Personalizing Rigorous and

Relevant Learning

For Each Learner

Each Learner Is UniqueEach Learner Is Unique

Activity

Reflection on High School Experience

Survey

My Voice

Quaglia Institute for Student Aspirations

www.qisa.org

Relationships

You can’t teach kids you don’t know….

The Gap Problems

Achievement Gap

Participation Gap

Participation Gap

Personal Worth – belonging, heroes, sense of accomplishment

Active Engagement – being involved, fun and exciting, curious, creative and adventurous

Purpose – taking responsibility, confidence to take action, believing in self

HEROES:

Heroes are the everyday people—teachers, friends, family—in a student’s life who inspire them to excel and to make positive changes in attitudes and lifestyles.

SENSE OF ACCOMPLISHEMENT:

The condition of Sense of Accomplishment recognizes effort, perseverance, and citizenship as signs of a student’s success.

FUN & EXCITEMENT:

The condition of Fun & Excitement is characterized by students being actively engaged and emotionally involved in their school work.

SPIRIT OF ADVENTURE:

The Spirit of Adventure is characterized by a student’s ability to take on positive, healthy challenges at school and home, with family and friends.

CURIOSITY & CREATIVITY:

The condition of Curiosity & Creativity is characterized by inquisitiveness, eagerness, and a strong desire to learn new or interesting things.

LEADERSHIP & RESPONSIBILITY:

The condition of Leadership & Responsibility means students are able to express their ideas and are willing to accept consequences for their actions.

CONFIDENCE TO TAKE ACTION:

Confidence to Take Action is the extent to which students believe in themselves.

8 Conditions That Make A Difference

BELONGING:

Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness.

• Higher Academic Achievement

• Less Discipline Problems

• Fewer Absences and Tardies

• Lower Drop-out Rates

• Improved School Climate

• More Parental Involvement

• Increased Rates of Students Attending Postsecondary Institutions

Nurturing the Conditions that enable students to dream about their future and to be motivated to set goals in the present to achieve those goals, results in:

64% School is a welcoming and friendly place.

51% I am proud of my school.

37% I know the goals my school is working on.

49% I enjoy being at school.

21% I have never been recognized for something positive at school.

Selected Data—My Voice Survey(n ≈ 150,000)

SCHOOL/CLASSES

46% School is boring.

58% At school I am encouraged to be creative.

38% Students council represents all students at school.

40% My classes help me understand what is happening in my everyday life.

Selected Data—My Voice Survey(n ≈ 150,000)

SCHOOL/CLASSES

46% Teachers care about my problems and feelings.

50% Teachers care about me as an individual.

49% Teachers care if I am absent from school.

50% If I have a problem, I have a teacher with whom I can talk.

Selected Data—My Voice Survey(n ≈ 150,000)

TEACHERS

66% I have a teacher who is a positive role model for me.

58% Teachers enjoy working with students.

39% Teachers have fun at school.

32% Teachers make school an exciting place to learn.

Selected Data—My Voice Survey(n ≈ 150,000)

TEACHERS

55% Teachers respect students.

41% Students respect teachers.

31% Students respect each other.

Selected Data—My Voice Survey(n ≈ 150,000)

RESPECT

Selected Data—My Voice Survey(n ≈ 150,000)

75% I push myself to do better academically.

67% I put forth my best effort at school.

55% I am excited to tell my friends when I get good grades.

RESPONSIBILITY

93% My parents care about my education.

85% My parents think going to college is important.

60% My parents feel comfortable talking to my teachers.

Selected Data—My Voice Survey(n ≈ 150,000)

PARENTS

Relationships

Building

Supportive

RelationshipsRelationshipsClearly Important ?Clearly Important ?

How to Quantify?How to Quantify?

How to Develop?How to Develop?

Essential RelationshipsEssential RelationshipsIn SchoolsIn Schools

Learning

Staff

Professional

Community

Relationship Relationship FrameworkFramework

International Center for International Center for

Leadership in EducationLeadership in Education

Relationship ModelRelationship Model1. Known

2. Receptive

3. Reactive

4. Proactive

5. Sustained

6. Mutually Beneficial

Relationship Model - Student Relationship Model - Student SupportSupport

1. Known1. Known Teachers get to know students and Teachers get to know students and their familiestheir families

2. Receptive2. Receptive Have frequent contact with students Have frequent contact with students and show interestand show interest

3. Reactive3. Reactive Some positive support when Some positive support when requested, but sporadicrequested, but sporadic

4. Proactive4. Proactive Support from individuals that take the Support from individuals that take the initiative.initiative.

5. Sustained5. Sustained Fully supported from all individuals Fully supported from all individuals over timeover time

6. Mutually 6. Mutually BeneficialBeneficial

Mutually supportive learning Mutually supportive learning communitycommunity

In The Classroom

Classroom Mgt. Relationship Building

Rules

Power

Effectiveness

Risk Taking

Control

Teacher Role

Voice

Mandated

Without Question

Passive and Quiet

Discouraged

Negative Punishment

Absolute Attention

Public Pronouncements

Negotiated

With Respect

Engaged

Encouraged

Positive Reinforcement

Source of Encouragement

Private Conversations

Supportive RelationshipsSupportive RelationshipsSuccessful PracticesSuccessful Practices

Behaviors

Initiatives

Structures

Supportive BehaviorsSupportive BehaviorsShowing RespectShowing Respect

Taking InterestTaking Interest

Active ListeningActive Listening

Frequent ContactFrequent Contact

EncouragementEncouragement

Avoiding “Put Downs”Avoiding “Put Downs”

Displaying Student WorkDisplaying Student Work

Writing Encouraging NotesWriting Encouraging Notes

Identifying Unique TalentsIdentifying Unique Talents

Supportive Behaviors Supportive Behaviors cont’d.cont’d.

Celebrating AccomplishmentsCelebrating Accomplishments

Serving As Role ModelServing As Role Model

Using One-to-One CommunicationUsing One-to-One Communication

Encouraging Students to Express Encouraging Students to Express Opinions/IdeasOpinions/Ideas

Creating Inviting Classroom ClimateCreating Inviting Classroom Climate

Exhibiting EnthusiasmExhibiting Enthusiasm

Using Positive HumorUsing Positive Humor

Students Praising PeersStudents Praising Peers

Supportive InitiativesSupportive InitiativesCharacter EducationCharacter EducationBeginning of the Year Student Social Beginning of the Year Student Social ActivitiesActivitiesTeam BuildingTeam BuildingMentoringMentoringRewards, Recognition, IncentivesRewards, Recognition, IncentivesStudent AdvocacyStudent AdvocacyAdvisement ProgramAdvisement Program

Supportive Initiatives, cont’d.Supportive Initiatives, cont’d.

Peer MediationPeer MediationStudents as TeachersStudents as TeachersFamily, Community, Business Family, Community, Business PartnershipsPartnershipsService LearningService LearningExtra and Co-curricular ActivitiesExtra and Co-curricular ActivitiesSports ProgramsSports Programs

Supportive StructuresSupportive Structures

Small Learning CommunitySmall Learning CommunityAlternative SchedulingAlternative SchedulingTeam TeachingTeam TeachingTeacher ContinuityTeacher ContinuitySchool-based EnterpriseSchool-based EnterpriseProfessional Learning Professional Learning CommunityCommunity

Relationship Model - Staff Relationship Model - Staff CollaborationCollaboration

1. Known1. Known Staff know each other personally, their Staff know each other personally, their interests, aspirations and challenges. interests, aspirations and challenges.

2. Receptive2. Receptive All exhibit behaviors of interest in others, All exhibit behaviors of interest in others, have frequent contact and respect. have frequent contact and respect.

3. Reactive3. Reactive Staff work together consistently and Staff work together consistently and eagerly helps when requested.eagerly helps when requested.

4. Proactive4. Proactive Commitment in teams, mentoring new Commitment in teams, mentoring new teachers and ongoing prof. development.teachers and ongoing prof. development.

5. Sustained5. Sustained Collaboration from all staff over a Collaboration from all staff over a significant period of time. New staff are significant period of time. New staff are incorporated into the culture.incorporated into the culture.

6. Mutually 6. Mutually BeneficialBeneficial

Staff work as total community committed Staff work as total community committed to each other and to school goals. to each other and to school goals.

Supportive BehaviorsSupportive BehaviorsShowing RespectShowing RespectBeing ThereBeing ThereActive ListeningActive ListeningFrequent ContactFrequent ContactEncouragementEncouragementAvoiding “Put Downs”Avoiding “Put Downs”Writing Encouraging NotesWriting Encouraging NotesIdentifying Unique Talents and StrengthsIdentifying Unique Talents and StrengthsCelebrating AccomplishmentsCelebrating AccomplishmentsServing as a Role ModelServing as a Role ModelUsing One-on-One CommunicationUsing One-on-One Communication

Supportive Behaviors, Supportive Behaviors, cont’d.cont’d.

Encouraging Staff to Express Encouraging Staff to Express Opinions/IdeasOpinions/IdeasUsing Positive HumorUsing Positive HumorPraising PeersPraising Peers

Supportive ActivitiesSupportive Activities

Beginning of the Year Social Beginning of the Year Social ActivitiesActivitiesTeam BuildingTeam BuildingMentoringMentoringInstructional CoachingInstructional CoachingRewards, Recognition, IncentivesRewards, Recognition, IncentivesDemonstration ClassroomsDemonstration ClassroomsCharacter EducationCharacter Education

Supportive ActivitiesSupportive Activities

Peer ReviewPeer ReviewProfessional DevelopmentProfessional Development TravelTravelFamily, Community, Business Family, Community, Business PartnershipsPartnershipsCommunity ServiceCommunity ServiceCelebrationsCelebrations

Supportive StructuresSupportive Structures

Small Learning CommunitiesSmall Learning CommunitiesClustered Classroom BuildingsClustered Classroom BuildingsGrade Level TeamsGrade Level TeamsTeam TeachingTeam TeachingBuilding Leadership TeamsBuilding Leadership TeamsProfessional Learning CommunitiesProfessional Learning Communities

Activity

Which practice do you do best?

Which practice could you work on or initiate to improve the

quality of student/staff relationships in your school

community?

Activity

Personalization

Survey

p. 7

Relationship Framework Relationship Framework Professional RelationshipsProfessional Relationships

0. Isolated0. Isolated Educators work with little interaction with Educators work with little interaction with others in the professionothers in the profession

2. Known2. Known Educators know many educators within their Educators know many educators within their profession. They attend regional or state profession. They attend regional or state professional meetingprofessional meeting

3. Receptive3. Receptive Educators make frequent contact with like Educators make frequent contact with like professionals. They are willing to participate, professionals. They are willing to participate, share ideas, answer questions.share ideas, answer questions.Educators offer and seek help from others; Educators offer and seek help from others; present, write professionally, meet with present, write professionally, meet with others.others.

4. Reactive4. Reactive

5. Sustained5. Sustained There is ongoing collaborative and active There is ongoing collaborative and active involvement in professional organizations.involvement in professional organizations.

6. Mutually 6. Mutually BeneficialBeneficial

Recognized as making significant Recognized as making significant contributions; professional relationships contributions; professional relationships source of personal satisfaction.source of personal satisfaction.

Relationship Framework Relationship Framework CommunityCommunity Relationships Relationships

0. Isolated0. Isolated A school may be strong or weak but functions A school may be strong or weak but functions independently from the community at large.independently from the community at large.

2. Known2. Known School staff knows families, community School staff knows families, community organizations, and community leaders. Staff organizations, and community leaders. Staff are knowledgeable about local businesses.are knowledgeable about local businesses.

3. Receptive3. Receptive Staff and administration exhibit openness to Staff and administration exhibit openness to parents and community. Parents feel welcome parents and community. Parents feel welcome in the school.in the school.

4. Reactive4. Reactive Parent requests responded to promptly. Parent requests responded to promptly. School activities include community service. School activities include community service. Parents active in school.Parents active in school.

5. Sustained5. Sustained There exists a long-term tradition of parent There exists a long-term tradition of parent involvement and community partnerships. involvement and community partnerships. School success attributed to community part.School success attributed to community part.

6. Mutually 6. Mutually BeneficialBeneficial

Relationships at this level are mature and Relationships at this level are mature and committed. They benefit both the school and committed. They benefit both the school and community.community.

““In the years to come, In the years to come, your students may your students may forget what you taught forget what you taught them. But they will them. But they will always remember how always remember how you made them feel.”you made them feel.”