First Thursday

December Issue

Text Format

Meeting of the Minds

New program calls for more collaboration

In a continuous effort to better a child’s education, teachers are always looking for

resources of information to improve their instructional skills.

Franklin County Schools has implemented a plan that utilizes perhaps the best

resource of all – our teachers. For the second full year, all Franklin County Schools

employees are taking part in a program titled Whole Faculty Study Groups (WFSG).

Each group consists of a maximum of six teachers or administrators and focuses on

one essential student need. The needs are addressed by viewing student work.

Groups are required to meet twice a month. One meeting is usually scheduled at the

discretion of the entire group and the other is held during an early release day. Early

release days began last year specifically to help with the implementation of WFSG.

Teachers on all grade levels address a variety of common concerns in education.

Topics range from reading to math, but the case studies are very specific. Some

groups focus on items such as note-taking, while others may focus on identifying

context clues or analyzing maps and graphs.

All three Franklin County High Schools are incorporating a school-wide note-taking

process. Cornell Notes, the official title of the particular note-taking procedure,

emphasizes summarizing notes and pointing out main ideas. Some Whole Faculty

Study Groups are using Cornell notes as a mechanism to study student progress.

“It’s a good experience for teachers to get together and share ideas,” Louisburg

High School Curriculum Resource Teacher Joyce Bettini said. “If everyone is engaged

in an atmosphere of sharing and looking at student work, teachers will get new

ideas, and they will have the opportunity to test them.”

A major source of data for WFSG is student work. Each group establishes an

essential question or concern and sets a goal to reach.

Teachers then implement newly derived teaching strategies and later test to

measure effectiveness. The objective is to improve student results to at or above the

established goal.

“The benefits are starting to show,” Franklinton High School Curriculum and

Resource Teacher Kelly Clemmer said. “We are only in our second full year, and I

think we are turning the corner. We are spending time together and talking about

student learning. As professionals, we are learning we have great resources within

ourselves. We are learning from each other’s real-life experiences.”

Clemmer believes the key to success for WFSG is the fact that student work is

analyzed for both negative and positive qualities in attempt to make the product

better.

“Rather than just focusing on the negative of what is wrong with a student’s work,

we focus on all aspects of student work and analyze what is working and what is not

working. We really get an opportunity to look at work, rather than just grade it.”

As with many new programs, there is often resistance associated with it. But after

two years, Clemmer believes the positives are winning teachers over.

“They’ve started to value the focus rather than the time required. It didn’t happen

overnight, but we have made a lot of progress.”

Katrina Watson, the Curriculum and Resource Teacher at Bunn High School has

many of the same feelings shared by the CRTs at Louisburg and Franklinton.

“This gives teachers a great opportunity to sit down and talk with each other,”

Watson said. “You have to stay positive about the whole program for it to work. It’s

here to stay, and we have to put our best foot forward.”

Many teachers have found the process difficult at first but have warmed to it as

time progressed.

“Once you get through the paper work and realize what you are trying to

accomplish, I really think people can make a big difference,” Watson said. “I’ve had

one group hit the ground running this year, while other groups have struggled some.

That is going to happen, and the nice thing is that the groups are willing to help each

other.”

- Nathan Moreschi

Interactive classrooms prove to be a hit

In a continuous effort to better a child’s education, teachers are always looking for

resources of information to improve their instructional skills.

Franklin County Schools has implemented a plan that utilizes perhaps the best

resource of all – our teachers. For the second full year, all Franklin County Schools

employees are taking part in a program titled Whole Faculty Study Groups (WFSG).

Each group consists of a maximum of six teachers or administrators and focuses on

one essential student need. The needs are addressed by viewing student work.

Groups are required to meet twice a month. One meeting is usually scheduled at the

discretion of the entire group and the other is held during an early release day. Early

release days began last year specifically to help with the implementation of WFSG.

Teachers on all grade levels address a variety of common concerns in education.

Topics range from reading to math, but the case studies are very specific. Some

groups focus on items such as note-taking, while others may focus on identifying

context clues or analyzing maps and graphs.

All three Franklin County High Schools are incorporating a school-wide note-taking

process. Cornell Notes, the official title of the particular note-taking procedure,

emphasizes summarizing notes and pointing out main ideas. Some Whole Faculty

Study Groups are using Cornell notes as a mechanism to study student progress.

“It’s a good experience for teachers to get together and share ideas,” Louisburg

High School Curriculum Resource Teacher Joyce Bettini said. “If everyone is engaged

in an atmosphere of sharing and looking at student work, teachers will get new

ideas, and they will have the opportunity to test them.”

A major source of data for WFSG is student work. Each group establishes an

essential question or concern and sets a goal to reach.

Teachers then implement newly derived teaching strategies and later test to

measure effectiveness. The objective is to improve student results to at or above the

established goal.

“The benefits are starting to show,” Franklinton High School Curriculum and

Resource Teacher Kelly Clemmer said. “We are only in our second full year, and I

think we are turning the corner. We are spending time together and talking about

student learning. As professionals, we are learning we have great resources within

ourselves. We are learning from each other’s real-life experiences.”

Clemmer believes the key to success for WFSG is the fact that student work is

analyzed for both negative and positive qualities in attempt to make the product

better.

“Rather than just focusing on the negative of what is wrong with a student’s work,

we focus on all aspects of student work and analyze what is working and what is not

working. We really get an opportunity to look at work, rather than just grade it.”

As with many new programs, there is often resistance associated with it. But after

two years, Clemmer believes the positives are winning teachers over.

“They’ve started to value the focus rather than the time required. It didn’t happen

overnight, but we have made a lot of progress.”

Katrina Watson, the Curriculum and Resource Teacher at Bunn High School has

many of the same feelings shared by the CRTs at Louisburg and Franklinton.

“This gives teachers a great opportunity to sit down and talk with each other,”

Watson said. “You have to stay positive about the whole program for it to work. It’s

here to stay, and we have to put our best foot forward.”

Many teachers have found the process difficult at first but have warmed to it as

time progressed.

“Once you get through the paper work and realize what you are trying to

accomplish, I really think people can make a big difference,” Watson said. “I’ve had

one group hit the ground running this year, while other groups have struggled some.

That is going to happen, and the nice thing is that the groups are willing to help each

other.”

- Nathan Moreschi

FHS students endure bridge-making project

In a continuous effort to better a child’s education, teachers are always looking for

resources of information to improve their instructional skills.

Franklin County Schools has implemented a plan that utilizes perhaps the best

resource of all – our teachers. For the second full year, all Franklin County Schools

employees are taking part in a program titled Whole Faculty Study Groups (WFSG).

Each group consists of a maximum of six teachers or administrators and focuses on

one essential student need. The needs are addressed by viewing student work.

Groups are required to meet twice a month. One meeting is usually scheduled at the

discretion of the entire group and the other is held during an early release day. Early

release days began last year specifically to help with the implementation of WFSG.

Teachers on all grade levels address a variety of common concerns in education.

Topics range from reading to math, but the case studies are very specific. Some

groups focus on items such as note-taking, while others may focus on identifying

context clues or analyzing maps and graphs.

All three Franklin County High Schools are incorporating a school-wide note-taking

process. Cornell Notes, the official title of the particular note-taking procedure,

emphasizes summarizing notes and pointing out main ideas. Some Whole Faculty

Study Groups are using Cornell notes as a mechanism to study student progress.

“It’s a good experience for teachers to get together and share ideas,” Louisburg

High School Curriculum Resource Teacher Joyce Bettini said. “If everyone is engaged

in an atmosphere of sharing and looking at student work, teachers will get new

ideas, and they will have the opportunity to test them.”

A major source of data for WFSG is student work. Each group establishes an

essential question or concern and sets a goal to reach.

Teachers then implement newly derived teaching strategies and later test to

measure effectiveness. The objective is to improve student results to at or above the

established goal.

“The benefits are starting to show,” Franklinton High School Curriculum and

Resource Teacher Kelly Clemmer said. “We are only in our second full year, and I

think we are turning the corner. We are spending time together and talking about

student learning. As professionals, we are learning we have great resources within

ourselves. We are learning from each other’s real-life experiences.”

Clemmer believes the key to success for WFSG is the fact that student work is

analyzed for both negative and positive qualities in attempt to make the product

better.

“Rather than just focusing on the negative of what is wrong with a student’s work,

we focus on all aspects of student work and analyze what is working and what is not

working. We really get an opportunity to look at work, rather than just grade it.”

As with many new programs, there is often resistance associated with it. But after

two years, Clemmer believes the positives are winning teachers over.

“They’ve started to value the focus rather than the time required. It didn’t happen

overnight, but we have made a lot of progress.”

Katrina Watson, the Curriculum and Resource Teacher at Bunn High School has

many of the same feelings shared by the CRTs at Louisburg and Franklinton.

“This gives teachers a great opportunity to sit down and talk with each other,”

Watson said. “You have to stay positive about the whole program for it to work. It’s

here to stay, and we have to put our best foot forward.”

Many teachers have found the process difficult at first but have warmed to it as

time progressed.

“Once you get through the paper work and realize what you are trying to

accomplish, I really think people can make a big difference,” Watson said. “I’ve had

one group hit the ground running this year, while other groups have struggled some.

That is going to happen, and the nice thing is that the groups are willing to help each

other.”

- Nathan Moreschi

Master teaching program helps retain teachers

Keeping new teachers in any school system is not always an easy task. Three years

ago, Franklin County Schools lead mentor teacher Judy Lassiter noticed a particular

problem that she really wanted to do something about.

First-year teachers, especially lateral entry teachers, were more often than not

leaving the system after just one year.

Franklin County lost 65 percent of its lateral entry teachers from 2003, so Lassiter

decided to head up a program to convince these new teachers to stay.

The Master Teacher program was developed, and through three years, it appears to

be making a very positive impact. The Master Teaching program is comprised of

retired teachers and administrators. The Master Teachers sit in the classroom with

new teachers periodically to help them out. The information is strictly confidential

between the master teacher and new teacher.

“I talked with people across the state and realized that this is a common problem,”

Lassiter said. “We wanted to make sure that this program is for the benefit of the

teacher. The great part about it is that this is not an observation from an

administrator which can cause a lot of stress for teachers.”

New teachers have mentors assigned to them, but Lassiter believes the Master

Teaching Program goes a step further.

“Mentors are a great help to teachers,” Lassiter said. “Master teachers get to spend

more time in the classroom with the teacher, and they can see more of what is going

on. Master teachers can even teach small demonstration lessons to the class.

“From day one, this program was intended to build a relationship so the master

teacher is not seen as a threat, but rather a source of help. The master teachers are

as committed as when they were in the classroom. It never ceases to amaze me how

committed they really are.”

Last year, with the help of money from state funds, the program was extended to

all initially licensed teachers.

Adam Faulkner, a first-year social studies teacher at Franklinton High School, is

grateful for the new program. His master teacher is Zelma Williams of Louisburg.

“It’s very helpful,” Faulkner said. “Her advice is great, and she’s not criticizing me.

She’s there to help. I don’t feel threatened at all. She helps build confidence. She

points out strengths and things that need some improving.”

Williams is a firm believer in the program and also believes its success is dependent

on how good of relationship the master teacher has with the teacher.

“I really try to encourage them,” Williams said. “I try to make helpful suggestions,

and I tell them I am on their team. The focus is classroom management. I try to help

them learn how to be in charge of their classroom and establish the right relationship

with their students. It’s really a great program, and I’m enjoying it. It’s nice to still

be a part of Franklin County Schools.”

Williams taught in Franklin County for 18 years before retiring.

Also helping with the program is retired Louisburg High School Principal Thomas

Riggan. Riggan retired from education in 1997 but has enjoyed his time as a master

teacher in Franklin County.

Riggan helps four new teachers at Bunn High School and three at Bunn Middle

School.

“It’s a little difficult at times with scheduling with the two schools, but it’s really

worth it. “This program is very beneficial. The teachers have accepted me, and they

are very eager for feedback. I’m here to help them, and I’m not here to report them.

I don’t report the information to anyone. I’m just presenting my opinion to them.

Sometimes they ask for my help with a situation, and it makes me feel really good.”

After two full years of the program, the new teacher retention rate is now higher

than the average state retention rate. Retention rate for all new teachers is up by 14

percent.

“The percentage is continuing to go up,” Lassiter said. “It’s important to get

teachers to stay in the system”

Lassiter, who taught a variety of subjects as a teacher, has been in education for

47 years.

Master teachers are assigned through recommendations from other teachers,

principals and central office staff.

“We were very careful in picking our master teachers,” Lassiter said. “We were

looking for people who had good interpersonal skills. We also wanted them to be

strong in content and people who are flexible.”

The group of master teachers is well-rounded. Master teachers only help teachers

who were in situations similar to that of their own teaching careers. For example, a

master teacher who taught elementary school would not be a master teacher for a

high school teacher.

-Nathan Moreschi

Event Date/Time Site

Edward Best Concert Dec. 12, 7 p.m. Edward Best Elementary

Bunn Middle Concert Dec. 12, 7 p.m. Bunn Middle

Franklinton Theater Dec. 14, 6:30 p.m. FHS (Dinner theater $10, show 7:30 p.m)

Bunn High Concert Dec. 14, 7 p.m. Bunn Middle

LHS/TLMS Concert Dec. 14, 7:30 p.m. Louisburg College Auditorium

Bunn Guitar/Chorus Dec. 18, 7:30 p.m. Bunn Middle

FES Concert Dec. 19, 7 p.m. FES Gymnasium

FHS Band/Chorus Dec. 19, 7:30 p.m. FHS Auditorium