A strong sense of community at school does not happen by accident; community needs to be cultivated by the principal. Each stakeholder has different needs.
Students need to feel a sense of belonging at school. Establishing a school-wide program such as Steps to Respect provides an avenue for students to feel heard and respected. This is followed by a common behavior code so everyone knows the expectations. I worked with faculty to create a positive behavior recognition (but not reward) program, so students feel appreciated for the good they do. The combination of a pro-respect program with a recognition program laid a foundation for our community.
To build on the foundation we need to gather the students on a regular basis. During my favorite gathering, held on day one, I introduce the entire staff to the students, while the students cheer for each adult. Everyone starts the year with a smile. I gradually turn over the responsibility for the assemblies to Student Council. We gather to learn, to perform and watch, and to celebrate.
The Student Council is my primary way to listen to students and to give them some control. I encourage the student council to listen to their classmates and to ask me to make changes. When they ask, I listen and consider. Some of the best initiatives to come out of Student Council are community service projects that engage the whole community toward a common goal. When we respect students and give them some control over their environment, the community is strengthened.
I am visible and involved in the classrooms, bus lane, lunchroom, playground, and evening events. Parents need to know that I am accessible and responsive, so I make sure to return calls the same day or have the secretary schedule a meeting. I also create a Public Relations plan to get information out to parents and the broader community. Most importantly, I strengthen the community by treating people with respect.
However, access to the principal and information about the school are not enough to engage the parents and the community. The volunteer coordinator starts with a small group willing to help with general tasks. The parent council creates a database of parent skills and interests that we can draw on. Finally, I invite parents and others to school to share their knowledge or skills, to volunteer, or to be the audience. I love watching the crowd at the Senior Citizen Luncheon and Concert. Of course, once we invite them, we feed them, as nothing attracts people better than children and food.
School staff love to eat as well; people who break bread together form strong groups. Since social events are vital to the health of the community, we create a regular schedule of staff parties. Teachers deserve some time enjoying themselves, so faculty meetings and professional development sessions always begin with social time and food.
Just as access and information are not enough for the parent community, food and laughter are not enough for the staff. They also need to be part of a learning community. The staff needs to work together to decide what they need to learn, because people will be most productive if given autonomy, time, and a sense of purpose. I often encourage teachers to work with other staff besides their teammates. There is a lot to learn all around the building.
Eating, laughing, and learning are building blocks of strong community. There is another component at school: shared leadership. To bring as much staff into the decision making process as possible, I created a Faculty Advisory Council, a Leadership Council, and other groups. So staff know what their role is, I use a tool called “Patterns of Participation Matrix” to be explicit whether I want staff to initiate, collaborate, advise, or support. The staff needs to feel belonging and ownership at school.
Building a strong sense of community among the students, staff, parents, and others is among the most vital work in which a principal engages.Those are my ideas. What do you think? What are some ways that YOU can strengthen our school?
I am an artist. There I said it. I am not a bohemian walking around with oil paint on my pants. I am not an art student who knows the difference between a 6B and 3B pencil. I am not a trumpet player busking at the train station. I am not a poet in a beret with one of those really long cigarette holders. No, I am not that kind of artist.
Still, I am an artist. I've been creating and enjoying a variety of art my whole life.
The arts have been a part of my life since the beginning. My parents have finally forgiven me for drawing on the hallway wall when I was 2. I was fortunate to attend a middle and high school that valued the arts. I acted in every play from 6th through 12th grade. I sang in the regular and select choirs. I was the photography editor of the school newspaper. One summer, I attended the National Music Camp at Interlochen, MI, as a theater major. In college, I focused on technical theater and built scenery and props. I continued with tech theater for a couple of years and gradually got interested in woodworking. Although more a craft than an art, my woodworking was a creative outlet for a few years.
My daughter has been the impetus for another artistic outlet: drawing. Some yeas ago, I collected a few drawing pencils and started to sketch. I found that I liked to draw, but I did not like to show my drawings to anyone. Now, I watch her draw and end up joining in. This year, I took a leap and created an account on ArtSnacks. I have only uploaded a few drawings so far, but it is a thrill knowing my drawings are out there. (OK, so maybe I do know the difference between 6B and 3B pencils.)
Something kind of cool happened about ten years ago. I found an old trumpet. I played for a while and then forgot about it. In 2007, when I became principal of Spofford Pond, I could hear the different bands practicing each morning before school. One day I remembered that old trumpet. As a way of showing support for the band program, and to satisfy my own artistic drive, I asked if I could sit in on the beginning band once they started in January. The band director was thrilled. So, I was the tall one sitting in the back row with the fourth graders in the band. I was the only band member to bring coffee and my school walkie-talkie to rehearsals. I even joined the group for the big concert (I ended up filling in on snare drum for the Theme from Star Wars when none of the kids could keep the beat). I still play the trumpet, although too sporadically to get any good. Now, my daughter (5 years old) has started to play. Maybe she will one day be the busker.
Professionally, the arts have always been part of my educational outlook. I integrated arts into my history lessons back when I taught middle school. As an administrator, I have supported arts during tough budget times. I have made it clear that I value the arts for the benefits they bring to children.
The arts are known to improve children’s academic motivation, achievement, and school attendance. Training in and practice of the arts helps students gain self-confidence, creativity, and success. Children feel good about themselves when they have something non-academic to enjoy and find success in. Students can create fantastic art together regardless of their background. Stanford Thompson, Director of Tune Up Philly, also notes that the arts nurture social-emotional and behavioral development by providing family and community experiences. Performances at school are something parents can enjoy and appreciate regardless of language barriers or cultural differences. Nothing brings parents of all different ethnic groups together at school faster than a concert, play, or art show. The arts are vital to a full education and a full life.
I still don’t own a beret, and I’ve never used oil paint. I do draw and play the trumpet. I do support and value the arts in school. The arts benefit me, and the arts benefit children. I am an artist. Students are artists.
This is not about the tool, it is about learning. The tool is just the medium we are using at the time. I am doing my best to use the term “innovative instruction” (thanks Alec) when talking about what works best for our students. This could mean using a pencil, a computer, a brush, your hands, whatever, but focuses on innovative ways for students to learn.
Let’s just ensure that there is a balance of tools we are using, and just focus on what best meets the needs of our students.
Are we there yet?
With all of the talk about Personalized Learning for the 21st Century, I thought this might be a fun challenge and way for all of us to refine our messages and learn from each other. I am a big believer in making messages simple and accessible, which is why I think this challenge is so relevant. It’s very easy to kill a good idea with a poorly constructed message, especially early in the implementation/exploration phase.
So….here is your assignment, should you choose to accept it:
“You are attending a conference on 21st Century Learning (yes, I see the irony!) At the end of the first day you step into the elevator at the hotel in which the conference is being held with someone who is NOT attending the conference and is NOT an educator. They turn to you, notice your name badge, and say as the doors are closing, “You’re attending that conference on 21st Century Leanring, right? What’s that all about anyway?”
You have 4 floors (3-5 sentences) to explain to this stranger what 21st Century learning is and give one example of what would be different. Can you do it? How would you respond?
Good luck! This message will never self-destruct so send it to every educator you know!!
The 21st century is an exciting time for education. Never before have there been so many ways to gather information, create content, make global connections, and meet student needs. We need to teach media literacy so that students can be discerning consumers of information. Students can be writers and artists with an authentic, online audience. Instead of just reading about a place, we can Skype with students there to learn even more. Using technology, we can tailor learning for individuals. 21st century education can be summarized with four words: inform, create, connect, and personalize.
Principle #5: Avoid restating the opposing viewpoint.
Teachers tell students to address the opposing viewpoints in essays and debates. On TV, however, a restatement of the other side's position can be taken out of context or used to make you sound defensive. We won't hear the charter school principal preface his response by saying, "It's true that we don't accept the lowest ten percent of students, but..." although he would gain more of our respect if he did. Teachers, on the other hand, are more likely to acknowledge the complexity of the issue by leading with, "It's not that we're against accountability, but... (the proposed measures discourage teachers from taking on the neediest students)." Maybe we're trying to lead by example--after all, good teachers know we have to model the behavior we'd like to see in class--but when the sequel to Waiting for Superman comes out, guess what part of our nuanced response they're most likely to use.
In January, Rick Hess allowed guest blogger, Roxanna Elden, to present "What We're Trying to Say Here..." Media Training Tips for Teachers.
photo © 2008 Dennis M | more info (via: Wylio)My daughter, Sally, is having trouble in math.
She brought home a letter from teacher telling us that 3/4 of the students did poorly on the last test. Three quarters!.
Sally says this teacher is never available for extra help after school. She says she doesn’t understand any of what he is teaching. Also, she’s bored.
So, my husband went to the parent conference to talk to the guy. The teacher sounded surprised that he is getting lots of feedback about the letter. He just doesn't understand why kids aren’t understanding the math. My husband asked him if he is trying more ways to explain the math. The young teacher says he's doing what the book says. My husband says you have to find ways for the kids to understand. Put the book down. Teach it differently. Explain it more to them.
The teacher got offended. He said he would give up his Friday afternoons to stay with the students. My husband assured him that Sally would be there.At this point, I’d given up hope for this poor kid. I figured the teacher was no good.
Sally came home the next day and told me that math class was so much better today. She understands what they are doing. She gets it now.
What was different, I asked her.
He didn't use the book. He talked to us instead. He explained things.
Who'd think that a little pep talk from a parent would be all it took to change this teacher? [said with serious amounts of sarcasm.]So, there is hope for this young math teacher. Thank goodness.
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Cover via AmazonIf you haven’t read the book, I recommend you do.