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Commencement Remarks 2017

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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!

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      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

 

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

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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

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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.

Ask the Teachers!

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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 Graduation Remarks 2016

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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.

 

A High Five for the Athletic Director

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“Coach of the year,” “all-star” and “MVP” are standard acknowledgments that are bestowed on deserving athletes and teams. In fact, star athletes and coaches receive a host of recognitions for their accomplishments. However, far too often the role of the Athletic Director is overlooked when reviewing the components of a winning season. And it is the Athletic Director who is the keystone behind the scenes ensuring that every team is ready to take the field, or the court with solid coaching, supplies and equipment.

Many people don’t realize that the Athletic Director is consistently in the role of “urgent care,” listening to coach’s issues, dealing with parental complaints, and all while running the day-to-day operations of athletics; balancing it all to do what is best for students. Besides all of that, he/she must also collaborate with community organizations to maintain strong partnerships that will benefit the students and the community. Additionally, he/she needs to work with the district administration to develop a cohesive vision of athletics K-12 that is fiscally responsible. And planning an athletic budget without any cuts is never easy. There are always parents; alumni or community members who want to share their point of view on the matter. Add in the fact that the Athletic Director has an incredibly demanding schedule, with attendance at every game, and this job becomes extra taxing.

The position of Athletic Director is a big job for anyone. Indeed, I have worked closely with many Athletic Directors throughout my career who I greatly respect and value. However, the person who “carries the ball” for PVHS, Mr. Brian Burrow, excels at the job he is doing for our school. Patient, hard working and ethical, he has one of the most challenging jobs in the district. He multitasks his responsibilities with skill and is extremely organized when scheduling a myriad of items from transportation to referees and facilities. He oversees field maintenance, coaches, athletes and so much more!

However, what makes Mr. Burrow (PVathletics1) a stand out is his strong core values and mission to run the PVHS athletic department with integrity. He embodies good sportsmanship and a positive competitive spirit, regardless of a win or lose situation. He is often called upon to enforce rules and policies that are unpopular. However, Mr. Burrow does not waiver and stands firm always doing what is right, even though it may not be the easiest thing to do. He regularly promotes school spirit and celebrates each and every team with pride. Mr. Burrow takes the extra time to tweet out results from every game/match to get the word out to the community, and always makes sure that teams are recognized as they leave for the big sectional and state contests. He acknowledges the importance of building strong relationships with students and regularly goes out of his way to attend meetings where he can offer them needed support. He works closely with the administration to push each athlete to achieve his/her best potential on the field/the sidelines or in the classroom.

Mr. Burrow is a proven leader who is committed to creating an environment where trust and teamwork are non-negotiable. He models the daily fundamentals of discipline and hard work, which result in consistent excellence for the PVHS athletic program. His team of coaches knows that what he says is exactly what he will do, and this engenders a feeling of confidence and trust among his colleagues. He teaches us that success is what happens every day on and off the field and not just in the big games.

As Dwight D. Eisenhower stated, “the supreme quality for leadership is unquestionably integrity. Without it no real success is possible no matter if it is on the football field, in an army or in an office.” And for that, I look forward to many years of cheering on the PVHS teams with Mr. Burrow leading the helm of athletics.

So, the next time a team wins, take time to give the Athletic Director a “high five” to acknowledge all that he/she has been done to make that win a possibility!

The Art of Good Teaching is the Art of Connection

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There is no shortage of reading on “how to be a great teacher.” The science of good teaching has been outlined by a number of now famous educational specialists such as, Madeline Hunter, Jonathan Saphier, Robert Marzano and Charlotte Danielson. Their work has become synonymous with effective teaching and their frameworks are frequently used as tools to help develop teachers.  Additionally, with  the prevalence of social media, there is now an abundance of resources available to educators on how to improve their craft. New teachers can read about the science of classroom management, creating rubrics, grading, parent communication and more. However, all teachers know that good teaching is not an easy task regardless of how clearly the elements are outlined in a book or blog post.  Persuading a group of students to do quality work is one of the most difficult jobs in the world.  Teachers need to be psychologists, social workers and nurses in order to figure out how to motivate each child. I keep this closely in mind when I walk into a classroom. In fact, the first question I ask myself when conducting an observation is, “what is the relationship between the students and the teacher? ” And secondly, “how much does this teacher focus on motivating the students?” I am looking to see if the  teacher is  just delivering content or whether he/she has considered the  learning needs of each student and planned accordingly.

The relationship between the teacher and student is primary. A positive relationship between the two helps to give the teacher insight into the child’s needs and in turn, motivates the child to learn.   Many administrators put a heavier emphasis for the teacher’s evaluation on whether a teacher is lecturing or planning a cooperative activity.  I think the greater focus should be on the student-teacher connection.  In fact, research shows that students achieve when they feel inspired and motivated to excel despite the delivery method of the content.  Achievement comes through a meaningful connection with the teacher. Students want to know that they are cared about and that they matter. Students, like all human beings, want their basic needs met.  It matters very little  whether the teacher is demanding, a hard grader, or chooses to lecture. Students will respond if they feel valued and included in the learning process. Contrary to popular belief, “think-pair-shares” are not the panacea for student achievement. The panacea is making the student feel a connection to the teacher, to the class and to their own learning. This is also what makes teaching a challenge.  Good instruction is complex because it involves emotions and human behavior. Some teachers put a great deal of time focusing on content delivery and compliance in the classroom. Truly great teachers spend a much greater percentage of time thinking about how to motivate every student and make the learning purposeful. This will lead to productive learning and a positive classroom with few issues.

Once the student-teacher relationship is well established, the next element of effective teaching is explicit instruction.  Does the teacher have an organized plan where the information presented is scaffolded and explained clearly? Whether the lesson is based on direct instruction or the inquiry method, students need to be clear about what they are expected to do.  Often, teachers don’t realize how unclear they are until students begin to ask questions about the next step. Teachers need to consistently reflect for every lesson on, “What do students need to understand and be able to do by the end of the activity?” Plus, “how I can organize the material in a clear and thoughtful way that will engage all students?”  Given that, the teacher needs to constantly check for understanding and assess if the students are grasping the task, concept, skill. Formatively assessing students is integral to student achievement and something that can often be neglected in favor of summative exams that are far less informative for the teacher.

It takes a tremendous amount of effort, planning, and reflection to be an extraordinary teacher. Even if a teacher carefully plans every lesson and follows all of the models for effective instruction, getting all students to achieve is not a guarantee. If that were the case, it would be easy to identify who will be a great teacher.   The truly wonderful teachers have a “je ne sais quoi” characteristic that is hard to explain. In fact, Malcom Gladwell wrote an article in the New Yorker, 2008 about how difficult it is to identify the right abilities for the teaching profession. Gladwell compares picking the right teacher to trying to identify who will be the next Heisman Trophy winner. It’s very difficult to predict. However, he does explain that quality teachers have a “with it” vibe. They have skills to manage the classroom seamlessly with abilities such as,  talking to one child while giving a cue to another that his/her behavior is inappropriate.  These are teachers who know their students so well, they really can see behind their head! Teachers who are “with it” relate easily to kids. They feel comfortable in the classroom and present the information in such a manner that makes students riveted to the teacher and excited about learning. This is what makes for great teaching!

In summary, there are many elements that contribute to quality instruction. However, the most critical component is building  student relationships and identifying student needs. Once that is clear, teachers can focus on the lesson design, and how to ensure students are grasping the material. In this day and age with increased technology, students need more human connection than ever. Teachers are invaluable to helping students cope with many of the new daily stressors that face them each day.  We should be providing more professional development for teachers on how to truly motivate students and diminish the focus on compliance.  The teachers who are the “Heisman Trophy” winners of the classroom are those teachers who inspire through caring connections, high expectations and well-prepared instruction that  focuses on the student’s needs before content delivery.

Notre Dame Excellence In Teaching Conference

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I had the wonderful opportunity to visit Notre Dame University for their annual Excellence in Teaching Conference at the end of October.  Notre Dame has a strong commitment to scholarly research.  As opposed to the “hustle bustle” of most conferences where hundreds of everyday practitioners are presenting their best new ideas, Notre Dame offered only four sessions, which were all led by renowned researchers in the field. Presentations on Creating Digitally Native Students; Problem Based Learning through Project Lead the Way and a session on the Importance of Formative Feedback were given through articulating the most recent research in the field and how it can be applied everyday in the classroom.

However the most interesting and relevant session was on “The Psychology of Achievement.” Presenters on this topic were lead researchers at the University of Pennsylvania’s Duckworth Lab on “Improving Student Academic Performance and Learning by Developing Students’ Non-Cognitive Skills” with Andrea Duckworth.

The central idea in this session was an explanation on why we need to teach kids to be more self-controlled and “grittier.” Through Duckworth’s research, it was determined that as educators, we really don’t know how to build grit in students. The presenter contends that schools are not using true predictors of success when they only measure students through IQ and general knowledge tests. Research has shown that IQ is not an accurate forecaster of which children will be successful. Therefore, teachers should be putting a greater focus on building students’ non- cognitive skills such as: “belonging, goal-setting, self-efficacy, mind set, capital and social attainment motivation.” As Duckworth stated, “Grit is living life like it’s a marathon, not a sprint.” As educators, we need to teach students that they can fail and persevere at the same time.

Here are some practical ways that schools can accomplish this goal?

First, we need to get each student to aspire to college through developing a “change is possible mindset” where students understand that past behaviors are not necessarily predictors of the future. This can be accomplished through using real life scenarios to teach students how to overcome problems, as well as, giving students “grit scales” that help them identify their weaknesses when trying to accomplish goals. The Duckworth Lab https://sites.sas.upenn.edu/duckworth offers a variety of useful resources including these “grit scales” that are available for educators.

Secondly, teachers need to give “wise feedback” to prepare our students for what lies ahead. This means giving criticism with high standards.  We can do this by creating a  “culture of coaching” where teachers give regular feedback to students that is very specific and useful for improving student performance. Grading practices where a teacher gives a student a checkmark for work completed does not help a student to grow or improve their performance.

Third, we need to focus more on designing learning experiences where students see a real life application and value in what they are doing especially when it comes to planning for college. Counselors and teachers need to give students deliberate positive messages and hands-on exercises that not only prepare students to apply to college but help them to make the successful transition between high school and college. This means removing any negative attitudes about college and helping students all the way through college matriculation. This might look like, opening college emails together, signing promissory notes, registering for classes and filling out health forms with students. Many children come from homes where there is no support for these types of activities and without this help; students could easily develop a negative mind-set about their future.

One of the most important things that educators can do to increase student success after high school is to reduce “hand-holding.” Researchers suggest that academic independence should increase the older students get. By the time students are juniors and seniors, teachers should not allow extra credit, give assignments that require long-range planning and promote self-advocacy through internship type programs.

Lastly, we need to work more frequently on helping students plan for the “obstacle in mind.” When large projects and task are at hand, teachers and counselors need to take time to help students develop a plan of action for success. As an example, before students begin an assignment or task, they should write down the goal of the project, the best outcome they expect, an obstacle they might face and then an “if/then plan” to overcome and persevere to get the project finished. This is a useful strategy that can be utilized in all subject areas, as well as, for longer range planning such as college.

Concluding the session, The Marshmallow  Test by Dr. Walter Mischel, a Doctor of Psychology at Columbia University, was mentioned as a good introduction to the topic  of self-control. Dr. Mischel was recently on the Colbert Report, which gives a quick, yet entertaining overview of the topic and a good starting point for a faculty discussion.

 http://thecolbertreport.cc.com/videos/g36k7p/walter-mischel

Besides a number of articles, the presenters gave a myriad of resources for those who were interested in furthering developing these ideas in their schools and to continue their work.

Character Lab: http://characterlab.org/

WOOP/MCII website: http://www.woopmylife.org/

PERTS: https://p3.perts.net/programs

ScholarCentric: http://www.scholarcentric.com/

Over the last few years, research on the topic of developing self–control and grit in students has grown tremendously. Through on-going collaboration with practitioners, these research findings will help schools develop independent, persistent and diligent students who are ready to face the challenges ahead of them.

Do you have other ideas for how we can develop persistence in children?

 

The Power and Purpose of Homecoming

Posted on by ski626

Through my twenty-five years in education, I have seen many homecomings that have included everything from amazing pep rallies, to parades and bonfires. And one thing that I know for sure is that Homecoming is more than a celebration of our athletic teams, but a way to bring the whole school community together in a shared purpose to give everyone a sense of enthusiasm for school. @SirKenRobinson mentioned in one of his latest talks, “How to escape education’s death valley”the purpose of leaders is not “command and control,” but “climate control” and exactly the reason why I believe a substantial and successful homecoming is essential. Homecoming gets everyone excited and feeling optimistic about their environment. Furthermore, a BIG homecoming plants the seeds for a thriving culture where kids feel more connected to their school and teachers and therefore, more likely to learn.

In this day and age leaders/principals can be swept up in the testing culture and many feel the need to cut many of these non-academic events. However, this past week I observed one of the greatest Homecoming weeks ever at Millbrook High School and it truly confirms the idea that a lively, positive culture will produce more long lasting results than a culture that is dull and dormant and focused solely on preparing for exams.

As leaders how do we harness the power of Homecoming?

  1. Homecoming is the perfect opportunity to build a more tolerant culture where all groups coexist and all students feel like they belong. At MHS, I was impressed with how the Art and Music departments came together to make Homecoming special. The Art Department designed the Homecoming shirts and along with the high school art students created an amazing outside painting of our mascot, the Blazer, on the hill leading up to the athletic field. It was impressive and the perfect way to include our artists in the festivities. The MHS Chorus and Band were an important part of our pre-game celebrations and made us feel like we were at a large college-sporting event with the sound of “On Wisconsin” playing for each touchdown. In our sound booth, we had our technicians and future radio deejays, who through Homecoming had a glance into a future career and a new way to connect to school. These events were a special way to create value and purpose for all students.

Blazer 2014

  1. Spirit week activities gives principals the opportunity to empower teachers and students in leadership roles. For the first time ever class advisors and students were given total control over the week’s events and they were thrilled. With that, they literally took the ball and ran with it. The class advisors did a fantastic job building spirit throughout the ranks with homemade t-shirts, banners and activities to bring everyone together. All teachers did something to make spirit week contagious, whether it was face painting or grilling the burgers at the MHS Athletic Barbecue, everyone put in extra effort for our students. Additionally, the seniors took a leading role in getting the entire student body on board by demonstrating that it’s “cool” to be a part of these activities. In fact, I have never seen so many students at a high school pep rally participate in all of the fun events not to mention the large amount of participation in each day’s spirit activities. Student Council provided tons of decorations and props for the week, which increased everyone’s enthusiasm. Our PBIS Team made a mission this year to create a culture where everyone is excited to come to school and there is no doubt that their efforts paid off. They planned a two-hour pep rally that included fun, team-building activities where all students participated at every grade level. They also united the faculty with an amazing flash mob dance at the end of the pep rally that ended with the whole student body out on the dance floor. It was an incredible and wonderful site to see everyone join together in the fun. It also demonstrates the level of caring on the part of our faculty who made the extra effort to learn the dances so that we could do something special for our student body. This was also a great way to build unity and cohesiveness among the faculty that increased their joy as well. These positive feelings lifted everyone’s spirits and created a culture of good energy that will sustain us during stressful times.
  1. Homecoming events are about the whole community and can be used as an opportunity to “give back”.” Along with our many spirit activities, MHS had a canned food competition where each grade contributed canned food to see which grade could contribute the most cans. This canned food drive will help supply our local food pantry at a critical time of the year right before the holidays and teaches students the importance of giving back to our community. It also was another good team building activity where students, who aren’t athletes, artists or musicians, can play an important role during the week.

Our MHS Homecoming was impressive! The events gave us all a sense of the wonderful possibilities that lie ahead for our school with a shared mission of teamwork, collaboration and good cheer!