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Leadership I and II February 2011

Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students. Leadership I and II February 2011. Linda Wise. Chief Academic Officer. Building Relationships With Students, Staff, and Families. Mamie Perkins. Chief of Staff. Linda Wise.

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Leadership I and II February 2011

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  1. Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students Leadership I and II February 2011

  2. Linda Wise Chief Academic Officer

  3. Building Relationships With Students, Staff, and Families

  4. Mamie Perkins Chief of Staff

  5. Linda Wise Chief Academic Officer

  6. Today’s Outcomes • Receive updates on Race to the Top • Explore best practices in Rigor, Relevance, and Relationships by building intentional connections with students, staff, and families • Investigate how to leverage collaboration to increase parent and community engagement • Preview new materials and participate in a dialogue about how to engage families in the College and Career Advantage • Deepen understanding of how the cluster approach to positive student behavior and support can increase student achievement • Build relationships between and among DOI colleagues. • Enhance relationships between and among DOI colleagues

  7. Educator Effectiveness Academy “Race to the Top”

  8. July 18 – 20, 2011 Marriott’s Ridge High School Staff members not on an extended year contract will be paid a stipend of $125/day for their participation Academies will run from 9:00am till 4:00pm each day. When and Where?

  9. Who? • The principal, a Reading, English/Language Arts staff member, a Mathematics staff member and a staff member representing Science, Technology, Engineering and Mathematic (STEM). • At all levels the STEM teacher should have successful teaching experiences in at least one STEM area and embrace the concept and importance of STEM education. • Juliann Dibble will be coordinating the registration. Look for information on registration coming electronically in the near future.

  10. Staff Members Responsibilities • Agree to: • Plan and organize, in collaboration with the principal, professional development activities during the year that will assist staff members in developing a working knowledge of the Common Core State Curriculum Framework. • Participate in online follow-up sessions ** In the future, outcomes will include effective use of Maryland’s Instructional Improvement System

  11. Academy Format • Master Teachers will facilitate academy sessions which will group participants by content and grade level. • School principals will engage in activities in collaboration with their teachers in addition to job-alike sessions. • Time will be provided for school team planning.

  12. Master Teacher Information “Race to the Top”

  13. What do they do? At the Educator Effectiveness Academies, the Master teachers will lead content specific groups of approximately 25 teachers and administrators through an in-depth examination of curriculum work completed during spring 2011.

  14. Who Are They? • Teachers from across the state. • Required Qualifications: • Successful teaching or co-teaching in Reading, English Language Arts, Math or STEM related field. • Have a master’s degree or APC • Have understanding of MSDE Curriculum and experience providing professional development • Job Requirements • Attend all academy trainings • Facilitate a minimum of two Educator Effectiveness Academies

  15. What is expected of them?Requirements • Attend all academy trainings • Facilitate a minimum of two Educator Effectiveness Academies • Assist in supporting a PLC among Reading, English Language Arts, Math or STEM teachers in Maryland. • Attend post-academy focus group meetings as needed.

  16. Application Process • Clarissa has sent you an e-mail with the application. • Please encourage your superstars. We want Howard County to have strong representation in the ranks of master teachers. • Principal endorsement is needed. • Deadline for applications to be turned into Clarissa is Feb. 22nd.

  17. Systemic Expectations • Know your students and the differentiated supports in place to ensure their success • Ensure students receive exemplary instruction that prepares them for college and careers • Have a process in place for continuously monitoring student progress • Develop a relationship with students and their families

  18. The Work of Family Engagement • Systemic family engagement is designed as a core component of educational goals such as school readiness, student achievement, and school turnaround. • Integrated family engagement refers to the practices of districts and schools to embed family engagement into their structures and processes, including training and professional development, teaching and learning, community collaboration, and the use of data for continuous improvement and accountability. • Sustainable family engagement efforts operate with adequate resources, including public–private partnerships, to ensure that meaningful and effective strategies—with the power to impact student learning and achievement—are in place.

  19. Leadership and Relationships The most important ingredient we put into any relationship is not what we say or what we do, but what we are. - Stephen R. Covey

  20. February Lead Design Team • Lisa Boarman, Coordinator, School Counselors • John DiPaula, Assistant Principal, RHHS • Tricia McCarthy, Assistant Principal, BBES • Kevin Mulroe, Assistant Principal, TRES • Troy Todd, Principal, RBES • Vera Wilkins, Specialist, BSAP, Secondary Programs

  21. Jonathan DavisPrincipalBollman Bridge ES Tricia McCarthy Assistant Principal Bollman Bridge ES

  22. Rigor, Relevance & Relationships: Connecting with Students, Staff & Families

  23. Our Tasks Today • Attitude of optimism • Reflect on practices that work • Commit to continuing the discussion on building relationships

  24. Learning Criteria for 21st Century Learners • International Center For Leadership in Education says: • Students need a rigorous and relevant curriculum based on positive relationships • Opportunities for: • Foundation Learning • Stretch Learning • Personal Skill Development • Learner Engagement

  25. Let’s Take a Closer Look • Learner engagement • Motivated and committed to learning • Sense of belonging and accomplishment • Relationships with adults, peers and family members that support learning.

  26. It’s about Relationships • Listen to your students/staff • Ask questions about their lives. • The golden rule applies to everyone. • Call them out….and don’t! • Share your humanness

  27. Table Discussions • Describe what you do to build a relationship with your students, staff, and community. • In what ways are these personal relationships linked to student engagement and performance? • Thinking about previous leadership meetings: How does relationship building impact exemplary instruction, presumed competence, formative assessments, and purposeful observations? • What are the implications for me as a leader?

  28. Reflecting On Your Instructional Leadership • What percentage of your time are you actively engaged in conversation with someone and actively working at building a relationship with them? • What are you willing to do to make improved relationships a priority?

  29. Commit to Engage • Take an Index Card • Write down the commitment you are willing to make to strengthen the relationship with a student, staff member, family member and/or community partner. • Select a colleague, who is not at your table currently, with whom you will collaborate to ensure your progress and success.

  30. Diane Martin Director Student, Family, and Community Services

  31. Department of Student, Family & Community Services

  32. DSFCS Mission Statement To provide leadership for the acceleration of student achievement in partnership with staff, families and the community through: ADVOCACY COLLABORATION COMMUNICATION AND EDUCATION FOR STUDENT SUCCESS

  33. Six Types of Family Involvement • Type 1 – Parenting • Type 2 – Communicating • Type 3 – Volunteering • Type 4 – Learning At Home • Type 5 – Decision Making • Type 6 – Collaborating with the Community

  34. Academic Intervention, Beyond School Hours Program • Led by Caroline Walker • Provides Beyond School Hours Programs for all middle and high schools and summer programs at all elementary and middle schools • Provides outreach to families through family nights, positive phone calls, family orientation sessions, progress reports, and newsletters.

  35. The Bridges 21st Century Program • Led by Marty Cifrese • Provides students with academic enrichment • Offers literacy instruction to families • Gives parents access to adult basic education and English Language Learning classes

  36. The Black Student Achievement Program • Led by Patricia Branner-Pierce and Vera Wilkins • Seeks input and offers support to parents through county-wide and community-based parent information meetings • Partners with local organizations, agencies, fraternities, sororities and local churches to offer mentoring and support to families • Offers an extended year program each year for over five hundred students and families • It is open to all students.

  37. The Family and Community Outreach Program • Led by Jean Lewis • Coordinates parent liaisons in selected schools to support the development of partnerships between home and school • Provides materials and resources to schools that are members of the National Network of Partnership Schools • Uses an action team approach to develop measurable family engagement activities connected to School Improvement goals.

  38. Hispanic Achievement Program • Led by Elisa Montalvo • Provides professional development to 13 Hispanic achievement liaisons in supporting the schools in meeting goals 1 & 2 as it pertains to Hispanic students • Facilitates a parent academy in Spanish to recruit and support parents so as to increase family engagement.

  39. Mathematics Engineering, & Science Achievement (MESA) Program • Led by Dr. Harold Williams • Prepares students at 16 sites for the rigors of higher academic achievement • Encourages students to become involved in STEM fields by providing real-time hands on experiences.

  40. Office of International Student Family Achievement Program • Led by Dr. Florence Hu, Sung Kim and Claire Kang • Graduated 24 parents this winter from their International Parent Leadership Program (IPLP). These parents receive information and support on how to become leaders in their schools’ PTA, SIT, Booster Clubs and other leadership roles. • Registered over 1,000 students in the 2009-2010 school year. The Center is a one-stop shop for families to register for school, test student for placement, and receive pertinent information about the services our school system has to offer.

  41. The Title I Program • Led by Caroline Walker • Is a federally funded program • Title I schools engage in significant family outreach, including Family Math & Reading Nights, MSA Nights, Mother Goose Programs, and creating take-home lessons and games. • Title I schools are also required to have parents review and provide feedback on the schools’ Family Involvement Plans and Compacts.

  42. Concurrent Sessions • Using a Cluster Approach to Support Positive Student Behavior in School and in the Community Ballroom A • Engaging Parents in the College and Career Advantage Ballroom B • Increasing Parent and Community Engagement Through Collaboration Ballroom C

  43. Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students BREAK

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