Chapter 9 explains how the characteristics of effective leadership vary greatly depending upon the needs of any given community. The chapter examines historical research and current data which have helped us realize that the characteristics found in our schools do ultimately determine whether our not our students reach success.
BACKGROUND: IN the 1960’s James Coleman’s study suggested that schools should first correct the effects on learning caused by social inequality, poverty, and segregation. Then Benjamin Bloom’s research indicated that any given student’s IQ is most greatly influenced between the ages 1 and 5. Coleman and Bloom’s findings resulted in an era that the educational community correlated low student achievement with home or basic educational capacity. It quickly became accepted that student performance was linked to circumstances beyond the schools control.
The 1980’s closed the door on the era of shedding responsibility as new research found that quality schools with quality leaders definitely strongly impacted student outcome regardless of extrinsic factors. There was something uniquely founded in certain schools where most students were achieving and growing academically. Much focus followed these schools and the educational community quickly accepted the obligation of making schools meet the needs of the students.
CONSIDER THIS: In the 1990’s, Hill, Foster, and Gendler found that successful schools have unique, clear, and simple purposes centered on improving student academic performance and on providing the care, concern, and necessary arrangements to help the school achieve its unique goals. They called successful schools “focus schools” and unsuccessful schools “zoned public schools.” Focus schools concentrate on student outcomes but they also have established social covenants that communicated reciprocal role responsibilities for parents, students, teachers, and administrators. These schools were able to develop unique ways to meet their unique needs. Zoned public schools have diffused missions defined by the demands of external funders and regulators.
Think of a school from your past or present that you would define as a “focus school.” What were or are the characteristics of that school? What made it unique? How did the principal contribute the effectiveness of this school?
I currently work at a focus school, and I am very grateful for that. We have a little over 40% of our students on free and reduced lunches. We are a small school which helps with the focus and personalism. The principal at my school each morning greets and says each students name as they enter the school. He remarks to the teachers that we need to learn as many students by name as possible. He has also implemented this year a mentoring program where teachers mentor at risk students. All he asks us to do is connect 2 times a week with our chosen students. I am amazed at how much this helps. The focus at the school is a community of learners, the collaboration between the teachers in not only within grade levels but throughout the school. Support staff also connect with our students. One of custodial staff helps to motivate some of our most difficult students. As good at it is there you can not ignore what the home environment can do to our students. If mom and dad are up partying till two in the morning Johnny isn't going to be alert enough to focus fully. At some point Parents have got to be held responsible.
The first school I taught at was more of a focus school. It wasn't as cheery as the one patricia mentioned, but we all knew our students on a personal level. Most all the students were of the same social and economic class, personally I would classify them as lower middle class to lower class. That was a hard working bunch of students, simply because that was what they had seen at home. Most all parents were blue collar type workers, that worked hard to have what they wanted. That transferred on to their children, and they gave me a "hard day's work" everyday I asked them to. The teachers knew which students were going through what at home, and we simply took care of them, however we could.
My administrator worked to encourage his teachers to take care of his students...not just academically, but personally as well. He took steps to know them personally and do the same.
Our unstated philosophy was the if we took care of "our" kids, they would do well and take care of us. We did what we could for them, they worked hard for us, and we all made passing scores, were high achieving, had little crime and violence....we were an effective school!
I believe I work at a "focus" school. We have a little fewer than 800 students, with around 250 on reduced or free lunch. This school also has 3 administrators and everyday all 3 of them are in the cafeteria talking with the children. Each of the three has a distinct personality and the students seem to enjoy socializing with them. I feel like the kids who need some type of stability in their life especially enjoy this because that is probably the only time they get treated that way. We have the philosophy that if you give respect, you will receive it in return. This obviously makes education much easier.
I believe that my school, in fact our school system, is a focus school. We are a small school system made up only of the elementary and high school. We enjoy a great support system from our community, parents, school board, and city council. The community organizations are always ready to assist both monetarily and with their own time. Our elementary school is the lead organization to raise money for the Mountain Empire Older Citizens fuel fund each year. This year our kids raised over $45oo just bringing in loose change to help our older citizens with heating for the winter. I truly believe that we are not only preparing our kids academically;but,we are teaching responsibilty in the global community.
Most of the time, I would consider the school that I work in to be a "focus school." I can't say that I work with anyone who dosn't put the needs of the students first.
I did say that "most of the time" I would consider my school to be a focus school, because it has been a very inconsistent environment to work in at times. In my five years at my school, we have had three different principals and are getting a new one again next year. Each administrator has had very different qualities and beliefs and it has been hard for the community to really find a focus for what we are trying to do at times.
The good news is that it seems to be getting better. Teachers seem to be complaining less, students are for once exhibiting true school pride, parents run into me in the grocery store and are saying good things, and administrators seem to be more positive about what we're all trying to do. We are all very optimistic for our future. It is definitely our goal to be a "focus school" and things seem to moving in that direction.
I too am fortunate that I teach in small school setting. Our teachers know most of the students names and great them in the halls daily. Our school participates in the community in many ways. We raise money for different organizations through donations and simply working for that organization. We have a very high rate of free and reduced lunch students. We have many blue collar parents that are uneducated as well but the students seem to go beyond that. I am not sure that I would classify our school as a focus school but we do a pretty good job working individually with the students to help them achieve. I have worked in a large school where the students are not nearly as connected to the faculty as they are in a small school. I am not a fan of larger is better. Overall, I believe that our school would lean more toward a focus school rather than a zoned public school because we do work well with the local community and organizations.
In a "focus school" where I worked for two years, the vast majority of the teachers came to work each day with an almost missionary zeal. Everything they did was done with positive student outcomes - academic, social, perhaps almost spiritual - in mind. I think that a big part of that tight-knit sense of shared purpose stemmed from that faculty having opened the re-zoned, brand-new building together, and literally having the opportunity to work together to build the school of their dreams from the ground up.
My high school is one of the most diverse in the country. Acknowledging that, my principal really focused on our community as a strength above other schools in the area. I know this was effective because anyone from that high school that go to college in SW Virginia consider the mostly white community a "culture shock."
I know that business operates better when the product or deal is "simple." I believe that running a school is just as effective. So my principals choice to emphasize the community's values helped student identity and success.
The first school that I taught in (in NC) was more of a focus school. With more than 89% of the population labeled minority and 70% on free or reduced lunch, we were encouraged to do a lot of things "outside of the box." Teachers were encouraged and taught to write classroom grants to cover expenses to expose these children to things they could not afford. Teachers made home visits to parents because many did not have transportation, had mentorship circles that was a class period geared to have kids talk about issues that were challenging or frustrating for them in their home or school life. The school opened its doors monthly to have parent workshops to improve parenting skills... where social services and local professors volunteered their time to help improve the whole life of the child and all those in the community in which my school was housed.
I believe once the needs of the whole child are addressed and fixed, the academic piece will fall into place and more students will meet the standards expected of them with more consistently.
The second school I taught at (only for a year) would be a focus school. The teachers knew what was expected and whether or not they agreed they fulfilled the purpose with putting the students and their needs first.
The principal spent her time cheering on the students and modeling how to succeed to the students.
Three or four years before I was on staff the state was getting ready to shut the school down. She was hired to provide instructional leadership and to get the school under control again.
She only surrounded herself with a staff that would work hard. It was the hardest working group of people I have ever met. Everyone knew what they were working for so everyone would go above and beyond the call of duty.
I have been in a similar situation as Mike. In my seven years of teaching I have had five principals. The principal we have now is wonderful. She has made our school a focus school. Everyday she along with the assistant principal arrives before the children and stands in the front of the building so that they can welcome each student as they arrive. They both make daily rounds through the school to see the children. During lunch they sit with the children and talk with them. Children are all the time stopping in the office just to chat with them. Both of my administrators model positive attitudes and it reflects on the children, teachers, parents, and staff. They make the school a truly great place to be.
I currently teach in a focus school. One characteristic that has contributed to our effectiveness in fulfilling our mission is our commitment to working more closely with our parent stakeholders. Our administrators have developed a list of parent e-mails. This method of contact has proved much more successful for my team than sending notes or making phone calls. We contact parents about successes as well as areas that need improvement. Also, our principal facilitated a book study this year around Seven Simple Secrets: What the Best Teachers Know and Do. Our team has adopted two of the strategies Breaux and Whitaker outlined in the book. One was to send a blanket note thanking the parents for allowing their children to be in our classes on the first day of school. We also provide contact information for each teacher on the team. The other strategy is to write one note in a planner, per class, every day to a parent. "Dear ---, I'm so proud of your child today because (fill in reason). It only takes about 30 seconds. This ensures that every parent receives at least one postive note a month regarding academic or behavioral successes. Then when we have to contact a parent regarding something negative, the parent is more likely to be cooperative.
I would definately consider the school I currently work at as a focus school. The degree to which the community identifies with the school is amazing. Everyone is willing to do whatever is necessary to help the mission of the school as a whole. The administration is constantly in classrooms communicating with not only faculty and staff, but also with students. They help create a culture where everyone feels welcome and eager to do what is necessary for the good of the school.
I would have to agree with Mike Littleton. Most of the time my school is a focus school. It is unique and reflects their efforts to solve their own problems and concentrate on student outcomes. The major outcome that is focused on obviously is SOL scores. Student behaviors and attitudes should be influenced by rules and discipline, but seem to have failed to be effective. SOL results and accreditation seemed to have taken precedence over all other student outcomes. Programs not directly focused on academic improvement are discouraged. Judy Willis
My current school is a "focus" school. As a career & technology education center, student outcomes are of the utmost importance. The instructors strive to ensure that each student acquires the skills and knowledge necessary to be successful. Our principal encourages professional development activities that keep everyone abreast of industry standards and promotes certification and credentialing for students who complete our programs. He also takes a personal interest in each of my students, who take academic classes with me for half of the school day and CTE classes the other half. All of my students are at risk for dropout or failure, and his attention has made a positive difference for many of them.
Like most of my classmates, I too consider my school a focus school. Our school has a clear mission that we have articualted with the acronym Responsibility, Motivation, Success; this corresponds to RMS in Richlands Middle School. My school uses a positive reinforcement system to influence student performance, attitudes and behavior. The stakeholders of our school consider RMS a special school aht reflects their efforts and meets their needs.
I, like many of you, also work at a school that I would consider to be somewhat of a focus school. I teach at a high school of 415 students that is also part of a very tightly-knit community. As a school, we do a lot to support students, not just in academic areas. First, I think almost every teacher and the two principals know just about every student by name, and many on a very personal level. As a faculty, we try to be on top of things going on in students' lives that may be having a negative impact on them. For example, two weeks ago, another teacher and I came to the principal with a list of students we were concerned about because they have not been working to their potential academically, and we believed dysfunction in their home environment was affecting them. The principal called a meeting with all those students' teachers, and for almost two hours after school, about 15-20 faculty members sat and discussed what they knew about each student's situation and possible solutions for helping them. We discussed at-school counseling for some, child studies for others and mentors for a few. It really showed how much all those teachers cared about those students and their well-being. During the holidays, we do an angel tree that provides gifts for students in our community whose families do not have the economic means to provide gifts. This past year, because of high gas prices and job lay-offs, our list was unusually long. We had a lot of support from the community to make sure everyone on the list received gifts. Even several faculty members came forward and offered to take extra "angels" that they paid for out of their own pocket. I think this type of caring and concern that is displayed by so many of the faculty members I work with along with members in the community makes a huge difference in the lives of the students at my high school.
I believe that the school I am working at now is a focus school because it does put the needs of the students first, and it has overall been a very successful school. It has its issues, but I assume most schools do. The faculty does a great job of working together for the success of its students, and with the tragedy fallen upon our community a year ago (I work at Blacksburg High School), we have truly come together as a community.
I would consider the first school I taught at to be focus school. The school had a wide variety of students coming from very poor to very wealthy families. The principal at this school did an excellent job at assuring that all students reached their fullest potential. Many programs were in place for both advanced learners and students with disabilities. ONe thing that seemed to really have an impact was the amount of time the principal actually spent talking with students and soliciting input from teachers and parents from various areas. All students were treated with a tremendous amount of respect by the administration. At our faculty meetings the principal always found areas to brag about, and when needed problem areas were addressed. Data was often used to drive goals. Students in this school really seemed to be treated as individuals, and we would have elaborate discussions to find ways to meet even the most unique needs. All students felt challenged and valued, and at some point or another they truly were the focus.
I would consider my current school to be a "focus school. High expectations are set for the faculty and students. My school is determined to see that every child reach his/her full potentional - both academically and socially.
The principal is very visible. She greets the students in the halls every morning and visits the classroom frequently thoughout the day. She knows all the students by name and knows a lot about about their families.
The teachers and principal are constantly communicating the school goals to the parents. Even though some parents refuse to go along with the school's mission, the majority are strongly committed to making our school unique from the rest.
I feel that my school is a focus school. We have about 180 students in our 8-12 high school. Our prinicpal knows each student by name and is very much aware of their home lives. She makes an effort to get to know the parents, if she doesn't know them already. Our principal is visible as often as she can. She makes an effort to visit the classes as often as she can. During the course of the week she alternates her lunch so that she has the opportunity to be available in the cafeteria at varying times throughout the week. She is usually in front of the office or outside with the bus duty teacher when the students arrive to greet them on their way into the building.
The faculty, staff, and administration in our building work very well together to insure the success of ALL of our students. The atmosphere of our school environment is warm yet inviting.
Mike and I work together and I would agree with everything he has to say. Our school has gone through some tough times recently and the future looks to be bright. I truly believe the faculty and staff have the best interests of the students in mind and the trend seems to be turning. Five years ago our school was a focus school. All stakeholders felt respected and understood their role in the greater process, student learning. This process was fostered by a very gifted educator and individual. He had an ability to rally teachers, parents, students, and the community. This ability provided an atmosphere of learning and trust.
I think overall, my school is also a focus school. In saying this this, we also have our areas that need improvement. We have great communication with parents and our administrators and staff work hard to elevate the weaknesses we have in whatever way we can. The principal takes on the true role of an educational leader and most of the time not only develops the tutoring/remediation/programs, but is also a part of getting them done in the classroom as an active participant.
I work in a focus school. It is located in a very underprivileged rural area. They children do not get a lot of help at home, so the teachers and principal work very hard to make sure all the students are helped while they are at school. They principal works with the parents on a regular basis. She is very focused on making sure that all the children's needs are met. She goes as far as to see that the children do not have to spend unnecessary amounts of money on school supplies, and that all students are able to go on field trips.
I feel I work in a "focus school" our teachers work hard to meet students needs, commuincate with parents, and help each other. Three years ago we struggled with our 8th grade writing SOL scores. Every teacher in the building taught reading. We work as a team, teachers, parents, and students.
I also work in a "focus" school. At the beginning of school, my principal spoke a great deal about the importance of relationships with students. The principal and assitant principal try to be in each grade level lunch. As a member of the Effective Schoolwide Discipline team as my school, we have presented to our faculty the importance of relationships with our students. I think most stakeholders find our school a caring school which cares about the needs of students.
I believe that my first job was at a "focus school." The staff seemed genuinely concerned about the kids, or was that just my opinion, through the "wonder of it all?" I do believe that each student was dealt with in a unique fashion, or at least groups of kids were handled a certain way. The student body numbered more than I would've liked, but still individuality took on an important roll. I should hope to one day lead a "focus school!" - Adam Joyce
I think that sometimes I have a different viewpoint because I am Special Education Teacher. But I feel that the special ed departments that I have worked in have made it a "focus department." Because we are constantly trying to equip students with necessary life skills to be able to survive. We are also constanly in contact with parents to find a situation that best meets the need of each individual child.
I have worked at a very large school and a very small school. I would have to say that the smaller school would definitely be more of a "focus school." The problem with the smaller schools is they seem to have more 2nd chances for the kids because everybody knows everybody. More favors are asked of the parents and community because everyone is connected some how. The larger schools do a better job of following protocol and policy.
The current school I'm teaching in is the only school I've taught in so my answer can be biased, but I think we are a focus school. We have great opportunities for parents to be involved, whether they are or not. We have time for collaboration amoung grade levels to expand student learning. Our principal tries very hard to give opportunities for professional development. I feel like our school has students at the center. That is what makes my school a focus school.
The administration (both building level as well as district level,) undoubtedly affects the effectiveness of a school. My principal has been a great role model for me. Above all, she is an advocate for our students. Don’t get me wrong, she cares about faculty and staff; HOWEVER, every decision she makes is based on its impact on our children. I think some principals are too concerned with the popularity factor and care primarily about making teachers happy rather than finding the balance that benefits students the most.
Sherry Looney Says I remeber a focus school in my home town. It was actually for orphan children and it was also where a great deal of people sent their children to school on a tuition basis. They were a smaller school and those students took part in so many extracurricular activities as well as performing well academically.
35 comments:
Chapter 9 explains how the characteristics of effective leadership vary greatly depending upon the needs of any given community. The chapter examines historical research and current data which have helped us realize that the characteristics found in our schools do ultimately determine whether our not our students reach success.
BACKGROUND:
IN the 1960’s James Coleman’s study suggested that schools should first correct the effects on learning caused by social inequality, poverty, and segregation. Then Benjamin Bloom’s research indicated that any given student’s IQ is most greatly influenced between the ages 1 and 5. Coleman and Bloom’s findings resulted in an era that the educational community correlated low student achievement with home or basic educational capacity. It quickly became accepted that student performance was linked to circumstances beyond the schools control.
The 1980’s closed the door on the era of shedding responsibility as new research found that quality schools with quality leaders definitely strongly impacted student outcome regardless of extrinsic factors. There was something uniquely founded in certain schools where most students were achieving and growing academically. Much focus followed these schools and the educational community quickly accepted the obligation of making schools meet the needs of the students.
CONSIDER THIS:
In the 1990’s, Hill, Foster, and Gendler found that successful schools have unique, clear, and simple purposes centered on improving student academic performance and on providing the care, concern, and necessary arrangements to help the school achieve its unique goals. They called successful schools “focus schools” and unsuccessful schools “zoned public schools.” Focus schools concentrate on student outcomes but they also have established social covenants that communicated reciprocal role responsibilities for parents, students, teachers, and administrators. These schools were able to develop unique ways to meet their unique needs. Zoned public schools have diffused missions defined by the demands of external funders and regulators.
Think of a school from your past or present that you would define as a “focus school.” What were or are the characteristics of that school? What made it unique? How did the principal contribute the effectiveness of this school?
I currently work at a focus school, and I am very grateful for that. We have a little over 40% of our students on free and reduced lunches. We are a small school which helps with the focus and personalism. The principal at my school each morning greets and says each students name as they enter the school. He remarks to the teachers that we need to learn as many students by name as possible. He has also implemented this year a mentoring program where teachers mentor at risk students. All he asks us to do is connect 2 times a week with our chosen students. I am amazed at how much this helps. The focus at the school is a community of learners, the collaboration between the teachers in not only within grade levels but throughout the school. Support staff also connect with our students. One of custodial staff helps to motivate some of our most difficult students. As good at it is there you can not ignore what the home environment can do to our students. If mom and dad are up partying till two in the morning Johnny isn't going to be alert enough to focus fully. At some point Parents have got to be held responsible.
The first school I taught at was more of a focus school. It wasn't as cheery as the one patricia mentioned, but we all knew our students on a personal level. Most all the students were of the same social and economic class, personally I would classify them as lower middle class to lower class. That was a hard working bunch of students, simply because that was what they had seen at home. Most all parents were blue collar type workers, that worked hard to have what they wanted. That transferred on to their children, and they gave me a "hard day's work" everyday I asked them to. The teachers knew which students were going through what at home, and we simply took care of them, however we could.
My administrator worked to encourage his teachers to take care of his students...not just academically, but personally as well. He took steps to know them personally and do the same.
Our unstated philosophy was the if we took care of "our" kids, they would do well and take care of us. We did what we could for them, they worked hard for us, and we all made passing scores, were high achieving, had little crime and violence....we were an effective school!
I believe I work at a "focus" school. We have a little fewer than 800 students, with around 250 on reduced or free lunch. This school also has 3 administrators and everyday all 3 of them are in the cafeteria talking with the children. Each of the three has a distinct personality and the students seem to enjoy socializing with them. I feel like the kids who need some type of stability in their life especially enjoy this because that is probably the only time they get treated that way. We have the philosophy that if you give respect, you will receive it in return. This obviously makes education much easier.
Gabriel Long
I believe that my school, in fact our school system, is a focus school. We are a small school system made up only of the elementary and high school. We enjoy a great support system from our community, parents, school board, and city council. The community organizations are always ready to assist both monetarily and with their own time. Our elementary school is the lead organization to raise money for the Mountain Empire Older Citizens fuel fund each year. This year our kids raised over $45oo just bringing in loose change to help our older citizens with heating for the winter. I truly believe that we are not only preparing our kids academically;but,we are teaching responsibilty in the global community.
Most of the time, I would consider the school that I work in to be a "focus school." I can't say that I work with anyone who dosn't put the needs of the students first.
I did say that "most of the time" I would consider my school to be a focus school, because it has been a very inconsistent environment to work in at times. In my five years at my school, we have had three different principals and are getting a new one again next year. Each administrator has had very different qualities and beliefs and it has been hard for the community to really find a focus for what we are trying to do at times.
The good news is that it seems to be getting better. Teachers seem to be complaining less, students are for once exhibiting true school pride, parents run into me in the grocery store and are saying good things, and administrators seem to be more positive about what we're all trying to do. We are all very optimistic for our future. It is definitely our goal to be a "focus school" and things seem to moving in that direction.
Mike Littleton
I too am fortunate that I teach in small school setting. Our teachers know most of the students names and great them in the halls daily. Our school participates in the community in many ways. We raise money for different organizations through donations and simply working for that organization. We have a very high rate of free and reduced lunch students. We have many blue collar parents that are uneducated as well but the students seem to go beyond that. I am not sure that I would classify our school as a focus school but we do a pretty good job working individually with the students to help them achieve. I have worked in a large school where the students are not nearly as connected to the faculty as they are in a small school. I am not a fan of larger is better. Overall, I believe that our school would lean more toward a focus school rather than a zoned public school because we do work well with the local community and organizations.
In a "focus school" where I worked for two years, the vast majority of the teachers came to work each day with an almost missionary zeal. Everything they did was done with positive student outcomes - academic, social, perhaps almost spiritual - in mind. I think that a big part of that tight-knit sense of shared purpose stemmed from that faculty having opened the re-zoned, brand-new building together, and literally having the opportunity to work together to build the school of their dreams from the ground up.
My high school is one of the most diverse in the country. Acknowledging that, my principal really focused on our community as a strength above other schools in the area. I know this was effective because anyone from that high school that go to college in SW Virginia consider the mostly white community a "culture shock."
I know that business operates better when the product or deal is "simple." I believe that running a school is just as effective. So my principals choice to emphasize the community's values helped student identity and success.
Michael Southee
Cheryl Burrell-Graves
The first school that I taught in (in NC) was more of a focus school. With more than 89% of the population labeled minority and 70% on free or reduced lunch, we were encouraged to do a lot of things "outside of the box." Teachers were encouraged and taught to write classroom grants to cover expenses to expose these children to things they could not afford. Teachers made home visits to parents because many did not have transportation, had mentorship circles that was a class period geared to have kids talk about issues that were challenging or frustrating for them in their home or school life.
The school opened its doors monthly to have parent workshops to improve parenting skills... where social services and local professors volunteered their time to help improve the whole life of the child and all those in the community in which my school was housed.
I believe once the needs of the whole child are addressed and fixed, the academic piece will fall into place and more students will meet the standards expected of them with more consistently.
The second school I taught at (only for a year) would be a focus school. The teachers knew what was expected and whether or not they agreed they fulfilled the purpose with putting the students and their needs first.
The principal spent her time cheering on the students and modeling how to succeed to the students.
Three or four years before I was on staff the state was getting ready to shut the school down. She was hired to provide instructional leadership and to get the school under control again.
She only surrounded herself with a staff that would work hard. It was the hardest working group of people I have ever met. Everyone knew what they were working for so everyone would go above and beyond the call of duty.
I have been in a similar situation as Mike. In my seven years of teaching I have had five principals. The principal we have now is wonderful. She has made our school a focus school. Everyday she along with the assistant principal arrives before the children and stands in the front of the building so that they can welcome each student as they arrive. They both make daily rounds through the school to see the children. During lunch they sit with the children and talk with them. Children are all the time stopping in the office just to chat with them. Both of my administrators model positive attitudes and it reflects on the children, teachers, parents, and staff. They make the school a truly great place to be.
I currently teach in a focus school. One characteristic that has contributed to our effectiveness in fulfilling our mission is our commitment to working more closely with our parent stakeholders. Our administrators have developed a list of parent e-mails. This method of contact has proved much more successful for my team than sending notes or making phone calls. We contact parents about successes as well as areas that need improvement. Also, our principal facilitated a book study this year around Seven Simple Secrets: What the Best Teachers Know and Do. Our team has adopted two of the strategies Breaux and Whitaker outlined in the book. One was to send a blanket note thanking the parents for allowing their children to be in our classes on the first day of school. We also provide contact information for each teacher on the team. The other strategy is to write one note in a planner, per class, every day to a parent. "Dear ---, I'm so proud of your child today because (fill in reason). It only takes about 30 seconds. This ensures that every parent receives at least one postive note a month regarding academic or behavioral successes. Then when we have to contact a parent regarding something negative, the parent is more likely to be cooperative.
I would definately consider the school I currently work at as a focus school. The degree to which the community identifies with the school is amazing. Everyone is willing to do whatever is necessary to help the mission of the school as a whole. The administration is constantly in classrooms communicating with not only faculty and staff, but also with students. They help create a culture where everyone feels welcome and eager to do what is necessary for the good of the school.
BJ Lasley
I would have to agree with Mike Littleton. Most of the time my school is a focus school. It is unique and reflects their efforts to solve their own problems and concentrate on student outcomes. The major outcome that is focused on obviously is SOL scores. Student behaviors and attitudes should be influenced by rules and discipline, but seem to have failed to be effective. SOL results and accreditation seemed to have taken precedence over all other student outcomes. Programs not directly focused on academic improvement are discouraged.
Judy Willis
My current school is a "focus" school. As a career & technology education center, student outcomes are of the utmost importance. The instructors strive to ensure that each student acquires the skills and knowledge necessary to be successful. Our principal encourages professional development activities that keep everyone abreast of industry standards and promotes certification and credentialing for students who complete our programs. He also takes a personal interest in each of my students, who take academic classes with me for half of the school day and CTE classes the other half. All of my students are at risk for dropout or failure, and his attention has made a positive difference for many of them.
Like most of my classmates, I too consider my school a focus school. Our school has a clear mission that we have articualted with the acronym Responsibility, Motivation, Success; this corresponds to RMS in Richlands Middle School. My school uses a positive reinforcement system to influence student performance, attitudes and behavior. The stakeholders of our school consider RMS a special school aht reflects their efforts and meets their needs.
I, like many of you, also work at a school that I would consider to be somewhat of a focus school. I teach at a high school of 415 students that is also part of a very tightly-knit community. As a school, we do a lot to support students, not just in academic areas. First, I think almost every teacher and the two principals know just about every student by name, and many on a very personal level. As a faculty, we try to be on top of things going on in students' lives that may be having a negative impact on them. For example, two weeks ago, another teacher and I came to the principal with a list of students we were concerned about because they have not been working to their potential academically, and we believed dysfunction in their home environment was affecting them. The principal called a meeting with all those students' teachers, and for almost two hours after school, about 15-20 faculty members sat and discussed what they knew about each student's situation and possible solutions for helping them. We discussed at-school counseling for some, child studies for others and mentors for a few. It really showed how much all those teachers cared about those students and their well-being. During the holidays, we do an angel tree that provides gifts for students in our community whose families do not have the economic means to provide gifts. This past year, because of high gas prices and job lay-offs, our list was unusually long. We had a lot of support from the community to make sure everyone on the list received gifts. Even several faculty members came forward and offered to take extra "angels" that they paid for out of their own pocket. I think this type of caring and concern that is displayed by so many of the faculty members I work with along with members in the community makes a huge difference in the lives of the students at my high school.
I believe that the school I am working at now is a focus school because it does put the needs of the students first, and it has overall been a very successful school. It has its issues, but I assume most schools do. The faculty does a great job of working together for the success of its students, and with the tragedy fallen upon our community a year ago (I work at Blacksburg High School), we have truly come together as a community.
I would consider the first school I taught at to be focus school. The school had a wide variety of students coming from very poor to very wealthy families. The principal at this school did an excellent job at assuring that all students reached their fullest potential. Many programs were in place for both advanced learners and students with disabilities. ONe thing that seemed to really have an impact was the amount of time the principal actually spent talking with students and soliciting input from teachers and parents from various areas. All students were treated with a tremendous amount of respect by the administration. At our faculty meetings the principal always found areas to brag about, and when needed problem areas were addressed. Data was often used to drive goals. Students in this school really seemed to be treated as individuals, and we would have elaborate discussions to find ways to meet even the most unique needs. All students felt challenged and valued, and at some point or another they truly were the focus.
I would consider my current school to be a "focus school. High expectations are set for the faculty and students. My school is determined to see that every child reach his/her full potentional - both academically and socially.
The principal is very visible. She greets the students in the halls every morning and visits the classroom frequently thoughout the day. She knows all the students by name and knows a lot about about their families.
The teachers and principal are constantly communicating the school goals to the parents. Even though some parents refuse to go along with the school's mission, the majority are strongly committed to making our school unique from the rest.
I feel that my school is a focus school. We have about 180 students in our 8-12 high school. Our prinicpal knows each student by name and is very much aware of their home lives. She makes an effort to get to know the parents, if she doesn't know them already. Our principal is visible as often as she can. She makes an effort to visit the classes as often as she can. During the course of the week she alternates her lunch so that she has the opportunity to be available in the cafeteria at varying times throughout the week. She is usually in front of the office or outside with the bus duty teacher when the students arrive to greet them on their way into the building.
The faculty, staff, and administration in our building work very well together to insure the success of ALL of our students. The atmosphere of our school environment is warm yet inviting.
Sorry, I left of my last name on the blog. The one directly after Ashely Chapman was Amanda Dorton.
Mike and I work together and I would agree with everything he has to say. Our school has gone through some tough times recently and the future looks to be bright. I truly believe the faculty and staff have the best interests of the students in mind and the trend seems to be turning. Five years ago our school was a focus school. All stakeholders felt respected and understood their role in the greater process, student learning. This process was fostered by a very gifted educator and individual. He had an ability to rally teachers, parents, students, and the community. This ability provided an atmosphere of learning and trust.
I think overall, my school is also a focus school. In saying this this, we also have our areas that need improvement. We have great communication with parents and our administrators and staff work hard to elevate the weaknesses we have in whatever way we can. The principal takes on the true role of an educational leader and most of the time not only develops the tutoring/remediation/programs, but is also a part of getting them done in the classroom as an active participant.
I work in a focus school. It is located in a very underprivileged rural area. They children do not get a lot of help at home, so the teachers and principal work very hard to make sure all the students are helped while they are at school. They principal works with the parents on a regular basis. She is very focused on making sure that all the children's needs are met. She goes as far as to see that the children do not have to spend unnecessary amounts of money on school supplies, and that all students are able to go on field trips.
I feel I work in a "focus school" our teachers work hard to meet students needs, commuincate with parents, and help each other. Three years ago we struggled with our 8th grade writing SOL scores. Every teacher in the building taught reading. We work as a team, teachers, parents, and students.
I also work in a "focus" school. At the beginning of school, my principal spoke a great deal about the importance of relationships with students. The principal and assitant principal try to be in each grade level lunch. As a member of the Effective Schoolwide Discipline team as my school, we have presented to our faculty the importance of relationships with our students. I think most stakeholders find our school a caring school which cares about the needs of students.
I believe that my first job was at a "focus school." The staff seemed genuinely concerned about the kids, or was that just my opinion, through the "wonder of it all?" I do believe that each student was dealt with in a unique fashion, or at least groups of kids were handled a certain way. The student body numbered more than I would've liked, but still individuality took on an important roll. I should hope to one day lead a "focus school!" - Adam Joyce
I think that sometimes I have a different viewpoint because I am Special Education Teacher. But I feel that the special ed departments that I have worked in have made it a "focus department." Because we are constantly trying to equip students with necessary life skills to be able to survive. We are also constanly in contact with parents to find a situation that best meets the need of each individual child.
Lots of good examples of "focus" schools, thanks for providing good dialogue and examples.
I have worked at a very large school and a very small school. I would have to say that the smaller school would definitely be more of a "focus school." The problem with the smaller schools is they seem to have more 2nd chances for the kids because everybody knows everybody. More favors are asked of the parents and community because everyone is connected some how. The larger schools do a better job of following protocol and policy.
Brad Haga
The current school I'm teaching in is the only school I've taught in so my answer can be biased, but I think we are a focus school. We have great opportunities for parents to be involved, whether they are or not. We have time for collaboration amoung grade levels to expand student learning. Our principal tries very hard to give opportunities for professional development. I feel like our school has students at the center. That is what makes my school a focus school.
The administration (both building level as well as district level,) undoubtedly affects the effectiveness of a school. My principal has been a great role model for me. Above all, she is an advocate for our students. Don’t get me wrong, she cares about faculty and staff; HOWEVER, every decision she makes is based on its impact on our children. I think some principals are too concerned with the popularity factor and care primarily about making teachers happy rather than finding the balance that benefits students the most.
Amber Lam
Sherry Looney Says
I remeber a focus school in my home town. It was actually for orphan children and it was also where a great deal of people sent their children to school on a tuition basis. They were a smaller school and those students took part in so many extracurricular activities as well as performing well academically.
Post a Comment