Planning for the Block Schedule

Currently, our high school is moving to a modified block schedule with a six-day cycle of 2 days 40 minutes and 4 days of 80-minute classes split between odd and even days. This is a big shift for any school or teacher and I anticipate that many of my faculty will have anxious feelings about this transition. My goal is to provide them with as much support necessary to feel comfortable in the new schedule. I was very fortunate when I began teaching in a block schedule that I was given training in a number of popular models of the 90’s ( Johnson and Johnson’s Cooperative Learning, Glasser’s Reality Theory etc.) I want my teachers to have the same opportunities that I had to be well prepared to teach in a block period.  Although some faculty will be trained in the popular LATIC model (Learner Active Technology Infused Classroom) before school begins, I thought it was important to outline some “big picture” thoughts on planning for 80 minutes to give all of my staff some guidance.

To begin, If you are in the routine of delivering or lecturing information for 40 minutes, this will not work in an 80-minute block! This quote from an anonymous student truly summarizes why lecturing in a block will not work with teenagers, “If I die, I hope it’s during a lecture; the difference between life and death will be so small, I will not notice a difference.” (M. Rettig, Professor at James Madison University.)  Regardless of how entertaining you are, students will lose interest within 10 minutes. Plus, research tells us that students and adults retain less than 10% of what they have been told. How can you plan to gradually turn the learning over to the students? How can technology provide you with the tools to do this?

Teaching in a block period should not look like two 40 minute periods strung together. Each lesson should reflect a unique objective of what students should know, should understand and should be able to do by the end of the period. This will enable you to organize class time more effectively. One of the focal points when planning is thinking about how students will APPLY the new found information and how they will demonstrate what they know or are able to do. Identifying the application will help you to think more closely about the activities and the time needed for the lesson.

Generally, it’s a good rule of thumb to have students change tasks/activities approximately every twenty minutes. As we know, it’s not healthy for anyone to sit for a time span greater than 20 minutes without stretching. This means kids, too! http://www.npr.org/2012/05/09/152336802/stand-up-walk-around-even-just-for-20-minutes

Routines for classroom management are necessary. However,  the same lesson plan every day leads to a rut for you and for your students. Think about how to add variety to your lesson planning. Consider developing authentic inquiry based activities, Socratic seminars scored discussions, simulations, writing activities that engage the students in real world problems.

Facing History- Socratic Seminars

https://www.facinghistory.org/resource-library/teaching-strategies/socratic-seminar

BrainPop- Teaching With Simulations

https://educators.brainpop.com/teaching-tip/teaching-strategies-interactive-simulations/

Letting students start homework where you can check for understanding is acceptable. However, the purpose of longer classes is to deepen student understanding of the material.Instead of homework completed in class think about…

  • Putting more time into closure activities that formatively assess student understanding

Beyond the Exit Slip:

https://theteachingfactor.wordpress.com/2012/03/18/beyond-the-exit-slip-closure-activities-for-classroom-instruction/

Powerful Closure Activities:

https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley

  • Helping students plan out long term inquiry based assignments

Inquiry Based Lesson Ideas

https://www.edutopia.org/article/inquiry-based-learning-resources-downloads

Inquiry Based Fiction Texts

https://www.teachingchannel.org/videos/inquiry-based-teaching-with-literature

Cornell Science High School Inquiry

http://csip.cornell.edu/Curriculum_Resources/default.html

Use Inquiry to Teach Math

http://www.teachmag.com/archives/8366

  • Giving students a voice in learning

What Students Can do

http://whatkidscando.org/index.html

The links included are not meant to be a comprehensive list of resources, but a starting point of quality sites & organizations that can assist you in thinking about your lessons. I am not an expert in teaching in a block schedule. But, I am happy to partner with any faculty member to plan out the year, work on some individual lessons or just banter ideas about. Many of you will soon be trained in IDE and be another excellent resource. As we move through the year, we will use our time to learn from each other. I encourage you to be creative, take risks and explore new ideas and lessons. I look forward to documenting our journey together.

 

Commencement Remarks 2017

Honored Guests, Board Members, Fellow Administrators, Teachers, Parents and our Class of 2017!

As I watched you each at the prom this week, I couldn’t help but think back to 5:30 am on Friday, October 6th. As I walked into the school and saw the iced Macchiatos and coffee coolattas lining the kiosk, I was amazed at how the entire lobby was decorated with stained glass windows in shades of purple. The 2nd floor was transformed- only one example of how your class alone made everything in our school better and different. Your class changed the entire tone in the building to one of community, one of respect and one of excellence.

Whether you were presenting your Calculus final in Mrs. Thompson’s class, planning the Science Research Symposium, or a Journey’s presentation, your class set the standard and did it with style, with heart, and with grace.

Who could ever forget the pinnacle moments your class made so memorable at our school…

  • Wrestling, Cheerleading, and Track send offs to the NY State Championships… I know one thing you will miss is that Tiger Roar before “We Are The Champions” plays
  • You led Theaterworks in a professional level production of Billy Elliot
  • Your strength in music led to a sensational performance of Carmina Burana
  • You laid the foundation for Science Research by inspiring others to join the program
  • You Volleyed for the Valley for another Charity Champions win.
  • And you had an amazing prom – and an amazing year led by your senior class officers and advisors, Mrs. DeMaine and Mr. Zupan. Can we have a round of applause for their creativity and hard work to make things extra special.

Whether in a social setting, the athletic fields or the classroom, your class has always set themselves apart by making a difference, acts that make Mrs. Cefaloni and the rest of us proud.

Often we don’t realize that we all make a difference in each other’s lives. But, how did your class really define what “making a difference” means…

  • You smiled in the hallway and greeted teachers and administration with kindness
  • You were cooperative when big changes were made
  • You were humble about your talents and achievements
  • You were enthusiastic about learning and strived to meet your potential
  • You responded to behavioral correction with maturity and understanding. Well… most of the time..;)
  • You gave others the benefit of the doubt and did not quickly pass judgment on your peers.
  • You were models of civil discourse in a society that could take a few lessons from young people like yourselves.
  • You contributed positively and generously to the school communities that you are a part of.
  • You created warm environments by singing Piano Man during lunch in the Band Room
  • You always had my back, especially when I attempted to stop on a hoverboard.

There is no doubt in my mind that you will continue to make a difference in the lives of others and the communities that you become a part of. What makes you different is what the world needs. What makes you different is what’s worth celebrating today!

As Margaret Mead, an American anthropologist and speaker, once stated, “A small group of thoughtful people could change the world. Indeed, it’s the only thing that ever has.”

I hope that you will always remember that you are valued and loved at Putnam Valley High School and that you will always make a difference.

 

Giving Students A Voice: Peer Mediation Comes to PVHS!

      With the dramatic increase in social media use by teenagers, school administration and counselors sometimes fill their days resolving student issues that can quickly escalate. During my first year as Principal of Putnam Valley High School, the  Assistant Principal and I discussed the benefits of implementing a peer mediation program to reduce discipline issues and decrease severe consequences such as suspensions. As a former teacher, who was trained in peer mediation, I knew that the program did an outstanding job of training students in how to resolve their conflicts while giving students a better understanding of themselves and others. Mediation sessions can bring great insight to the mediator and students in conflict. It gives each person the opportunity to learn valuable lessons in tolerance, patience, and empathy. Mediation sessions also help students to understand the results of their actions because they can hear directly from the person they have harmed. The program also teaches mediators lifelong communication and leadership skills that they can transfer to their everyday lives.

        To begin a program at PVHS, we needed some guidance and contacted Mark Weiss of Operation Respect. Once we did some initial planning, we gathered a team of enthusiastic teachers who were passionate about restorative justice and Mark trained them in the protocols of peer mediation. Teachers nominated students who they felt would be good mediators for the program. Teachers chose a wide variety of students who represented all peer groups and age levels. During the winter, we held two days of training. Mark and trainers worked with over 30 students and adults in the strategies of mediation. They practiced the art of good communication i.e. listening attentively, paraphrasing skills, as well as effective questioning techniques. As a result, this spring students participated in two successful mediations that were favorably resolved.

       We renewed our commitment to the program with a “Peer Mediation Pizza Kick-Off” in April. Mark reminded students of the mediation process, the importance of empathy, fairness and using good listening and effective questioning to get at the root of the problem. As part of the excitement, we also devoted and designed a unique peer mediation room for the sessions with colorful posters and artwork.

The teachers and students are very enthusiastic about the program and have high hopes for its increased utilization to decrease conflict in our school community. We look forward to training additional students and our incoming freshman next fall.  At PVHS we believe giving students a voice in their school helps to create active citizens who take a role in solving problems in their peer group, in their community, and in their country.

You can listen to an interview with Peer Mediators at Inside Putnam Valley:

http://www.pvcsd.org/streaming/InsidePutnamValley-e33.php

 

NHS Remarks: Strive towards your BEST self; not a perfect self

Before I begin, I would like to take a moment to recognize Mrs. Cefaloni who is retiring this year and has been a true model of what it means to be a part of the National Honor Society organization. She exemplifies exceptional good character, service, scholarship, and leadership. Can we please give her a moment of recognition and gratitude for all that she has done for the Putnam Valley Chapter of NHS?`

Now let me start with congratulations to all of the NHS inductees on this remarkable achievement! Each of you has excelled in the areas of scholarship, leadership, service and character and we are all incredibly proud of you, especially your parents who I know are beaming with pride to see you recognized for all that you have accomplished.

As I scrolled through the requirements for National Honor Society, I saw phrases such as:

Students who have a desire to do the right thing,

Students who have no disciplinary infractions…

Students who have morality and ethics.

Students with an outstanding grade point average.

These are certainly weighty requirements!

These standards were set back in 1921 during a time when all students did not even receive a High School education and high school principals wanted to promote “higher education” which in those days was high school.

Tonight, we are all very impressed that you have met these standards.But, let’s not forget that life has changed a lot in the past one hundred years since these requirements were written. Teenagers face vastly different pressures today than one hundred years ago. Life is definitely faster and more competitive.

As a National Honor Society member there are considerable expectations for you to maintain your credibility academically and behaviorally. However, I am here to remind you that you are HUMAN and you are at the beginning of a life-long journey of self-discovery. Mistakes will happen, missteps will be made. That is the nature of life. That is how you truly learn. Not one of you should be expected to be perfect just because you are a member of the National Honor Society.

Sometimes accolades like tonight lead us to believe that failure is not an option. I am here to tell you that is not the case! Let this significant accolade help you to stay grounded and remind you of the hard work and efforts that it took to get here.  Let it be a reminder of the great things that you can do. However, please don’t let the National Honor Society standards cause you to believe that blunders are not an option. No one is perfect, not myself, not Dr. Wills, your teachers or your parents. What’s important is that you keep trying to do your best, help others to do their best and reach out for support when challenges seem too great.

As you move forward from tonight’s celebration, keep striving toward your best self, but not a perfect self. Allow yourself the room to grow and learn and feel confident that along the way we will all be here to support you, to applaud you and to help you make the difference in the world that you want to make.

Congratulations again on this wonderful recognition!

New Teachers…. What do you REALLY need to know?

The School of Education at Manhattanville College is holding a special seminar for new teachers. As one of several administrators who will be giving advice, I have outlined a few key points worth noting for new teachers. As we know, the art of teaching is something that one learns over time with experience. However, there are a few ground rules that lead to success

You are a professional. Dress like one! Google and Facebook may have a climate that allows for casual Fridays with t-shirts and shorts, but your school does not! Unless it is a field day, showing up to school in flip flops, a tank top or shorts is not acceptable. Regardless of how other teachers dress, you need to remind yourself that how you dress sends a message to students, your peers and your administrators about how you see yourself and your role. You need to communicate through your dress that you care about yourself and your job.Your administrator should never have the passing thought, “is that appropriate?”

Be value added and be authentic!  1) Come prepared to all meetings showing interest and enthusiasm. Be prepared with documentation such as grades, sample work, attendance, or any other pertinent data. 2) And… don’t be that teacher who asks a question or speaks at every faculty meeting. It won’t bother your administrator, but it will your peers! If you have an important question email your principal or ask your mentor! 3) And finally, you don’t need to “kiss up” to the principal or Superintendent. Be passionate about what you do and do your job to the best of your ability. That is enough.

Use Good Judgment. The students are not your friends or your own children. Love what you do,  love them, support them, learn from them, but keep a professional boundary. Here are some simple examples: 1) You purchase wine to give out as gifts at the holidays. Don’t let students deliver the wine!  2) Communicate! Don’t leave Back to School Night because you think your conferences are finished. Parents can show up at any time, and if you haven’t told your principal, there’s a good chance that sneaking out for the day or night, will come back to bite you! Also, don’t leave your classroom at any time without another adult being present. You would be amazed at what can happen when you are gone… A good example, in one school, when a teacher left the room unattended, two boys started roughhousing, and one put his hand through the window! Don’t ever forget that those children are YOUR responsibility!

Use Social Media! This may sound contrary to what you have been told. No, you should not post pictures of you drinking wine at Happy Hour. But, you should Join Twitter,  Instagram, etc. as a professional to connect with fellow teachers from across the country and across the world who are sharing new ideas. Social media is also a great way to communicate the good things going on in your classroom and get new ideas to keep you fresh and current!

Hard days happen! There are going to be hard days. Days in which you feel like you entered into the wrong profession. That’s okay. Working with children can be unpredictable at times. What works with one student, doesn’t always work with another. Just take it day by day, take care of yourself and do one other thing… Make sure that every card, every kind note, and letter that you receive from a student, a parent or a peer is tucked away in a special folder for safe keeping.  On those hard days, go back and read them. This should give you the motivation to keep going when things get rough.

Teaching is the best profession in the world. Savor every moment of fun and hard work. You are making a difference, even when you think you are not!

A Long Lasting Spirit of Reform

As my school building examines the idea of changing its nine-period schedule, it reminds me of my experience as a young teacher at Dover Jr/Sr High School in the 1990’s. I was fortunate to experience something unique during that time. The administration and faculty undertook the process of becoming the first high school in New York State to adopt a block schedule! The initiative was incredibly exciting and made a lasting impression on myself and our young faculty, especially when the Commissioner of Education visited our school for a special news conference on the initiative. We were cutting edge, and we were proud!

With daunting poverty, Dover was a high school that faced many challenges in the1990’s, and our administration was searching for innovative ways to deal with the issues that many poor schools face. Over twenty years later, I am still impressed with the process the principal took to make a significant change to restructure our high school.

How did the principal do it?

She listened. When teachers came to the principal about their ideas on the Copernican Plan and how to restructure our high school, she heard them. She did more research and enthusiastically pushed forward the idea of changing the schedule, knowing that a good schedule has the greatest impact on a school building.

She embraced all faculty. Administrators are used to naysayers, but this principal turned skeptics into allies. Instead of ignoring feedback from people who were critical, she put them into key positions of leadership that helped to turn their perspectives into positive ones.

She took time for the school community to reflect. This is a critical factor that is often overlooked. As a faculty, we spent considerable time identifying building strengths and areas of weaknesses. However, instead of looking at these challenges as obstacles, she taught us to see our problems as an opportunity to initiate change.

She supported all teachers. With the recent adoption of the Common Core, teachers can feel as though they do not have sufficient support to implement the changes correctly. However, our Administration made sure that the faculty was given all that they needed to be successful and feel comfortable with the restructuring. First and foremost, the administration unified the faculty and gave that new team what it needed most… valuable time. We were given, time to go on school visits and observe, time to give feedback in the process, and time to properly prepare curriculum for teaching in a block schedule. Every faculty member took extensive professional development in cooperative learning, authentic assessment, and behavioral management to have the skills needed to teach in a 90 minute block period. The planning time and professional development were invaluable in helping teachers feel secure and confident moving into the new adventure.

At a first look, the move to a block schedule seems so simple. However, this was an extensive process that took patience, careful planning, and passionate educators who committed themselves to educating all stakeholders on why the status quo did not serve our students.

As a young teacher observing this process, I learned so much about how to work with faculty, and how to create an enthusiastic spirit for remodeling and restructuring a school. Our principal showed us that positive change could happen in schools and that we could make a significant difference in how we educated our students! Our principal instilled within her faculty a passion for learning and for growing that has never left us. Today, we continue in our roles as teachers and as administrators to strive for school improvement knowing that with a thoughtful approach and process, we can make schools better for our kids! I hope that I can instill within my faculty the same passion for progress that I was fortunate enough to experience. School reform can happen with an open-minded, forward thinking team led by committed administrators.

It’s Not Always About STEM

Imagine being the new student to a small suburban school where everyone has known each other since Kindergarten. It can be difficult for new students to fit in and even more challenging to find their way. To help our new students adjust, we have started a new tradition, the “NewComers Breakfast”. All new students are invited to a special breakfast at the beginning of the year of eggs, bacon, and sausage, hash browns, and crumb cake, all cooked by students in our self-contained special education program.

In our second year of the breakfast, everyone left feeling incredibly upbeat about the experience. New students were introduced to several key adults in the building and learned valuable information about their new school community. The administrators gave a welcome, and teachers gave overviews of school programs while students ate their meal. The adults mingled and ate with students to build meaningful student-teacher connections. The event was a heartwarming way to build a positive and supportive school climate.

For our special education students who cooked the meal, this was an authentic learning experience that engaged students in real life problem-based learning. Students experienced the entire process of cooking for a large group. Initially, students met with me to decide on a menu and food costs. We collaborated together on all aspects of the breakfast such as, the cost of store bought vs. bakery bagels, as well as other authentic issues that might arise when cooking for a large group. Teachers in the program worked with students on sorting out all details from napkins to condiments to ensure that all aspects of the meal were prepared and completed with quality. Students received an abundance of compliments on their cooking, which increased their confidence and enthusiasm for school and learning. These students learned necessary job skills that can guide them into future careers.

But, most of all, this event was a success because it was focused on building a sense of community within our school. All students need personal attention, and this event enabled new students to feel special and make connections with students and adults alike. These new students now have names to go with faces, and people in the school that they can seek out in case they need support. Everything is less overwhelming than it was before the breakfast. Furthermore, both groups of students feel more comfortable and more confident about their school experience, which is our ultimate goal recognized.

In the past ten years, STEM has become the avenue for success in 21st-century schools. However, educators cannot diminish the role of community building in schools or the role that authentic hand on experiences such as, cooking and catering, can do to prepare our students for the future.  We need to spend more time training students who are challenged by advanced science and math, to have the interpersonal and job skills necessary to find careers in a very technology focused culture.  Our NewComers Breakfast was a model activity to do just that! Our students created a useful and appreciated product that was valued by our entire school community. There is no better authentic learning!  Our schools are full of creative opportunities where students can gain satisfaction and learn real life skills without having to take a paper and pencil test or design a STEM project. Most importantly, these experiences can leave everyone feeling more gratified and uplifted about their school community.

Ask the Teachers!

Every year students graduate and move on. Teachers remain. Teachers are the one steady, and the one constant over time in a school building. Teachers are the school as much as the brick, mortar, books and pencil sharpeners. The key to bringing positive change to any building is to listen to the teachers and get their input.

1. Teachers KNOW the history of the building. They have survived administrations, programs, and students. They know what programs worked and why. They know what programs failed and why. Administrators should not be shy about asking teachers to talk about the past to gain insight into how to move forward.
2. Teachers KNOW the students. Teachers are the closest contact with students. They know what is “in” and they know what is “out.” They know how to relate to students. Administrators need to keep an open door with teachers to hear what is happening on “the ground” and to understand how to proceed on important issues.
3. Teachers KNOW how to make initiatives work effectively. Teachers often tire of not being consulted and often become frustrated with changes where there is no follow through or forethought into the outcome. Administrators need to communicate their ideas and gain teacher input that will foster success.

I am fortunate enough to work in a building where the teachers are 100% supportive. Over the past year, there were many situations involving students that required me to respond in a firm manner. As any new principal knows, it can be a challenge to win over a new student body, in particular, the senior class. Thankfully, teachers at PVHS worked behind the scenes to help students understand the reasons behind each action and to make sense of each event. Without the teacher’s support, students would have been much more reticent to accept how we were moving forward as a school community.

The teachers also helped me to understand the “why” behind programs that existed and structures that had been in place. As a former history teacher, it’s important for me to understand the historical context of a building. Through listening to teachers, I gained a better understanding of the moods and conditions that existed and the significance of previous events. This knowledge helped to guide me in all areas from creating a duty schedule, to planning professional development.

In summary, the old cliché is true.. “those who do not know history are doomed to repeat it.” Regardless of administrative experience, principals need to learn about their building, the history of their faculty and all of the “ins and outs” that came before. This work can be accomplished through building the best relationships with teachers. Teachers are a valuable resource that can provide the keys for moving the whole building forward. Their historical knowledge and professional insights can lead everyone to success.

PVHS First Year Highlights and Hurdles

It was a whirlwind first year at PVHS! The building, with its pristine corridors and classrooms, was bustling from day one. Teachers, staff, and students were generous and warm in welcoming me to my new school, and I am proud to be returning for another year as the principal. With so much to do, there was barely a moment to reflect on all that was done over the past year and I think it’s valuable to take a moment to sit back and recall many of the moments that encapsulated this past year. As a “historian” it also gives me the opportunity to put the year in context and record the highlights and observations from  the year for my personal reflection.

1. Freshman Foundations: The year began with a successful initiative set forth by the PVHS 9th grade teachers to set the social, emotional and academic foundation for our new members of the high school. With a focus on Habits of Effective Teens, by Stephen Covey, teachers gave individual workshops to our students to get them off on the right foot in high school. It was a group effort with all teachers’ grades 9-12 pitching in! Teachers gave presentations on getting organized, having gratitude and acquiring study skills. Freshman Foundations was the start of a new program that we will build on each year.  It was also an excellent day that demonstrated what teachers could accomplish as a team.
2. Color Wars: Spirit at PVHS is unprecedented!  Every student was fully decked out in his or her class color to support the event. Students participated in a variety of extremely well-organized events from wheelbarrow races, pie-eating and Sumo wrestling,  with each teacher jumping into help. It was a group effort! However, what was most impressive was how quickly everything was cleaned up. Within the hour, streamers, balloons and brightly colored red, blue, green and orange decorations were driven off in the pickup truck as another Color Wars came to a close.
3. Athletics: The Tigers had a tremendous year in athletics. Advancing in the football playoffs was no small feat while the Boys’ Soccer team proudly took the league this fall. The winter season was incredible with playoffs at the County Center for both boys and girls’ teams, and New York State appearances by Cheerleading and Wrestling. We celebrated with our new “Breakfast of Champions” for our athletes, and we congratulated our Super Fans in the spring for winning the Hudson Valley Sports Report Fan Base Challenge. Our Super Fans rock the PV House!
4. Theater Works: The spring musical felt as if I was sitting on Broadway. Me and My Girl showcased such phenomenal dancing. It was mesmerizing to watch the entire cast tap away with many students who had never danced before this musical. This show demonstrated what our students’ could attain with a high level of commitment and dedication to their activities.
5. Journey Program: The Journey Program kicked off this year with approximately 33 students in the program. These students embraced such exciting fields of study from real estate, filmmaking and the creation of barbecues! The students were led on a journey of self-discovery and it is a program that I would like more students to experience.
6. Student Recognitions: As an outcome of our PBIS program, one of our goals at the high school is to do more to recognize students in a variety of ways. The Student Spotlight was an excellent addition to our year that touched everyone’s hearts. Teachers recognized students of all grades and abilities for their kindness, hard work and positive attitudes and helpfulness at school. It was a well-attended ceremony that left everyone uplifted. We also added academic awards in grades 9-11 to acknowledge those students who worked so hard in their classes to achieve academic success.
7. Senior Week: Senior year is a significant milestone and to recognize this important transition, PVHS instituted its first Senior Week, where seniors were released from classes one week early to participate in a variety of activities. This week acknowledged the important rite of passage from high school to beyond, while also enabling students to have time to bond and savor their last moments together. A highlight was the Junior-Senior Ice Cream Social where the junior class provided the ice-cream, and the twelfth graders came in to get their yearbooks signed. It’s another new tradition that demonstrated the strong bonds in our school community.
8. Chemistry Forum: We are always reflecting on ways to help all children succeed and help all students access higher level, rigorous classes. Through working with our Chemistry teachers, we moved forward with the initiative to implement an Honors Option for all students in Chemistry next year. This change meant the elimination of the traditional Honors track. Although this led to some initial questions, we held a Chemistry Forum to give all parents, students and teachers the opportunity to discuss the critical issues of tracking, and pushing all students to excel.
9. Creating a Community: Upon arrival at PVHS, many teachers were frustrated with the restrictions that existed on the Internet. The filtering system prevented teachers from accessing valuable resources and videos. I couldn’t wait to surprise the teachers at one of our first faculty meetings with the news that the filtering restrictions were lifted. Teachers would now be able to responsibly access Youtube, social media and other sites to improve teaching and learning.  We also relaxed many outdated rules, such as “no book bags” for students to create a warmer climate where students and teachers feel respected and part of a larger learning community.
10. Let’s hear it for Mr.O! I would be remiss if I didn’t mention our two Assistant Principals! I was lucky enough to have veteran Assistant Principal, Mr. Oliverio begin the school year with me and get the school building ready for day one. After his retirement, I had the privilege of working with Mr. Odell as my partner for the winter and spring. We made many positive changes that will benefit the quality of life at PVHS. From the change in the traffic pattern to the addition of the Volunteer Access Program to record Community Service, we strengthened the infrastructure moving forward. I look forward to bringing our third, “Mr. O” (Mr. O’Connor) on board as we continue our important work.

With all of these changes and new events, the question remains, what is the most important thing I learned from this past year?

For one, it’s impossible to plan for everything. Being a leader means balancing these happy events while dealing with many of the issues and crisis that arise in any school building. The most important thing to remember is to face every issue head on and don’t be afraid to make decisions that are in the best interest of the school, even if met with resistance. I am relieved that the first year hurdles are behind me, and I can look forward to the consistency of a second year!

PVHS Graduation Remarks 2016

Honored Guests, Board Members, Fellow Administrators, Parents, Teachers and Our Class of 2016!

In 1939, a movie was released that has since become an icon of American popular culture. Written as a musical comedy-drama with much of it based in fantasy through its use of a dream sequence, it became known for the many basic life lessons that were woven through its storyline. The biggest lesson was learned by a little girl named Dorothy. That film, as you know, was T he Wizard of Oz, and the lesson Dorothy learned was, “There’s no place like Home.”

Putnam Valley Seniors, you will leave your home here today with your diploma in hand and your dreams ready to become realities. Every one of you can’t wait to meet the next experience that life holds for you! Each of you is eager and ready to set out on your own adventure, your own journey to Oz, and the path you will follow is your Yellow Brick Road.

But, before you open the door, take your first steps and leave, take a moment and look around you. Look at your classmates sitting next to you. Who has been the devoted Scarecrow, the beloved Tin Man or Cowardly Lion for you? Who has been with you through thick and thin? Now, look at your family and friends sitting in the stands. Who has provided you with that same sense of security that Dorothy felt in her own home.  Look at the school that was your educational home. Many of you have told me how much this school has meant to you. Savor this moment, savor the familiar, savor the KNOWN. You were truly blessed here, weren’t you? You had phenomenal, caring teachers here at Putnam Valley High School. I saw many of them at the prom last night celebrating with you. (Coach Elsasser, Ms. Nater and Mrs. Tarkington to name a few..)  You had extraordinary facilities here, and you had a tremendously supportive community here where parents took joy in participating in activities to help you. Whether it was fundraising for the Touchdown Club, or cooking for Making A Difference Day or preparing for the Senior Breakfast, your parents and community have shown their love and support to you.  Will it be easy to find that elsewhere? Pause carefully before you leap into the adventure that is your life and appreciate what you have been fortunate enough to have.

And as you travel down your own yellow brick road, know that like Dorothy, challenges lie ahead. But, know that like Dorothy who had her loyal group of supporters. So, do you! Know that whatever lies ahead your friends, your teachers, your school and your community will always be here for you!

But, before you begin that next big adventure, let’s reminisce for a moment, though, and look back on some of the big events from this past school year:

  • This was the first year that Putnam Valley had not one, but TWO, Assistant Principals. (Weren’t YOU lucky?)
  • For the first time, students went on internships through the Journey Program.
  • We had two amazing student performances: the fall drama and the spring musical, Death of A Salesman and Me and My Girl
  • We had a NYS NYSMMA trumpeter!
  • This year also saw the addition of the Senior Week celebration
  • As far as athletic accomplishments, let’s list a few:
  1. The Varsity  Soccer team won its league championship
  2. the Varsity  Football team made it farther in the playoffs than ever previously in school history ..
  3. Both the Boys’ and Girls’ Varsity Basketball teams won their league championships and got to go to the County Center
  4. The Cheerleading squad went to States
  5. The Wrestling team went to States
  6. Both Softball and Lacrosse did amazing in their respective playoffs
  7. And, of course, the Make-a-Difference club won the Optonline 5K charity championship!
  • Lastly, and perhaps MOST IMPORTANTLY, this year the Seniors recaptured the Color Wars Championship!!!!!!

Today, each of you is Dorothy. Your adventure down your Yellow Brick Road begins now. Follow it carefully – make it special, make it fantastical, make it memorable. You’ll encounter many unusual characters along the way, no doubt. Some will be kind and some will be mean, but I ask you now to look for the valuable lessons and life truths that each will teach you. Every experience that you have will have value, if you stop and examine it.

Do remember, though, that if, like Dorothy, life carries you far in both distance and time, you can return here, to your roots, to your Home, True happiness can always be found in your own back yard, because there’s no place like Home.