tag:blogger.com,1999:blog-79572156249576459782024-02-20T11:57:04.401-05:00RichThoughts from the desk of an Educational LeaderUnknownnoreply@blogger.comBlogger13125tag:blogger.com,1999:blog-7957215624957645978.post-7674318652532816932011-09-11T21:31:00.002-04:002011-09-11T22:02:24.163-04:00Remembering 9/11Ten years later here our my memories of 9/11 and what has happened since...<br /><br />The terrorist attacks on 9/11 took place about three weeks into my first year as an administrator at Ashbrook High School. My mom was up from Florida to watch my youngest daughter (at the time) while my mother-in-law was on her annual beach trip. My dad had called me after the first plane went into the first tower and told me to turn on the TV. At first I thought he was playing around because there was a history of plane crashes within a week of my mom flying. I went into the guidance office and couldn't believe what I saw. I called my mom to let her know what was going on because I knew with watching a one year old she would be watching cartoons. We then informed the teachers about what was going on. I could not believe the horror of the day. In addition to the images of the crashes, I will also remember videos of President Bush reading to elementary students in Florida when he got the news. I also remember how clear the skys were as all flights were cancelled.<br /><br />The days following the attack brought fear, anxiety, and uncertainty. It also brought a country together. Patriotism was at an all time high. American flags were flying proud, you couldn't even find flags in the stores. Students were nicer to one another. We all wanted immediate retaliation, but that would come later.<br /><br />To my 5 year old daughter the attacks messed her world up. My mom would fly up every 2 or 3 months to visit. My daughter was used to going back to the gate and watch grandma get on the plane and leave to the runway. After 9/11, airport security tightened up and going back to the terminal was no longer an option. She would cry for hours. I finally had to take her to the back road of the airport and make up a plane that grandma was on. Her flight wouldn't leave for an hour or so later. She hated Osama for taking this away from her.<br /><br />In April of 2002, our school chorus went on a visit to NYC. The stories and the images they returned to Gastonia with will be with them forever.<br /><br />For the year anniversary of 9/11 we honored those who gave there lives with a video tribute, with pictures taken by the chorus a year earlier. We also had a fly over scheduled over our football stadium. The band played, the chorus sang and USAF planes flew over the entire student body.<br /><br />I was able to get to NYC about three years after the attacks. I was shocked at the damage that was still at ground zero. I will always remember the piece of the trade center towers that stood the made a cross. I was also moved by the Church that survived the attack and served as refuge for the volunteers that helped during the crisis.<br /><br />Unfortunately, over the past ten years patriotism has seemed to fade. We are fighting among ourselves. Politics and the economy overwhelm our lives. Security at the airports has gotten even tighter. One positive is we have killed the Terrorist that masterminded the 9/11 plot.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7957215624957645978.post-7486381597782725712011-07-17T22:11:00.001-04:002011-07-17T22:13:50.023-04:00Male Mentoring ProgramI want to start a male mentoring program this year for 7th graders. I would like suggestions as to what you feel is most important in a successful male mentoring program to help these students be successful in and out of the classroom. I want to impact academics. But I also want to build character, work on behaviors, increase physical/mental health and prepare them for the future. I feel the group would need to meet once a month. While I would like to open it up to all students, it will probably be most effective if the focus is on 15-25 males. Any thoughts or suggestions you would like to share?Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-7957215624957645978.post-71249055036189901222010-07-28T08:57:00.000-04:002010-07-28T09:00:30.180-04:00More things to do to support new teachersHere are some more things you can do to support your new teachers:<br /><ul><li>Give new teachers “new stuff” as much as possible. Be sure they are adequately supplied with classroom materials, and check on their material needs often.<br /> </li><li>After the initial interviews and during the hiring process, maintain e-mail or phone contact.<br /> </li><li>Constantly ask new teachers for their input on key school issues. They likely come with new perspectives and have a lot to offer. Be sure to involve them in the decision making process, and invite them to share a new or innovative idea they learned in college or other careers.<br /></li><li>Provide a “newcomer’s kit” including demographics of the town, places to go, places to live, coupons, and treats. Provide a map of the city marking important of interesting places such as the mall, library, teacher resource store, etc.<br /></li><li>Before an observation, go over the process so the new teacher will know what you will be looking for. <br /></li><li>Speak positively to each teacher daily.<br /></li><li>Form a new teacher social group to meet outside the school setting.<br /></li><li>Keep an idea box or “issue bin” available for comments and questions.<br /></li><li>Hold grade level, team, or department meetings weekly to discuss team issues, but also to listen to issues of and give support to new teachers.<br /></li><li>Conduct brief (5 minute) drop-in observations daily, but don’t write anything down. Talk to the teacher before the end of the day about what you saw. Tell them at the start of the school year that you are going to do this to “catch them doing good things!” This will get them used to you and observations so they will not feel under pressure on formal observations.<br /></li><li>Assign a good, helpful teacher assistant – not the one nobody wants.<br /></li><li>Accentuate any particular skill or knowledge the teacher brings to the school.<br /></li><li>Have someone on the staff (facilitator, grade level member, mentor) call and welcome the new teacher to the school.<br /></li><li>Help the new teacher with names of reputable contacts for car repair, housing repairs, physicians, dentists, etc. as needed.<br /></li><li>Give new teachers a tour of local businesses they may desire for personal needs (barber, beautician, nails, hardware, etc.).<br /></li><li>Provide a “buddy” that might be compatible with the teacher. Sometimes the trained mentor will not be the best buddy.<br /></li><li>Call Welcome Wagon, or provide gift certificates from local businesses.<br /></li><li>Place new teachers in a classroom that is already clean – but not stripped bare.<br /></li><li>Have an afternoon “tea” for new teachers to discuss problems and successes, or just chat.</li></ul>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7957215624957645978.post-64514713379482501322010-07-26T16:53:00.000-04:002010-07-26T16:56:55.370-04:00More ways to support new teachersHere are more ways to support new teachers at your school.<br /><br />Again, please feel free to add suggestions to the list.<br /><ul><li>Spend time with new teachers to go over evaluation process, Referral procedures, cumulative folders, etc.<br /></li><li>Drop in on the new teacher daily, just to say “hello,” not for observation purposes. Offer frequent, positive feedback and little notes of praise in their boxes.<br /></li><li>Do “snapshot assessments” on lesson plans at once a month, giving feedback on specific parts of their planning.<br /></li><li>Have a local church’s women’s group to “adopt” the new teacher for a year. The group can provide a beginning of the year care package, and send encouraging cards or other small “thinking of you” tokens throughout the year.<br /></li><li>Provide new teachers a gift certificate to a local teacher supply store – over and above what the rest of the staff may receive at the beginning of the year….take them shopping!<br /></li><li>Provide an extra duty-free period.<br /></li><li>Be sure to include the supply room, book room, clothes room, etc. on your tour of the building – places they may not encounter on their own.<br /></li><li>Personally take them a yearbook so they can familiarize themselves with the staff.<br /></li><li>Meet regularly with new teachers to “touch base” and determine possible supports.<br /></li><li>Ensure some “R & R” by providing movie tickets.<br /></li><li>Set up classroom visits for new teachers to observe more experienced teachers. Arrange coverage for their room if necessary. Do this a few times during the year.<br /></li><li>Have their picture and a brief bio printed in the local newspaper.<br /></li><li>Present a gift to the new teachers when introducing them to the staff.<br /></li><li>Make sure new teachers know who is available for support (instructional specialists, Special Ed staff, support staff and other specialists within the school).<br /></li><li>Send the new teacher to relevant off-campus staff development with a buddy.<br /></li><li>Limit number of preparations (middle and high school).<br /></li><li>Invite new teacher to lunch on teacher workdays (pay for it!)<br /></li><li>Visit often and simply “chat.”<br /></li><li>Support continuing staff development opportunities.<br /></li><li>Holidays can be a very lonely when apart from families. If a new teacher is from out of town, encourage fellow staff members to invite them to family holiday gatherings. <br /></li><li>Help out-off-town new teachers find an apartment<br /></li><li>Include new teachers on key committees. This helps them feel more a part of the school.</li></ul>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7957215624957645978.post-82159118963235182832010-07-24T16:07:00.000-04:002010-07-24T16:20:23.311-04:00The start of a new yearAs the new school year comes upon us I thought I would post some items to help administrators and teachers have a successful school year. This will be a series of blogs. I am going to begin with suggestions on how to support the first year teacher. While these tips are for first year teachers, there are some things that the experienced teacher will enjoy as well.<br /><br /><ul><li>Assign a “good” mentor, who is not only an excellent teacher with good interaction skills, but one who also has a positive attitude and a good relationship with the school community.<br /> </li><li>In addition to the mentor, try to find a “buddy” who is similar in age and/or experiences for the new teacher who is willing to be a friend even after school ours. Encourage social time to help new feel more at home.<br /></li><li>Purchase a copy of The First Year Teacher, K-8 for new teachers, The First Days of School or other published or hand made resource to give ideas on setting up the classroom and getting the year off to a positive start.<br /></li><li>Take new teachers out to eat periodically. Include local favorites to help support the community.<br /></li><li>Help the new teacher unload / unpack / move into their new classroom.<br /></li><li>Post a welcome message with new teachers’ names on the school sign before their first arrival.<br /></li><li>In the “welcome back” letter mailed to your staff, be sure to introduce new teachers and what they will bring to the staff. Encourage staff to help you make them feel welcome.<br /></li><li>It is a nice surprise for a new teacher to receive a care package in the mail from the principal containing a school shirt, coffee mug, grade level curriculum, student handbook, and an apartment finder book if from out of town. <br /></li><li>Prepare welcome baskets to give to new teachers at the first faculty meeting containing everything they need to survive the first weeks in their new school: school t-shirt, Tylenol, coffee mug, CD of relaxing music, hand sanitizer, chocolate bars, band aids, tic-<span id="SPELLING_ERROR_0" class="blsp-spelling-error">tacs</span>, gum, etc.<br /></li><li>Provide new teachers a supply of business cards complete with their name and school logo.<br /></li><li>Provide time to get to know new teachers on a personal basis – not just during <span id="SPELLING_ERROR_1" class="blsp-spelling-error">pre</span>- post-observation conferences or staff meetings. Ex: Have a monthly “tea” just for new teachers. Use this time to discuss hobbies, interests, etc., not school stuff. It would be a good idea to do this away from school. We always have an ice cream social before the first day that teachers “officially” report. Many teachers come in for this and it allows new teachers to have met someone before going to that first faculty meeting.<br /></li><li>Do not assign the new teacher to a floating position, or give them the worst group of students.<br /></li><li>Give new teachers your home and cell phone number, or others they can call in an emergency, and let them know it is OK to call at any time.<br /></li><li>Give new teachers a special orientation to the school to show them copiers, supply areas, storage areas, and where things are “tucked away.”</li></ul><p>I will be adding more items to the list over the next several days. If you have suggestions to add please do so.</p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7957215624957645978.post-30583004386460181872010-07-24T09:40:00.000-04:002010-07-24T10:12:07.561-04:00Kids Eat Free - York CountyI know this has nothing to do with education leadership, but with the current economy and the furlough days teachers are taking I felt it was worth the post. Below is a list of places in York County where kids eat free. I am not getting any kickbacks from listing the names of the restaurants and I take no responsibility if the information is not 100% accurate.<br /><br />If you know of other locations please add to the list or if you find anything inaccurate let me know.<br /><br />Six Pence - Baxter Village - Sunday and Monday<br />Captain <span id="SPELLING_ERROR_0" class="blsp-spelling-error">Steves</span> - Fort Mill - Wednesday<br />Village Pizza - Fort Mill - Monday<br />Town <span id="SPELLING_ERROR_1" class="blsp-spelling-error">Taverne</span> - Fort Mill - Tuesday<br />Beef O <span id="SPELLING_ERROR_2" class="blsp-spelling-error">Bradys</span> - Tuesday<br /><span id="SPELLING_ERROR_3" class="blsp-spelling-error">Sonnys</span> Dutch Mill - Tuesday<br /><span id="SPELLING_ERROR_4" class="blsp-spelling-error">Firebonz</span> - Rock Hill - Monday through Friday from 4-7<br />Penn Station - Rock Hill - Tuesday<br />Earth Fare - Rock Hill - Thursday<br />Denny's - Rock Hill - Tuesday<br />Carolina BBQ - Fort Mill - Sunday and Monday<br /><span id="SPELLING_ERROR_5" class="blsp-spelling-error">IHOP</span> - Rock Hill - Monday through Thursday 4-8<br />Red Bowl - Fort Mill and Rock Hill - Monday and Saturday (Under 9 for 0.99)<br />Hooters - Rock Hill - SundayUnknownnoreply@blogger.com1tag:blogger.com,1999:blog-7957215624957645978.post-19196173460604455762010-07-23T19:08:00.000-04:002010-07-23T19:26:09.376-04:00Music, Movement and LearningThis week I have had the opportunity to see several kids (ages 4-14) learn at an exceptionally fast pace by teachers that may not have had formal training. My oldest daughter was in cheer camp and was taught by teenagers. My two younger daughters were at vacation bible school and were taught by parents.<br /><br /><br />At cheer camp three teams of girls (about 60 cheerleaders in all) were taught by twelve varsity cheerleaders at the local high school. During a three day period all the girls learned four cheers, words and movements, and two dances. I saw them progress each day and watched them perform almost flawlessly on the third day. How were there girls able to learn so much so fast?<br /><br />At vacation bible school I saw over 500 children learn five songs and movements over a five day period. These children started at the age of 4. Today they performed in front of all of their parents. How were all of these students able to learn so fast? How can we take this and use it in our schools and our classrooms?<br /><br />The common strategy used in both locations was music and movement. Brain research indicates that movement helps in learning. These children were able to use music, chants, movement and <span id="SPELLING_ERROR_0" class="blsp-spelling-corrected">repetition</span> to learn a lot of material in a short amount of time.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7957215624957645978.post-39484366806408289032007-11-04T20:53:00.000-05:002007-11-04T20:54:50.634-05:00Tips for future leadersThere is a growing need for quality educational leaders in schools across the country. While the number of individuals enrolled in school administration programs has not decreased, the number of individuals putting those degrees to work has. Teachers have opted to earn a master’s degree in educational leadership and stay in the classroom and earn master level pay without some of the headaches and time commitments placed on administrators.<br /><br />It is important for individuals that are pursuing a degree in educational leadership to know what to expect in the administrative position as well as how to make themselves marketable.<br /><br />First of all, there are plenty of administrative jobs to be had. However, there is fierce competition for jobs in wealthy school districts and schools that have a good academic reputation. To get the jobs at these locations require you to separate yourself from the competition. The first way to do that is by having impeccable references. To do that you must do the right things in the classroom as well as during your internship. Throughout your Ed leadership program you should latch on to a principal or assistant principal and learn from them as much as possible. During this time you should make yourself available to do various administrative tasks that they can delegate to you. These hands on experiences will only help you in the future. Another way to stand out is by creating a portfolio with programs or experiences you have that show your leadership ability. For example, if you have implemented a program at your school or written a grant to start a program in your school you should detail this in your portfolio and emphasize this at your interview. You can also stand out by communicating with confidence what you feel are your strengths. I have found that persistence pays off when looking to get a specific job. Principals are often looking for individuals that blend in with the leaders they already have at the school. They want people with different strengths and abilities to create a complete administrative team to lead the school to success.Unknownnoreply@blogger.com6tag:blogger.com,1999:blog-7957215624957645978.post-70848401028900983182007-11-03T21:56:00.000-04:002007-11-03T21:58:10.958-04:00Is Size Crucial to School Improvement?<span style="font-family:courier new;"> In today’s classrooms teachers are providing discipline, being a caregiver, and teaching citizenship and character education while covering the required state standard course of study to prepare students for standardized tests required by No Child Left Behind. All this is being done as the number of students that enter the classrooms is increasing. With all the demands placed on a teacher, does it matter the number of students that are in their class.<br /> Leaders disagree with the effect class size has on school improvement. Some leaders feel that small class size helps improve student performance because the smaller class size helps teachers build significant relationships with their students, finding what learning styles work best for each student and implementing practices that will help each student succeed. During the 20th century, schools became increasingly larger in an attempt to provide more opportunities for students. While the average class size in a U.S. public high school is about 14 students, low performing students are usually grouped together in a larger classroom environment. By not reaching out to these lower performing students and finding ways to effectively meet their needs they will continue to perform below standard on state tests.<br /> Some leaders think that by reducing class sizes, we are hurting the students by putting less qualified teachers in the classroom. Most leaders agree that while the laws are being put in place to reduce class size, large class sizes still remain in areas with a high percentage of minority, low income, or English as Second Language students.<br /> In my experiences I have found students with the greatest needs are in larger classroom settings. Students that are academically gifted and taking advanced classes have much fewer students and receive much more individualized instruction. School enrollments are expected to increase, class size is expected to decrease, and the number of teachers will increase. My question is where will find qualified teachers to fill these growing classrooms? Will our students’ education continue to suffer because of inadequate teachers? With all of the demands put on teachers how are we going to get them to stay in the profession? </span>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-7957215624957645978.post-79519466896353622682007-11-03T20:35:00.000-04:002007-11-03T20:39:06.380-04:00Gang problemsCK, BK, red, blue, throwing C’s, and hearts with pitchforks.<br /><br />What do these things have in common? They are all gang symbols and can be seen on student notebooks, writings, and backpacks in schools throughout the country. Middle school students in particular are being targeted to join gangs and begin a lifestyle of drugs, sex, and money. The question is what can we do to stop this spread of violence and criminal activity that is sweeping the nation? One of the first things you can do as an educator is build a relationship with your students. An open relationship will allow a student to feel comfortable talking to you when they are confronted with a difficult situation or when they know a friend is in danger. The second thing that must be done is educators must be trained in how to recognize and deal with potential gang behaviors as this is not a phenomena that is going away. After training the teacher in what gang activity is, we must teach that individual on how to communicate this sensitive subject to the parents. Most parents are in denial when it comes to their child and a possible involvement in gang activity. However, if we can involve the parent, the child, and community services (such as police, churches, social services, etc.) in teaching the dangers of gangs and what positive alternatives to gang life are available we might have a chance in making an impact in some of these students lives.Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-7957215624957645978.post-85562730538183282062007-10-27T21:55:00.000-04:002007-10-27T22:01:19.982-04:00To suspend or not to suspend? That is the question!What can we do with students that constantly receive office referrals?<br /><br />The students that always seem to be in the administrators offices are the same students that perform below grade level on standardized tests. These students need to be in the classroom to get the information they need to be successful on those test, otherwise schools fall to the sanctions imposed by NCLB. However, when these students are in class they disrupt so that other students are not able to learn.<br /><br />When administrators receive office referrals for students they have several options of what to do with the student. The popular choices seem to be OSS (out of school suspension) or ISS (In school suspension). The benefits of ISS include:<br /> 1. The student remains at school and is able to have an adult monitor them and ensure they understand the lessons.<br /> 2. The students can conference with a counselor or mentor during the day.<br /> 3. The student is out of the classroom not disrupting the other students<br /> 4. The student is not running the street.<br /><br />When the student receives OSS:<br /> 1. They are not guaranteed getting the assignment, much less receiving help to understand the material.<br /> 2. Students are often left unattended at home and get into more trouble on the street.<br /> 3. The student is out of the classroom not disrupting the other students.<br /> 4. They fall into a cycle of missing school, falling behind in their academics, and not finding success.<br /><br />Both options remove the student from the classroom where they are preventing other students from learning. But in both scenarios students are forced to learn without the benefit of their classroom teacher.<br /><br />After deciding what type of punishment to deliver to the student, the administrator must then decide the number of days to put the student out of the class. Most administrators have the luxury of deciding between one and ten days ISS or OSS. Does it really make a difference in the students’ behavior if you remove them from class for one or two days verses five to ten days? Is it more beneficial to bring the parent in for conferences with the student in an attempt to correct the behavior? Finally, at what point do we permanently remove the student from school and suffer the consequences of NCLB?Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-7957215624957645978.post-59696219121380201662007-10-27T21:54:00.000-04:002007-10-27T21:55:01.463-04:00Start em' off rightI am writing this entry at 4:00 in the morning at an all male lock-in for 6th grade students. We are using this lock-in as an introduction to our young knights on what it means to be a young man. Our goal, as teachers, is to introduce these young men to different members in the school and in the community that are concerned about them and want to teach them how to build a successful life and community. By starting with the 6th graders we are looking to develop characteristics in young men that will have a positive impact on the school in the coming years.<br />While at the lock in we have done some team building activities, as well as, allowed the students some free time to play basketball, football, ping-pong, cards, etc. We have fed the student’s supper and have educational sessions set up for them. The educational sessions include discussions about sexual harassment from the SRO, a lesson on etiquette by the Kappa Fraternity, and a goal setting session by a former student and pro football player in the community.<br />The first night was meet with some frustration by the adults because of the student’s behavior, however I think this is most of the young men’s first event like this and they were excited and did not mean to be disrespectful at times. The students did come around and got to participate with their teachers, administrators, and community members in a variety of activities that allowed them to see adults in a different light. Most of the adults took time in the various activities to teach students about teamwork and how to improve their skills.<br />With much work my colleagues and I will strive to make these 6th grade young men a positive force within the school community.Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-7957215624957645978.post-42686629433778866962007-09-30T20:56:00.000-04:002007-09-30T20:57:51.921-04:00Hands Off!!!When is it alright for an educator to put their hands on a student? (I don’t mean shaking their hands as they enter the classroom as suggested by Harry Wong!) The blanket answer is never, especially when dealing with a situation where you are disciplining the student. However, in my years in education I have seen an administrator punched by a student, a student continue to go after another student in a fight, students blatantly ignore teachers directives, and other situations where you want to put your hands on a student, not in an aggressive manner, just to get their attention.<br /><br />Training in Non-Violent Crisis Intervention teaches proper techniques in restraining and transporting students in a manner that will not cause harm to the student or the adult, but unless you practice these techniques to where they become second nature they are useless in a crisis situation. I have had the training and have abandoned it in times of need, relying on a good old fashioned bear hug. I have never hurt a student nor do I ever intend to, but shouldn’t educators be able to restrain a student to prevent them from doing harm to themselves or others? Should we be able to hold their arm to get their attention without fear of a lawsuit? Despite our best intentions the bottom line is HANDS OFF!!!!!!Unknownnoreply@blogger.com5