I walked into a second grade classroom at Valley Oak on January 14 and was amazed to see a very unusual sight. The instructor was about four-and-a-half feet tall, and standing on a chair to command the attention of a group of second-graders. The instructor seemed comfortable with the language arts material to be delivered, and was holding the attention of the entire class.
That’s not so unusual when you’re a good teacher. So, what raised my eyebrows? The instructor so effortlessly guiding the class through their lesson was, in fact, a second-grader herself! The classroom teacher had delivered her lesson, and was now giving students the opportunity to reinforce their learning by sharing it back to their classmates. That’s an awesome way to help students process and articulate what they have learned, and it helps build public speaking and confidence skills as well. I know I was impressed!
As I traveled the rest of the campus at Valley Oak, I saw evidence that students at the school have definitely learned the importance of independent thinking. In particular, I saw this in the student science fair projects on display. My visit came the day after Valley Oak had hosted their own science fair, and I was impressed with the creative and challenging projects students had undertaken. It was obvious that a lot of effort went into the research and display of hard scientific questions. This was another great example of teachers working with students to encourage them to challenge themselves.
Tuesday, February 9, 2010
Tuesday, February 2, 2010
When I was a teacher I didn't know what I didn't know
Before I can say anything else about Bud Rank Elementary’s students and staff, I have to say that it’s one of my favorite schools in Clovis Unified. I’m not saying this because they have a superior teaching staff or academic resources, it’s simply because Bud Rank is home to my favorite kindergartner in Clovis Unified; my daughter Ella.
So, I partially put aside my dad hat on January 13 in order to visit the school in my superintendent shoes, and I was impressed all over again at the great instruction I saw in action. What captured my attention was all of the wonderful word walls around the school. The very walls of the school have been transformed into learning tools as students post their newly learned site words in the appropriate letter category, allowing these new skills to be visually reinforced daily with students.
I also saw some very creative math probability strategies using cards, and kids getting hands on with their science lessons. The instruction I saw taking place at Bud Rank reinforced to me the importance of reaching students using a variety of auditory, visual and tactile methods that allows a connection between academic knowledge and real understanding to occur.
As I visit schools around Clovis Unified, I have come to understand just how much better a teacher I could have been when I was in the classroom. At the time, I didn’t know what I didn’t know; now I’m learning how much better a teacher I could have been. I’m continually bowled over by the creativity, energy and enthusiasm I see in our classrooms, and I’m extremely glad to know that my daughter is one of the students benefitting from the wonderful teachers we have in this district.
So, I partially put aside my dad hat on January 13 in order to visit the school in my superintendent shoes, and I was impressed all over again at the great instruction I saw in action. What captured my attention was all of the wonderful word walls around the school. The very walls of the school have been transformed into learning tools as students post their newly learned site words in the appropriate letter category, allowing these new skills to be visually reinforced daily with students.
I also saw some very creative math probability strategies using cards, and kids getting hands on with their science lessons. The instruction I saw taking place at Bud Rank reinforced to me the importance of reaching students using a variety of auditory, visual and tactile methods that allows a connection between academic knowledge and real understanding to occur.
As I visit schools around Clovis Unified, I have come to understand just how much better a teacher I could have been when I was in the classroom. At the time, I didn’t know what I didn’t know; now I’m learning how much better a teacher I could have been. I’m continually bowled over by the creativity, energy and enthusiasm I see in our classrooms, and I’m extremely glad to know that my daughter is one of the students benefitting from the wonderful teachers we have in this district.
Wednesday, January 27, 2010
We should not be afraid to embrace a great idea
When I visited Freedom Elementary on January 7 I was first impressed by an energetic discussion between teachers as they shared best practices across grade levels. That may sound like a “no brainer,” if a teacher has a great idea that is working with their students, shouldn’t all the teachers at that school want to do the same thing? Unfortunately, as with many things in life, that’s a lot easier said than done.
In fact, just like in the rest of the world, it is often difficult to get an entire learning community to agree on just how best to deliver instruction to students. What particularly encouraged me about the discussion at Freedom Elementary, was the fact that teachers at the school were genuinely interested in putting these creative ideas to work.
How do I know that their interest was genuine? Because, soon after leaving the staff meeting at which these discussions were taking place, I witnessed the very same best practices being used in classrooms across the campus! There is no doubt that every child that enters our classrooms brings their own unique learning styles, personality and life experiences with them. Multiply that by the 38,000 students enrolled in Clovis Unified, and it means we have to be flexible and agile enough to respond to the individual needs of a vast variety of students.
However, a great teaching strategy is typically just that; a great strategy. If it works, and if it is replicable from classroom to classroom, we should do our best to put it into use in multiple classrooms, and that is what they’re doing at Freedom. I’m pleased to see the openness of our teachers to new ideas, and the way that a good idea from one teacher can become even better as it is discussed with other educators.
In Clovis Unified we truly believe that we’re better together than on our own, and I congratulate Principal Suzi Erickson and her teachers on putting this philosophy into practice in their classrooms.
In fact, just like in the rest of the world, it is often difficult to get an entire learning community to agree on just how best to deliver instruction to students. What particularly encouraged me about the discussion at Freedom Elementary, was the fact that teachers at the school were genuinely interested in putting these creative ideas to work.
How do I know that their interest was genuine? Because, soon after leaving the staff meeting at which these discussions were taking place, I witnessed the very same best practices being used in classrooms across the campus! There is no doubt that every child that enters our classrooms brings their own unique learning styles, personality and life experiences with them. Multiply that by the 38,000 students enrolled in Clovis Unified, and it means we have to be flexible and agile enough to respond to the individual needs of a vast variety of students.
However, a great teaching strategy is typically just that; a great strategy. If it works, and if it is replicable from classroom to classroom, we should do our best to put it into use in multiple classrooms, and that is what they’re doing at Freedom. I’m pleased to see the openness of our teachers to new ideas, and the way that a good idea from one teacher can become even better as it is discussed with other educators.
In Clovis Unified we truly believe that we’re better together than on our own, and I congratulate Principal Suzi Erickson and her teachers on putting this philosophy into practice in their classrooms.
Monday, January 4, 2010
Teachers at Clovis East draw students into the learning process
Many people stereotype classroom learning as dry and uncreative, but I would challenge those same people to visit a Clovis Unified classroom before leaping to the conclusion that public education is boring. Our Clovis Unified teachers are creative and innovative, and go to great lengths to engage our students in their own learning process.
As I spend time on our school campuses, I continue to be amazed at the number and variety of activities that go on in our classrooms each and every day. These teaching strategies go above and beyond to grab the interest and imagination of young people raised on video games, action movies and social media; and whose attention spans are often unsurprisingly short.
On Dec. 16 I visited Clovis East High School, where I saw some great examples of this creativity and innovation. After meeting with the school’s staff members and enjoying an excellent lunch, I headed into the school’s social science classes. I was impressed with the level of activity in the classrooms with kids up and about instead of silently listening to a lecture. And, I was impressed by the expectation placed on the students to take responsibility for their own learning.
By this I don’t mean that the teacher wasn’t teaching, but instead, that they had taken on the role of facilitating the lesson. In this method of problem based learning, students are guided through open ended questions and challenges that require them to work toward a solution. This type of instructional strategy is a great way to stimulate discussion and creative thinking, especially for high school aged students.
Not only does it require the students to apply the knowledge they’ve learned through classroom instruction, but it also challenges their minds to use creativity in solving problems. This is a skill that will benefit students well beyond their time in a Clovis Unified classroom.
There was so much to see and learn from our teachers at Clovis East that I wasn’t able to get to every classroom on this visit. Instead, I’m going back in January to continue my exploration of the campus, and I can’t wait to see what intriguing instruction I’ll witness on my next visit.
As I spend time on our school campuses, I continue to be amazed at the number and variety of activities that go on in our classrooms each and every day. These teaching strategies go above and beyond to grab the interest and imagination of young people raised on video games, action movies and social media; and whose attention spans are often unsurprisingly short.
On Dec. 16 I visited Clovis East High School, where I saw some great examples of this creativity and innovation. After meeting with the school’s staff members and enjoying an excellent lunch, I headed into the school’s social science classes. I was impressed with the level of activity in the classrooms with kids up and about instead of silently listening to a lecture. And, I was impressed by the expectation placed on the students to take responsibility for their own learning.
By this I don’t mean that the teacher wasn’t teaching, but instead, that they had taken on the role of facilitating the lesson. In this method of problem based learning, students are guided through open ended questions and challenges that require them to work toward a solution. This type of instructional strategy is a great way to stimulate discussion and creative thinking, especially for high school aged students.
Not only does it require the students to apply the knowledge they’ve learned through classroom instruction, but it also challenges their minds to use creativity in solving problems. This is a skill that will benefit students well beyond their time in a Clovis Unified classroom.
There was so much to see and learn from our teachers at Clovis East that I wasn’t able to get to every classroom on this visit. Instead, I’m going back in January to continue my exploration of the campus, and I can’t wait to see what intriguing instruction I’ll witness on my next visit.
Sunday, December 27, 2009
How cool was your principal?
Being the principal of an elementary school campus is a tough job.
In addition to balancing the needs of a staff of about 45-50 employees, and a parent community of roughly 1,200, you must be the leader and role model for around 600 children. While parents play the most vital role in the development of a child, a student’s time at school is also a key ingredient of the person they will become, and a school principal must be aware of this important fact.
At an elementary school you have students ranging in age from about 5 to 12 years old, representing a wide array of emotional needs and developmental stages. Kindergartners are still cuddly and have a lot of little kid in them; while sixth-graders are on the brink of becoming young men and women, with all of the hormonal and emotional upheaval that goes along with it.
Kindergartners still think that grown-ups are “cool”, while you really have to work to establish a “coolness” factor with a sixth-grader (and it gets harder every year thereafter!). Each of these groups, and all of those in between, must be met where they are at in order for respectful relationships to be established and for great learning to occur.
So, a principal must learn how to act with the authority and leadership needed to create a rigorous educational environment while being approachable enough that kids understand they are cared for, valuable members of the school community. That’s exactly the climate I found when I visited Liberty Elementary School earlier this month.
As I visited classrooms across the campus, I saw a great school with a family connection between teachers, students, volunteers and support staff. Students seemed connected with their learning, and teachers seemed aware of the individual needs of their students, creating classrooms where differentiated instruction is delivered to small groups.
All of that was great. But what really resonated with me at Liberty was the way the students interacted with Principal George Petersen. You could tell that they really liked and respected him; and you could also tell that Principal Petersen truly enjoyed being in the classrooms. He seems to have mastered the development of “coolness” balanced with authority that helps create a disciplined but fun elementary school environment.
These are the kinds of connections that are so important to our children, and I’m thrilled to see the staff of Liberty Elementary creating an awesome school environment for our kids!
In addition to balancing the needs of a staff of about 45-50 employees, and a parent community of roughly 1,200, you must be the leader and role model for around 600 children. While parents play the most vital role in the development of a child, a student’s time at school is also a key ingredient of the person they will become, and a school principal must be aware of this important fact.
At an elementary school you have students ranging in age from about 5 to 12 years old, representing a wide array of emotional needs and developmental stages. Kindergartners are still cuddly and have a lot of little kid in them; while sixth-graders are on the brink of becoming young men and women, with all of the hormonal and emotional upheaval that goes along with it.
Kindergartners still think that grown-ups are “cool”, while you really have to work to establish a “coolness” factor with a sixth-grader (and it gets harder every year thereafter!). Each of these groups, and all of those in between, must be met where they are at in order for respectful relationships to be established and for great learning to occur.
So, a principal must learn how to act with the authority and leadership needed to create a rigorous educational environment while being approachable enough that kids understand they are cared for, valuable members of the school community. That’s exactly the climate I found when I visited Liberty Elementary School earlier this month.
As I visited classrooms across the campus, I saw a great school with a family connection between teachers, students, volunteers and support staff. Students seemed connected with their learning, and teachers seemed aware of the individual needs of their students, creating classrooms where differentiated instruction is delivered to small groups.
All of that was great. But what really resonated with me at Liberty was the way the students interacted with Principal George Petersen. You could tell that they really liked and respected him; and you could also tell that Principal Petersen truly enjoyed being in the classrooms. He seems to have mastered the development of “coolness” balanced with authority that helps create a disciplined but fun elementary school environment.
These are the kinds of connections that are so important to our children, and I’m thrilled to see the staff of Liberty Elementary creating an awesome school environment for our kids!
Monday, December 21, 2009
Fugman students are finding their place in the family
If I had my way, I’d spend most all of my time out at our school sites rather than in policy and business meetings. However, I know that simply can’t happen when you are the Superintendent of the school district. Instead, I consistently schedule time into my calendar to visit our schools; and I’m finding that even those hours I schedule simply aren’t enough to experience the variety and scope of what is happening in our schools. (That’s why I’m consistently late getting back to the office after a school visit!)
When I visited Fugman Elementary on December 9, the story was the same; there was just so much to see and to learn from our Clovis Unified teachers that the time flew by before I was ready for it to end. When I first arrived, I spent some time talking with teachers at the school about the state of our district and its academic and financial plans, and then headed into the classroom where the core work of our school district takes place.
What did I find at Fugman? I saw a fourth grade class working on a lesson that incorporated the study of electricity. This hands on lesson had the kids engaged and energized (excuse the pun) in their learning.
In another classroom I found students at work creating their own totems. This was a great opportunity for students to learn important social science standards in a creative way that allowed them to identify their place in their own families and in the Fugman community. In every classroom I entered I saw students similarly engaged in standards-based lessons that had them thinking independently and applying their knowledge in creative ways.
Our schools are exciting places of learning, where kids are really valued. Once you enter these vibrant environments, it’s really tough to leave. Which, in the long run, may mean I need to rethink how much time I’m scheduling for each visit!
When I visited Fugman Elementary on December 9, the story was the same; there was just so much to see and to learn from our Clovis Unified teachers that the time flew by before I was ready for it to end. When I first arrived, I spent some time talking with teachers at the school about the state of our district and its academic and financial plans, and then headed into the classroom where the core work of our school district takes place.
What did I find at Fugman? I saw a fourth grade class working on a lesson that incorporated the study of electricity. This hands on lesson had the kids engaged and energized (excuse the pun) in their learning.
In another classroom I found students at work creating their own totems. This was a great opportunity for students to learn important social science standards in a creative way that allowed them to identify their place in their own families and in the Fugman community. In every classroom I entered I saw students similarly engaged in standards-based lessons that had them thinking independently and applying their knowledge in creative ways.
Our schools are exciting places of learning, where kids are really valued. Once you enter these vibrant environments, it’s really tough to leave. Which, in the long run, may mean I need to rethink how much time I’m scheduling for each visit!
Thursday, December 17, 2009
Fort Washington's quirky traditions build history, support
One of the characteristics you frequently find at successful schools is the ability to develop a sense of community and continuity. Once successfully developed (whether your school is two or 20 years old), this sense of community opens the door for parental involvement and school pride. And these are two elements that any educational researcher will tell you are integral components of academic success.
I have yet to visit a Clovis Unified school that didn’t have a well-developed sense of community, but it was particularly evident to me when I visited Fort Washington Elementary School on Dec. 1. The first example of this bond between the school and its community I encountered was the tale of the Turkey Trot.
If you’ve never heard of the Turkey Trot, as I had not before this past month, you are missing out! For the past 20 years, the student, staff, parent, and even extended family community of Fort Washington spends a day celebrating Thanksgiving by running a race through the neighborhood.
While the Pee Wee component of the race, for younger students on campus, takes place on the school grounds; the rest of the student body (along with their teachers, principal, parents and sometimes even grandparents and other extended family members) race around the neighborhood. At the end of this community building event, awards are handed out to the winning racers. This uniquely Fort Washington event allows the community to take ownership of its school, and it has become a rite of passage for children living in the area to participate. I’m already making plans to join the race next year!
This sense of history connected to a neighborhood school is incredibly important as we work to build bridges between our schools and community. I met a teacher during my visit who has run (or should I say “trotted”) the race both as a student and as a teacher. In his classroom he proudly displays his Fort Washington athletic letter on the wall, and challenges his students to finish their own academic race just as he has done. In other classrooms that I visited I saw fantastic instruction, some wonderful language arts activities, and a consistently strong sense of culture and community throughout.
Can you have student success without quirky traditions like the Turkey Trot? Sure. But it’s a lot easier when you have the trust, support and partnership of your school community to support your efforts in the classroom; and that’s just what activities like the Turkey Trot develop.
I have yet to visit a Clovis Unified school that didn’t have a well-developed sense of community, but it was particularly evident to me when I visited Fort Washington Elementary School on Dec. 1. The first example of this bond between the school and its community I encountered was the tale of the Turkey Trot.
If you’ve never heard of the Turkey Trot, as I had not before this past month, you are missing out! For the past 20 years, the student, staff, parent, and even extended family community of Fort Washington spends a day celebrating Thanksgiving by running a race through the neighborhood.
While the Pee Wee component of the race, for younger students on campus, takes place on the school grounds; the rest of the student body (along with their teachers, principal, parents and sometimes even grandparents and other extended family members) race around the neighborhood. At the end of this community building event, awards are handed out to the winning racers. This uniquely Fort Washington event allows the community to take ownership of its school, and it has become a rite of passage for children living in the area to participate. I’m already making plans to join the race next year!
This sense of history connected to a neighborhood school is incredibly important as we work to build bridges between our schools and community. I met a teacher during my visit who has run (or should I say “trotted”) the race both as a student and as a teacher. In his classroom he proudly displays his Fort Washington athletic letter on the wall, and challenges his students to finish their own academic race just as he has done. In other classrooms that I visited I saw fantastic instruction, some wonderful language arts activities, and a consistently strong sense of culture and community throughout.
Can you have student success without quirky traditions like the Turkey Trot? Sure. But it’s a lot easier when you have the trust, support and partnership of your school community to support your efforts in the classroom; and that’s just what activities like the Turkey Trot develop.
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