can be. Just taking a minute to use it as a springboard into thinking about CITE and what effective teaching would look like is here. It's a place to build on our philosophical beliefs. It's a place to develop the common language of being an Expeditionary Learning teacher. It's a place that defines expectations, intentionality and consistency. It pounds purpose and relevancy to the learner. And it's all school-wide!

I invite you to take 5 minutes - yes! That's all it will take (!) to read just the top paragraph of each section starting on page 34. Just 8 small paragraphs to read at the intro of each one.  One small step building on the practices we have done with culture to build strong instruction.

Correlation: Performance to Practice

Connections to CITE rubric

Best for Students:

They…

·      know what and why they are learning (CITE 1)

·      have active participation in their learning (CITE 3)

·      track their own learnings (Cite 2 &3)

·      are growing (CITE 2)

·      are reaching mastery

Best for teachers:

They…

·      know what and why of instructing and assessing (CITE 1 &3)

·      engage students in learning/assessing (CITE 3)

·      track who is growing (CITE 2)

·      target and instruct for mastery (CITE 2 & 3)

Evidence of Standard 4: Culture

Samples from Inspired Innovation

* Some of you saw that I had not rated your evidence in Standard 4 - there were glitches with the software. So...I will look at them all again on the weekend (as well as Standard 2) and I'll talk with you personally if there is anything for you to do.

* Also, remember that if you upload some evidence, but you aren't ready for me to rate it - please write that in the explanation box and I'll leave it unrated  for now.

Element 4.1
At the start of the year, I have students create a "checklist" of how they would like for students to act and behave in the classroom. This establishes a set of norms for behaviors and expectations. STudents also create norms for the teacher behavior and this establishes for me how the crew would like for me to address them on a daily basis.

An example of standard 4.1 is: at the start of the school year I decided to have the students set up the room as one way of developing crew community. We used the structure of the circle (multiple times) to meet and decide how to set up each area. I modeled by telling my idea about where something might go in the room. Then each child shared his own idea. The crew voted together to choose the most popular idea. Next, each child who voted differently expressed his opinion. The crew did not make a decision until every child had been heard and had decided that he could live with the decision. The crew often compromised in order for every child to feel safe and respected.
The evidence is how the children in the crew always involve everyone in decision making when we come together to discuss and work anything out.

I collaborated with students to create gym norms and rules. Each crew created their own protocols for going to the bathroom, getting a drink, dealing with sportsmanship issues, and how and when to use the safety zone. We recorded our norms on butcher paper and we all signed the norms, and they are all hanging on the wall in the gym. Multiple times already this year a student has asked a question about a norm and I have to respond with, " I do not know, lets go check the norms we came up with."

4.1 & 4.2
To start off the year we collaborate as group sharing what we need to help us feel safe and take risks in this classroom. After everyone has a chance to share we talk about how norms help a group support each other in what they need to feel safe. We also establish that norms are promises that we make to each other about things we will do to create a physically and emotionally safe classroom. After the norms are set we collaboratively develop language that we can use when someone is not meeting the norms and we need a change to happen. Once the language is established everyone now has the power to feel safe and the responsibility of maintaining a safe and responsive classroom. I know this has happened because of the following conversations:

"Landon when you ran and slid into the ocean I didn't feel safe. Next, time will you please walk and sit down next to me?"
"Sorry Lexi, I didn't mean to make you feel scared and not safe, I will walk and sit next time."
"Thank you Landon."

"Dax you are interrupting my learning when you are being loud, will please be quiet so that I can learn?"
"Sorry, Kaiya I will be quiet so that you can learn."
"Thank you."


Element 4.3:
The above picture and document are examples of socratic circles. Socratic circles establish an environment where students collaborate, explore and use different points fo view to construct meaning and problem solve around various content and issues. Students bring forth their own unique experiences and backgrounds during the discussion. Their ability and comfort level to do this demonstrates a continuous atmosphere of respect and tolerance where students feel accepted and safe. More importantly student continuously strive to find places to put forth their different points of view.

We discuss at length (during Morning Meetings, Closing Circles, and throughout the day while sharing opinions, exploring multiple perspectives in fiction and non-fiction text) the value of being exposed to different points of view. We also check in often to make sure that our culture is one in which students (and teacher) feel safe enough to take the risk of sharing opinions and perspectives that others might not agree with. This photo shows students sharing their strengths and points of view in order to complete a task.


Element 4.4
Parent email: 9.12.13 - "Aidan just loves you – you push him, but you also ‘get’ him and I am very thankful for that! Thanks for your patience and help getting him a tad more organized "

Additionally I would like to use the way I do listening conferences as my 3rd example. I learn about each student before the year even begins and I take that knowledge into the school year. Each student is different and is treated differently.

Knowing student A's sensitivity level, progress, and growing confidence, I didn't want my progress report assessment of her writing (a "1) to derail her momentum. So, my comments to her were very carefully chosen.

Calendar

January 20 - 24th:

Monday:

No School

Tuesday:

*NO RTI meeting

* 5th grade leave for Winter Voyage

Wednesday:

* Choir Performance 9:15 a.m. - 10:15 a.m.

* Professional Development 1:30 Library - CITE Standard 1

Friday:

* Choir Musical in evening

January 27 - 31st:

Monday:

* Leadership Team meeting 4:15 p.m.

Tuesday:

* RTI 7:30 a.m.

Wednesday:

* New Parent Orientation

* All School Meeting

* Professional Development 1:30 Library- CITE Standard 3

Chloe can't be at school, so Neil has her included her via Skype, in the literature discussion group .

What you see highlighted in yellow on the left page is the learning target
that this writer is shooting to do independently on the right side.

Job Alike Professional Development

I'm looking forward to hearing the Keynote Speaker, Marc Prensky. I know he'll push my thinking! Please join me in keeping a balance between hearing new ideas and the tendency to get frustrated that I don't know how to do it...yet. I'm not sure he does either!

You won't see me on the bus at DCHS as principals are required to meet at Mesa Middle School and ride the bus from there. I hope to be able to find you and the Event Center and sit with you for the keynote. Principals are required to return to Mesa for the rest of the day. I hope your sessions will prove to be valuable learning for you.

Have a great three day weekend! (Woo hoo!)

Deborah