A High Five for the Athletic Director

“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 AP Is My Co-Pilot

Being a principal is often like flying a jetliner. Sometimes you hit some turbulence and sometimes there are blue skies. Regardless of what lies ahead, every flight takes both a pilot and a copilot to make the trip successful. The same holds true for schools. A principal’s job is much more challenging without the help of an excellent assistant principal. In fact, the assistant principal plays a vital role that is often overlooked but is a role that fulfills many duties and responsibilities. The job of the assistant principal is one that focuses on everything from parking, discipline, and testing to ensuring that the entire building is running smoothly. It’s a demanding job and one that not everyone can handle.

This year, I have been fortunate enough to work with two excellent Assistant Principals at Putnam Valley High School. When I arrived at Putnam Valley in August, the first day of school was around the corner. Thankfully, there was an established Assistant Principal, Mr. Oliverio, who knew all the ‘ins and outs” of Putnam Valley High School. He was the perfect person to help me get on my feet, and get the school open for September. I never needed to worry because he had everything well under control. Although we only worked for a short time together, I am grateful for all of the help and guidance that he provided me.

Most recently, Mr. Ryan Odell, a veteran teacher, has moved into the position of Putnam Valley, Assistant Principal, and I am overjoyed to have the opportunity to work with him! He is a dedicated educator who is committed to serving others and improving our school with me. During his interview, he was asked, “what tool would he describe himself as” and without hesitation, he stated, “a table saw because it can do everything.” And.. was he right! There is no doubt in my mind, that indeed, he can do everything!

In a short amount of time, he has shown himself to be exceptional at everything thrown before him. With the ability to see the “big picture,” he has helped me to improve many systems and programs within the school that needed polishing. He has exceptional attention to detail and completes his duties thoroughly and efficiently. As a drummer and artisan, he has the tremendous creativity that he uses to redesign documents, presentations and classrooms to make everything he touches more pleasing to the eye. He loves students as much as I do and sees himself as someone who can help students navigate through those challenging adolescent times. He is compassionate, caring and friendly. Characteristics that make it easy for students and teachers to seek him out for guidance and share their voice on important issues. Most importantly, he has a great sense of humor, a critical ingredient for making the workplace fun and satisfying. He is an excellent sounding board and has great wisdom that helps ensure we always make the best possible decisions for our school.

Principals face many pressures. However, a skilled assistant principal relieves those stresses with ease by knowing just what to do and say. As Nelson Mandela said, “ A good head and a good heart make a formidable combination” and that is exactly why I couldn’t be luckier to have Mr. Odell (@rodellvp) as my copilot!

The Art of Good Teaching is the Art of Connection

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.

Graduation Speech 2015

Superintendent D’Angelo, Honored Members of the School Board, VALUED Teachers, HAPPY Parents and Friends, and FUTURE LEADERS of this country

STUDENTS: As every High School Principal across America will say at this occasion, your High School Graduation marks a beginning and an ending. And, as with every other beginning and ending, it’s bittersweet. Now, some of you are probably wondering exactly what that means. How can something be bitter and yet sweet at the same time? It sounds like one of those oxymorons, doesn’t it…and it is. C’mon, you all remember Mrs. Traudt telling you about those, right? Phrases formed by seemingly contradictory words placed side by side…like “jumbo shrimp,” “near miss,” “paid volunteer, “and” original copy.” Your graduation *is* bittersweet. It’s bitter for your parents, who realize that your years in their house and under their roof are coming to an end (well, they are HOPING SO, at any rate). It’s bitter for your friends, who know that soon you will go your way, they will go theirs, and the path that each of you takes may never cross again. And it’s bitter for those of us who have had the privilege of teaching you and coaching you at Millbrook High School, because we are reluctant to let you step into a world where there is still so much more for you to learn. Like anything bitter, it’s hard to swallow; the sweet part is so much easier to take.

And there is so much that is sweet! Ever since you were born, your parents have waited for this moment, society’s recognition of an educational milestone and their own chance to be openly proud of you. Their long years of packing lunches, and helping with homework, and picking you up from practices – it’s over now. For them, it’s time to celebrate! For you and your friends, graduation is sweet. As the official line of demarcation into adulthood, your graduation is your entry into what you consider freedom. The world is your oyster, and the pearl lies within, just waiting for you to discover it! For your teachers and coaches here at Millbrook, your graduation is also sweet.

Today marks the culmination of everything that you have been taught by the many very caring people in Millbrook Schools who have called you “student.” It’s years of their dedication reminding you about things like your parking pass, internship papers and scholarship applications which have helped you get to this moment today. And they celebrate this graduation with you!

All of you who have walked into these front doors and through these halls and classrooms for the last four years feel as if you have left an impression upon this school, and yet your marks are not readily visible when you look at the building. As with footprints in the sand, where the next wave comes and washes the shore clean of any traces of them, next year there will be new students who will eagerly cross that threshold and who will take your places in the classroom seats. (And they already can’t wait!) They will ride the same buses that you took, and play the same positions in sports that you had…and their artwork will hang where yours does now. What, if anything, then, do you leave behind? How do we know you were here? What is your legacy?

If there is one thing I want you to remember today, it is this: For me, the real legacy of this class is LEADERSHIP. Over the last three years, I have watched you grow and mature immensely. I have witnessed your transition from youthful and inexperienced Freshman into mature and thoughtful Seniors. I have watched you rise up to set the general positive tone in the building from the very start of the year. Your class has led two extremely successful Big Blue Days. You have produced an outstanding, award-winning yearbook and shown your impressive artwork around the county. Under your leadership, we have gone to the sectional playoffs in almost every sport. The seniors in the band helped break in our new Band Director, Mr. Dunninger, and also were strong main characters who led the cast in an extremely creative production of Sweeney Todd. Your efforts also commenced the handing over of the “legacy key” which opened every locker in the school. And just recently, four members of this class (Jake Higgins, Kevin Sheehan, Denny Tyner, and Reggie Colley) and one member of the Freshman Class were recognized for their extraordinary heroism in saving one of our fellow Blazers from near death. For this, you will forever be MY HERO’S. And finally, your class conducted the biggest and best Spirit Week in MHS history! The memory of you sitting out in the front lobby for the Hawaiin Day Luau as students came into the building in the morning will never be forgotten.

These are events which will leave indelible marks on those who follow and which will forever brand your class with a legacy of leadership. For that, I could not be prouder of you. This is why, *you*, the Class of 2015, have been given the honor to be the first class to have their graduation ceremony on the new turf field.

 So, as you head toward college, the military, a job, or wherever your life now leads you, I hope you look back fondly on your high school experience. I hope that you look back at Millbrook High School with as much love as I do as you embrace a lifetime of adventures. Become someone. Become someone great. Become a leader in all that you do, never take the easy road, and always, always leave that which you do today…a LEGACY OF LEADERSHIP. Congratulations, Graduates!

 

(Special thanks to Carol Sapienza for speech writing tips and edits!)

 

A Spirit of Innovation: Get your stomp rocket ready!

One of the questions that we consistently reflect on at MHS is how to motivate students who feel disconnected from school and learning. This year, one group of teachers expressed the idea that our school needs a place for students to experiment and create with their own hands. We have many students who are eager for this type of learning, but with increased academic requirements and limited budgets, our wood shops and consumer arts courses disappeared a long time ago. Other than Project Lead the Way, which is not available for everyone, there is very little opportunity for students to have the “hands-on” learning experiences that they are craving.

After great consideration, I hit upon the idea of a “MakersSpace.” MakersSpaces have become wildly popular in the past few years. According to MakersSpaces.Com, a Makers Space is a “community center of tools” and is a wonderful way to democratize engineering education. (http://spaces.makerspace.com) Makers Spaces can encompass all sorts of materials, from computers, sewing machines, hammers, etc. The design is up to the creator. Through the task of plain old tinkering, MakerSpaces help to build student confidence, foster deeper student understanding and teach collaboration.

Fortunately for our school, I was given the opportunity to write a grant through our local BOCES to help provide students with the chance to create, design and build. Under the leadership of my Earth Science teacher, Trace Keller, we decided to incorporate the idea of a Maker Space through a new club next year entitled “Robot Wars.” The club will be a place where we can encourage playfulness and inspire curiosity among students. Students will have the chance to create robots, small machines or just “tinker” if they choose. The club will be our “laboratory of inquiry” where students can work with the questions in mind, “how do things work? And why do things work that way?”

The teacher ran an introductory activity to attract students to the club, and it was a huge hit. From just a soda bottle, some tubing and a marshmallow, students were able to create stomp rockets that flew thirty feet off the ground. It was so much fun and drew the attraction of students who don’t normally stay after school. The success of the activity solidified our thinking, and we enthusiastically moved forward to create our MakersSpace Club.

To get started, we ordered $5,000 worth of materials, including everything from glue guns, and goggles to Lego robot kits. Although we were fortunate to receive our funding from a state grant, Edutopia wrote a very helpful post that lists several other possibilities for schools to get needed resources.

http://www.edutopia.org/blog/6-strategies-funding-makerspace-paloma-garcia-lopez

At MHS, we hope to create an inspirational and innovative lab where through inquiry, play, and collaboration, students’ curiosity and understanding deepens. Although we are starting small with an after-school club, the possibilities for further growth are endless. Hopefully, one day we can find space for a full-time playroom where students can just stop by to experiment.

Information on this topic is readily available for anyone who wants to start their own MakerSpace. The following link is a helpful place to begin. http://oedb.org/ilibrarian/a-librarians-guide-to-makerspaces/

 

Stomp Rocket!
Stomp Rocket!

 

 

 

 

Snowshoeing for Fun and Fitness

This winter Millbrook High School was fortunate enough to receive a grant from the local Millbrook Schools Foundation to purchase snowshoes for our physical education classes. Observing the students during their first time on snowshoes was an uplifting experience that has led me to see the true value of physical education in schools. Physical education is integral to developing the whole student through fun activities that build a child’s self-esteem, good character and leadership skills.

Snowshoeing is the perfect example of how a fun activity in physical education class can lead to healthier and happier students. When the weather finally relented last month to allow for some outside activity, students were beyond excited to try out a new activity. The snowshoes enabled students to be outside during a long cold winter, and they were squealing with delight. The excitement was palpable and contagious. Kids who typically show no enthusiasm for schooling were the first ones ready to go!

Most students had not been on snowshoes before. This led to some new challenges such as getting on their snowshoes for the first time and then getting over some clumsy first steps. However, that didn’t stop any of them! In fact, every student who fell, got back up with a smile on their face and was laughing and having a good time. Even though snowshoeing is an individual sport, students were reaching out to each other for help and support. The high level of cooperation and caring that I witnessed between students was impressive. They proved to themselves that with a little perseverance, and a little teamwork they could each enjoy the activity. It was rewarding to watch students who are typically unhappy in traditional classes trek ahead and exclaim, “What a great day of school it was.”

Charlotte Kelso in the Importance of Physical Education, http://www.veanea.org/home/1000.htm discusses the psychological benefits of a quality physical education program, and I couldn’t agree more. With unique units like snowshoeing, the physical education teachers at Millbrook High School (@stolly23 and @dannyfunk23) have created a dynamic program that teaches students how to master their fears, develop self-confidence and set goals for their future.

What fun and unique activities happen in your school?

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January Regents-It’s Time for a Change!

Three times a year, the office door opens and the courier brings in several locked steel boxes filled with Regents test materials that are then kept under lock and key until the morning of the exams. This protocol has been strictly enforced in all New York State schools since the early 20th century. In fact, at one time, The New York State Education Department gave as many as 67 various Regents exams to measure if a high school student was qualified enough to graduate from high school!  Presently, a student must take at least 5 exams over three years in order to graduate. Testing sessions are scheduled in June, August and January. However, with the constant threat of bad weather and school closures in January, The New York State Education Department should consider moving the January session to November or March.

Seniors who have yet to pass one of the critical five exams needed for graduation rely heavily on the January test period. Traditionally, when school has been closed, the Regents exams are also canceled and students must wait until the June session to take the test. This adds additional pressure to students who are already under great stress to pass these high stakes exams in order to leave high school. By moving the exam session to November or March, the threat of an exam cancellation would be much less and alleviate much of the duress that the students are under.

Thankfully, this year, NYSED made a historic decision and allowed schools that were impacted by the “Blizzard of 2015” to reschedule any of the missed Regents exams during the course of the week. This was extremely beneficial to those seniors who had graduation hanging in the balance. However, the wintry weather made rescheduling complicated and also raised questions about security of the tests around the state.

With high schools around the nation focused on reform, a January Regents session makes it virtually impossible for schools that want to move to a Copernican block schedule. If the Regents exam for a course is canceled due to weather, the students face the possibility of taking the test in June after not having direct instruction in the subject area since January. On occasions when this has happened, New York State has given students credit for the canceled exam, but NYSED  is unpredictable in these situations and schools can not guarantee that this would be the outcome. Therefore, most schools avoid any type of creative scheduling in order to comply with the testing schedule and delay needed reform.

Besides the additional stress that the weather can bring to January Regents testing, this testing week causes a complete disruption to learning. Many high schools stop all instruction to give the Regents tests and combine it with a Mid-Term Testing Week. In the era of increased testing, a week of summative testing is not the best use of time. Either students are immersed in long exams all week or they are home with very little to do. Furthermore, the reality is that students who are weak academically are further penalized with a long, arduous week of testing that sometimes can turn into even longer if there are weather related cancellations.

At Millbrook HIgh School, we are brainstorming new and innovative ways to maintain the January testing session without stopping instruction for the entire week. However, if the state continues with the January testing session, it will continue to be difficult for those struggling students who are removed from classes in order to retake their Regents exams. 

IB Impressed!

School apathy vs. an “Ivy League college or bust!” attitude exemplifies one of the great issues plaguing our high schools today. How do we balance the needs of high achieving students who are driven to go to an Ivy League school, with the needs of students who struggle with the rules and routines of a traditional high school? At Millbrook High School, our answer is to implement the International Baccalaureate Program, a program that is for ALL students.  As a former IB educator, I have always strongly believed in the IB philosophy, however, now through my exploration of the program in a new school setting, I am “IB impressed.” In fact, regardless of the subject area or level, all of the teachers investigating the program at Millbrook, have expressed their excitement and enthusiasm for IB implementation at our school. Why are we so impressed at Millbrook with the IB program?

It’s a program that was developed to create a more peaceful and better world. No one could argue with the fact that we live in a complex world filled with intolerance and conflict. The IB program strives to shape global citizens who have the critical thinking skills and knowledge necessary to grapple with these challenging  21st century issues. Most importantly, the IB program fosters a culture of tolerance to create caring and compassionate students who can contribute positively to their schools, their communities and the larger global society.

Unlike, the Advanced Placement Program, the IB program is for ALL children. It is designed so that every student, regardless of GPA or class ranking, can participate. In fact, the IB Organization emphasizes creating an “IB for ALL” program where all students are given the opportunity to attempt the IB diploma. The focus for IB is not on the final test scores, but on the learning process and habits of mind that students acquire through taking an IB course. The IB program develops the whole child and gives every student the chance to have an IB experience through a well-designed curriculum, a CAS project or Theory of Knowledge course. Furthermore, students are assessed in multiple ways through essays, projects and performances, giving them more than one opportunity to demonstrate what they know and are able to do.

The CORE of the IB program is what gives the program its heart and focus.The Extended Essay, the CAS activities and the Theory of Knowledge course are the core three components that connect all subject areas in the program and gives the curriculum even greater meaning. The Extended Essay, a 4000 word research essay, gives students an opportunity to delve into a topic of interest for a rich research experience that more than prepares students for a college research paper. The Theory of Knowledge course gets at the heart of teaching students how to think about what they are learning.  It examines “ways of knowing” and helps students to balance their beliefs and think critically about how to approach knowledge in each subject area. The CAS component helps to teach students goal setting while also encouraging intellectual risk-taking and sharing new information with others in the community. The core of the IB program creates students who are self-assured, well-balanced and ready to explore the world around them.

Beyond all of the benefits of the IB program for students, it also strives to create educators who are life-long learners with strong pedagogical skills. Trainings, roundtables and conferences give IB teachers a support system to stay current, share information and strengthen their skills while the IB Curriculum Center provides a wealth of resources to give teachers the answers to their pressing curriculum questions. The spirit of collaboration among IB schools is unmatched and a testament to the IB mission and philosophy that all IB schools share.

The reasons to be IB impressed could go on and on, but to conclude the  IB Organization is a model organization that continues to reflect on how to best meet the needs of its IB schools. With a new hub in Bethesda, Maryland and a redesigned web page, the IB program is consistently working to improve its efficiency and communication so that a global organization feels more like a small community that is always there for support.

At Millbrook, we are excited about the new possibilities that IB will bring for our school and look forward to becoming a part of this prestigious and high quality organization.

Why are you IB impressed?

Through New School Doors

Even in the age of the “connected educator” there are still far too many schools and teachers that remain in a state of isolation. Everyday there are tweet chats with questions about how to get other educators “on board” to embrace change. From my experience, the best answer to that question is for teachers to make an old fashioned visit to another school. Getting out of the daily routine to visit another school can do more to empower a teacher than any login to a Facebook or Twitter account. Although these social media tools have made wonderful strides to transform educators, there is nothing better than person-person collaboration to reform schools. As one of my faculty members stated, “Teachers listen to other teachers to see what works.” It’s no surprise that when teachers visit other teachers, they return to their own classrooms with a renewed sense of purpose and inspiration.

Just like a student entering a classroom, the learning on a school visit begins right at the new school doors. Taking the time to observe the architecture and design of the building can offer many insights into what the school community values and how it was influenced by the social forces at the time it was built. For instance, some schools have very open spaces that were popular in the 1950’s through 1970’s while others have a more Gothic feel that was popular with schools that were built in the 1930’s. Every school holds fascinating secrets within their design that show how education was impacted by the political and social events over the past one hundred years. As an example, Croton-Harmon High School, in Croton-on-Hudson, New York is home to beautiful murals in its auditorium that were painted by New Deal artists during The Great Depression. Some schools have murals on their walls or doors painted by students that give a valuable school history. Whether the school is modern, minimalist or filled with old plaques, the school design and the relics within it, give a visitor a lens into how other communities interpreted the best way to educate their students.

Beyond the exterior, each school has its own programs that can provide new ideas for visiting educators. For instance, some rural schools in northern New York, like Gilbertsville, have a very unique recycling program where the compost helps to feed the animals of local small farmers. Some schools have very distinctive schedules or renowned programs, like the International Baccalaureate Program, that are worth exploring. Whatever the focus may be, there is always a great deal to be gained by observing students, rituals and creative programs in another school that can be tweaked and applied to ones own school setting.

Most importantly, the best reason to go on a school visit is to meet new people and build new connections. There is nothing more invigorating than meeting with another teacher who teaches the same subject matter face-to-face. Social media has helped to bridge this gap for educators, but building relationships with school teachers outside of the building helps to provide the support necessary for a teacher to stay fresh and excited about teaching and learning. It’s another resource and another critical friend to share ideas with.

I can recall in 1993, when as a new teacher, we were asked to visit a school in Massachusetts that had Copernican scheduling; we returned from the visit enthusiastic and ready to move forward with our own scheduling initiative. My faculty, at Millbrook High School, has visited several other schools to bring back ideas for our Senior Internship Program, insights on scheduling, as well as the chance to explore the International Baccalaureate Program. Each time teachers have returned excited and ready for new possibilities. School visits provide motivation and inspiration while also shedding light on the positives in ones own school.

On the flip side, it takes time and energy to host another school and I am very grateful to the following schools and people who have opened their school doors to us: Croton-Harmon High School, Red Hook High School and Dobbs Ferry High School. MHS has gained invaluable insights into programs and school life that otherwise we would not have had. Special thanks to @RoyPaisley @Meghalberg @Careim2 @johnfalino1 for their hospitality.

Every administrator should have the goal to get some of their faculty out to a different school in 2015 for new learning. Use Twitter for more than a tweet chat and take advantage of those relationships to get out of the building and walk through new school doors!  Just one visit can be the fuel to begin school improvement.

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Notre Dame Excellence In Teaching Conference

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?