Equity in Education: Check Your Belief System at the Front Door!

As I continue to visit each school throughout the district, I have seen an intentional focus on schools infusing culture into their educational practices and embracing diversity.  I have noticed more consistent student engagement, collaboration between students, and students inviting me to come back again for another visit so they can share more of their learning.   Students are aware of the learning targets and can explain why they are completing the assignment which is awesome.  As we continue to strive to put culturally relevant teaching into practice, below are some key points to remember.     

Students + Feeling Valued = Ownership of their Learning

One of the most important qualities of Culturally Relevant Teaching is that we as educators must shift toward a diversified pedagogy that emphasizes student engagement versus our ability to lecture on content. Embracing a classroom style that has the teacher as a facilitator instead of specialist can be very difficult, but the switch has proven to show significant payoffs both academically and socially.

Students whose lives and cultures are not recognized are less likely to invest in the overall learning process, whereas those who do feel recognized and valued will be ready to learn. Even if that connection is made through something as simple as teaching the lesson through pop culture, movies, or the music that the class will enjoy, there is still a connection and relevance.  Students who embrace their role as powerful actors inside the classroom will become change agents outside of the classroom.  How do I make my students feel in my classroom/school?

Educators must watch their BS?

A crucial and challenging aspect of culturally responsive instruction for all educators is to abandon old ideas about cultural deficits, whether they are related to ethnic or cultural backgrounds or socioeconomic status. We must be careful not to convey judgment in the classroom that might reflect upon students’ families, friends, or personal histories. This means addressing their own assumptions about different behaviors, like the student who may come late every day or is always tired. 

We as educators should work relentlessly to establish meaningful communication and relationships with our students and their families. When students see family and teacher collaboration combined with mutual respect, they are more likely to invest in their education in meaningful and lasting ways.  As educators, it is vital we check our belief systems at the door and do not let our first thought, become our last.  Am I where I need to be as a culturally relevant educator?   

Light the Path to Equity

In this month's Learning Forward Journal, Fisher and Frey talk about the work of PLC's and the focus that needs to happen to ensure that ALL students are engaged, inspired and successful.
How can we refocus PLC's so that they are more than a series of meetings and result in REAL change for the students who need it most?

There is evidence that PLC's impact learning outcomes of students.

These authors have developed 5 questions that allow teams to put equity front and center:
* Where are we going? Consider the learning goals and trajectory for students. Expectations should be aligned to grade level expectations.

* Where are we now? Current performance levels of students. Accept responsibility to close this gap.

* How do we move learning forward? Detailed instructional decisions using evidence based practices.

* What did we learn today? What did you learn from students and what do you plan to do about it? Checking for understanding.

* Who benefited and who did not benefit? Trends in learning outcomes for subgroups of students.

Are your PLC efforts impacting student learning?

How Well Do You Know Your Math Standards?

How well do you know your grade level mathematics standards? I know that question may sting a bit. You may have been teaching the same grade for years and could answer with, “Yes, I know my standards. I’ve been teaching in the same grade forever.” You might however, be a new teacher or new to a grade level and are doing the best with what you know. In any case, it is a question we should all be asking ourselves and reflecting on the true understanding and the depth of our standards. 

When the Common Core State Standards (CCSS) came out, at the elementary level we focused our professional development around the Standards for Mathematical Practice and didn’t dig in deep to grade level content standards. This left teachers to investigate and interpret them on their own or perhaps with a team or coach. Over time, discrepancies in teaching the standards have come to light. This isn’t to say that we’ve been doing things all wrong. The standards are complex.  I’ve experienced in reading many of them that I know what they mean, but when digging in though, I find that the CCSS are meaning a different interpretation of what I thought. It’s time to calibrate around our standards so that all students are receiving instruction at the level they warrant.

As a review, the CCSS were designed based on research and collaboration and include three key shifts: 

1. Focus: grade levels focus on fewer topics
2. Coherence: intentionally progressing domains across grade levels
3. Rigor: conceptual understanding, procedural skills and fluency, and application

For each of the grade levels, there are critical areas which are highlighted in the introduction section on the standards. This section explains the importance of focusing most of the instructional time in these areas. To follow, underneath each domain, each standard is stated. Some provide examples as to what the standard really means and some do not. It’s understandable that some standards can be confusing. For example, a third grade standard states, “Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.” (CCSS, 2019). This may lead one to believe that the standard algorithms for addition and subtraction should be taught in third grade. This is not the case (unless select students have demonstrated that they are ready). In fact, here is what the 4th grade standard states, “Fluently add and subtract multi-digit whole numbers using the standard algorithm.” (CCSS, 2019). The standard algorithms should be taught at the universal level in fourth grade. 

In order to fully understand our standards in what they mean, strategies to teach, models to use and common misconceptions, I would suggest taking a look at Kansas Mathematics Flip Books. This is an excellent resource that provides a clear understanding of what teachers and students are doing with the math practice standards. It also includes more details about what each standard means as well as strategies appropriate for your grade level and different models to use. One of the things I like the most is that the flip book gives ideas of common student misconceptions that you may encounter. That is so powerful when planning! It is a lengthy document, however, it is very valuable. You will find that there are links to activities as well. I encourage you to check it out and soon you will want to bookmark it!

Understanding our standards to the depth that we are expected to can feel daunting because there are many of them. Start small, one standard at a time. What are you teaching next week? Pick a standard from your lesson plans and just dive in. You deserve it and so do our students!

Works Cited:

Common Core State Standards Initiative. (2019). Retrieved from http://www.corestandards.org/Math/

Kansas CAN: Kansas Mathematics Standards. (2018). Retrieved from https://community.ksde.org/Default.aspx?tabid=5646

SAIL Principal Reviews

Over the past few weeks, all of our Principals have been giving us a summary of SAIL progress so far. The three benchmark indicators below are what we asked them to focus on during their presentations:

Data and Key Results

L5.1 Student Learning Data. 

How are you addressing your most critical student learning problem? What is it? Tell us!

How are you addressing your most critical problems of practice? What are they? Tell us!

Securing Accountability and Ensuring Excellence

L4.1 Structures and processes for using data to improve learning are used consistently at all levels and monitored for impact. Ongoing performance monitoring and key results data are used transparently to improve the learning process at all levels.

Cultivating Collaborative Cultures

L2.2 Key results are celebrated and shared and challenges are seen as opportunities for deeper learning.

We are more focused than ever and are equipped to make an impact! 

On the dark days, remember that each of you is changing and saving lives! 

Be a champion! 

Pick each other up! 

Use your team to gain positive momentum! 

Be your best today, for tomorrow is never guaranteed!

The Journey of a Promoting an Inclusive Classroom

At Hillcrest, we are continuing to explore different ways to build an authentic, inclusive learning environment for our students. One particular way that is generating excitement at Hillcrest are co-taught classrooms. This model is quickly becoming a preferred method of instruction as it directly aligns with our Theory of Action objectives and building goals, specifically collaboration. 

Our 3rd, 4th, and 5th grade teachers that specialize in numeracy and literacy are beginning this journey with a special education teacher that also has a focus in these areas. A strong co-teaching partnership has proven to provide seamless and differentiated instruction for students while allowing teachers to problem-solve together. This may be the greatest part...you’re never in it alone. Having two educators facilitate a learning community not only helps encourage a safe and productive classroom environment, but it also allows for more opportunities with small group instruction, modeling during whole group lessons, and raising the level of rigor.

Even though the pros far outweigh the cons, co-teaching does not come without its challenges. One non-negotiable of this model is having a shared vision, which can take time to develop. Both educators involved need to work at making the partnership successful on behalf of their learners. This would include one of the most important aspects of co-teaching; co-planning. This can sometimes be difficult to accomplish when taking common planning times into consideration. However, with this piece at the forefront, the co-planning process encourages teachers to share ideas in order to deliver the strongest, most engaging lessons. It greatly helps nurture the shared vision.

I have had the wonderful opportunity to join teams during their co-planning sessions. Our focus has been student-centered discussions around mathematical practices that promote engagement and deep levels of thinking. I have witnessed teams 'sharing the load' by coming together to facilitate numeracy routines, mini lessons, and parallel teaching during small guided groups. The collaboration that happens during these sessions is so valuable and vital to creating a successful co-teaching environment. 

As we continue on our co-teaching journey, may we be reminded of Edutopia’s Marisa Kaplan’s Five Tips to Becoming a Strong Co-Teacher:

1.     Say this mantra: "All students are our students."

2.     Come to planning meetings prepared (with an agenda) to maximize co-planning time.

3.     If you feel something, say something! Open communication is the key to a successful partnership.

4.     Realize that the success of your class depends on the strength of your co-teaching relationship.

5.     Use a variety of co-teaching models to help maintain equality.

The picture below shows two teachers co-facilitating a whole group discussion.

The pictures below show parallel small guided groups happening at the same time in the same classroom. The intentional planning for these groups was done during a co-planning session.

"Inclusion is not a place, but instead a process." - Anonymous

Equity in Education: Strategies to Connect with Students and Families Better

Are You Ready for the Cultural Diversity Shift?  

Culturally responsive teaching is much more than simply recognizing the cultural background of your students which is always a great start.  In today's multicultural world, cultivating culturally responsive teaching practices is becoming more and more necessary to successfully create a safe, welcoming, judge-free zone that is engaging and appropriate to all students.

It has been projected that the population of students in the United States public schools will soon be more than half minority students.  A top priority of educators today has been meeting the needs of diverse students with different cultural backgrounds, social-economic status along with varying learning styles.  With the rapidly-changing student demographics in school districts across the country, teachers must be able to understand and get in front of potential conflicts that may take place in their classrooms due to cultural differences.     

Action Steps to Becoming a Culturally Relevant Teacher

1. Get to know who you are as a person.  MOST IMPORTANT STEP!

• Your attitudes are influenced by your own culture. 
• If your students’ cultures differ from yours, you need to be sensitive to the differences in attitudes that may arise in the classroom. 
• Be aware of your own actions and working to shift your mindset into ones that are culturally inclusive and open minded.

2.  Get to know your parents and students.

• Be proactive learning about the different cultural backgrounds of your students. 
• Do your research, either online or talking to people from various cultures and races. Ask questions, ask questions, ask questions.  Be color brave!
• Do not avoid parent conversations that need to happen.  Be fearless to move forward!

3.  Make your classroom a safe, welcoming judge-free zone.

• Students must be able to look at situations regarding culture with an unbiased opinion and be comfortable asking questions to further their understanding.
• If a conversation arises about a current event or behavior a discussion should be welcomed, but be sure the discussion is directed towards learning, not criticizing.

4.  Bring culture into your education.  

• In your lessons, choose content that reflects the different cultures of your students.
• Lessons should incorporate multicultural information and approaches whenever possible.

5.  Adapt how you teach. 

• Are there any activities in your classroom that don’t benefit all students?
• What activities seem to engage all students and get them participating?
• What actions have you noticed seem to get the best reactions out of your students?

Educator Effectiveness Update #3 - October 2019

Due Date Reminder - October 31, 2019

This is just a reminder that we have 20 days until the SLO, PPG and Self-Review are due.  Evaluators, please make sure your name is assigned to the appropriate educator you will be evaluating and the educator has been notified.  Please let me know if you have any problems logging into your accounts and Stacy and I will rectify that issue immediately.  

Benefits of the Educator Effectiveness Cycle for New Teachers 

• New teachers in schools that implement EE as a learning-centered process, with useful and accurate feedback, have greater trust in their principal and view them as a more effective leader.
• By increasing the trust teachers have with their principal, a learning-centered EE approach promotes greater teacher commitment to their school and results in greater teacher retention.
• These results suggest that EE can either promote or hinder the retention of new teachers, depending on how it is implemented.

Demetri Beekman - 1077      Stacy Coss-Schmidt - 1080

What Month Is This???

Do you know what this month is?  It is National Principal's Month!!  Each October, National Principal's Month recognizes the essential role that principals play in teaming with teachers, students, parents and community stakeholders to create great schools.

Principals are among the hardest working, yet often least recognized individuals in education. Principals set the academic tone for their schools, and it is their vision, dedication, and determination that provide the mobilizing force for achieving student success. Each October, we should take time to seek out and honor these unsung heroes for their tireless efforts in pursuit of excellence in education.  It's an opportunity to say "thank you" to principals everywhere and honor their hard work and dedication.  

National Principals Month is a widely recognized celebration of the principalship, marked by national and state resolutions supporting the event, as well as acknowledgements from U.S. Senators and Representatives, and top government officials. However, the most important National Principals Month celebrations are the ones that take place in schools and communities across the country.

But how can you acknowledge the work in a way that would be meaningful and memorable for your amazing school principal?  Here are some suggestions:

* Bring them flowers

* Give them candy

* Make greeting cards with student help

* Plan a celebratory program or assembly

Building Resiliency

October is here! How are you supporting each other during the days where you have shown tears? Teaching traps us in small rooms with an unpredictable assortment of personalities, energies, and needs, according to Elena Aquilar and it forces us to make hundreds of small, exhausting decisions every day. And over and over again, it puts us in predicaments that test our confidence, wears out our patience, and break our hearts. Here is a great blog on how to build resilience: https://www.cultofpedagogy.com/resilience/

How are you coping with the demands in front of you? We talk about growing resilience in our students, but what about in ourselves? How can you feel fulfilled with your life's purpose?
How do your behaviors and your daily habits lead towards positive dispositions of purposefulness, optimism, empathy, and perseverance?
I