kenna dawson courtney mcanany linda sharp lisa slivoski
TRANSCRIPT
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REFORMING HICKORY RIDGE HIGH SCHOOL
Kenna DawsonCourtney McAnany
Linda SharpLisa Slivoski
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AGENDA
Wingfield School District Objectives Statement of the Problem Goal Statement Solutions
Mission & Vision Principal Mentorship Teambuilding Technology Integration
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WINGFIELD SCHOOL BOARD HAS ESTABLISHED A MISSION AND VISION TO:
become a technology driven and innovative school district.
produce students with critical thinking & technology skills.
increase standardized test scores district wide. implement school based reforms beginning at
Hickory Ridge foster collaboration between veteran and new
teachers to share knowledge, experience and skills
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SCHOOL BOARD INITIATIVES
The following initiatives have taken place at Hickory Ridge High School over the past two years: Jim O’Connor hired as principal technology equipment has been purchased for
each classroom key personnel has been sent to industry trainings funds have been allocated for staff training 27 new teachers with strong technology skills and
potential for leadership positions have been hired
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SCHOOL BOARD CONCERNS
Classroom computer usage Standardized test scores Conflict between new and veteran
teachers Lack of teamwork, mutual respect and
collaboration Career advancement opportunities for
new teachers has not materialized
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GOAL STATEMENT
Create a unified mission and vision for the school
Support Jim O’Connor in his leadership at Hickory Ridge with emphasis on his gaining respect and trust from the school faculty
Generate collaboration among the teachers to reach school and district academic goals
Improve technology integration moving towards being a technologically driven school district
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REFORMING HICKORY RIDGE HIGH SCHOOL Solution:
Creating a Mission and Vision Principal Mentorship Program Team Building Technology
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MISSION & VISION
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MISSION
Formal recognition of Principal O’Connor’s community work
Review school data and brainstorm plans for school reform
Develop mission with input from all stakeholders Begin with self analysis
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MISSION (CON’T)
Mission statement defines the purpose of
the school
Participation by all stakeholders fosters
collaboration and solidifies commitment
All school staff share common goals
Going through the process develops a
strong sense of belonging
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VISION
Extends and clarifies the mission statement
Defines educational philosophy, goals and values of Hickory Ridge High
Specifies goals and desired future states
Includes measureable objectives
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VISION (CONT’D)
Includes process for monitoring and evaluation
All school tasks, curriculum and instruction should be aligned with vision
Professional development activities should be aligned with vision
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VISION (CONT’D)
Evaluation of students and staff should be aligned with the vision
Vision should be embedded in the daily work of the school
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PRINCIPAL MENTORSHIP
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PRINCIPAL MENTORSHIP
Define the need Benefits of a mentor Building relationships The Mentoring Program
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PRINCIPAL MENTORSHIP: 1) DEFINE THE NEED
New administrator
Mr. O’Connor is not respected or trusted
Lacks communication with younger staff
Unsuccessful in leading toward the vision
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PRINCIPAL MENTORSHIP:2) BENEFITS
Builds skills and confidence Improved leadership has
positive effects on student engagement and achievement
Allows for collegial interaction
Develop skills in relationship building
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PRINCIPAL MENTORSHIP: 3) BUILDING RELATIONSHIPS
Build relationships based on trust and confidence
Show appreciation for effort and recognize accomplishments
Teachers will gain respect
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Solid relationships allow people to take risks. (Saban & Wolfe, 2009)
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PRINCIPAL MENTORSHIP: 4) THE MENTORING PROGRAM
Districts have developed institutes for new administrators
First national mentoring certification program
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National Mentor Program
http://www.naesp.org/national-mentor-program-0
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PRINCIPAL MENTORSHIP: 4) THE MENTORING PROGRAM
Mr. O’Connor will receive a trained mentor
Paired with an experienced administrator in the District
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TEAMBUILDING
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TEAMBUILDING INITIATIVES
Teambuilding activities to open faculty trainings
Professional Learning Communities (PLC)
Peer Mentoring
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HICKORY RIDGE HIGH SCHOOL FACULTY
Veteran teachers Knowledgeable about Wingfield School
District, programs, services, and families
27 new teachers added to staff High potential Technologically competent Knowledgeable about needed reforms
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TEAMBUILDING STRATEGIES
Short teambuilding activities will be implemented at the beginning of faculty trainings and in-services. These should be: Quick Enjoyable Build connections
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TEAMBUILDING DEMONSTRATION
Create four quadrants on your whiteboardName of college
(undergrad) and mascot
A job would you want if you were not a teacher
If you had one million dollars how would you spend it on your school?
If you were an animal, what kind of animal would you be?
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PROFESSIONAL LEARNING COMMUNITIES Hickory Ridge will
create PLC’s Departmentally Teachers who work
together on a daily basis
Collaborative work becomes stronger when teachers take responsibility for a common group of students
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PEER MENTORING
Pair veteran teachers with new teachers Designed to help both
teachers Beginning teacher
develops new skills, learns about district and community
Veteran teacher gains technology skills, mentoring also allows self-reflection and mutual cooperation
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TECHNOLOGY PROBLEM
Hickory Ridge High School has been equipped with up to date hardware and software. The main technology issue the school faces is the integration of technology into the classroom.
+ =A technology driven school district where students are
engaged, aware, and prepared for a world saturated with technology
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TECHNOLOGY PLAN
1. Technology Survey2. Employ knowledge brokers3. Assessment/monitoring4. Distance learning
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TECHNOLOGY SURVEY An in depth technology survey will
be conducted to assess the current technological fluency of the staff and their ability to implement it into their lessons.
Photo from: http://kt.flexiblelearning.net.au/tkt2006/edition-9/surveying-online-technology-a-matter-of-design-a-peer-reviewed-article-by-ian-robertson
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EMPLOY KNOWLEDGE BROKERS
Knowledge brokers are onsite technology advisors. Instructional leaders Knowledge of
hardware & software Maintain up to date
information on current trends in technology and its use in the classroom.
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ASSESSMENT & MONITORING
Principal O’Connor and the District will monitor the integration of technology through: Lesson plans Professional Development Plans (PDPs) Classroom observations
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DISTANCE LEARNING
The District’s professional development program provides training through distance learning. This will serve as a model to teachers in the implementation of technology in the classroom.
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“Do not confine your children to your own learning, for they were born in another time.”
~Chinese Proverb
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SUMMARY
Solution: Create a unified mission and vision for the
school Provide principal mentorship for Jim O’Connor
to support his efforts to reform Hickory Ridge Incorporate teambuilding, PLCs, and peer
mentoring for staff to facilitate an environment of collaboration and collegiality
Integrate technology through the use of a knowledge broker and district level integration modeling.
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REFERENCES: MISSION AND VISION
Assay, T.; Doverspike, D.; Vaiana, P. (2005) Forming and communicating the vision.
Momentum, 36(3), 27- 31.
Gow, P. (2009). Missions, mantras, and meaning: what should mission statements do?
Independent School, 69(1) 27-28.
Sommers, D. (2009). Information leadership: leading with the end in mind. Techniques,
84(4),
42-45.
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REFERENCES: PRINCIPAL MENTORSHIPCunningham, W. G. & Cordeiro, P. A. (2009). Educational Leadership: A bridge to improved
practice. (4th ed.). Boston: Allyn and Bacon.
Hall, P. (2008). Building bridges: strengthening the principal induction process through
intentional mentoring. Phi Delta Kappan, 32, 449-452.
Robinson, J., Horan, L., & Nanavati, M. (2009). Creating a mentoring coaching culture for
ontario school leaders. Adult Learning, 20(1/2), 35-38.
Saban, J., & Wolfe, S. (2009). Mentoring principals around leadership practices. Catalyst for
Change, 36(1), 2-6.
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REFERENCES: TEAM BUILDING
Haun, D.D., & Martin, B.N. (2004). Attrition of beginning teachers and the factors of collaboration
and school setting. RMLE Online: Research in Middle Level Education, 27(2), 1-7.
Iancu-Haddad, D., & Oplatka, I. (2009). Mentoring novice teachers: motives, process, and outcomes
from the mentor’s point of view. New Educator, 5(1), 45-65.
Nugent, J.S., Reardon, R.M., Smith, F.G., Rhodes, J.A., Zander, M.J., & Carter, T.J. (2008).
Exploring faculty learning communities: building connections among teaching, learning, and
technology. International Journal of Teaching and Learning in Higher Education, 20(1), 51-58.
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REFERENCES: TECHNOLOGY
Duncan-Howell, J. (2010). Teachers making connections: Online communities as a
source of professional learning. British Journal of Educational Technology , 324-340.
Hartnell-Young, E. (2006). Teachers' roles and professional learning in communities
of practice supported by technology in schools. Journal of Technology and Teacher
Education , 461-480.
Plair, S. K. (2008). Revamping professional development for technology integration
and fluency. The Clearing House , 70-74.