Archive for the ‘Issue 6’ Category

In This Issue (6)

Friday, November 2nd, 2012

 

 

 

Reflections from an EOC Parent, Part 2

Friday, November 2nd, 2012

Author:  Collections compiled from a team of Education Specialists

 Our first InSight Newsletter for 2012-2013 introduced this new series focused on sharing voices of EOC parents with the hope that educators remember to take a moment and reflect upon the point of view held by one of education’s most important stakeholders, the parent.  As we learn and respond to our new state assessment program, we must remember to extend the line of communication and empathy beyond our campus walls. Some of our parents have experience with TAKS, some have no experiences with Texas’ assessments and most are simply trying to keep up with profession-specific jargon and various media reports in order to remain informed and make the best decisions for and with their students.

As with our first reflection, the entry shared remains as originally captured, changing only identity information.  It is important to listen to the author’s intent and emotion rather than dwell on any particular word or phrasing.  While the words themselves are chosen by just one, it is imperative to remember the sentiment is likely shared by many. By doing so we can then choose our information, sharing, discussions, and planning on the basis of the information receiver, the “end user” as it were.  Use the questions that follow the entry to guide this thinking and planning as we navigate this change and assist our stakeholders in doing the same.

 

“Scared, frustrated, nervous, anxious, and overwhelmed” are only a few words to describe how my daughter and I are feeling about her being an STAAR EOC student. Not only has the STAAR exam scared us from the jump, but it’s more frustrating to me as a parent to see how unprepared some of our teachers and districts really are.  

As a parent I would love to be able to sit with my district administrators and/or my child’s teacher to receive information regarding the details of being a STAAR EOC student, but if the information is not there how am I to obtain the information and ensure my EOC student all will be ok? Perhaps more trainings on the district and parent levels are needed in order to “calm” the fears of everyone involved. If not, the next round of STAAR testing will have the same amount of “panic” as it did when first administered.

 As with anything, we will come to adjust to what is required for our STAAR EOC students, but in that adjustment guidance on all levels would help with the fears and uncertainty of the districts, parents, and STAAR EOC students.

 

  • What is this parent really telling us; what concerns can be heard?
  • Can you identify with or empathize with the parent?
  • How well do you think ________________________?
  • How well do we consider those parents with additional challenges, such as language or education level barriers?
  • How can we be more purposeful in helping our communities learn and grow with us in today’s educational environment?

Rubrics: Out of the clinic and in to the classroom

Friday, November 2nd, 2012

Jennifer Jordan-Kaszuba, Secondary Science Specialist

As a science educator, I find it interesting when a process used in science transitions to the mainstream.  So when I discovered that rubrics were originally used to classify diseases and have only been part of the educational lexicon since the 1970s, I had to check this out.  I found some diseases are not diagnosed based on a rubric, but are straightforward tests as we might expect.  You either have the bacteria that causes strep throat or you don’t.  This is analogous to a multiple-choice exam: you either get the correct answer or you don’t.  But some diseases and disorders, such as rheumatoid arthritis, are diagnosed based on a set of criteria and a point system. (Just so you know, if more than 10 joints are involved and at least one of those is a small joint, you get more points, which in this case is not a good thing and means you are moving toward a diagnosis of rheumatoid arthritis.)  In order for doctors to make an objective diagnosis and to ensure that everyone agrees on a diagnosis, they use rubrics.  Rubrics are used in the classroom for similar reasons.

 

How can rubrics be used?

Rubrics are used in the classroom to evaluate performance assessments so that students are judged as objectively as possible.  Rubrics should also be used for student goal setting and self-assessment (Kingore, 2007).  Students should be provided a copy of the rubric at the same time an assignment is given so they can set a goal for the grade they want to achieve. Students can self-assess their progress during the time given for creation, and before submission of their finished product, to compare their performance to their own goal.

 

What makes a rubric different from a checklist?

Rubrics are not just checklists listing requirements for assignments.  Instead, rubrics provide descriptors of performance at various levels for a learning task.  Rubrics include information regarding the expected quality of the work in addition to the quantity.  Rubrics provide students and teachers alike with a scoring guide distinguishing exceptional work from satisfactory work, as well as satisfactory work from unsatisfactory work.  Providing students with clear expectations allows them to assume responsibility for their own learning and performance.

 

How do I create a rubric?

Ideally a rubric already exists that you can modify to fit your need. (Try searching the Internet for the topic you will be teaching and include the word rubric. There were 731,000 + results for the search “Element Project Rubric.”) Although you don’t always need to start from scratch, let’s assume you are starting anew.  There are multiple types of rubrics, including generic and task specific.  A generic rubric is one which can be applied across a range of different tasks: for example, a rubric that judges an oral presentation regardless of the content of the presentation.  Task-specific rubrics are just that, specific to the project or task the students are being asked to complete.  You can combine a generic rubric with a task-specific one as needed.  For example, if students were being asked to complete an element project and present to the class about their element, we could use a generic rubric for the oral performance portion and a task-specific rubric to ensure they include all of the information about their element that is required.

But how do we know what is required?  This is what we must first determine.  Start by listing all the aspects of the assigned task that will be assessed.  Look at the TEKS to determine the content and/or skills that need to be included.  Next, take your list and determine which of these are non-negotiable.  For example, an element project might include basic properties of the element, history of the discovery of the element, current uses of the element, a model, a poster and a sample of the element.  However, the student who researches uranium will not be likely to provide a sample, so that component may have to be eliminated from the list.  Basic properties, the history of the element, and current uses of the element may be non-negotiables, while the delivery method of poster versus a PowerPoint could be negotiable, with students deciding on their delivery method.  Once we have a list of the components we want to include as non-negotiables, we must prioritize and select the 3-5 elements that define a quality performance.

Next we must decide how many performance levels to use and how to define them.  According to the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota, an even number of performance levels is preferable so that the middle level does not become a catch all.  Having an even number of levels forces you to make a decision about quality and place it above or below average.  Let’s use four levels and call them Exemplary, Excellent, Acceptable and Unacceptable.  For ease in tracking points numerically, we will number them 4, 3, 2, and 1.  If desired, you can also have a “not attempted” category worth 0 points.  Next, we need to look at each of our components individually and define the performance at each level.  Start with the highest level (Exemplary) and determine what is required.  For example, we might expect a student to include basic properties including atomic weight, atomic number, phase at standard temperature and pressure and number of valence electrons.  Our excellent category might state that three out of the four are included; acceptable might be two out of four; and unacceptable might be one out of four.  This example is straightforward but demonstrates that the difference between a 4 and a 3 should be the same as a difference between a 2 and a 1.

Once you have written all of your statements, revisit them and make sure all of the desired components are addressed in each level.  This is the ideal time to discuss your performance task and rubric with a co-worker, even if they are not in the same subject area, to quality check for clarity.  Another way to evaluate your rubric is to carry out the task yourself and see where you would rank on each criterion; this will help you reevaluate and strengthen your criteria as necessary.  Once you have created and used a rubric with your students, reflect back and make changes to strengthen the rubric for the following task or year.

Some questions to ask yourself as you create rubrics include:

  • Does my rubric reflect performance at different levels of achievement?
  • Are the criteria for each level specific enough that students know what is expected of them?  Are descriptors worded so they are examples of what to do to achieve a given level?
  • Will I, as the teacher, be able to objectively grade this assignment?
  • Should one criterion be weighted more given the TEKS being addressed?
  • Do I need to differentiate the rubric for different levels of learners?
  • Does my rubric fit on one page to avoid intimidating students?

 

 

Sources

Evaluation Process: Rubrics, Center for Advanced Research on Language Acquisition,  http://www.carla.umn.edu/assessment/vac/Evaluation/p_4.html (accessed October 8, 2012).

 

The 2010 ACR-AULAR classification criteria for rheumatoid arthritis, American College of Rheumatology, http://www.rheumatology.org/practice/clinical/classification/ra/ra_2010.asp, (accessed October 8, 2012).

It’s Your Year, World History!

Friday, November 2nd, 2012

Author: Rachel Hernandez – Social Studies Education Specialist

Tags: World History, Social Studies, STAAR

According to the 2012 STAAR Summary Reports released by TEA, 28,625 students took the World History End-of-Course assessment last year.  Since there is no set rule on how schools establish their course matriculation in Social Studies, all End-of-Course tests were operational in May of 2012.  Most schools in Texas have freshmen starting in World Geography, World History sophomore year, U.S. History junior year, and Government/Economics rounding out senior year.  As expected, World Geography accounted for the largest amount of Social Studies test takers with 320,966 students.  Now that last year’s freshmen have the World Geography End-of-Course under their belt, 2013 is the true year for World History.  Preparation is in order for World History teachers and students.

Now that we are refocused with a few cheerful thoughts, let’s take a look at what we know.  With the 2010 Social Studies TEKS adoption, the World History Studies course was restructured into six time periods that serve as the framework and organization: 8000 BC-500 BC (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450 (Post-Classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914 (Age of Revolutions); and 1914-Present (20th Century to the Present).  Additionally, the World History course has changed in the number of historical individuals.  The course went from 22 historical individuals in the old standards to 50 individuals in the 2010 standards. Groups such as Las Madres de la Plaza de Mayo and Chinese student protestors in Tiananmen Square were also added.

The Power of Reflective Practice

Friday, November 2nd, 2012

Lauralee Pankonien, Senior Coordinator for Certification Administration

 

“If only I had time to think!” This sentiment may sound familiar to all of us as busy educators, but research shows that in order to be effective in our work we must treat time for reflection not as a luxury, but as a necessity.  Adults can develop the habit of mind that engages in reflective practice in order to make more informed decisions.  If teachers and school leaders are more reflective, they will be better placed to make good judgments about appropriate instructional leadership, accurate evaluative criteria and useful responses to group problems and other matters.  Therefore, informed decision making can be considered essential to effective leadership (Brookfield, 2002).

Reflective practitioners check their assumptions about good practice against the insights gleaned from colleagues, examine their colleagues’ perceptions, unearth and challenge their assumptions, and use their own autobiographical experiences and reading of educational research to help them view their practice from different, and helpful, angles (Brookfield, 1995).  These leaders are interested in understanding and questioning their own work because they take their own practice seriously.  Although today’s school leader does not enjoy an abundance of down time to kick back and mull over the situations encountered in a given day of work, it is possible to develop habits of reflection-in-action and reflection-on-action.

Reflection-in-action is sometimes described as “thinking on our feet,” and involves looking to our experiences, connecting with our feelings, and attending to our theories in use, which causes us to build new understandings to inform our actions in the situation that is unfolding.  Following any given situation in their work environment, educators may write up recordings, talk things through with a supervisor or colleague and so on.  The act of reflecting-on-action enables us to spend time exploring why we acted as we did (Smith, 2001) in order to consider questions and ideas about our activities and practice.

Decades of education research have helped us recognize that meaningful learning occurs through reflection and resolution of cognitive conflict.   Time used to reflect critically on one’s work can lead to new understandings, important new questions, improved coping skills (who among us doesn’t need a little help coping?) and innovative approaches to problem-solving (Hirsh & Sparks, 1997, Peterson, 2001).  It may be a rare leader who has built complementary personal habits of thinking on their feet when necessary and deliberately creating time for personal collaborative examination of their own practice when possible. That balance, which best represents the true power of the reflective practitioner, is a worthy pursuit for us all.

 

Sources

Brookfield, S. Using the Lenses of Critically Reflective Teaching in the Community College Classroom. New Directions for Community Colleges, 2002.

Hirsh, S., & D. Sparks. A New Vision for Staff Development. Alexandria, VA: Association for Supervision and Curriculum Development, 1997.

Peterson, K. “The roar of complexity.”  Journal of Staff Development, 22, no. 1 (2001): 18-21.

Smith, M. K. “Donald Schon: learning, reflection and change.” (2001)  The encyclopedia of informal education, www.infed.org/thinkers/et-schon.htm (accessed October 8, 2012).

Exploring Integration in Elementary Curriculum, Part 2

Friday, November 2nd, 2012

Author:  Lori Reemts – Education Specialist: Elementary Generalist

 

Part 1 of this series focused on laying the foundation and seeking common language when referring to integration. There are as many ways to connect and integrate ideas as there are ideas themselves.  By defining differences between Curriculum Integration, which can be found described on documents and the like, and Instructional Integration, which can be artfully woven into the course of learning over time, we are able to identify what we can control and how that influences student success in our classroom. This series focuses on these choices: Instructional Integration.

As promised, this installment continues the conversation and begins the process of identifying key points of intersection within the curriculum by exploring two key ideas: Direct Connection and Purposeful Awareness.

There are times when different subject areas align with one another through TEKS that are directly linked. Meaningful links may be found in a direct relationship between two concepts, such as money in Math with the economics in Social Studies.  A direct connection might also be found within the language or concept of the Student Expectations themselves. Consider the 3rd Grade standards below.

 

Science

Earth and Space. The student knows that Earth consists of natural resources and its surface is constantly changing.  The student is expected to:

3.7b       investigate rapid changes in the Earth’s surface such as volcanic eruptions, earthquakes, and landslides

3.7c        identify and compare different landforms, including mountains, hills, valleys, and plains

 

Social Studies

Geography. The student understands how humans adapt to variations in the physical environment.   The student is expected to:

3.4c        describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in shaping the landscape

3.4a        describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards

 

Direct (Explicit) Support

As a third grade teacher looking at any one content area it may be easy to miss. However, a third grade teacher looking across content areas should be able to identify two direct connections within the above sets of TEKS.  In third grade, students investigate rapid changes to the Earth’s surface (Science) and the effects these changes have (Social Studies).  These do not need to be separate and isolated ideas, nor should they be.  Looking at the other pair of standards listed, another direct connection between studying landforms in Science and landforms in Social Studies is easily identified.  These are connections found no further than the TEKS themselves and points of intersection that teachers can use not only to save themselves the time spent in isolated planning, but also to make authentic and meaningful content  connections in a way that benefits all learners.

 

Purposeful Awareness

While not as overtly apparent as Direct Support, the use of Purposeful Awareness is key in applying knowledge and skills to new and novel situations.  These transferrable skills are the very things we seek to build in our students so that they continue to grow and learn throughout their lives while being productive and contributing citizens in the process.  Furthermore, it is precisely this type of thinking that STAAR requires as well.  This type of thinking is more difficult to “teach”, as it must be consistently modeled and practiced using a myriad of examples and scenarios. The beauty of employing Purposeful Awareness lies in the world of possibilities and potential connections that exist within students’ minds. There is no reason that the teacher need be the expert in the room as the goal is to expand student thinking beyond what may be easily apparent or written on a worksheet.  Purposeful Awareness may often come through the use of vocabulary in new contexts to strengthen the comprehension of the language.  Other areas such as big ideas, (i.e. human impact, conservation), relationships, and skills also provide breeding ground for cross-content connections.  Consider the following vocabulary words as examples.

 

Interdependence

– A standard concept and vocabulary term in Science, this term can apply in other contexts with very little change to the working definition.  To understand the concept is to be able to apply it to new and novel situations.

– Language Arts:  interdependent characters, parts of speech, cause/effect relationships

– Social Studies: global economics, countries, opposing sides of conflict, money

– Math: sides of an equation, factors/multiples

 

Consumer

– Basic definition in science: an animal that cannot produce its own food and eats plants and other animals (as opposed to a producer–which makes its own food)

– Basic definition in Social Studies: A consumer is a person who buys and uses goods and services. A producer is a person who makes goods or provides services.

– “to consume”

 

There are obvious differences when applying these example concepts in different content areas but the core meaning remains the same.  It is the context which changes. Too often we label concepts as “terms” to be used in a particular class or within a particular scheduled part of the day.  Although we have the best of vocabulary intentions, we may inadvertently silo language in such a way that students are not readily and easily applying concepts across areas. A student identifying a word as a “science word” may easily not be able to transfer the actual comprehension of that word/concept when viewing it in a new context.  Whether units occur during the same grading period or not, using Purposeful Awareness keeps these connections alive, albeit in smaller chunks than stand-alone units.  When working in the social studies context of “consumer,” for example, we need to purposefully connect back (or forward) and point out the similarity to other areas.

 

Well-placed questions and quick tie-ins are another way to utilize Purposeful Awareness. Consider the following example. As a teacher you may be introducing the accomplishments and contributions of various citizens in Social Studies. This is actually a standard in all levels of Social Studies. One such person may be Robert Fulton, credited with inventing the first operational steamboat. This invention opened the waters of the Mississippi, which in turn had great impact on the U.S. economy and growth of the day.  During instruction, the teacher may ask questions such as those that follow.

 

  • What type of landform is the Mississippi River? River
  • Is it salt or fresh water? Fresh
  • What landform is created when it meets the ocean? Delta
  • What Earth processes are at play and shape the earth? Weathering, erosion, deposition

 

The kinds of questions enable the student to concentrate on the Social Studies message at hand, while simultaneously connecting it with concepts from science. This is done in a low-intrusive manner requiring nothing more than planned questions to tie things together. Often the best approach to these connections is simply to plan to ask the students how things may connect to one another.  Something as basic as “How does this ______ in our current unit connect with _______, our previous unit?” can be very effective in forcing students to think beyond what is in front of them and to remember previous concepts in the process.  There is always a connection to be made.

 

This process takes time. A solid knowledge of the TEKS, or a consistent referral to them, remains, as always, the starting point.  While everyone has the ability to see connections, some people may seem to see them more quickly or more easily.  While we desperately seek these points of intersection, it seems we have somehow trained ourselves not to.  Of the two techniques listed here, begin with seeking Direct Support within the standards themselves.  From there, be comfortable opening your mind to what may be less obvious.  The more this is practiced the easier it becomes.  Don’t be afraid to bring your students into this thinking journey with you. It can actually be quite fun when taken together!

 

The next installment will focus on the area of skill building.  All of the core content areas, health and technology standards include similar skills.  When we view these as a whole, in addition to the student and the learning day, we are able to better capitalize on the intent of the standards while fostering deep and critical thinking for ourselves and our students.

Score Point 2: The “Evolution” from Somewhat Effective to Basic

Friday, November 2nd, 2012

Author: Susan Diaz, Secondary Literacy Education Specialist

This past week, I presented a workshop on expository writing in which I used the scoring guides released by T.E.A. to do anchoring and range-finding with participants.  After combing through several of the score point 2 essays, one of my participants had an epiphany:  “These 2’s aren’t very good!  Why are they scoring so high?!”  Another participant pointed out to her that on the STAAR a 2 is considered a “Basic” writing performance, so her observation was quite accurate: while a 2 on TAKS was deemed “Somewhat Effective” and passing, a 2 on STAAR is something completely different. There is no gate-keeper essay on STAAR, meaning scoring a 1 or 2 doesn’t mean the student will automatically fail, but considering the weight of writing on the test (52% of the overall score), and if the goal is to truly make students college and career ready, a 2 isn’t what we should aim for.

 

Let’s look at an excerpt of the Score Point 2 STAAR EOC Rubric for English I Expository Writing, under “Development of Ideas.”The essay reflects little or no thoughtfulness. The writer’s response to the prompt is sometimes formulaic. The writer develops the essay in a manner that demonstrates only a limited understanding of the expository writing task.The rubric highlights two important issues to consider for STAAR expository writing: thoughtfulness and formulas.  In Elizabeth Rorschach’s article “The Five-Paragraph Theme Redux,” she argues that “standardized writing exams encourage teachers to focus on format and correctness, with little concern for content.”  I whole-heartedly agree with her!  Down with the test!  It’s ruining writing!  Down with the, WAIT!  What did that rubric say?  Thoughtfulness (i.e., “content”) = good.  Formula (i.e., “format”) = bad.  After repeatedly looking at the released essays from this past year’s English I EOC, I realized that kids were being rewarded for original ideas and for creative yet appropriate organizational structures.  Often when we are confronted with high-stakes writing tests, we fall back on formulas as tried and true ways of assisting our struggling students.  As Rorschach states, when we focus first on prefabricated text structures (formulas), we limit our students’ thinking.  Instead of finding text structures that fit their ideas, students force ideas to fit within the structures.  Most importantly, Rorschach warns us, “When teachers’ attention is focused on structure…they cease to be real readers who need to be engaged by interesting ideas.”  So, first, let us value our students’ ideas by becoming real readers or real listeners.  And, then, let us assist our students in finding their own ways to organize their fresh ideas into original packages.

 

Source

“The Five-Paragraph Theme Redux,” Elizabeth Rorschach, accessed October 1, 2012, http://www.nwp.org/cs/public/print/resource/1287.

From Chalkboard to the Circuit Board: An Overview of iPad Deployment in Region 13

Friday, November 2nd, 2012

Author:  Jonathan Delgado -Education Specialist: Data & Accountability Systems

 You’ll likely spot it if you take a stroll in downtown Austin or through Main Street in Burnet: someone using a tablet or smartphone. Technology seems to have finally struck a meeting point of ease of use with a low price point. With that, it was only a matter of time before devices like Apple’s iPad found their way into the classroom. Across the nation, iPads are being utilized across all grade levels as an instrument for classroom instruction. This school year, many districts within Region 13 are deploying iPads for a number of purposes.  iPads allow students to work on projects, correspond with teachers, track their assignments, take notes, turn in homework, view grades, and in many cases, will serve as a replacement for huge and heavy textbooks. The days of students using chalk or a whiteboard, it seems, are slowly coming to an end.

Aside from its classroom function, iPads also serve as a simple way that the school district can communicate with their community. McDade and Flatonia ISDs have both developed an application that you can install on your iPhone or iPad that will display current school announcements, upcoming campus events, and list a directory of school and staff contact information. Hays CISD has a similar application and also supports the functionality of allowing parents to pay for students’ cafeteria balance. The iPad and iPhone are virtually always connected to the Internet, and parents and the communities have an always-on connection to their school district.

At the start of the 2012-13 school year, an estimated 10 school districts within Region 13 have some type of program to provide students with an iPad in a particular grade level or at a specific campus. The most ambitious of these programs is from Eanes ISD, which is piloting an iPad program at Westlake High School which allows every junior and senior to receive an iPad for instruction. The district has purchased about 1,700 iPads and hopes to keep the program well into the future. The following districts also have respective iPad programs:

  • Comal ISD – Recently approved the purchase of an iPad for district teachers with the eventual goal of having a tablet available for all middle and high school students.
  • Comfort ISD –During the September Board meeting, the district approved the purchase of iPads for every teacher to be used as an instructional tool.
  • Dripping Springs ISD – 4th grade students of Dripping Springs Elementary use an iPad for classroom learning and group projects.
  • Eanes ISD –Westlake High School students receive and use an iPad for instruction.
  • Gonzales ISD – Piloting a program for the use of iPads in the first grade.
  • Hays CISD – Received a $3,000 IBM Community Service Grant for the purchase of iPads for students.
  • Leander ISD – Has a BYOT (Bring Your Own Technology) program that allows students the use of an iPad, laptop, or smartphone from Kindergarten through 12th grade.
  • Manor ISD – All high school students will receive in iPad for instruction. Manor is also piloting iPad programs at the elementary and middle school level but not at a 1:1 ratio.
  • New Braunfels ISD – Incoming freshman have received an iPad and the entire Grade 9-12 population will receive the device next fall.
  • San Marcos CISD – Piloting a program at Travis Elementary where one of two devices are being used to support classroom instruction: iPad and Amazon’s Kindle. The district hopes to provide access to all students in the near future.

These school districts are in good company. In 2011, Apple, Inc. reported that approximately 400 school districts had begun to use the iPad to replace traditional tools like textbooks and paper gradebooks. Many administrators agree that devices like the iPad are not just about getting a “cool” device into the classroom but instead are about increasing student learning and thinking outside of the box.

Transformational Leaders Institute: A Systems Approach to Transforming Schools, Classrooms, and People

Friday, November 2nd, 2012

“…we need to examine the institutional forces and traditions that prevent us from having an unimpeded view of our current reality and thus form a barrier to constructive improvement. (9)”

 Schmoker, M. J. (2006). Results now. Alexandria, VA: ASCD

Mike Schmoker’s relentless persistence to transform schools shines through in his book, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. His succinct prose articulates a call to action for leaders unlike any other school improvement resource.

Using Schmoker’s work as a foundation, the Transformational Leaders Institute offered at Region 13 provides an opportunity for campus and district level leaders to engage in meaningful, research-based professional development focused on school improvement efforts. During this institute, leaders will focus on systemic change for educational systems and will hone in on five specific aspects of such change, including:

  • Envisioning Greatness: Creating Urgency in Exemplary Schools
  • Empowering Change: Focused Acts of Improvement Through Meaningful Conversations
  • Unlocking Potential: High Performance is Achieved through Powerful Communication and Collaboration
  • Experiencing Excellence: Reaching New Heights Through the Art and Science of Teaching
  • Leading and Trailing Indicators: Becoming an Information Rich School

In addition to receiving a personal copy of Mike Schmoker’s book, Results Now, participants of the Transformational Leaders Institute will also acquire Leading School Change by Todd Whitaker. We’d like to extend an invitation to all campus and district leaders to register via e-campus by October 23, 2012 (#FA1224857) for what we expect to be a fruitful and meaningful institute. The first of five sessions throughout the 2012-13 school year begins on October 30, 2012.