Tonight was our first organized Education Club get together. We agreed our meeting would conclude in 45 minutes and plan to follow that time frame next fall as well. We had 10 education members present and 4 others that had a prior commitment. Officers were elected, time and place for our meetings decided and concluded with the discussion about my next step in moving forward with the CHUMS program. The students are passionate about serving RES students and hope this is just a start for McPherson.
I received a text yesterday from one of our clinical teachers and she had just been offered a third grade teaching contract from Oakdale Elem. School in Salina. She was so excited and the passion in her voice is exciting. Let's hope she will be mentored and supported by highly effective peers and administration that put students first!
We'll see if this time around our club will be active and productive.
I'm thankful for all of you and appreciate your input and comments.
Thursday, April 25, 2013
Friday, April 19, 2013
Vision
I'm looking into my crystal ball and it's hard to believe the great challenges and changes that have occurred in my professional journey since last May. What an incredible/stressful 9 months (comparable to both of my pregnancies years ago) as I continue to strive for patience, active listening and reacting with appropriate choices and action for a successful outcome in my current education path and the completion of my masters' project. Some days are so rewarding, overwhelming, demanding and highly frustrating, which reminds me of each change I have made during my teaching career. I'm assuming with a year under my belt and no major set backs I'll be confident to handle the unknowns with poise and patience just as I have done during the past years.
I appreciate the support from many individuals for believing that a CHUMS version of an after school pilot program is possible and, though it may sound quite simple it has required a lot of time and effort to make positive progress.
The success of my vision is finding qualified consistent mentors, reliable yearly funding, an onsite administrator, teacher partnership with student mentors, onsite director and support from the college administration.
As time moves forward, my vision would be to continue to collect data on the NEED for quality infant through age 3 childcare without competing or disrupting current childcare facilities, before and after school care, professional training and professional development center. The vision is there, now the journey continues to find what our community does and doesn't need.
Please take a moment to watch the link below and picture 50 college students from one college campus twice a week making a lifetime difference as a mentor with our elem-middle school students. This is currently happening at Tabor College in Hillsboro's public elem. and middle schools. The funding for this 17 year long after school program for Hillsboro and Smoky Valley was made possible by Bill Romaine who never wanted any recognition from others, but had his heart set on giving to others. He has since past away but his presence will be around for years and years to come.
http://www.youtube.com/watch?v=g_efz-kMu9A
I appreciate the support from many individuals for believing that a CHUMS version of an after school pilot program is possible and, though it may sound quite simple it has required a lot of time and effort to make positive progress.
The success of my vision is finding qualified consistent mentors, reliable yearly funding, an onsite administrator, teacher partnership with student mentors, onsite director and support from the college administration.
As time moves forward, my vision would be to continue to collect data on the NEED for quality infant through age 3 childcare without competing or disrupting current childcare facilities, before and after school care, professional training and professional development center. The vision is there, now the journey continues to find what our community does and doesn't need.
Please take a moment to watch the link below and picture 50 college students from one college campus twice a week making a lifetime difference as a mentor with our elem-middle school students. This is currently happening at Tabor College in Hillsboro's public elem. and middle schools. The funding for this 17 year long after school program for Hillsboro and Smoky Valley was made possible by Bill Romaine who never wanted any recognition from others, but had his heart set on giving to others. He has since past away but his presence will be around for years and years to come.
http://www.youtube.com/watch?v=g_efz-kMu9A
Sunday, April 14, 2013
"Leading Change in Your School"
"Leading Change in Your School" by Douglas B. Reeves is a must read for teachers wanting to move into a leadership role in the field of education. It's a powerful read!
Part 1: Creating Conditions for Change
Part 2: Planning Change
Part 3: Implementing Change
Part 4: Sustaining Change
At this time, our group has discussed parts one and two. Looking forward to our group discussion over parts 3 and 4 in the next few days.
I'm going to end with these direct words from part 3:
"Make the case for change compelling, and associate it with moral imperatives rather than compliance with external authority."
An announcement that "We have to do this to comply with state and federal requirements" will never arouse the emotional engagement of the school staff. Instead of citing administrative requirements, inspire staff members with a call for their best: "Student literacy is a civil right. Faculty collaboration is the foundation of fairness. Learning communities are the essence of respect."
"You won't close the implementation gap with another set of three-ring binders or announcements about the latest initiative. Close the gap with immediate wins, visible recognition of what works, a focus on effectiveness rather than popularity, and a direct appeal to the values that brought us all into this profession in the first place."
Part 1: Creating Conditions for Change
Part 2: Planning Change
Part 3: Implementing Change
Part 4: Sustaining Change
At this time, our group has discussed parts one and two. Looking forward to our group discussion over parts 3 and 4 in the next few days.
I'm going to end with these direct words from part 3:
"Make the case for change compelling, and associate it with moral imperatives rather than compliance with external authority."
An announcement that "We have to do this to comply with state and federal requirements" will never arouse the emotional engagement of the school staff. Instead of citing administrative requirements, inspire staff members with a call for their best: "Student literacy is a civil right. Faculty collaboration is the foundation of fairness. Learning communities are the essence of respect."
"You won't close the implementation gap with another set of three-ring binders or announcements about the latest initiative. Close the gap with immediate wins, visible recognition of what works, a focus on effectiveness rather than popularity, and a direct appeal to the values that brought us all into this profession in the first place."
Wednesday, April 10, 2013
"Children's Minds don't close down at 3pm."
Public Schools are taking a leading role in developing successful after school programs. In 2001 2/3 of principals reported having after school programs in place.
(National Assoc. of Elem. School Principals, 2001)
Programs have shifted to more academically focused activities.
More than 75% of principals think that it is "extremely" important for schools to maintain their extended-day programs.
Community Learning Centers:
40 million 1998 to 1 billion in fiscal 2002 grant program supports after-school programs in about 7,500 rural and inner-city public schools in more than 1,400 communities. Funding supports "community schools" or schools that operate before and after their academic day and host a variety of activities for their towns and neighborhoods.
Findings:
A strong and growing research demonstrates that a skilled, stable and educated staff is the key to quality after-school programs. Strong educational credentials as well as extensive experience working with youth.
83% of staff in academic after-school programs had staff with some college level education.
(National Assoc. of Elem. School Principals, 2001)
Programs have shifted to more academically focused activities.
More than 75% of principals think that it is "extremely" important for schools to maintain their extended-day programs.
Community Learning Centers:
40 million 1998 to 1 billion in fiscal 2002 grant program supports after-school programs in about 7,500 rural and inner-city public schools in more than 1,400 communities. Funding supports "community schools" or schools that operate before and after their academic day and host a variety of activities for their towns and neighborhoods.
Findings:
A strong and growing research demonstrates that a skilled, stable and educated staff is the key to quality after-school programs. Strong educational credentials as well as extensive experience working with youth.
83% of staff in academic after-school programs had staff with some college level education.
The U.S. Department of Ed. (successful after school programs)
"Quality after-school programs don't just happen", however, coordination among after-school and school-day personnel is essential, as is district support."
LA's "BEST" a school based after schoolprogram offered to 19,000 students in the LA USD public district showed that participation promotes school-day attendance and engagement, such as higher aspirations toward graduation.
The U.S. Department of Ed. recently released a set of action tips for aligning an after-school program with the school day.
These include:
1. Share responsibility for student learning and development
2. Data driven decisions and communication about student progress
3. High qualify staff
4. Planning and preparation time
5. Partnerships at multiple levels in the school and district
6. Connections to family and community resources.
Key to success in achievement occurred when:
a. Preparation for the mentors
b. A long term commitment
c. Specific program goals
Failure and achievement losses occurred when:
a. A relationship is short term (from lack of commitment on the part of the mentor or tutor)
b. The management of the program is disorganized
Would like to hear your thoughts!
LA's "BEST" a school based after schoolprogram offered to 19,000 students in the LA USD public district showed that participation promotes school-day attendance and engagement, such as higher aspirations toward graduation.
The U.S. Department of Ed. recently released a set of action tips for aligning an after-school program with the school day.
These include:
1. Share responsibility for student learning and development
2. Data driven decisions and communication about student progress
3. High qualify staff
4. Planning and preparation time
5. Partnerships at multiple levels in the school and district
6. Connections to family and community resources.
Key to success in achievement occurred when:
a. Preparation for the mentors
b. A long term commitment
c. Specific program goals
Failure and achievement losses occurred when:
a. A relationship is short term (from lack of commitment on the part of the mentor or tutor)
b. The management of the program is disorganized
Would like to hear your thoughts!
Sunday, April 7, 2013
Instagrok
OMG Angela! This site has been a HIT for myself and a few others that noticed my excitement today while I was researching on my computer.
We grow by learning from others and this is a perfect example of an extremely valuable website that is creative and user friendly with visuals to keep you engaged in your research!!
I discovered information on successful student teaching programs, Kansas Performance Teaching Portfolio, after school programs and a lot pertaining to Ed. Psyche and how our brains learn and develop.
Thanks again for sharing.
We grow by learning from others and this is a perfect example of an extremely valuable website that is creative and user friendly with visuals to keep you engaged in your research!!
I discovered information on successful student teaching programs, Kansas Performance Teaching Portfolio, after school programs and a lot pertaining to Ed. Psyche and how our brains learn and develop.
Thanks again for sharing.
I'm happy to be reading "Leading Change in your School" written by Douglas Reeves. It's such an eye opener and filled with great advice.
One section that caught my attention was the four imperatives of cultural change:
1. First, leaders must define what will not change. Teachers need to hear the values, practices, traditions and relationships that will not be lost. (pg. 38)
2. Second, organizational culture will change with leadership actions; speeches and announcements are not enough. (pg. 38)
3. Third, use the right change tools for your system. "Leaders must choose the appropriate change tools based on a combination of factors, including the extent to which staff members agree on what they want and their consensus on cause and effect. (pg. 39)
4. Fourth, change in culture requires relentless personal attention and "scut work" by the leader. For example, the Superintendent of Murrieta Valley Unified School District in California has done, of taking a turn as a substitute teacher and spending time with bus drivers at five o'clock on a frosty morning. (pg. 40)
This is a book worth reading!
One section that caught my attention was the four imperatives of cultural change:
1. First, leaders must define what will not change. Teachers need to hear the values, practices, traditions and relationships that will not be lost. (pg. 38)
2. Second, organizational culture will change with leadership actions; speeches and announcements are not enough. (pg. 38)
3. Third, use the right change tools for your system. "Leaders must choose the appropriate change tools based on a combination of factors, including the extent to which staff members agree on what they want and their consensus on cause and effect. (pg. 39)
4. Fourth, change in culture requires relentless personal attention and "scut work" by the leader. For example, the Superintendent of Murrieta Valley Unified School District in California has done, of taking a turn as a substitute teacher and spending time with bus drivers at five o'clock on a frosty morning. (pg. 40)
This is a book worth reading!
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