Tier 1 Add-on Blog Summer 2017

In many school districts, I've seen various types of instructional coaches in many different schools. I've worked in schools where there were four different instructional coaches for each of the major content area subjects. I've also been in schools where there is only one instructional coach and that instructional coach is responsible for everything in terms of instruction. As a teacher and department chairperson, I sometimes have a hard time understanding the need for an instructional coach. This is probably because I am not serving in an administrative role and I do not know the relationship between school administrators and the instructional coach. I guess my question becomes what exactly should be the role of an instructional coach in a school building when you only have one instructional coach allotment? I currently work in a school where there is only one instructional coach and that person is responsible for things like looking over lesson plans and providing feedb...

I had the opportunity of going to an Advanced Placement workshop this summer at a high-performing high school up in Cobb County. As I was on that schools’ website, I was looking at some of the teacher and administrative profiles and I noticed that many of the teachers and the administrators have been at that school for several decades. In the district in which I work, you don't normally see teachers or administrators at the same school for several decades. What you often see is teachers and administrators moving from school to school and even from district to district. I started to ask myself well why would one stay at a school for 20-30 years. I then started to put things together and I looked up the schools report card and found that this is a school that has a CCRPI score of over 100. In talking to some of my teacher friends in other school districts and at schools with CCRPI scores that are not that high, it seems that teachers are under a lot of pressure and stress and order ...

As I've already mentioned in previous posts, I serve a dual role on the school's leadership team. I am department chair and I am also the grade level chair. As the grade-level chair I work closely with the assistant principal and other members of the administrative team in order to ensure the smooth operation of the entire grade level. Recently, I had a conversation with the administration about teacher absences. In particular, we talked about handling chronic teacher absences. In my mind, when a teacher is sick or when a teacher is unable to work due to illness of some sort, whether that illness be intermittent or whether it is long-term then that teacher cannot work and I think administrators should respect that. However, on the administrative aspect of things, school administrators have the responsibility to operate the school. Chronic teacher absences impairs the smooth functioning of a school building. In addition, it also impacts instruction. I'm just wondering a...

Vincent Williams I learned a great deal about how the meetings are run.  I figured it was Robert’s Rules of Order.  I met some key players in the community.  When I sat in the wrong seat, I met an Area Superintendent and he introduced me to some other members.  I learned that the operating budget was $1.5 Billion and did not expect it to be that large. The behavior of the board members, I observed to be very professional and actions were displayed with grace.  They were definitely comfortable with Roberts Rules of Order and spoke confidently when it was their turn.  The superintendent was quiet during most of the meeting and really only spoke during the report.  The board chair was one of the oldest members on the board.  The meeting was extremely short and less than one hour.  I asked someone if it was always that short and they said, “yes.”  It is a good thing that it was short because that means that they took care of all...

Vincent Williams I’ve been really struggling with the fact that, the information that I have been learning thus far in this program is information that every teacher should learn.  The law and ethics course is one that every teacher should take.  How can we thrive in an environment where we don’t know all the parameters and laws to protect us?  Even outside of the classroom, in our everyday lives, we move through life not having a clear understanding of our laws and rights.  Some people who operate like this may find themselves to be a victim one way or another. As educators, we should be educated and well versed in the things that affect our ability to provide quality teaching for our students.  This knowledge should not be kept for only the leaders.  But what about all of the vacancies in the districts and there are long term substitutes in the building.  They get treated the worst by the students, parents, and the other faculty members....

Vincent Williams This summer got me thinking about motives.  I know that I genuinely want to help the community.  As I have been going through a variety of training and professional development, I noticed that I do not see many of my building colleagues.  Recently, I started to get involved with the NEA.  Wow! I was blown away by the things I was missing out on.  My first three years I was teaching and paying dues to the association but had no clue that I was even a member.  I went to two different leadership development trainings, one in Savannah and the other in Boston.  Both were great!  The one in Boston was the national conference and they had a smaller conference on racial and social justice before the main assembly conference. The conference was empowering and enlightening.  The information was relevant, with impactful discourse taking place.   Why wouldn’t others want to partake in something like this?? Many of my b...

Vincent Williams One thing I have noticed as I have been going through the standards is that something important is missing.  Interpersonal skills are not being evaluated.  I know there are some educational leaders who do not have the best people skills when communicating with subordinates.  This lack of interpersonal skills could foster a negative culture in the school.  Many teachers may choose not to extend themselves beyond the basic expectations.  The classroom setting could become a place where the best teaching is not taking place.  The teachers will lose trust in the principal and could even start to question their own effectiveness and career choice.  Ultimately, this phenomenon will negatively impact the students.  They say, “Happy wife, happy life.”  Well, it is similar in the schools, a happy teacher could produce more for the students.  As instructional leaders, we want to provide the optimal environment for teaching and...

Vincent Williams As I reflect on the first three years teaching in a Clayton County public high school, I have noticed some areas that they should improve.  So, an improved mentorship program is highly recommended.  There are different types of mentorship programs.  Pre-service mentoring takes place during the training and education stage.  This is normally in teacher training programs, whether traditional or alternate route to certification.  Induction mentoring takes place in the school system during the first 1 – 2 years of teaching.  In-service or peer mentoring is when experienced teachers are aligned with new teachers to assist in catching the new teachers up to speed.  There are a number reasons why it is advantageous.  However, persuasion is outside of the scope of this reflection.  Just to name a few: it leads to higher performance, retention, attitude, and culture.  Many teachers may feel they don’t need a mentor if th...

Aisha Moore-Webb Teacher shortages! The desperate need for teachers in many school districts across the world isn’t old news. College students are not majoring in the profession. Some schools have even done away with their education programs. Many in the field are perplexed about what should be done. As I prepare to enter the world of educational administration I have pondered the question of teacher retention. I have come up with about five things that could help keep good teachers in the class, and persuade others to join the craft. First, it pains me to see the bad rap teachers get today. I am puzzled how so much of the weight of a child’s success in placed on the school house and not the home. Regardless, there are those of us in the field who do what we must to provide young people with the best educational experience we can give. Therefore, it doesn’t hurt to be acknowledged for the work you do. I think many teachers just want to hear words of affirmation and appreciat...

Tai Twyman As I have previously shared, I am passionate about all things related to curriculum and instruction. One particular area that excites me most is professional learning. I doubt there are many educators who are unfamiliar with the term professional learning community (PLC). But, I wonder how many of us truly understand the meaning of the term. Unfortunately, PLC has been used to describe everything from an informal gathering of teachers and meetings to a book study. Yet, it is way more than that. Before we discuss what a PLC is, let’s first take a look at what a PLC is not. A PLC is not a team or staff meeting designed for members to flush out their frustrations, point fingers, or work in individual silos in the same room. It is not a meeting where we sit around and share lesson plans that were created in isolation without any thought of soliciting input from others. Additionally, a PLC is not a group of educators who are solely joined by common grade levels, subjects, or i...

A few years ago, a local district began an initiative to bring their district's "best" teachers to some of its more challenging schools.  While the idea was met with praise and criticism alike, it was actually not a new idea.  I was a teacher in a local district 15 years ago when my school was considered a high priority school and that we would receive yearly stipends if we stayed and worked in the school. The retention of teachers in these schools was the ultimate goal, and overtime the stipend would increase.  Well, guess what?  It didn't change student achievement outcomes. Currently, my district offers a bonus to teachers working in schools that have been identified as turnaround schools. The adjacent districts in the metro area also offer monetary incentives to teachers who are willing to work in schools that are struggling.  Sounds like a great idea, right?  The problem is that there has been no evidence that this approach to strengthening under perf...

One of the constants in the educational world is the idea that there is simply never enough money and the district stays in a budget crisis.  With that being understood, WHY in the world are there so many unused resources?  For example, when a district purchases a textbook, there are often optional packages and resources that make the total cost of the textbook adoption even more expensive. Those resources beyond the actual textbook itself, generally go unused.  One of the leadership standards require that educational leaders be good stewards of the resources allocated to schools yet there are not many tools or measurements in place that specifically help administrators to objectively determine if they are indeed being "good" stewards of the resources allocated to the schools.  I believe that along with the academic and school culture measurements that are made public, there should be a measure that is made known to the public in a similar fashion with regard to the ...

As the summer comes to an end, I have had a difficult time finding something to reflect about. Imagine the irony in writing a reflection about "not" knowing what to reflect about. I have been able to receive plenty of feedback from my work at the district level. I have also been able to speak with many district level leaders throughout the summer. As I reflect on the conversations that I had, I am left with a very interesting question; "How do district level leaders apply the eight leadership standards to their positions?" Many district level leaders have responsibilities that allow them to work with teachers. As a leader in your district, you also have a responsibility to ensure that you are helping with the overall vision and mission of the school district. Many of those visions and missions are centered around student achievement. There are some standards that lend themselves more to district leaders such as standards one, two, three, and the GSU standard. I won...

As I am getting acclimated to my new leadership role, I have encountered the reoccurring theme of professionalism.  Now I know that one may say professionalism is a good thing!  It's an absolute necessity if your organization is going to drive change and have an impact on the lives of children.  I agree.  However, what I've seen is the opposite end of the spectrum where professionalism equals abrasive and and absence of that collaborative spirit!  No, I'm not suggesting that your teammates and coworkers should be your friends, but I am suggesting that there is something in between best friends and professional relationships. That funny space in between can be nurtured through opportunities to build trust that do not rely on high impact outcomes right away.  I think that there should be small intentional steps in place at the departmental,or grade level that can support the growth of trust between educators.  For example, yearly tasks that ask teams to...

Tai Twyman It is the one day of the week that makes many cringe. Staff meeting. Traditionally, the staff meeting is the time most of the staff convenes to listen to the principal or other member of the leadership team give a run down on data, instructional initiatives, and expectations. Typically, teachers are on the receiving end of the sit-and-get gathering and have little to no voice when it comes to the items being discussed. What if this was a classroom you were observing? As a leader, hopefully the first thing you notice would be the lack of engagement, interaction, and collaboration. How effective could that method be? If the constant lecture is frowned upon for students, shouldn’t the same hold true for adults? Of course, there are mandates that drive the structure and function of many staff meetings, but on other days, think about the lasting impact the information would have on teachers if it was aligned to what they needed. This does not include the need to go over ...

Camilla C. Moss Blog 5 While I am by nature a creature of habit, I appreciate change in many ways.   It is not unusual for me to rearrange the furniture in my home or change paint colors frequently.   I am constantly searching for better, more efficient ways of completing home chores and routines.   As a professional, my students became accustomed to trying new strategies until we found the one that worked best for them.   Thus, change is a friend to me.     I am very excited about my new position and the changes that can be made to improve student success.   I have filled pages in a notebook with evidenced based ideas that can improve outcomes when completed with fidelity.   However, I recognize that not everyone in the world flourishes in an environment of change.   How many times have you been working in a school or place of business with new leadership and they begin changing everything?   Reluctantly, you follow the new...

Aisha Moore-Webb If you ask most classroom educators many will tell you that they are always learning. They will say they have never felt like they have “arrived.” So, as I prepare to step into administration, I have found myself wondering if I have mastered my classroom, at least enough to have high expectations from other educator. Well, I have reached certain milestones as a teacher. I am proud of my test scores. I believe I have found a way to instruct students in ways that help them retain information. I have even practiced the art of calling parents for a plethora of reasons, like great grades, warning, or reminders. I feel pretty confident. However, if I am honest I still have somethings to work on. For example, I need to practice better organizational skills and I could get papers back to students on time. I even have days when I am just tired and as a result my lessons can be rather lackluster. So, does all of that mean I am not ready to be an administrator? I’d l...

Aisha Moore-Webb Our world is changing. Growing up, my world was very much black and white. Now, the United States is a mixture of colors: black, white, brown, yellow, and red. As a result, I have to be cognizant that I pay attention to the needs and cultural experiences of all students and therefore the concept of culturally responsiveness is not just a majority to minority phenomenon. Considering the transition to a more colorful world has been steady but gradual, I have had to make a concerted effort to ensure I am aware of cultural norms that may be specific to one group of students versus another. I have to include works from various authors and ethnicities. I have to acknowledge the contributions of all groups to a given subject, topic, or concept. I have learn about my students and their families. I have to celebrate differences and how each contributes to the beauty of our great nation. As an educational leader, I must stay abreast of policy that may impact my stud...

Aisha Moore-Webb I have not been afforded the opportunity to serve as an educational leader, yet. However, when I am given the opportunity I hope my stance on modeling lessons for teachers and recording evaluations never changes. For as long as I can remember, I have always felt that it should be required of evaluators to demonstrate what they wish to see of teachers, in real time. Plus, teachers should be required to look at, evaluate, and reflect upon their own lessons. There is no secret that evaluations can be a point of contention between teachers and administrators. In my opinion, teachers would be more inclined to accept constructive criticism from an evaluator if they had confidence in that person’s ability to teach.  Additionally, if we agree that modeling is a wonderful and necessary instructional technique, then why would it not be used in coaching? Also, modeling allows educational leaders to remain connected to the classroom and the classroom teacher. Now,...

Aisha Moore-Webb There are times when I don’t have all the information. Times where the only thing I have is the energy that radiates between myself and a student. Yet, I find myself in a position of understanding this individual, not knowing all that they bring to the table. At this moment, I have to practice empathy. I have to look into their eyes and assess where they are and then proceed with determining the best course of action. The assessment that takes place within me, utilizes a form of intelligence that allows me to step outside of myself and into the shoes of another. It is called, emotional intelligence.  There are a lot of things I feel incredibly strongly about, however emotional intelligence in the field of education, especially in leadership, tops the list. So many times during my career in education, I have witnessed adults in education practice very little emotional intelligence. I have seen decisions made (for both students and adults) based on stereotyp...

Tai Twyman I have been asked numerous times by family, friends, and colleagues if I intend on becoming an assistant principal or principal. My answer is always no. I even find that I have invented a script of sorts to answer whenever someone asks. I always say I do not want to be that far removed from the classroom. I am passionate about curriculum, instruction, and pedagogy. I am equally zealous about sharing this enthusiasm with others, and when I leave the classroom I want to make certain I can support teachers and even assist students when needed. I would be in heaven supporting pre-service teachers, mentoring novice and veteran teachers, or serving as an instructional coach, but there is also a part of me, thanks to this program, that is embracing policy and operations. Before now, I do not think I was completely aware of the contributions made by principals, assistant principals, and those at the district level that fit together to complete a puzzle necessary for effecti...

Camilla C. Moss Blog 4 I found out I was accepted into the Tier 1 add-on program on a Wednesday.   I registered for classes three days later and began classes two days after that.   The first day of class, I flew to Chapel Hill, North Carolina to attend a meeting and conference for work.   My first assignment was due the day I flew home and the evening of my daughter’s Spring Band concert.     I had no idea how I was going to manage the course work, my work and family.    This experience was so completely different from when I was last in school.   My time is already limited by my responsibilities and I was afraid that I couldn’t give my coursework the time and effort it required.   I learned quickly that the only way that I would be successful in this program was to focus on one thing at a time.   I had to learn to do the things that are important right now.   I couldn’t help but reflect on When I heard Greg McKeown discu...

As someone who loves all things Instructional Technology related, I particularly see the importance of students using digital tools and resources to demonstrate their understanding, create new meaning, and compose original products. In addition to being producers of knowledge, students can also consume information tailored to their individual needs using Web 2.0 and Web 3.0 tools; however, this does not happen simply because we provide every student with a device. If that were the case, we could give each student a textbook and kick up our heels. But, we all know that would go nowhere fast. So, why do we believe that digital learning is a result of how much software or hardware we own? Schools can purchase every device known to man, but if we, adults and students alike, are not familiar with how these tools support and enhance learning, they quickly become obsolete. Yes, it is a plus to know how the device or program works, but we must take it a step further. One way to do this is to...

Camilla C. Moss Blog 3 Previously I shared that I have started a new job in a school district closer to my home.   One of the major benefits of my new position is that I worked in the district previously.   I recognized many faces at the meetings I attended this week.   One of the challenges to my work is that the position/ role I will be filling is new to the school.   This week, I have spent a great deal of time with my administrators determining my roles and responsibilities.   One of my new responsibilities will be to serve as the Literacy/ Instructional coach for my school.   During our discussions, administration identified targets for professional development based on school and district data.   Using my previous experience in the school and the recommendations from the director, I have created a professional development plan for the school.   We will be using a combination of professional learning communities and traditional trai...

Recently, a friend shared that she wondered if she was not successfully advancing to the next round of interviews because she was approaching the interview questions using her teacher lens rather than answering from the leader viewpoint. This discussion made me consider my position and wonder if there is a significant distinction between the roles of teacher, teacher leader, and leader. Is there a line of demarcation? Can the terms overlap? Is it possible to be considered all three? I have often heard people in leadership/administrative positions say they are teachers at heart or teachers first when making decisions or describing their love for the profession. But, I wonder what this actually means to them and also how others perceive the leader. For me, a teacher is one who guides, supports, and imparts knowledge on an individual or group. This does not necessarily mean that the bodies on the receiving end sit in a classroom, are attached to a roster, and are younger or less experi...

In the recent past, I couldn't understand the use of twitter by educational organizations.  It just didn't make much sense to me because I thought that the whole point of the use of twitter by these organizations was to publicize information and good news to the broader community.  What sense does the use of twitter make if we are only following and responding to each other and the general community isn't following? Well, just yesterday our Superintendent used twitter to celebrate the growth of schools, especially those who under previous administrations may not have had an opportunity to "shine".  Quite honestly, I found myself saying YAY! and cheering on these schools.  Maybe the communication with the greater community was the initial goal, but after yesterday I would also like to believe that maybe, just maybe the Superintendent is using twitter like the new guy in the White House?  Quick, direct messaging to those who are most interested in whether or n...

I was recently made Department Chair of CTAE and I'm excited about the new role.  Everyone keeps saying that I have a tough group with different personalities, but that's life.  Whenever you're dealing with people, there are going to be various personalities.  I'm going to start out by sending a welcome email to everyone and having some type of welcoming "gathering" at the first meeting to break the ice.  I then plan to discuss expectations, vision and non-negotiables with the group.  I'm trying to get a schedule and get some things done before school starts so I won't get too overwhelmed.  I've also created a OneNote notebook with important information for the group to refer to throughout the year.  I'm looking forward to the year and expecting a great one!  If you have any other suggestions, please share.

I teach in a magnet program in a low-performing school.  It is one of the sites for the Junior Achievement school within a school model.  It really frustrates me when parents say their student isn't going to be in the program because their child feels the program will be too hard.  This is so frustrating, especially when it's coming from a minority.  Too often students settle because they are afraid of the work and miss out on so many opportunities.  We have to break this cycle!!!

These assignments have really helped me learn more about the standards and get different perspectives from leaders.  It gave me more insight into all the responsibilities that a leader has.  After each assignment, I reflected on the standards and how I would apply them when I get into a leadership role.  I think my favorite standard is the one about cultural responsiveness, because it's so applicable to the environment that I teach.

Today I became frustrated with leadership. I currently serve two roles on the school's leadership team and one of them has become increasingly frustrating. I serve as grade level chair for my team and my team is currently located in modular classrooms. We have more students than we had last school year which has put some pressure on the cafeteria staff and has also caused some issues with scheduling. The principal has spoken to me about potentially shortening some class periods in order for the students to get to lunch, lockers, restroom and back to class all within a certain amount of time. It is frustrating because one of the things that she mentioned was actually one of the things that we have written about in this course which is protecting instructional time. While I was having a conversation with my principal, I totally understand her point but on the other hand I'm not really seeing any viable options that we can put into place with respect to the location of the module ...

In most cases when we think about cultural responsiveness in schools, we think about the ability of teachers and leaders to respond appropriately towards students needs to provide equity in the school setting.  During one of my interviews this summer, I heard something that really stood out to me. It was during the interview over the Georgia State University (GSU) standard on equity and cultural responsiveness. Mr. Sheldon Jefferson shared a story of a time when he showed cultural responsiveness towards a teacher, that inevitably impacted the students as well. Although it is very important for educational leaders to show equity to students, it is also their responsibility to be responsive to the needs of their teachers and their staff. This particular example caught my attention because of how the leader tied his actions back to the students. Mr. Jefferson stated, " My team members could see a difference in the teacher’s progress. She was so appreciative at the end of the year and...

Today I was able to present for our county's New Teacher Orientation. I was a facilitator for the Science Department, and I was able to share with many teachers "The Gwinnett Way" when it comes to science. As I rotated from class to class, I was able to see teachers that were brand new to the profession while also seeing teachers that have moved to our county from another place in the state, and even in some cases, from another state. All of these individuals had one thing in common, excitement! The excitement seemed to be mixed with a "sprinkle" of nervousness from all of the teachers participating. I wouldn't be completely honest if I didn't admit that I too get nervous at the beginning of each school year. I've often wondered why I get so nervous to meet my new students. While teaching at Fowler Drive Elementary School in Athens, Georgia, I would work with student teachers each year. I remember telling them a great lesson that I also learned whi...

Today and this past week has been extremely hectic. My new students received their schedules on Monday and on Tuesday I was notified that my schedule would be changing, which would influence the schedules of many of my students. This change took place on effective Wednesday. Also on Wednesday, the master scheduler informed another teacher on my team that their schedule would be changed as well and will take effect on Thursday. This also influenced the schedules of some of the same students. I must say that it's been extremely hectic for me and for all of my students to get adjusted two their new environment and the teachers to get adjusted to their new schedule. However no one seems to be really concerned. I guess my question is what role does school administration play or should play in the creation of a master schedule? I don't know much about a master schedule and how to create it or anything of that nature but I did have a conversation with the master scheduler who mention...

The beginning of the school year is always exciting! Your classroom is newly decorated, pencils are freshly sharpened, and the hallways are quiet as they anticipate the new feet that will walk them. You look at your roster and wonder how to pronounce some of the names and what faces match these names. You put the names on desks and tables and wait. Wait for the first day of school. The first day finally comes and even though you’re prepared you have first day jitters. Students and their parents start to arrive. Some children are excited and come right in with no problem and some children are scared and cry and plea for their parents not to leave them. As you go through the day and begin what may be a life-long relationship, the children become a bit more relaxed and you’re confident that this will be a successful schoolyear. As days turn into weeks and weeks into months, the everyday challenges of being a teacher begin to arise. Some days you don’t know how you can make it to the ...

If you are looking for a new way to add relevancy to your classroom math activities, the answer may be in a children’s book! This year, I created math problems from children’s books that I used for story time. I found it to be a great way to integrate math and literature. Reading books that weave mathematical ideas into engaging stories helps dispel the myth that math is dry, unimaginative, and inaccessible. My advice to educators just beginning to incorporate literature into math activities is to choose a book and dive in! I was nervous to try this concept at first, but the more I practiced the better I got and my students LOVED it! Here are a few books and problems that we explored and solved. Book Title I Will Never Not Ever Eat a Tomato Problem If Lola eats 3 carrots on Monday and 1 apple on Tuesday, how many fruits and vegetables did she eat in all? Book Title If You Give a Mouse a Cookie Problems Mouse had 6 cookies. Emma gave him 4 more. How many cookies ...