Sessions+Debrief

= = Return Home Return to SIP ** Day One: **
 * New York Sessions Debrief**

**// Gligor Debrief: //**
__//**Challenges and Opportunities in American Education**//__
 * What makes a successful small school?
 * Advisory/Relationship was key to success
 * Instruction was relevant to who was the student
 * Get to know how poverty impacts school!
 * __DIT Implications__**
 * Stronger culture “rituals.” Customize curriculum.
 * PD for advisory and relevancy
 * Reading about poverty

// Hoetger Debrief: //
__//**Developing Inquiry Based Tasks etc. (Capstone)**//__
 * Common Core – little impact if you are already operating standards-based
 * Examples were given Document Based Questions, etc.
 * __DIT Implications__**
 * Unit plans have to reflect inquiry
 * Scaffold up to “Capstone”
 * PD for staff

// Wade Debrief: //
__//**Approach to Science Inquiry Using Common Core and “reality pedagogy”**//__
 * What is inquiry – student tools; writing about authentic science concepts “taking students from where they are”
 * Five C’s
 * Cogenerate, coteaching (with students), cosmo…, context, content.
 * Student reality is different than staff
 * __DIT Implications__**
 * Staff Handbook Strategy
 * More for tomorrow’s debrief
 * Teaching vocabulary strategies
 * PD for teachers
 * Common practices
 * Post it – discipline behavior – give post it note to students (What’s Up? or Good Job)

//** Rhodes-O’Neill Debrief: **//
__//**Challenging Times for F.L. using motivating, Inquiry-based, Inter-d. Strat. In FL**//__
 * Listening, repeating, writing, movement, music, movies
 * Concepts – themes to teach
 * Model – Ask questions
 * __DIT Implications__**
 * Differentiate
 * F.L. = ACT
 * Cross-Curriculum Instruction

=// Flo Debrief: //= __//**Differentiation**//__
 * What => Giving students choices
 * Taking it in – meaning making
 * Adjust complexity – whole class/ one-on-one/ small group
 * Teacher modifies versus student modifying
 * Student readiness – the zone of proximal development

=//** Kovari Debrief: **//= __//**Leadership**//__
 * Vision – How we work
 * Mission – What we do
 * Goals
 * Core Values
 * Deliberation – Coherency (Activities reflect vision and mission) – growth
 * The schedule is the reflection of your vision and mission (the heart and soul of building)
 * Principal must model this for the staff and add clarity – know strengths and use them
 * Supervision for teachers that need to be fixed – PD for teachers doing well
 * Routines and procedures for yourself designed based on who you are
 * Three B’s = Boss, Beloved, or … (the only 3 times to be bothered)
 * Ask 3 other people before you ask the principal
 * More established **rituals**for the school
 * Manage resources – budget, people, the organization/systems, time, space, and partnerships – must be coherent among these with vision and mission
 * EVERYTHING GOES IN THE HANDBOOK
 * No on the spot decisions – “I’ll get back to you” and then get back to them
 * Consistent grading policy across the school – pacing chart, syllabus, plans

=// Tracy Debrief: //= __//**Integrating Arts through inter group dialog**//__
 * Identity Sheet – who are you?
 * What part of Identity has strongest role?
 * Sharing/safe. Model questioning
 * Invite in artist (or do it yourself).
 * Great entry point for writing
 * __DIT Implications__**
 * Can be embedded in a classroom project around inst. Goal
 * Also impact “Habits of Mind” in advisory

** Day Two: **

// Ron //
__//**Inquiry based learning**//__
 * Questioning- revised Bloom taxonomy
 * Socratic questioning – sematic
 * Metacognition – questioning
 * Taking notes by posing questions
 * __DIT Implications__** – questioning strategies
 * Ron to present on questioning strategies
 * Develop accountability measure this summer

=//** Hoetger **//= //**__Social and Digital Media in the Classroom__**// //__**Social Studies cont’d**__//
 * Model the use of technology for students
 * Fostering the use of audio and visual in the classroom as the Dean of Culture and Climate
 * Create a culture of using 21st century “tools.”
 * Create a curriculum that Spirals up to a final project that aligns with the common core

=// Hayes //= __//**Building Coherence as an Academic Acceleration Approach**//__
 * Common instructional frameworks –University Parks School
 * 12th grade focus on college academic life skills
 * 9thgrade must be the most structured – notebooks checked by
 * Collaborative groups – building something new
 * Writing to learn
 * Questioning
 * Scaffolding
 * Classroom talk
 * Literacy group – break down the reading
 * **Habits of work** – notebooks checked by a different teacher each month for structure – learning to take notes in college – through rotation
 * **A lesson is not a period but when you meet the objective**
 * Students buy in to the rules and procedures (no fighting, cursing, or outside language)
 * __DIT Implication__**
 * Discuss Looping
 * Discuss teacher notebook checking and advisory duties

=// Tamyra //= __//**Habits of Mind**//__
 * Organically emerged from the school culture
 * List of habits of mind – go down to 7 that fits the staff
 * Link the habits of mind with content assignment
 * Rubric for habits of mind
 * Intentionally incorporate into unit plans
 * __DIT Implications__**
 * Steven Covington 7 Habits of Mind
 * Did it for summer school, do it for the school year

// Kovari //
__//**Leadership**//__
 * Reasonably consider what you can do for one year
 * Vision->Mission->Core Values->Data
 * Annual goals – realistic
 * Instructional framework – consistency throughout the school
 * Common practices in classroom instruction, procedures, and structures across grade level
 * __DIT Implications__**
 * More support is available now to meet these expectations

// Wade //
__//**Inquiry based learning to improve science learning**//__
 * //__Science- cosmo__//**
 * Nuclear Family – create a name that makes students feel important in that classroom
 * __DIT Implication__**
 * Have to have activities that bond and bring groups together (competition?)
 * Can teachers pass understanding on to their students
 * No- you guide them and allow them to gain understanding by teaching them to research

//** Ramona **//
//__**Fundraising**__// __//**Sustaining and Maintaining school culture and challenges in advisory**//__
 * The most efficient method to get money is to have visitors in school
 * Disturbs classes only if we aren’t used to it/doing something we don’t want them to see
 * Helps students stay focus while other things occur
 * Principal & Melba must train mentor teacher in “critical friends process”
 * Creating support among teachers in a non-confrontational manner to create change
 * Advisory is important and needs to meet at least the same amount as other PLC’s
 * __DIT Implication__**
 * More common planning time at the end of the school day (potentially) $$Extended Day Pay
 * Critical Friends Training Needed