STAND UP! BE Proud!

 

When I was in high school our favoritE cheer at football and basketball games was a call and response "We are the Modeltowners". (I know it's a weird name for a high school mascot.)

STAND UP!

CLAP CLAP

BE PROUD!

CLAP CLAPP

SAY YOUR NAME...OUT LOUD...

Now I love to say it with my grandkids.  We shout their full name after out loud "Joyce Irene Smet!" or "Luke Richard Kazmierczak". Some things stick in your head even after 40 years. (I know that was a long time ago.)

My point this week is to Stand Up and Be Proud!  The representation of your work in literacy was superior on Friday.  The team from ESC along with Julie and I were there to look at implementation, sure.  However, their main goal was to determine how to support teachers throughout the school year.  Believe me when I tell you they were really impressed!

• What did we see in classrooms today in relation to our loo fors?

• Environmental supports were evident and student use of those supports was observed.

  
  
  Evident that this was a focus of the work you’ve been doing. (Translation: In every classroom it was clear that students were engaged in authentic work reading and writing. The evidence supported a strong implementation of SMART start. Students were able to articulate expectation when another classmate joined. ie in Carol B.'s room when a little girl was overhead to say. "Hi, if you are done with your Lexia you are supposed to be reading a good fit book."

• Evidence of collaborative team planning in common anchor texts. (Translation: This was really clear in Abby and Audri's rooms. They had their own spin but their charts on argumentative text was spot on!)

• High degree of engagement and student opportunity to respond
  were  seen throughout and in a variety of ways. Lots of turn and talk, explain your thinking, show me, did you find that in the text. (Translation: In the past they've noticed kids attending and behaving really well. However, when they finished it was really clear to Dr. Matthews that student talk was valued and nurtured. In Tracy S. room the kids were so excited about the topic of expository text. They were oohing and ahhing throughout the lesson)

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• Observed opportunities in all classrooms in various forms

  

• Feedback doesn’t always have to include a solution. (Translation: They really picked up on this in Abbey Oswald's room. They loved how she questioned to prompt and get kids to do the thinking. As a matter of fact they suggested that teachers go in and observe her for about 10 minutes with that look for in mind.)

They gave us three suggestions to mull over

• • 

    Use collaborative team time to spotlight a teacher’s strengths and look for transfer to other teachers. (i.e. prompts, cues, questions) Set up opportunities for teachers to observe others for a focused, specific reason. Translation: You have the agency to watch each other and learn from one another. There are amazing things going on each day! Like Sam Caughey's drive by pick up in writing after she taught a lesson on realistic fiction or Katie Naughton's precise language.. Another noted strength was Heather's precision in assesing while kids did whole group word work.)

  • 

    Clarification of writing week 5, bringing back evidence of the work from the prior weeks for students to refer to and learning intentions and success criteria. Connecting the writing rubrics to student self evaluation, peer conferencing and teacher feedback. (Translation: Sam also displayed the writing rubric during her lesson. Consider using the writing rubric throughout the unit so kids can see how to read like a writing and write like a reader.)

  • 

    Using backward planning from Week 5 writing and use of intentional links between practices and components within Wonders. (Translation: Consider using a backward plan to design your unit's lessons. This will bring to life the key standards throughout the unit and support the successful writing of students at the end of the unit.)

  
  

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• What did I see and hear? I heard the team: Carly Gates Auge, Janet julie Danker KIMBERLY KAZMIERCZAK Mark Schuldt Tracy Mathews Wendy Lutz gush on the performance of those observed, Heather, Katie, Carol, Sam, Tracy, Abby and Audri.

1. Everyone who visits our building is impressed with the level of engagement and the calm of well-managed classrooms. I know we have our challenges but you need to know that you stand out in the District.
2. Clarity is Key.  The learning intentions and success criteria viewed were superior.  It's clear that each of you use the standards ,collaborate and write high quality learning intentions and success criteria.  Janet Auge commented on the clarity and depth.  It was also clear that kids know them as well.
3. The gradual release of responsibility.  Every Lesson, Every Day, Every Classroom GRR is maximized.   Teachers were out and supporting individuals.  Clearly the write stuff.

Finally, the support and coaching from Julie was also notices.  The team was very specific on how well PD must have gone to integrate SMART Start and unit one.  In addition, your collaborative practices and use of the standards stood out.  You engage in PD and with Julie's support have gotten you to this point.   Let's keep going!  Let's keep Growth and Achievement in mind one student at a time.

So Stand Up!  Be Proud and say YOUR name out loud!  

You are making a difference each and every day with each and every child.