my version of transparent, collaborative leadership...with a Teamann twist

Differentiation is not difficult…3 easy ways to make it happen!

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I love that my campus is full of educators who recognize the variances in students abilities. How completely overwhelming to look at 22 (or 44! or 66!) students and realize that in order to make instruction happen at their level, you’re going to have to make some instructional magic happen. We’re really focusing on a workshop model classroom, structuring all instruction around small groups. It’s a work in progress but here by week 5, I am already starting to see it happen!

When looking at ways to differentiate, if you’re not able to make a small group rotation happen, there is always the three C’s:  choice, challenge, and change.

Choice: Whether it is a book at their level or a menu level activity, give students the opportunity to make a choice. Our kinder team worked out a BINGO style activity so that student could be directed to activities they NEEDED to complete, but options were fun enough that the others they wanted to complete. They can create items, whether it be digitally or kinesthetically. The level of engagement and ownership escalates with my first grader when she gets to CHOOSE what her activity work looks like. Even something as basic as flash cards vs an app on the iPad, if it was her choice, she’s more likely to stay all in.

Challenge: How can the activity that the class is working on be tweaked to be more challenging for some students? A Makerspace is a prime example of a station that allows students to be challenged. Allowing students to conduct research on a given topic, or being challenged to find a local “expert” for the class to connect with could also raise the bar on an activity. Technology allows for students to create way more creatively than a paper pencil exercise…from an explain everything video to having a twitter poll…students who feel like they are actively involved in the learning process through a classroom challenge will be more engaged and inherently, stay on task!

Change: Research shows that just making a change can allow for differentiation at times in the classroom. From what the student is asked to complete to the manner in which is delivered to them. What if you recorded instructions for a project/product and a group of students was allowed to receive their directions in that manner? What if one group created a game but another group created a quiz over the same content? I saw students today taking pictures of the different states of matter inside the classroom…what if one group of students were allowed to search outside of the room? An easy change that ups the complexity level of the activity… 

Even within a PLC or planning session, it wouldn’t take too much extra time for a team to throw out several easy ways that an activity could be differentiated. How do you make this happen in your classroom or on your campus?

 

DifferentiateN discussing,

Amber

 

 

Use your words. #taketwo

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My beast is a freshman this year. As if that isn’t just completely foreign enough, by week 4 she has joined a number of clubs/organizations to fill up all her, you know, free time. With pre-Ap and even an AP class, she just has so much of that. 😉 She originally was going try also be trying out for both the volleyball and basketball teams.  In a relatively small district (16,500 students) sports are a big enough deal that we were really excited for her to represent WHS on those courts. We’ve also invested a considerable amount of money in private lessons, tournament teams, equipment, etc. She wasn’t 100% excited about it, but knew that she wanted to do…something.

Late this summer she attended a basketball camp hosted by the high school coaches, including the girl’s varsity coach. One of the days, he pulled her aside afterwards to ask if she was going to be trying out for the high school team, that he was impressed with her energy and attitude, and was looking forward to working with her….that he saw something in her.

Ya’ll.

My beast is a good player…but she is by no means the best on the court. She hustles, mostly. She shoots, occasionally. We cheer her on, we support her and do all that we can to help build her up. But she came home that day and told me that she was dropping volleyball and going to be solely focused on basketball moving forward. She started asking her dad to come shoot with her, to help run her through dribble drills. His comments literally changed my teenager’s trajectory in high school. From her schedule, to the groups she’d be hanging with, to the energy she’d be expending…it all looked different from that moment.

It changed based on a coach who took the time to say something positive to my kid.

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 Incredible power that we have, isn’t it?

When you use your words…are you using that power for good? Do you realize the impact, the opportunity, that you have every single day?

I am hopeful that you do, because there are children everywhere who need to hear that someone believes in them, that they can see something in them. I am thankful that someone speaking to my precious beast, the one who made me a momma, recognized that power.

team momN,

Amber

 

Collaborate, don’t dominate…

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We don’t have cable (sob!) but we, luckily, have an apple tv where I can watch the NFL network at my whim. This past week while cleaning, I was watching/listening to a show called “NFL Fantasy Live“.

I finally had to come sit down and listen after hearing the hosts and their guests to see what was going on. There were three main guys and a female guest commentator. One of the gentlemen, whom I’ve now since stalked to discover, was Matt Smith. Every single time someone else was speaking, he either cut them off or completely rebutted their point with such derision that I had to look him up. His profile is impressive, he graduated from Pepperdine University with degrees in political science and speech communication. He also has an extensive “experience” list. Regardless…oh my word! His qualifications meant nothing when compared to the way he talked to the other panelists (especially the female one!!). I couldn’t get past the way he was talking to ever really hear what he had to say.

When you’re working with a team, are you listening to hear or listening to rebut? Is your goal to dominate the conversation because you’re the smartest one at the table, or are you there to collaborate with others? Are you allowing others to speak, and honoring the fact that they have shared? I hope that in any given situation I am able to share my thoughts without insulting what others are thinking and saying.

I want to be seen as a collaborator, not a dominator.

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Are you allowing others to speak and honoring the fact that they have shared? I hope that in any given situation I am able to share my thoughts without insulting what the others are thinking and saying.

It doesn’t matter how experienced you are and how great what you have to share is if you can’t do so in a polite, professional manner.

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Fantasy chastiseN,

Amber

Life as a principal, #taketwo

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I have been blogging for a long time. I blogged as a teacher with my students 10 years ago. I blogged as a facilitator with technology integration ideas & shout outs. I blogged as an AP, just about education leadership thoughts and with my staff. Last year I decided that each blog that was written about #thefirstyear, I would denote in a special way, so that when I looked back, I could see the growth (gulp!) and the experiences that my first year brought.  That hashtag #thefirstyear, of course, coined by George Couros, reminded me each time I sat down that it was still, in fact, just my first year. Reflection is huge for me, and when I took the time to get it all out, I felt better. Perfectly aligns with the words of American philosopher, psychologist, and educational reformer

John Dewey: “We do not learn from experience … we learn from reflecting on experience.”

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I feel like I processed things better, and had a chance to THINK things through.

This year…I will be more consistent. My posts may not be as long…but they will be happening more regularly, 🙂 #taketwo is the hashtag I’ll be sorting these with.

Also, a side note…I am so thankful to those of you who read and comment and share along this journey. Your comments and words of support genuinely make me a better administrator…and person.

 

#taketwoN,

Amber

Planning as a Principal, part 2 #taketwo

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As techie as I am, I have mentioned my love for my Erin Condren planner here and here. I’ve discussed my notebook for my meeting notes. That takes care of two facets of my daily world, but what about the other pieces that should also be on your plate? RTI, PLC’s, student data, etc etc etc…

I am lucky enough to have a data management system that helps me sort our data. This year, thanks to their awesome webinars, I’m adding in monitor lists to help identify students on every assessment that we have recognized as an “almost there” kiddo. that could be almost to passing, almost to advanced, OR almost to showing that one year’s growth that we are striving for. It’s important to be able to not only organize this info but be able to reference it as needed. That means each assessment I will be able to see targeted students that we are keeping our eye on. Knowing that we can have pointed, deliberate conversations about their progress in PLC’s is huge for me.

I have three binders back behind my desk. Using former principal Stephanie McConnell‘s binder system, I have all of my necessary info sorted, in a “fun” fashionable way. I have:

  • A data binder: Class lists are sorted by grade level. After our initial BOY assessments, the teachers and I will meet and highlight each name as to where they are falling in the normed continuum, using pink for above, green for on, yellow for below. These are just initial thoughts and fluctuate as we get more data throughout the year. This is also where I put checks by the names of students that I have mailed postcards too, trying to ensure that all Ss receive one throughout the year. A heady task, with 640 Wolves, but I think I can, I think I can… there is also a calendar page for each month (included in the set!) where I plug in our district assessment calendar, teacher birthdays, etc. his download includes yearly calendars, school board meeting notes, legal notes, section covers for campus events, conferences and so much more. Enjoy her 63 pages of organization! (There are male versions too!!)
  • An RTI binder: Here I keep all documentation on students who may need any interventions, high & low. I keep my sections lists that give me specific details on any “extras’ that should pertain to a class…like speech, SPED, or dyslexia information. This is also where we keep our student data cards. I am working on updating those, but will share when we have a model complete! They basically contain any and all information about a student and can be copied for parents at any time, with all of their assessment information.
  • A TTESS binder: This is where I’ll be keeping all of our teacher evaluation paperwork, training materials, etc for our new system in Texas. If you’re an administrator (or an excellent teacher wanting to improve), Stephanie also has a flip book that is handy to have around! This is a whole new beast so I like having additional supports in place to help me understand…

How do you manage your “systems”? What tips and tricks do you have to stay on top of all the paperwork? I would love to hear your suggestions!

 

fail+to+plan+is+plan+to+fail

 

PlanN ahead,

Amber