Tips and Strategies for Healthy Stakeholder Engagement
Principal, West Decatur Elementary
- grew up in projects, poor, had a single mom
- learned to be adaptive, navigate “mindfields”
- FAMILY ENGAGEMENT was the key that unlocked doors
- kids today LACK ACCESS … parents lack resources … many allow family members to step in
- TRUST and RESILIENCE are the key … have to build relationships
- parents today don’t often engage the school … when they show up it’s for a reason
- WDES motto … “Empowering Leaders One Step at a Time”
- 20% of students go home with a bag of food each week … however, it’s still important for them to learn how to give back
- Principal stands on the “front porch” of the school to greet students each day
- Engagement matters and kids expect it!
- School used to be the bedrock of the community
- Today … participation is a choice, F2F communication dwindling, emails & text message replace phone calls, schools aren’t as valued as they were before.
- Why the current problems?
- change in priorities
- change in family dynamic (double income)
- lack of time, overbooked families
- change in family structure (eating meals together)
- introduction of technology and social media
- parents empower the kids more than they empower the teacher!
- kids used to not know if their parents “liked” their teacher or not … now they will openly speak negatively about the teacher
- We need to coach parents on how to model appropriate behavior.
- Donuts for Dads - no agenda … no kids … this is just to get them in the door!
- Why develop trust?
- foundation for relationships
- build confidence
- PERCEPTION IS REALITY!
- “Let’s give them something to talk about!”
- Provided opportunities for bonding...provide opportunities for ENGAGEMENT!
- It’s not what you do or how you do it, but WHY you do it!
- Engage in purposeful professional learning with teachers
- Tell me more…
- Help me understand…
- Talk me through…
- What’s the evidence of…
- Celebrate teachers who are great students of their craft!
- Celebrate what you HAVE!
- Proactive vs Punitive Language … Are you an advocate? Do your words support your actions? Do you BELIEVE people deserve to improve and have access to a better quality of life?
- Reflection required before responding to families!
- Validate stakeholders openly and regularly!
- Open praise goes a long way for those who come with a chip on their shoulder. Tear down walls one nicety at a time!
- COLLABORATE → ENGAGE → REFLECT
- Times and stakeholders have changed … GROW with them!
To IGNITE, DRIVE, EXCEL is All About that Team, Bout that Team
- educator for 38 years, principal for 21 years
- What are you? (square-leader, triangle-intelligent, circle-creative, squiggly line-social people)
- find something to laugh about every day … it helps build a strong team!
- Alone we can do so little … together we can do so much!
- If you do not understand the power of relationships, you will NEVER have the team you want on your campus!
- Kids don't learn from people they don't like! -Rita Pierson
- BE the CHAMPION
- No significant learning occurs without a significant relationship. -James Comer
- On the first day of school, bring a bag to school with items inside that reflect who you are. Share them with kids! Build trust & relationships!
- Negativity can kill every positive thing that we do.
- 7 people on each side of the room
- each blow up a balloon and tie off
- write on balloon with marker “What 1 trait do you value most in your team?”
- teams take turns reading aloud and put into a big trash bag
- loosely tie the bag closed
- have teams get in a circle and gently tap the bag to keep it floating between the group … how many times will you to tap it to keep it floating?
- take a count … 28? 32? 41?
- open the bag back up and put it in the middle of the group
- give each team one water balloon … have them write all of the negative qualities they DON’T want on their team on the balloon
- read the negative qualities aloud and then put the negative water balloon in the bag … keep the bag on the floor and tie it back up
- Is it easier to do the negative or the positive qualities?
- Now predict how many taps it would take to keep the bag floating in 20 seconds
- CHAOS ensues!
- What happened to all of the positivity when we added negativity?!
- pulled it down
- made it harder
- broke the structure
- less control
- expectations are lowered
- I AM ALLERGIC TO NEGATIVE PEOPLE!
- Negative Freeze Tag
- cut a head hole in a garbage bag
- write negative team traits on the outside of the bag
- person wearing the bag “freezes people” with negativity
- can’t get unfrozen until TWO people tag out out
- negativity spreading can ruin the climate of the district, campus, etc
- Make a concerted effort to have team building efforts EVERY SINGLE MONTH!
- Treat employees like they make a difference and they will. -Jim Goodnight
- You raise what you praise…
Get Google Without Going Google
presentation link: https://goo.gl/Tg59QF
Differentiation that Works at the Secondary Level
- DIfferentiation doesn’t have to take 6 weeks … it can be done in 5 minutes
- What does differentiation look like at the secondary level
- opportunity to students to access information at different levels
- all about scaffolding … different starting points
- flexible grouping & stations
- should promote higher level thinking skills
- promotes student independence … self-evaluation
- Model for differentiation that works at the secondary level
- Why is this so different at the secondary level?
- the pace of learning changes as students move up … rapid fire at HS
- teachers assume “background knowledge”
- You HAVE to know your students and you HAVE to know your content FIRST
- DIFFERENTIATION should NOT be based on summative data … should be based on FORMATIVE data
- If you wait until summative … will have kids that have failed … not you have to backtrack
- Differentiate in small intervals after small bits of data have been gathered
- Activities in the classroom should be CONGRUENT with the objectives and SEs
- Don’t focus on differentiation until you know you have the instructional basics and lesson cycle down first
- What NOT to differentiate… → → → →
- The first time your kids are independent should not be on a quiz!
- What can you differentiate…
- time spent on learning and teaching
- teaching and learning strategies
- collaboration methods
- materials, resources and tools
- grouping and logistics
- how to dispense your expertise
- strategy after homework … zones of proximity … if you did well on homework, you sit in the back … if you did ok, you sit in the middle … if you didn’t do well or didn’t do it at all, you sit right up front with me
- The higher level the critical thinking … the smaller the group size should be
- you can’t hide in a pair!
- Planning for differentiated learning…
- When to differentiate …
- Opening and closing activities
- “if I give you back your exit ticket, do question #1 … if I didn’t give you back your exit ticket, do question #2”
- as kids are working in collaborative groups, dispense exit tickets based on what you see and hear (2 different exit tickets)
- TEACHING CHANNEL - differentiated exit tickets
- During test prep and interventions
- stations with technology activities
- start with 2 stations + 1 seat work activity in a 45 minute period … “go slow to go fast”
- look at your “bubble group” and plan for that first
- have at least one station that addresses the RIGOR level of the lesson
- Unit level demonstrations of learning (unit-based differentiation is more complex)
- station rotation with blended learning (use once a week in a 3 week period)
- use stations after 2-4 objectives have been taught
- Failure prevention and use of strategies
- GET YOUR OBJECTIVES RIGHT
- Know - TEKS & content language
- Think - level (Webb’s Depth of Knowledge) … not just the verb, but the content that comes after it!
- Do - how are the kids going to show you what they know (graphic organizer, draw a picture, solve a problem…)
- Write a check for understanding for the know, think, and do and you have ALL THE DATA YOU NEED! … and then you’ll see where in the process you need to differentiate!
- 5-10 redirect or relearn
- choices to build confidence and rehearsal
- kicking off a new topic … building on last topic … put up 2 choices in opening … let kids choose which one they could best answer or solve
- there are 10 problems on this paper … you must do #6 … then choose 4 more
- differentiated resources or tools
- station rotation for blended learning
- controversy to raise critical thinking rapidly
- teens are highly attracted to controversial subjects
- source spark - video clip, quote, etc … do you agree or disagree
- support weaker students … stronger students can move ahead … ensure equity
Communicating Learning Goals Through Google Tools
- place your learning objectives on pop-culture pictures to gain greater engagement (Google Drawing)
- use embedded YouTube videos as timers in your google presentations
- use sound effects to get their attentions! (can embed YouTube sound effect, too!)
- docAppender! - multiple form submissions to same Google Doc
Using GAFE to Stay CIPA Compliant for E-Rate