Hello, Everyone:
As professional educators, I know that you are constantly seeking ways of providing engaging lessons for our students. However, you are also challenged and encouraged (especially during this time of the year) to find ways to keep yourself motivated. Please do not allow yourself to become bogged down by complaining, but to find ways of refreshing yourself in thinking about why you are here. I would like to think that we are all here to change lives; the art of educating young minds is difficult to master. Yet, in spite of standardized tests, additional professional learning, personal obligations, lesson planning, and wayward students—you have managed to look beyond the present and look at the long-term goal—being a teacher leader in an effort for us to make Adequate Yearly Progress!
Here are a few “Pearls of Wisdom” from some notable people about staying motivated.
On Motivation:
Setting an example is not the main means of influencing others; it is the only means. Albert Einstein
Show class, have pride, and display character. If you do, winning takes care of itself. Paul Bryant (Sorry, Auburn Tigers) :)
Six essential qualities are the key to success: sincerity, personal integrity, humility, courtesy, wisdom, charity. William Menningner
Snowflakes are one of nature's most fragile things, but just look at what they can do when they stick together. Vesta Kelly
Some people think they are concentrating when they're merely worrying. Bobby Jones (The Atlanta Braves retired coach—he will be missed!)
So many fail because they don't get started; they don't go. They don't overcome inertia. They don't begin. W. Clement Stone
Sometimes we are limited more by attitude than by opportunities. Anonymous :)
Stay Encouraged,
Kim :)
Thursday, December 16, 2010
Making Student Learning Central to Teaching!
This excerpt was taken from SEDL, formerly known as the Southwest Educational Development Library.
Making Student Learning Central to Teaching
Every dedicated teacher is concerned about student learning. However, the day-to-day pressures of teaching, much of the dialogue about educational ills and improvements, and professional training tend to push attention toward what teachers do rather than toward what students learn. We see that it is critically important to make student learning the central focus of instructional decision making. This involves a thoughtful examination of the process of learning. Carol, a seventh grade teacher, wrote in her journal,
"It still amazes me when you think you have taught a concept so well and still a couple of kids bomb a test. Is it that they are just bad test-takers? That they don't seek assistance when they have no clue? That they are not developmentally ready to grasp the concept? That I am not really teaching what I think I am teaching? That they need more practice to really learn the concept? It could be all of the above. It depends on the student and the situation. Seeing their work and making them talk about their work and their understanding of the concept gives the teacher vital information as to what next step should be. . . . Teaching the same thing [over again] in the same way will not necessarily produce successful learning. I must target the specific problem."
Carol has begun to question the relationship between her teaching and her students' learning. However, teachers' views of how children learn often go unexamined. As Bruce Pirie, an English teacher and author, says,
For most of us, our teaching has been formed by a few influential teachers from our own schooling, a handful of respected colleagues, readings from books or journals, and the push and pull of classroom realities. From this, we assemble a practice that keeps us going, but which has not always been scrutinized in its assumptions or challenged for inconsistencies. (1997, p. 6)
Most of us focus primarily on the methods of practice and pay less attention to the foundations and directions. Examined or not, those ideas that constitute the foundations (such as views of how children learn and the purposes of schooling) impact our decisions about instructional practice.
Making Student Learning Central to Teaching
Every dedicated teacher is concerned about student learning. However, the day-to-day pressures of teaching, much of the dialogue about educational ills and improvements, and professional training tend to push attention toward what teachers do rather than toward what students learn. We see that it is critically important to make student learning the central focus of instructional decision making. This involves a thoughtful examination of the process of learning. Carol, a seventh grade teacher, wrote in her journal,
"It still amazes me when you think you have taught a concept so well and still a couple of kids bomb a test. Is it that they are just bad test-takers? That they don't seek assistance when they have no clue? That they are not developmentally ready to grasp the concept? That I am not really teaching what I think I am teaching? That they need more practice to really learn the concept? It could be all of the above. It depends on the student and the situation. Seeing their work and making them talk about their work and their understanding of the concept gives the teacher vital information as to what next step should be. . . . Teaching the same thing [over again] in the same way will not necessarily produce successful learning. I must target the specific problem."
Carol has begun to question the relationship between her teaching and her students' learning. However, teachers' views of how children learn often go unexamined. As Bruce Pirie, an English teacher and author, says,
For most of us, our teaching has been formed by a few influential teachers from our own schooling, a handful of respected colleagues, readings from books or journals, and the push and pull of classroom realities. From this, we assemble a practice that keeps us going, but which has not always been scrutinized in its assumptions or challenged for inconsistencies. (1997, p. 6)
Most of us focus primarily on the methods of practice and pay less attention to the foundations and directions. Examined or not, those ideas that constitute the foundations (such as views of how children learn and the purposes of schooling) impact our decisions about instructional practice.
How to Access the Learning Village!
Here are the directions for a portal account to access Learning Village.
If you have users who need to setup an a portal account to access Learning Village / Portal, have them contact the Helpdesk for assistance by emailing dticket@doe.k12.ga.us or by calling 1-800-869-1011, (or) user's may follow these instructions to create a Portal account themselves:
1) Click on the following link: https://portal.doe.k12.ga.us/RequestNewUserWizard.aspx
2) Once the account is Setup, the user will receive an email to Certify the Account Request (the Certification Request will appear in the User Email Inbox). The user must Certificate the Request by clicking on the Certification Link.
3) It is highly recommended user contact their assigned district Security Officer in their assigned district to assure it is properly approved in a timely manner.
Thank you,
Vidrine Jones
Technology Management Customer Support Center
Georgia Department of Education
If you have users who need to setup an a portal account to access Learning Village / Portal, have them contact the Helpdesk for assistance by emailing dticket@doe.k12.ga.us or by calling 1-800-869-1011, (or) user's may follow these instructions to create a Portal account themselves:
1) Click on the following link: https://portal.doe.k12.ga.us/RequestNewUserWizard.aspx
2) Once the account is Setup, the user will receive an email to Certify the Account Request (the Certification Request will appear in the User Email Inbox). The user must Certificate the Request by clicking on the Certification Link.
3) It is highly recommended user contact their assigned district Security Officer in their assigned district to assure it is properly approved in a timely manner.
Thank you,
Vidrine Jones
Technology Management Customer Support Center
Georgia Department of Education
Friday, December 10, 2010
Stay Motivated!
Hello, Everyone:
As professional educators, I know that you are constantly seeking ways of providing engaging lessons for our students. However, you are also challenged and encouraged (especially during this time of the year) to find ways to keep yourself motivated. Please do not allow yourself to become bogged down by complaining, but to find ways of refreshing yourself in thinking about why you are here. I would like to think that we are all here to change lives; the art of educating young minds is difficult to master. Yet, in spite of standardized tests, additional professional learning, personal obligations, lesson planning, and wayward students—you have managed to look beyond the present and look at the long-term goal—being a teacher leader in an effort for us to make Adequate Yearly Progress!
Here are a few “Pearls of Wisdom” from some notable people about staying motivated. We only have one more week…
On Motivation:
Setting an example is not the main means of influencing others; it is the only means. Albert Einstein
Show class, have pride, and display character. If you do, winning takes care of itself. Paul Bryant (Sorry, Auburn Tigers-smile!)
Six essential qualities are the key to success: sincerity, personal integrity, humility, courtesy, wisdom, charity. William Menningner
Snowflakes are one of nature's most fragile things, but just look at what they can do when they stick together. Vesta Kelly
Some people think they are concentrating when they're merely worrying. Bobby Jones (The Atlanta Braves retired coach—he will be missed!)
So many fail because they don't get started; they don't go. They don't overcome inertia. They don't begin. W. Clement Stone
Sometimes we are limited more by attitude than by opportunities. Anonymous
Stay Encouraged,
Kim
As professional educators, I know that you are constantly seeking ways of providing engaging lessons for our students. However, you are also challenged and encouraged (especially during this time of the year) to find ways to keep yourself motivated. Please do not allow yourself to become bogged down by complaining, but to find ways of refreshing yourself in thinking about why you are here. I would like to think that we are all here to change lives; the art of educating young minds is difficult to master. Yet, in spite of standardized tests, additional professional learning, personal obligations, lesson planning, and wayward students—you have managed to look beyond the present and look at the long-term goal—being a teacher leader in an effort for us to make Adequate Yearly Progress!
Here are a few “Pearls of Wisdom” from some notable people about staying motivated. We only have one more week…
On Motivation:
Setting an example is not the main means of influencing others; it is the only means. Albert Einstein
Show class, have pride, and display character. If you do, winning takes care of itself. Paul Bryant (Sorry, Auburn Tigers-smile!)
Six essential qualities are the key to success: sincerity, personal integrity, humility, courtesy, wisdom, charity. William Menningner
Snowflakes are one of nature's most fragile things, but just look at what they can do when they stick together. Vesta Kelly
Some people think they are concentrating when they're merely worrying. Bobby Jones (The Atlanta Braves retired coach—he will be missed!)
So many fail because they don't get started; they don't go. They don't overcome inertia. They don't begin. W. Clement Stone
Sometimes we are limited more by attitude than by opportunities. Anonymous
Stay Encouraged,
Kim
Wednesday, October 6, 2010
Six Survival Tips for Teachers!
Six Ways to Endear Yourself to Your Principal
October 6th, 2010 By: Diane Trim in Administration, Articles, Learning Community
--------------------------------------------------------------------------------
Most of your contact with your principal happens outside of your formal evaluations, so my advice is to try to make every meeting with your principal a positive one, even if it’s just a casual word in the hallway or a faculty meeting. Let’s face it: her opinion of you and your teaching extends beyond your classroom doors and bell schedule. I’m not saying to ingratiate yourself to your principal, but I am saying that it’s wise for her to form an opinion of you as professional and competent – before she sets foot in your room with a clipboard and an evaluation form.
1. Respect her time. I’m pretty sure lightening will strike me down for this as I type, but try hard to be on time for everything. If you’re the one who shows up late to every faculty meeting, you’ll stick out in your principal’s mind, but not in a good way. If she schedules a meeting with you, be prompt. If she asks you do to something, do it as soon as you return to your classroom. When you drop in on her during your prep period, always ask if it’s a good time to talk or if she has five minutes to talk. If she doesn’t have a spare minute, tell her you’ll send her a meeting request instead.
2. Have positive things to say. It’s really smart to have something nice to say to your principal every time you see her. I’m not saying you should complement her on her nice jacket, but you should have some bit of good news for her. Maybe one of your students who has been struggling has had a really good week. If you witnessed a couple of students help another pick up the books she dropped, pass that on. When the teacher down the hall watches your class for you, so you can run to the restroom, let your principal know that, too.
3. Pay attention. When your principal calls a faculty meeting, don’t be one of those teachers who is correcting papers. It just looks bad. If the group at your library table is whispering and talking, don’t participate in their hushed conversations and don’t sit with them next time.
4. Keep your kids in the classroom. Principals respect teachers who keep their students in the classroom, on task, and learning. Kids who are walking the halls unsupervised are often looking for something better to do than factor polynomials. If they’re your students who are slow-motion walking outside the closed study hall, the principal won’t be impressed. Better to limit passes judiciously than to have your students roaming the halls.
5. Dot your i’s. All of your contact with the school office should be professional. When you send a student to the office on a referral, make sure you’ve listed all the phone calls you’ve made to the student’s parent, all the ways you’ve tried to fix the problem, any detentions the student has served, and why the student can’t remain in class that day. The more complete your referral form, the less work you make for your principal and the more opportunities she has to look well informed when talking to parents. You want your principal to stand behind you and she wants to talk to parents intelligently. When your principal sees one of your referral forms, you want her to think how easy you’ve made her job.
6. Do your homework. If someone in the office requests paperwork from you, send it back right away. Have the reputation in the office as the first person to meet a deadline. The office administrative assistants have a lot of contact with your boss, the principal. Make sure your reputation with them is that you’re responsive and someone who meets deadlines and exceeds expectations.
The bottom line is to be professional in all your dealings with your principal. That’s true of parent interaction and even interaction with your students. Good work habits like having a positive attitude, meeting deadlines, and doing good work will endear you to any boss. But, having these good habits will endear you to your principal and save her time, which will give her a favorable impression of you long before she enters your classroom for your evaluation.
How about you? What do you do to make sure that your relationship with your principal is a good one? Is that something that teachers should be concerned about or should we just focus on the classroom and our students’ results? Share your opinions in the comments.
Tags: evaluation, principal, teacher evaluation
October 6th, 2010 By: Diane Trim in Administration, Articles, Learning Community
--------------------------------------------------------------------------------
Most of your contact with your principal happens outside of your formal evaluations, so my advice is to try to make every meeting with your principal a positive one, even if it’s just a casual word in the hallway or a faculty meeting. Let’s face it: her opinion of you and your teaching extends beyond your classroom doors and bell schedule. I’m not saying to ingratiate yourself to your principal, but I am saying that it’s wise for her to form an opinion of you as professional and competent – before she sets foot in your room with a clipboard and an evaluation form.
1. Respect her time. I’m pretty sure lightening will strike me down for this as I type, but try hard to be on time for everything. If you’re the one who shows up late to every faculty meeting, you’ll stick out in your principal’s mind, but not in a good way. If she schedules a meeting with you, be prompt. If she asks you do to something, do it as soon as you return to your classroom. When you drop in on her during your prep period, always ask if it’s a good time to talk or if she has five minutes to talk. If she doesn’t have a spare minute, tell her you’ll send her a meeting request instead.
2. Have positive things to say. It’s really smart to have something nice to say to your principal every time you see her. I’m not saying you should complement her on her nice jacket, but you should have some bit of good news for her. Maybe one of your students who has been struggling has had a really good week. If you witnessed a couple of students help another pick up the books she dropped, pass that on. When the teacher down the hall watches your class for you, so you can run to the restroom, let your principal know that, too.
3. Pay attention. When your principal calls a faculty meeting, don’t be one of those teachers who is correcting papers. It just looks bad. If the group at your library table is whispering and talking, don’t participate in their hushed conversations and don’t sit with them next time.
4. Keep your kids in the classroom. Principals respect teachers who keep their students in the classroom, on task, and learning. Kids who are walking the halls unsupervised are often looking for something better to do than factor polynomials. If they’re your students who are slow-motion walking outside the closed study hall, the principal won’t be impressed. Better to limit passes judiciously than to have your students roaming the halls.
5. Dot your i’s. All of your contact with the school office should be professional. When you send a student to the office on a referral, make sure you’ve listed all the phone calls you’ve made to the student’s parent, all the ways you’ve tried to fix the problem, any detentions the student has served, and why the student can’t remain in class that day. The more complete your referral form, the less work you make for your principal and the more opportunities she has to look well informed when talking to parents. You want your principal to stand behind you and she wants to talk to parents intelligently. When your principal sees one of your referral forms, you want her to think how easy you’ve made her job.
6. Do your homework. If someone in the office requests paperwork from you, send it back right away. Have the reputation in the office as the first person to meet a deadline. The office administrative assistants have a lot of contact with your boss, the principal. Make sure your reputation with them is that you’re responsive and someone who meets deadlines and exceeds expectations.
The bottom line is to be professional in all your dealings with your principal. That’s true of parent interaction and even interaction with your students. Good work habits like having a positive attitude, meeting deadlines, and doing good work will endear you to any boss. But, having these good habits will endear you to your principal and save her time, which will give her a favorable impression of you long before she enters your classroom for your evaluation.
How about you? What do you do to make sure that your relationship with your principal is a good one? Is that something that teachers should be concerned about or should we just focus on the classroom and our students’ results? Share your opinions in the comments.
Tags: evaluation, principal, teacher evaluation
Wednesday, September 1, 2010
Greenwave Academic Performance (GAP or "G-Block") and Teachers As Advisors (TAA) Schedule
Hello, Everyone!
Here is the message sent to us from Mrs. Miranda Banks, Assistant Principal of Curriculum and Instruction:
Explain to students that on Monday, Tuesday, Thursday, and Friday they are to report to the instructional location where they have been escorted (ELA and Mathematics). Wednesday is HOMEROOM/TEACHERS AS ADVISORS day. They are to report to their regular homeroom teacher. G-Day teacher will assist homeroom teacher with homeroom on Wednesdays. In essence, G-Day and G-Block teachers will share those students all year.
Here is the information from the School Improvement Grant (SIG) on the Teachers As Advisors (TAA) Program (Wednesdays):
The TAA program is an effort to:
Take Care,
Kim
Here is the message sent to us from Mrs. Miranda Banks, Assistant Principal of Curriculum and Instruction:
Explain to students that on Monday, Tuesday, Thursday, and Friday they are to report to the instructional location where they have been escorted (ELA and Mathematics). Wednesday is HOMEROOM/TEACHERS AS ADVISORS day. They are to report to their regular homeroom teacher. G-Day teacher will assist homeroom teacher with homeroom on Wednesdays. In essence, G-Day and G-Block teachers will share those students all year.
Here is the information from the School Improvement Grant (SIG) on the Teachers As Advisors (TAA) Program (Wednesdays):The TAA program is an effort to:
- Support high expectations for students;
- Guide the process for expanding opportunities for students to set goals;
- Teach goal-setting strategies; and
- Produce each student's Five-Year Academic Plan.
- The customized Five-Year plan is for all four years of high school, plus one year of the student's post-secondary educational, military, or career options.
- The TAA program is supposed to increase post-secondary enrollment rates by students in the district, thereby building academic capacity.
Take Care,
Kim
Tuesday, August 31, 2010
Review of the School Improvement Grant (SIG)--section 1003(g) of the Elementary and Secondary Education Act (ESEA)
In looking at the grant for implementation, here are my findings based on the transformation model.
Transformation through Project-Based Learning (High Schools That Work) and Team Collaboration
• Increase student engagement through Reading, Mathematics, and Student Pathways—Five-Year Plan/Post-Secondary (Graduation Rate);
• Incorporate project-based learning opportunities;
• Improve the school culture and the learning experience through continuous improvement;
• Integrative Technology approach to learning;
• Increase Diversity;
• Student Preparation and Responsibility through Teachers as Advisors Program;
--Increase Student Success Rate (Extended Learning Time/Greenwave Academic Performance (GAP);
o Instruction provided for all levels of learners—remediation through acceleration;
o Remediation will commence through computer-assessed instruction—Read 180, Compass Learning, Gizmos, and Fast ForWord;
o Acceleration is done through teacher-led enrichment, Advanced Placement (AP) tutorials, SAT/ACT Prep;
--Teachers As Advisors (TAA) Program once a week;
o Summer BRIDGE Program—3-week intensive training for students;
o Credit Recovery through GaDOE;
o Georgia High School Graduation Test (GHSGT) Prep through GAP;
o Mathematics I, II, and III intense instruction;
o Keytrain/CTAE Program through High Schools That Work (HSTW);
o ExpreSS through GaDOE; and
--Collaborative Teacher Teams/In-Depth, Sustained, Professional Learning
BUILDING CAPACITY:
o Differentiated Instruction
o Project-Based Learning (PBL) Experiences
o Teachers As Advisors—goal-setting, career pathways, and increase opportunities for learning
o Understanding Poverty—ongoing
o Standards-Based Classroom—ongoing
o Active Literacy—ongoing
o Data Analysis
o All Teachers are Reading Teachers
o CLASS Keys—informal this year, formal implementation in years 2 and 3
Looking Towards the Lighthouse,
Kim
Transformation through Project-Based Learning (High Schools That Work) and Team Collaboration
• Increase student engagement through Reading, Mathematics, and Student Pathways—Five-Year Plan/Post-Secondary (Graduation Rate);
• Incorporate project-based learning opportunities;
• Improve the school culture and the learning experience through continuous improvement;
• Integrative Technology approach to learning;
• Increase Diversity;
• Student Preparation and Responsibility through Teachers as Advisors Program;
--Increase Student Success Rate (Extended Learning Time/Greenwave Academic Performance (GAP);
o Instruction provided for all levels of learners—remediation through acceleration;
o Remediation will commence through computer-assessed instruction—Read 180, Compass Learning, Gizmos, and Fast ForWord;
o Acceleration is done through teacher-led enrichment, Advanced Placement (AP) tutorials, SAT/ACT Prep;
--Teachers As Advisors (TAA) Program once a week;
o Summer BRIDGE Program—3-week intensive training for students;
o Credit Recovery through GaDOE;
o Georgia High School Graduation Test (GHSGT) Prep through GAP;
o Mathematics I, II, and III intense instruction;
o Keytrain/CTAE Program through High Schools That Work (HSTW);
o ExpreSS through GaDOE; and
--Collaborative Teacher Teams/In-Depth, Sustained, Professional Learning
BUILDING CAPACITY:
o Differentiated Instruction
o Project-Based Learning (PBL) Experiences
o Teachers As Advisors—goal-setting, career pathways, and increase opportunities for learning
o Understanding Poverty—ongoing
o Standards-Based Classroom—ongoing
o Active Literacy—ongoing
o Data Analysis
o All Teachers are Reading Teachers
o CLASS Keys—informal this year, formal implementation in years 2 and 3
Looking Towards the Lighthouse,
Kim
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