5-31 Itinerary

       Current Event- Bullying

*Communication, Collaboration, Decision Making

·         Scheduling

o   Master Scheduling/Student

o   PSSA/Benchmark Scheduling

·         Case Study – Student Presenters

·         Field Experience Discussion (#3)

      

Think about: The three theories discussed in class and the strengths and weaknesses of each theory.

Reflective Journal Prompt #6

Prompt #6:  What theory do you think would be the most effective theory for increasing student achievement? 

·         Part 1: Support your choice

·         Part 2: As an administrator could you put the theory you selected into practice?

o   If yes, how?

o   If no, what barriers would prevent the application of the theories principles?

Classic Theory	Social Theory	Relationship Theory
Scientific	Whole & Interrelated Parts	Participative
Management	Internal Environment	Distributive
Bureaucratic	External Environment	Facilitative

o  

Sidebar: What Makes an Effective Principal

·        Understands how children and adults learn.

·        Analyzes instruction and student learning through regular classroom observations and provides detailed feedback to teachers that supports instructional improvement.

·        Uses data to measure student learning and instructional improvement and to drive planning.

·        Develops and communicates a shared vision and common understanding of effective classrooms and instruction and organizes the school on it.

·        Understands the achievement gap and implements explicit strategies to close it.

·        Creates a collegial environment in which leadership is shared, professional practice is made public, risk taking and innovation are supported, and consistent high-quality instruction is paramount.

·        Creates a school community devoted to social justice, high expectations for all, and equity in students' opportunity to learn.

·        Understands the needs and assets students, parents, and the community bring to schools and builds strong relations with all constituents.

·        Uses the school budget, the human resource function, and other resources strategically to support improved student learning.

·        Develops and maintains a safe and disciplined learning environment and manages building operations in support of student learning.

·        Reflects on practice and continually refines leadership based on learning and experience.

Source: Boston School Leadership Institute

Understanding the Transitions to Common Core Standards

Common Core FAQ

When the State Board of Education adopted the Common Core Standards on July 1, 2010, it charged PDE with the responsibility to complete a full alignment study of PA Academic Standards to Common Core Standards - in terms of both content and rigor.  That work would define a transition plan and provide clear direction for districts to implement Common Core Standards. 

The proposed three-year transition plan, concluding with full implementation of Common Core for the 2013-2014 school year, includes the development of crosswalk documents and professional development to assist districts in aligning their curriculum with the PA Common Core Standards.

Frequently asked questions concerning implementation are as follows:

Are the PA Common Core standards an exact duplicate of the posted Common Core standards (http://www.corestandards.org/the-standards)?

PA's Common Core standards include all of the national Common Core standards verbatim; however, states may add additional statements to the standard set to incorporate any PA standards not addressed in Common Core.  As analysis and alignment studies continue, there is a possibility of limited additions to the Common Core Standards in the future.

What is the status of work to date on the transition to Common Core Standards?

English language arts and mathematics educators from across the state have met for three extended sessions to accomplish the following:

• Completed an alignment study for grades 3, 5, 8, and 11 comparing content and rigor of Common Core Standards to the PA Chapter 4 grade level standards. 
• Expanded the initial alignment study to include all grade levels and course standards currently available on SAS.
• Developed documents to illustrate the relationship (including gaps) between PA's current standards and the Common Core Standards.

In light of Common Core, how should districts move forward as related to writing and revising curriculum?

Districts are encouraged to continue with their curriculum review cycles and use the chart below to guide curriculum work. 

Transitioning to Common Core Standards
2010-11 District Responsibility

• Curriculum and instruction based on the current PA Academic Standards  
• Spring 2011 PSSA based on current eligible content aligned to PA Standards
• Attendance at PDE/IU staff development sessions to begin transition planning

2010-11 PDE Responsibility

• Common Core transition teams complete alignment study and develop PA Common Core framework.
• Continued development of Keystone Exams based on eligible content aligned to the Common Core Standards.
• Professional development offered for districts to begin transition plans

2011-12 District Responsibility

• Curriculum and instruction based on the current PA Academic Standards
• Create instructional redesign cycle and begin modification of board-approved curricula in English Language Arts and Mathematics through initial study of Common Core Standards alignment documentation provided by PDE.

2011-12 PDE Responsibility

• Ongoing professional development to assist districts in creating transition plan and beginning initial efforts to align curriculum and instruction to PA Common Core standards 
• Standards Aligned System (SAS) fully aligned to PA Common Core Standards

 2012-13 District Responsibility

• Continue with curriculum rewrites, with July 1, 2013, target date for full implementation of PA Common Core

2012-13 PDE Responsibility

• Ongoing professional development to support full implementation in PA schools

What will be available to assist districts in transitioning to Common Core?

The December 2010 SAS Institute will offer sessions for educators to provide direction in transitioning from PA Standards to PA Common Core.  In December, all crosswalk documents, revised Assessment Anchor materials, and supporting materials will be posted on SAS under the Clear Standards tab. 

As the year progresses, IUs will receive training to share with local districts.  Full implementation of Common Core is required for the 2013-14 school year.  During the 2010-2011 school year, staff development sessions will be held to assist districts to begin planning while realignment/modification of curriculum may begin in 2011-2012.  IUs will be poised to offer assistance to districts in planning and implementing the new standards.

In light of Common Core, how should districts move forward as related to Keystone Exams?

Adoption of the Common Core will have minimal impact, if any, on the content of the Keystone Exams.  Keystone Exams Assessment Anchor and Eligible Content booklets (http://www.pdesas.org/Assessment/Keystone) detail the Standards, Anchors, and Eligible Content to support curriculum alignment to prepare students for success with the assessments.

Specifically, in English language arts, the alignment of the Keystone Exams to Common Core is strong, and as districts evaluate their curricula to ensure students are prepared for the Keystone literature and composition assessments, the Assessment Anchor booklets are a solid design tool from which to evaluate course content.

In mathematics, the Keystone Exams are organized around the contents of the typical Algebra I, Algebra II, and geometry courses. These course categories are independent of grade level designations and therefore fit with Common Core very well.

Will PSSA test items change as a result of adoption of Common Core standards?

There are currently no plans to alter the content of the PSSA tests.

If a district is in the midst of a curriculum rewrite in English Language Arts or Mathematics, should Common Core Standards play a role?

At this time, districts should use the revised PA Standards and the Assessment Anchors/Eligible Content, as appropriate.   Also, the learning progressions developed by PDE and available in SAS should provide guidance in course development.

Those anxious to gain a sense of the focus and direction of Common Core in English Language Arts might look at the Common Core College and Career Anchor Standards in reading, writing, speaking and listening, and language (http://www.corestandards.org/the-standards/english-language-arts-standards). Anchor Standards capture the "big ideas" in each of the four domains, and they are the standards from which all grade levels are derived.

In mathematics, it is recommended that district teams consider the Common Core K-12 Mathematical Practices Standards that overarch all of the K-12 mathematics content standards (http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/).These Mathematical Practices Standards articulate the description of the behavior of truly competent mathematics students and users. Once any curriculum design is completed, it is recommended that teams use these Mathematical Practices Standards to gain insight into the quality of their instructional strategies.

Are there any plans for Common Core Standards in science and social studies?

A draft version of national science and engineering standards has recently circulated in the science community; however, they have not been released in any draft form by the Chief Council of State School Officers (CCSSO), the sponsoring organization of the Common Core initiative.

While nothing has been announced in social studies, the National Council of Social Studies reports strong support for the project and is poised to support initiatives to develop better, deeper, and clearer standards for all states.

If a district has a specific question related to Common Core, to whom may it be directed?

Questions may be directed to PDE at ra-gradreqs@state.pa.us.

5-29 Itinerary

-Ice-Breaker

Handbook for Life

Health:

1.             Drink plenty of water.

2.             Eat breakfast like a king, lunch like a prince and dinner like a beggar.

3.             Eat more foods that grow on trees and plants and eat less food that is manufactured in plants.

4.             Live with the 3E's -- Energy, Enthusiasm and Empathy.

5.             Make time to pray.

6.             Play more games.

7.             Read more books than you did the year before.

8.             Sit in silence for at least 10 minutes each day.

9.             Sleep for 7 hours.

10.          Take a 10 to 30-minute walk daily. And while you walk, smile.

Personality:

11.          Don't compare your life to others'. You have no idea what their journey is all about.

12.          Don't have negative thoughts or things you cannot control.  Instead invest your energy in the positive present moment.

13.          Don't over do. Keep your limits.

14.          Don't take yourself so seriously. No one else does.

15.          Don't waste your precious energy on gossip.

16.          Dream more while you are awake.

17.          Envy is a waste of time. You already have all you need.

18.          Forget issues of the past.

19.          Don't remind your partner with His/her mistakes of the past. That will ruin your present happiness.

20.          Life is too short to waste time hating anyone. Don't hate others.

21.          Make peace with your past so it won't spoil the present.

22.          No one is in charge of your happiness except you.

23.          Realize that life is a school and you are here to learn.  Problems are simply part of the curriculum that appear and fade away like algebra class but the lessons you learn will last a lifetime.

24.          Smile and laugh more.

25.          You don't have to win every argument. Agree to disagree.

Society:

26.          Call your family often.

27.          Each day give something good to others.

28.          Forgive everyone for everything.

29.          Spend time w/ people over the age of 70 and under the age of  6

30.          Try to make at least three people smile each day.

31.          What other people think of you is none of your business.

32.          Your job won't take care of you when you are sick. Your friends will. Stay in touch.

Life:

33.          Do the right thing!

34.          Get rid of anything that isn't useful, beautiful or joyful.

35.          GOD heals everything...

36.          However good or bad a situation is, it will change.

37.          No matter how you feel, get up, dress up and show up.

38.          The best is yet to come.

39.          When you awake alive in the morning, thank GOD for it.

40.          Your Inner most is always happy. So, be happy.

-Current Event
-Problem Solving Steps (Five Stage Process)
-Student Presentations
-Complete unfinished items from last class
-Review and discuss homework- Prompt #5

5-24

       Principal’s Professional Development

Learning Organizations/Self Perception

·         Case Study – Student Presenters

·         New Principal Activity

·         Current Event

·         Instructional Leadership

·         In-Basket Activity

·         Guest Speaker (Mr. Grantier, Superintendent of Schools)

Prompt #5 (Refer to info provided last class)

Part 1 - From the perspective of a building principal, explain why communication is important and how it supports ISLLC Standards 1 & 2. 

Part 2 - Explain some of the processes and pathways which can be used to effectively communicate to the faculty and staff.  Also explain some of the barriers which can impact effective communication and how these barriers can be overcome.

As understanding of autism increases, so does the number of children diagnosed

Published May 20, 2012, 09:19 AM
Autism — which affects the ability to communicate and interact with others to varying degrees — is a hot topic, with Hollywood celebrities publicizing their children’s diagnoses, and the HBO movie “Temple Grandin” launching its real-life subject onto the national speaking circuit.
By: Jana Hollingsworth, Duluth News Tribune

• Denfeld student

Denfeld junior Jacob Guldner has an after-school job working at an auto-body shop. “I have a very weak social filter,” he said. “I know that it’s wrong; I am inappropriate at the wrong times.” (Clint Austin / caustin@duluthnews.com)

Talk about it

More...

• Students with autism
• Autism in Duluth school district

When Peg Ferguson started work as an autism teacher for the Duluth school district in the late 1980s, she was one of three who did that work. Today, with a smaller school population overall, there are 12 autism classrooms and teachers from kindergarten through 12th grade.
In 2001, 63 students in the Duluth school district were diagnosed with an autism disorder. This year, there are 162.
“It’s been a steady increase,” said Ferguson, now the district autism resource specialist. “We’ve gotten better at identifying kids.”
Autism — which affects the ability to communicate and interact with others to varying degrees — is a hot topic, with Hollywood celebrities publicizing their children’s diagnoses, and the HBO movie “Temple Grandin” launching its real-life subject onto the national speaking circuit. Grandin spoke in February to a sold-out College of St. Scholastica audience in Duluth.
Still, the Centers for Disease Control and Prevention shocked many in March when it came out with data showing the proportion of 8-year-olds in the U.S. with an autism disorder climbing to 1 in 88 children, from 1 in 110 children two years earlier.
“At this point, everyone knows someone with autism,” said Dena Filipovich, who has a second-grader with autism at Laura MacArthur Elementary School. “People are wondering, ‘What is it?’ Which is good, because it means help for children.”
The more people talk about it, said Filipovich, who is treasurer of the Autism Association of Northern Minnesota, the higher the chance that money goes to research to study the various disorders, which have no known cause or cure.
“The research money is not there,” she said. “We’re one of the highest-diagnosed childhood disorders and it’s not getting its fair share of funding because it’s not a fatal disease.”
As diagnoses increase, Ferguson said, so does confusion. That’s why someone like Temple Grandin, an animal science professor at Colorado State University, has been so helpful, she said.
“Temple Grandin is so well-known and articulate,” Ferguson said. “The changes in her have been so neat. People want to hear it first-hand from someone who has gone through it because some can’t articulate it.”
Teachers opened their classroom doors and parents and children shared their experiences with the News Tribune recently with the aim of increasing public understanding of what it means to be autistic, and how it is to teach children at widely varying places on the autism spectrum.

May 22 Itinerary

Learning in a Multicultural Environment

·         Pig Icebreaker

·         Review of Isllc Standards

·         Discussion: “Practicing Strategic Leadership”

·         Field Experience Discussion

·         Standards Informing School Leadership

·         Principal Interview Discussion

·         Guest Speaker- ESL

·         Communication- Needs, Process, Barriers

·         Journal Entry #4

ALSO:

Some Great Blogs For Administrators

New Principals: Free Advice is Worth Exactly What You Pay For It
http://www.principalspage.com/theblog/archives/NEW-PRINCIPALS-FREE-ADVICE-IS-WORTH-EXACTLY-WHAT-YOU-PAY-FOR-IT

A Shortened Version of a Speech to Wannabe Principals
http://www.principalspage.com/theblog/archives/a-shortened-version-of-a-speech-to-wannabe-principals

Every student in every grade in every school will be using a mobile device within 5 years
http://www.livinginthe4thscreen.com/every-student-in-every-grade-in-every-school

Ten Big Ideas Of School Leadership: Middle school principal shares 30 years of wisdom on how to run a school well http://www.edutopia.org/maine-project-learning-ideas-school-leadership

11 Ways Schools Can Be Relevant, Compelling and Effective in the Coming Transformational Years http://www.connectedprincipals.com/archives/2511

A Principal's Reflections
Education is a reflective practice. This blog provides views on educational leadership, effective technology integration, best practices, and creating a student-centered learning culture. Be sure to read the Google Doc 'A Collective Roadmap to Change' available at the end of the blog. http://esheninger.blogspot.com

It’s Automatic: What processes have become automatic to us as educators (principals)
http://principalposts.edublogs.org/2010/12/22/its-automatic

2020 Forecast: Creating the Future of Learning
This 2020 Forecast illuminates how we are shifting toward a culture of creation in which each of us has the opportunity and the responsibility to make our collective future. http://www.futureofed.org/forecast/

Frequently Asked Questions (FAQ) on Leadership
This blog brings you information and knowledge on performance, learning, training, and leadership. This web site has been on the Internet for over 15 years. http://www.nwlink.com/~donclark/leader/leaderfaq.html

No Administrator Left Behind: Technologically Speaking
A blog recently started to advocate for 21st Century learning in education that includes posts about as consumers of technology. It is written by a principal and former teacher who knows schools must change to meet the needs of today's students. http://technorati.com/blogs/the21stcenturyprincipal.blogspot.com#ixzz1CpqbpINF

Tips for new administrators - Listed are suggestions for administrators to go along with suggestions for new teachers.
http://shrewdnessofapes.blogspot.com/2008/08/tips-for-new-administrators-or-any.html

emails

Please send me your personal emails to rgaetano@loyalsocklancers.org

5-17 Class

Reminder- start time will be 4 PM
EQ #1

What are the Roles and Expectations for Principals in Schools Today?

EQ #2

How are Leaders and Managers different?

EQ #3

What type of Leadership Style is most effective?

EQ #4

How can principals use situational leadership?  


Case Study-Problem Solving Steps
(Five Stage Process)

Also: Take a look at-
-Leadership – Traits & Behaviors
-Leadership – Style
-Leadership – Power & Authority
-Traits of Effective Leaders
-Leadership Behaviors
-Situational Leadership –Hersey & Blanchard (p. 36) – Modifie
-List the different types of “power” leaders use

Principal Interview

Due Thursday, May 24th:

-Submit a one to two-page report on a 15-20 minute face-to-face interview with a school principal.

•     Explain the purpose of the interview: assignment, interest in administration.

•     Questions for the principal:

Ø  What made you decide to be a principal?

Ø  How would you describe the job of being a principal?

Ø  What are the most important things you do?

Ø  What are some innovations you see driving student learning in the 21st Century?

Ø  What initiatives do you feel have been most successful in your school?

Ø  In your opinion, what are three important issues that we face in education today?

Ø  As the principal, please explain how we address each of these issues.

Ø  Can you tell me about any “hot” principal issues coming before the Pennsylvania legislature?

Any original questions may be substituted for one of the above, or added to the above list.

-An oral report will follow in class on May 29th.