I’ve been meeting with our school based new teacher mentor about planning impactful on-boarding experiences for our newest teachers, both to the profession and the building. This is her first year in the role and she wants to make sure she does a good job in supporting our newest game changers.
During our last talk, I asked, beyond the normal paperwork and monthly meetings, what innovative things did she have planned for our new teachers? This conversation evolved into something wonderful. We all know the value of the gentle nudge, the right question that will inspire people to do move out of a routine pattern and think different. That’s what happened here. I don’t think our new teacher coach [and that’s the title I am giving her by the way] expected to be given a wide berth in this role. But that’s what I was asking for – extraordinary experiences to grow our new teachers.
We prefaced our list of learning opportunities with the premise that while we won’t overwhelm our new teachers, we will provide them with quality growth opportunities with consistent opportunities for reflection.
I was very happy to empower our lead learner/new teacher coach with the freedom and support to help our newest game changers grow and develop. Instead of a checklist, she needed support and encouragement to take risks. It made it safe to give her the three things we need to grow and support our new teachers:
Game Changer Initiative 1 – Support: During our last faculty meeting the outgoing new teacher coach gave a very moving and heart felt appeal to our new coach – ‘You have to get to know them.’ Those words still resonate with me. On her last day, she told me that getting to know new teachers and seeing them grow gave her personal/professional joy and fulfillment, in turn I’m sure it enriched their lives as well. This opportunity to build relationships and have different conversations has to get beyond the check-in and check-out mode we fall into. Our newest game changers need to know it is safe and always welcome for them to come to us with what’s on their plate. They have to know they won’t always get the answer they want but they will always get the support they need. #relationships
Game Changer Initiative 2 – Motivation: We can’t change the realities and demands of teaching. While we can challenge traditional thought, we can’t shield/protect/avoid the things that can easily despirit us. Its our charge as lead learners to keep new teachers inspired. Visiting other schools and seeing best practices, getting new teachers to find and share a great Pinterest collection with the group, share a new PLN building experience are great ways to start conversations and keep everyone focused on moving forward. Getting better is the goal. Carol Dweck’s Mindset, is a great read and it dispels the notion that we have to stay in cheerleader mode 24/7. While I believe in a positive disposition, we have to keep new teachers focused on growing and improving, not at an arrival. No matter they victories or barriers we are living now, we have tomorrow to make another difference with students.
Game Changer Initiative 3 – Keep Them Hungry: This is a goal for every lead learner. How does a teacher keep his class motivated to keep learning more difficult materials? How does a department chair keep her teacher group focused on trying new teaching methods? How does an administrative team keep teachers focused on continuously growing new skills to match new learning needs? I share resources I collect from my PLN regularly with my staff. I embrace my role as a researcher/reader and filter out what is not needed, what can be useful later and what will make good PD/discussion points now. My team makes a point to challenge traditional concepts when we can and at the same time provide alternatives, mostly found from our PLN. But alternatives and a suggestions don’t create fire in new teachers – a lead learner focused on seeing learning and teaching that is responsive to student needs does. Good talks about our new vision, mission and core values is a good start. Not settling for what is convenient is great mindset and students-first is a must.
‘If teams of teachers are going to accomplish anything of substance, they need regularly scheduled opportunities during the school day to collaborate. In addition, if a school truly want to provide differentiated learning experiences for students – the teachers need regularly scheduled opportunities during the school day to provide targeted interventions.’ Ferriter, Graham, Wight, 2013
Fortunate circumstances or divine intervention led my friend Bill Ferriter, @plugusin, to share his latest collaborative venture with me. I feel honored that he thought enough to share this great book. Bill is an authority on PLCs and building collaborative, goal oriented cultures in our schools. You’ve probably seen a couple of his works on the Solution-Tree catalog.
Making Teamwork Meaningful is a great piece that dives into looking at all the systems and processes in a school that affect how students learn and teachers teach and a big part of that is how we promote and protect collaboration. This includes taking a look at our hiring process, developing intervention efforts and of course increasing our efficacy in collaboration and as the book points out, the school schedule is a critical starting point. This is a piece that all school leaders have to key into if we are going to make student learning a priority.
Related to my series on middle school scheduling, there are some takeaways I thought that really resonate:
- Teachers can’t be effective in ineffective structures
- Outlining priorities and planning methods to protect them
- The master schedule should support collaboration
- School leaders have to create and protect opportunities for teachers to collaborate
- School leaders should consider how reflection and a commitment to flexibility will play a role in the schedule
In addition these great points the book provides four key questions in guiding the building of the school schedule:
- What are our organization priorities, and who should help protect them?
- Who needs opportunities to collaborate to advance priorities, and how will we create time during the school day for that collaboration?
- What role will reflection and a commitment to flexibility to play?
- How can we be creative with positions and time to free teachers for intervention?
I received this book well into our planning efforts for next year’s schedule but this was a timely read. Of course there are more aspects to this book developing a school scheduleIf you’re a school leader that’s involved in the decision making process including school improvement planning, building the schedule or designing interventions this is a must read. There are great points on every level for every level.
We have school leadership meetings twice a month in my current school district, Cumberland County Schools. The topic of one of our middle school principal break out sessions centered around our thoughts, vision and plans for our school schedules for next year.
This was a great meeting. It’s obvious that there has been a great deal of conversation in these schools regarding preferences, school needs, beliefs and philosophies. Principals talked about plans to implement a 7 period schedule, 8 period, and A/B rotations of various types. There was a lot of conversation and plans for support on all.
This was a great talk. One of my take-aways from this meeting was the obvious level of support from our district leaders. Our meeting was attended by our Executive Director of Secondary Curriculum, a Director of School Support, an Assistant Superintendent and the Superintendent.
The discussion generated a lot of conversation: pros & cons, ‘how would I implement this at my school?’, different school needs dictating different configurations. At no point were we told we all had to agree on one schedule configuration. Our only mandate was to ensure that high levels of instruction were maintained across the district and that transferring students within our district could move and not be hampered by different schedules in different schools.
I really appreciate this supportive outlook and approach. My school has different needs from other schools. Providing us the flexibility to make best decisions [as we see fit] supports principals and schools, but more importantly helps us implement a differentiated structure tailored specifically for our students needs.
Our current schedule is a 7 period schedule. We take our instructional day and divide it into 7 equal blocks of time allotting additional time during lunch as well as consistent transition time between classes.
Next year, we will be moving to a modified block schedule.
There are several options and models of the block schedule. High school educators, and most people who have recently graduated from high school, will know the 4 x 4 or the A / B block schedule. They are both creative ways to maximize classroom/instructional time by giving students four classes a day, eight for the year.
Our current 7 period day has been in place for a while. Even though the schedule has changed since the school was built [this is not the original schedule of the school] this schedule is very much a junior high schedule. Right now, our teachers don’t all have common planning with their subject or grade level counterparts. This is a necessity for the middle school concept. Common planning is not only for time for instructional design, it allows for more creative ways to provide interventions for students. Common planning time for teams and subjects has been a staple for years at the middle school level – this was before Common Core was a thought. Our shift to this will enable some great collaborative opportunities for our teachers.
Common planning will make a huge difference. But the biggest benefit to this block transition will be the flexibility our school will have in serving our students. Increasing common planning means teachers can schedule regular time, either on team or grade level, to discuss student, group or grade level concerns that need special attention. The options here are only as limited as our imaginations.
One opportunity I’ve seen success with is taking a chunk of time from all 4 blocks and placing it either at the beginning of the day or the end and using it for special functions. At the beginning of the day, we can get creative with remediation/acceleration efforts, clubs or mentoring opportunities. At the end of the day, we can use it for concerts, assemblies, pep rallies or other functions. In either situation, we are still maintaining significant time in the classroom and benefiting from special time given to instruction or operations. At one of my last schools, we had a tough time getting kids to stay after school for tutoring. We used that special block of time in the morning for additional instructional time. We had to create a different mindset for teachers – treat this additional time like you would for students staying after school. This time made a huge difference with learning and planning.
This flexibility isn’t available with our current 7 period schedule. Part of my job as the leader in my school is to create options, different opportunites for us to support students. This will be a huge difference maker for us in the upcoming school year.