The hustle of October and November will soon be upon us, with progress reports, recommendation letters, grading of tests and papers, establishing SMART goals, beginning the evaluation process, and who knows what else.
I generally put a quote on my white board in my office, usually changing it every couple of days. I don't know what drew me to Nietzsche this week - things aren't that bad. No, it's not "I stared into the abyss and the abyss stared back" - though it sometimes feels that way, even without a pile of essays to grade on a Sunday afternoon. This week, I quoted: "To forget one's purpose is the most common form of stupidity."
I've used that line this week with a couple of wayward students, asking what their purpose during a specific period was. I've used that line with a couple of teachers, frustrated by a lesson or student. And I've used that line with myself, because among the minutia, the meetings, the emails, the Tweets, the conversations, and the planning, we all need to remember our purpose:
Please, don't read into the use of "The Jerk" ! I just think we need to remember our collective purpose and ways we can support the students, each other, and our community, and that has, at times, gotten me through the existential "why are we here" and "what are we doing." There will be times where we all need pep talks, so I hope you can all come back to a sense of purpose in what we're doing at Medway High School!
Highlights from Walk-throughs
Each week, we hope to highlight some lessons that we see from walk-throughs, as we start to get into more classrooms. Please don't take lack of a mention as a slight - that's not the intention - and we certainly hope to get into many, many classrooms to share some of the great happenings from the building.
Today we saw a great use of a gallery walk in Mr. Mackenzie's 9th grade English class, where students were pulling apart direct quotations from specific short stories and analyzing literary terms within those quotes, such as imagery or theme. The students were silent, and the posters served the multiple purposes for students: students learning from each other, close reading of text, and reviewing content for an upcoming test.
Mrs. Hallett's senior physics students were firing projectiles toward a bull's eye/target in the main lobby today; we have video, which hopefully you can make out! Unfortunately, Google wouldn't upload it properly, so hopefully you can view it here!
Finally, earlier this year, Mr. Bryan's physiology students were given a disassembled skeleton as a pre-assessment. Here's what their work looked like:
Teacher Eval
There will be a meeting after school on Monday in the library for all professional status teachers who are going on cycle this year, meaning entering year one of the teacher evaluation. We will hopefully clarify some of your questions!
For all staff, you can expect a letter in the next couple of weeks from your primary evaluator initiating the process. If you are wondering who will be your primary evaluator this year, ask Mike, Dot, or Doug.
Homeroom Next Week
We will be holding a homeroom next Wednesday, which is a Day 6, for about five minutes at the beginning of the day. Class officers will be going around to make some announcements, and we will be distributing student ID's and student photos to any student who has yet to pick them up. We will announce for students to report to homeroom at 8:02, and around 8:10 we will send them to first period class.
Attendance will be taken in the first period class. Thanks for your assistance.
Mark Your Calendars
Some upcoming dates and events:
October 8: Faculty Meeting
October 10: The Senior Class is hosting a dance from 7-10 p.m.
October 11: Professional Development Day.
October 25: The Senior Class will hold its annual Halloween Parade. Sigh.
We hope to have an agenda and plan for the PD Day ready next week so folks can plan from the choices that will be offered.
Weekly Resources
The Weekly Resources can be found here. One piece that I added that is particularly good includes some steps for teaching critical thinking.
There is also an interesting, and very outside-the-box, piece on grading backwards. I took some time to skim it and found some of its ideas conversation-worthy, but I'm not entirely sure how it works in practice. If anyone out there reads it and wants to discuss, I'd love to have some feedback.
It is safe to say that this week closes amid a different feel than last week; indeed, when last week's News was posted, we had no idea what last weekend's events would bring. Hence, this will be a short version, with enough requisite information to help people plan ahead and maybe some reading that will help get us ready for the academic challenges that await us, which no doubt get put into perspective when we are forced to cope with tragedy.
Before moving on, a significant thanks to the work at the onset of the week of the Crisis Team, many of whom individually supported both students and staff throughout the week. We also saw the power of the student organization, as the Peer Counselors have been a magnificent support to all our students this week.
Additionally, that the staff so professionally helped keep students on track throughout this week and maintained that professional air and stability that our students so needed is particularly notable. No doubt it was difficult at times, but having the staff lean on each other I'm sure made the instruction and the interactions with students much more palatable during an otherwise difficult week.
Video Link of the Week
This video portrays the adolescent brain as "Ned" knocks out eight powerful conditions of learning that can change everything for students. It's pretty clever!
Some key dates to plan with:
October 10 is looking like the day progress report grades are available; given the portal, grades are no doubt already being updates, which renders the "progress report" grade somewhat moot. That said, it's something parents expect. Typically, we look at holding a parent-teacher conference around that time, so as that day is finalized, we'll get that out. We're likely looking at either October 10 or 24 for the Parent-Teacher conferences.
On October 11, we have our full day PD. Be on the lookout for an agenda for that day.
October 25 will likely be the senior's "Halloween Parade." In the coming weeks, we will meet the class leadership to outline our behavioral expectations to ensure that the tradition may continue, though it is not among our favorites. Those of you who teach seniors could assist by reiterating the importance of maintaining some level of decorum that day. We will be giving the seniors our explicit instructions as to our expectations.
Finally, to address some confusion and long-term planning: the Junior Prom/Senior Reception is being held on Friday, May 2, not May 9, so there is no conflict with AP exams. That said, May 3 is an SAT date, so we hope students plan ahead!
Student Activities Update
Please - all advisors get their "annual statement of acknowledgement" regarding the hazing law back to Mike Rubin in the office by the end of next week. It should be signed by the faculty advisor as well as a designated student officer.
Also, unless you've spoken to us already about dates/deadlines with activity fees, make sure that activity fees are being collected. To date, there have not been many that have come to the office, so I'm making the presumption that all the students are paying online. I don't want to shut down activities because the fees are not being paid! Please take care of this!
Next, check the calendar - if there are meetings or events that your activity is planning, please email those to me so I can get all the activity meetings on the calendar!
Finally, many thanks to Student Government, NHS, TADA, Peer Counselors, and anyone else for assisting with the Open House on Thursday and this weekend with the Medway 300 parade. Mr. Collins did a fantastic job getting our student volunteers in place to assist with the event.
Some Reading
In this week's news, I added a couple of pieces that are not necessarily about teaching and learning, per se, but that I felt were timely. First, while I'm not generally a fan of Rolling Stone magazine's journalistic tactics, there was an emotionally heavy piece on a scandal/tragedy from a California high school - at the end of an emotional week, not an easy read, but maybe something worth bookmarking for later. Also, there's a nice blog post by a parent on "6 words we should say today" - something I tweeted out earlier this week as a recommendation for parents.
If you're looking for some teaching/learning resources, there was a neat Infographic on the difference technology has made in classrooms - 59% of parents used typewriters, 82% of students use tablets, laptops, or desktops - and an article with tips for building technology-infused lessons.
At any rate, hope you find something worth perusing among those links.
This week's notes have a few answers to some common questions that have come up in the first cycle of the schedule. There is no doubt that people have a lot going on - which is not going to change - but hopefully, together, we can work on managing our many initiatives thoughtfully and thoroughly.
Morning Attendance
Attendance must be posted accurately every morning by 8:10. If we are holding attendance because of a problem with a bus, transportation, or otherwise, an announcement will be made before 8:04 to indicate that you are to allow students into first period class without a pass from the office, as was the case on Tuesday when a bus arrived at 8:03.
If there is a technology problem in your classroom that is preventing accurate attendance from being posted in the first ten minutes of the day, send paper attendance to Wanda via a student.
Again, if there are questions, concerns, issues - let us know, and we'll be happy to help, but the widespread inaccuracies are creating double the work in the office. (On Wednesday, which was a Day 5, there were 16 out of 39 teachers who made a mistake or did not post attendance, which is simply unacceptable). Incidentally, on Friday, there were only a couple of minor mistakes.
Cafeteria and Study
There were a number of questions emailed this week about the use of time in the cafeteria. To that end, we will attempt to iron them all out here; some of the questions may also be answered on this document.I also randomly polled about 15 people as to the positives and negatives; to be honest, many of the negatives were anticipated, and the positives were validating. That said, we are but one cycle of the schedule into the year, so making any widespread judgments at this point are premature.
Here are some of the common issues/questions that have come up, and an attempt to answer them:
Seating
For the first three periods and last period of the day, the students have sat in the lower bowl of the cafeteria, and the adults have sat in the upper level.
For the period immediately after lunch, the students have sat in the upper level of the cafeteria to allow Santiago to clean the lower half.
Signing in at the beginning
Students have seated, and teachers have called groups up individually by teacher to register. I’d imagine as students and teachers start to recognize each other that this will proceed more efficiently.
Allowing students to leave (how many out at the same time)
There is a little bit of common sense here. One student (or two) should be permitted to use the restroom, which is right across the hall. One study seated one of the adults not designated for PLC time at the door to monitor sign in and sign out.
If a student indicates that they need to see adjustment/school psych, that would be a “let them go” moment.
Students going to the library?
Students should be reporting to the library directly, and Mary Dolan has been tracking those students' attendance.
Where they can go (i.e. teacher or Academic Success Center), and how there will be accountability to see if students actually got to where they say they are going?
We have not had any students assigned to ASC yet, nor has it been opened for general use. There is the presumption that the student will do the wrong thing and not go. A student who wishes to go to the ASC as a spur-of-the-moment resource may need a pass, but ideally will have planned to go at the start of the period. The ASC can send a list to the cafeteria or log the student as present. Admittedly, we are still working this out procedurally.
If a student is assigned to the ASC as an intervention, the counselor or Dean will email all the teachers who may have that student in study to indicate when/where that student will be going.
A student going to meet with a teacher should bring a pass; that has not changed.
Teacher-only Netbooks?
There are currently 6 netbooks assigned to the caf that are staff only. They have been secured to the private WiFi, and they are on a cart for teacher use.
Teachers
are confused about how they have a roster of kids for study and are
meant to be doing PLC work at the same time. The issue is that we are
accountable for monitoring the students to make sure they are being
academically constructive. The contract language is “Every High School
and Middles School teacher assigned to a directed study period shall
require students to be engaged in 'structured learning time' activities."
I observed a study hall during D block on Day B last week. The teachers and students were all engaged in conversation – some students were obviously working on schoolwork, others were not, but the teachers were definitely collaborating. There is a likelihood that students are not being “academically constructive,” but that was happening in classrooms as well. That is useful data to support continuing to minimize student study halls, particularly among those parents and community members who continue to argue that they are required for all students to get stuff done.
To be frank, teachers collaborating is as important, at this juncture, as making sure students are engaged in “structured learning.” As with any study hall, there will be those that are on task and those that are not.
I don't know that, at any time, teachers were evaluated on the basis of how "on-task" students were in study. Honestly, if we find that students are using the time without work to do, it speaks more to the value of the studies moving forward.
So, yes, ensuring that students are engaged in learning is a responsibility, but one that bears some initial direction and occasional redirection, not constant supervision - which is what people did in classrooms, for the most part.
Is there a set number of PLC forms that we are meant to turn in?
People will use as a minimum the one period per cycle that is designated as PLC time (names in italics on the schedule) as common planning. That said, there is no limit. If people want to keep multiple forms and have discussions repeatedly, that collaboration would be encouraged. That data should be shared with department leader to support our planning of dept meetings and PD.
The cafeteria is too noisy, and I can't get any work done; I've lost setup time in my classroom. I want to go back to my room with my 25 kids.
As the year progresses and kinks get ironed out, I would imagine that some people would be able to leave the cafeteria, go set up a classroom, and return to the cafeteria… or work out periods that they can rotate the monitoring of the cafeteria while others return to classrooms. To that end, here’s an example:
On E Block, Day 3, Tim Brandon, Donna Shire-Swift, Mary Morin, and Donna Pereira are assigned to the cafeteria. It is not a PLC period for them. Donna has a lab that she needs to set up for Block F, which follows. There are about 75 kids in the cafeteria. Tim, Donna S, and Mary could watch the cafeteria for the first half hour while Donna P does whatever she needs to do. Donna could then go the cafeteria, see how things are, and relieve Mary or Donna S. The next time through it could rotate. I would like to think that professionalism, and professional courtesy, could prevail. Conversely, on Day 1, period B, Brandon Lemos, Al Petrarca, Jay Rojee, Paul Aylward, and Diana Rodgers (David Lark) are assigned to the cafeteria, with three of them assigned PLC time. After taking attendance, Paul and Jay would assist supervising the students, while PLC work and a log for their evaluation binders would be completed by Brandon, Al, and David. Jay and Paul could always jump into that discussion as well, but that one period is assigned as PLC time for those three. Again, I think there will always be some collaboration.
I would also contend that setting up ground rules for noise in the cafeteria– particularly once the year gets going and students need the time to work – will be a responsibility of staff – every now and then to say, “keep it down, guys” or something like that. I also apologize to those who do not have periods with someone in their disciplines, either during a regular period or their assigned PLC time. With some of the constraints of the schedule, it was not possible, but there are far more opportunities for both intra- and inter-disciplinary planning than before.
As another aside, the students have loved the concept of study in the cafeteria, and many are working together.
Some positives mentioned (frequently more than once):
allows teachers freedom if other tasks need to be completed (photo copy, restroom, etc.)
gives teachers opportunities to get on the same page with It's Learning, Common Assessments, standards-based lessons;
sounds simple, but getting to chat with another adult throughout the day is pretty cool.
Talked at length about our shared curriculum in (SUBJECT X), let to us exchanging ideas on lessons, materials and assessment;
Had a productive conversation with another teacher about a class he is teaching; led to a conversation about how to better integrate current events multiple disciplines;
For me, one reason I got into teaching was to interact with people every day...feel it's important/makes me a better teacher to be seen/known and interacting with kids, not necessarily on an academic level;
Like getting to know teachers I wouldn't know otherwise;
have been able to have discussions about strategies both for the AP and low-level students in our classes.
Obviously, this is a change for everyone. As someone put articulately in my request for feedback, until we feel a sense of control, it will freak everyone out. That said, I'm encouraged and impressed by the way everyone has attempted to work through the kinks, offer feedback, and collaborate. To that end, I look forward to seeing the common planning time that so many of us have wanted for so long continue to evolve. As another aside, last year, first semester alone, 18 of the 42 studies had more than 100 students in them. This year, the number is three, without taking into account students going to NHS tutoring, Academic Success, library, other teachers, etc. The average population in study is 74 students.It is, thus, pretty manageable for 4-6 teachers, and will be even easier once the seniors have their contracts for senior privilege approved. We will be looking for ways to improve the processes, preserve and implement more effective common planning, and minimize some of the hiccups - as well as come up with equitable ways to allow all teachers to meet collaboratively with others during the school day, particularly with all the different professional responsibilities we have.
Advisory Time
With the change in schedule, another question that has come up is if the same periods would be impacted. Because long block is where the time generally comes from, here's the breakdown of how advisory falls: Day 1: 1 time Day 2: 3 times Day 3: 2 times Day 4: 3 times Day 5: 1 time Day 6: 3 times (including this week) Day 7: 3 times Because of advisory meeting in the morning, Blocks A, B, C and G are generally the ones impacted, with long block rotating through. We can consider some ways to rotate the advisory to involve blocks D, E, and F, but that is admittedly not high on the priority list right now.
Keyless Entry
If there is anyone out there who does not have a working key-fob, or needs one, please send an email to grimes@medwaypolice.org.
Yearbook Advisor
If there is anyone out there who remotely has even the tiniest interest in being yearbook advisor, let me know. Those who have done it in the past, I think you'll be pleasantly surprised by the amount of support we get from our vendor, particularly with the nuances of managing deadlines. If you have even the slightest interest, please let me know.
Weekly Reading
If you have made it this far, thanks. Some light reading - as if you don't have enough to do!
Hopeful that this message finds you well after a good, albeit disjointed, first week with students. A few updates for the week:
Picture Day Monday
Student portraits will be taken on Monday.
While some people indicated that it was easier when students were called by classroom to the auditorium, that meant that one department was impacted and the photographers were stuck here all day. We will be calling students by homeroom; last year, we were done with all pictures by lunchtime. We have arranged for some parents to be here to assist in the auditorium. Presumably, we will start around 8:30 or so, and we will be photographing all students, grades 9-12. Senior pictures on Monday are solely for the purpose of their student ID's.
If any new faculty members did not have pictures taken last week, please head to the auditorium at some point on Monday and inform the clerk.
TEACHERS OF FRESHMEN: PLEASE REITERATE THIS!
On Friday morning, we had to help a student with a locker in the hallway where most freshmen lockers are located. We noticed that a number of students are leaving them open, unlocked, or propped. Please, in your classes, reiterate to all ninth-graders that lockers must be shut and locked. If they leave them propped, and something goes missing, the item remains the responsibility of the students in terms of bearing the replacement cost. Thanks!
It's Learning Reset
If you have a student who needs to have his/her password reset in It's Learning, send Mike Conway an email with the student's first and last name, as well as grade level, and he will reset the password within 24-48hours.
Non-Instructional Time
Thanks for the feedback on the first couple of days of non-instructional time. So far, the procedures have been working fairly well. We will have Netbooks down there soon - hopefully next week. The collaboration that has been happening has been great.
If you want to log some of the work you've been doing, you can use this form. If you use Google docs, you can make a copy of it and store to your own Google drive. A Word version will be on the High School conference as well so people can start to log some of their information for evaluation and informational purposes.
Next Friday, the Student Activities Leadership Senate will meet next Friday before school, 7:15 a.m. Please, if you are an advisor to a student organization or class, please send a representative with some dates for your scheduled events. We are building a master calendar, which you can see on this and Doug's blog, for parent, community, staff, and student information purposes.
Mass Emailing
If you have an email that you want to send out to an entire grade, group, or student body, please have it reviewed by Doug, Dot, or me before distributing. Thanks for your cooperation.
Athletics Kicking Off!
Our cross country, golf, and field hockey teams have already opened; the soccer teams get going on Friday, and there's a home football game next Thursday. Full schedules are accessible via the MIAA school page. You can also follow Medway on Twitter via @MedwayAthletics, @MedwayHSDean, or @DougDias.
Some reading:
The Weekly Resources can be found here. In particular, I suggest you look at "17 Teacher Phobias" - which is a quick graphic - and the article on non-conformist kids (which requires a couple of links to follow).
I also like this piece from Harry Wong that I shared with a couple pieces. Technology, schedule changes, new curricula, statutes all have their place - but in the end, the single biggest contributor to student achievement is the teacher.
SAVE THE DATE:
Tuesday, September 10: First Faculty Meeting. Meet in the cafeteria at 2:45.
Wednesday, September 11: Coping group
Thursday, September 19: Open House
Tuesday, September 24: Department Meetings
Friday, October 11: PD Day.
Finally, we would be remiss if we did not mention in some way the great things people did to get this year started smoothly. There were many changes, and the enthusiasm and smiles we saw on student and staff faces on Tuesday and Wednesday was a great reminder of why we are all here. As the ship prepares to get off the dock, thanks for the energy and commitment you bring to Medway and for making this week and school year start with such aplomb. Enjoy the weekend!
