All Roads Lead to OZ: Teacher Development and School Reform - - PDF document

All Roads Lead to OZ:

Teacher Development and School Reform

Presented by:

• Dr. Rebekah McCloud

rebekahmccloud@yahoo.com 407-834-1557

"Excellence Is To Do A Common Thing In An Uncommon Way"—Booker T. Washington All Roads Lead to OZ

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Presentation Abstract There has been much discussion and vigorous debate about teachers and teaching since the release of A Nation At Risk in 1983 and A Nation Prepared: Teachers for the 21st Century in 1986. Teacher preparation and school reform are at the forefront of many of these discussions. During the 2006-2007 school year, the principal of Nap Ford Community School (a PK to 5th grade public charter school in Orange County), began a school reform movement designed to provide for teacher development and increased student achievement. Working with a small staff of mostly first year teachers, the principal introduced departmentalization, curriculum prioritization, and professional development as vehicles to

• change. This interactive session will discuss the school reform efforts and will highlight the successes of

the principal and a cohort of teachers through their first year: the journey validated their knowledge and understanding about teaching, learning, and their practice. About the Presenter

• Dr. Rebekah McCloud
• Dr. McCloud is the CEO of Rebekah McCloud Consulting. The firm specializes in organizational

analysis and development, fund development, and leadership development. Dr. McCloud has accumulated nearly 30 years of service as an educator and administrator (K-12 and higher education) and professional journalist. A former high school English teacher, she has authored two book, co-authored two books, written several book chapters, published articles, made numerous national presentations, designed workshops, and facilitated training sessions. Former editor of the award-winning Florida English Journal, she reviews publications for the National Council of Teachers of English and reviews manuscripts for three national journals: the Journal of Adolescent & Adult Literature, the Journal of Critical Inquiry into Curriculum and Instruction, and the SIGNAL Journal.

• Dr. McCloud has earned a B.A. degree in Communications/Journalism, a M.Ed. degree in Educational

Leadership, a M.S. degree in Business Management, and an Ed.D degree in Curriculum and Instruction. Throughout her career, Dr. McCloud has received numerous professional and civic awards. She is listed in Who’s Who of Executive and Professional Women, Who's Who Among America's Teachers, Marquis Who's Who in American Education, and Who's Who of American Women 2004-2005. She has received a Disney Teacherrific Award, a Gannett Journalism Award and was a Professionally Recognized Special Educator.

"Excellence Is To Do A Common Thing In An Uncommon Way"—Booker T. Washington All Roads Lead to OZ

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"Thinking Outside the Box" Robert E. Coté "I could never understand what people mean when they say, "Think outside the box." Where's the box? I didn't know I was in a box. If I am in a box, how did I get there? If I'm not in a "the box" how did I get out of it? Is it my box or someone else's box? Before you start thinking outside the box it would be a good idea to find out what box you are in." "From all I know, boxes are meant to put things in. We are raised from the very beginning to put our toys back in the box. When we get older we are told to put our tools back in the tool box. Everything has its box. The box may be called shelves, or drawers, or cubbyhole, or whatever, but they are still the box in which certain things belong. It's the old idea that "everything has a place and everything in its place". Things outside their box are considered to be out of place, making a mess. Do those who promote thinking outside the box really want us to make a mess with our thoughts, or have messy thoughts?" "The implication seems to be that the answer will be somewhere "out there." But there is an awful lot of room "outside the box." So do we start our "outside the box" thinking by looking close to the edges of the outside, sort of in familiar territory, or far away? And what if I spend all my time looking outside the box and the answers were inside all the time?" "I think that those who tell you to "think outside the box" are in the box themselves. What's more, they know the answers are in the box. They want you to waste all your time thinking outside the box so they will come up with an answer and you will not. That way they will get the promotion and not you." "Now, have I been thinking outside the box, or what?"' Source: http://www.paulsview.com/thoughts.htm#Box

"Excellence Is To Do A Common Thing In An Uncommon Way"—Booker T. Washington All Roads Lead to OZ

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2006-2007 School Plan Nap Ford Community School Nap Ford Community School is a Title I school that has been in operation since 2000. We provide a quality education to students in grades Pre-Kindergarten to Fifth. Our teachers all hold at least a bachelor’s degree and are certified by the Florida Department

• f Education.

Principal’s Vision/School Improvement From Good to Great… This plan will support school reform initiatives that are designed to enhance academic and other school-wide programs at Nap Ford Community School. 2006-2007 School Goals

• 1. By June 2007, we will develop and implement an ongoing assessment process.
• 2. By June 2007, we will develop a curriculum matrix for our core curriculum

cluster.

• 3. By June 2007, we will implement with fidelity a school-wide 40 Developmental

Assets Program. The four themes of learning will be as follows: Citizenship, Goal Setting, Human Development, and Entrepreneurship.

• 4. By June 2007, we will implement the CHAMPs Program (Conversation, Help,

Activity, Movement, and Participation) school-wide as a part of our behavior management program. Principal’s Vision From Good to Great…Oh, the Places We’ll Go! Teacher Goals Teachers will improve their performance by:  Assessing (systematically) students abilities, needs, and knowledge  Using diagnostic information to inform their practice  Utilizing scientifically-based research to develop instruction  Developing quality robust (rich and dense) instruction  Providing interventions and strategies to decrease the “gap” in learning  Being involved in scientifically-based professional development  Being involved in a mentoring program

"Excellence Is To Do A Common Thing In An Uncommon Way"—Booker T. Washington All Roads Lead to OZ

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These teacher goals are designed to assist NFCS in making Annual Yearly Progress (AYP) and in providing students with a learning experience that can lead to on-grade level and higher performance on standardized tests. Academic Goals Students will focus their efforts on improving their:  Math: computation, number sense

• Goal 1: Develop learners who have an operational knowledge of

mathematics (including automaticity with addition, subtraction, multiplication, and division facts).

• Goal 2: increase student knowledge of number sense.

 Reading: vocabulary, spelling, writing

• Goal 1: develop fluent, on grade level readers
• Goal 2: Increase student performance on comprehension and

compare/contrast skills  Writing: grammar and punctuation, fluency

• Goal 1: Develop fluent and reflective writers
• Goal 2: Increase student knowledge and command of the mechanics of

writing Big Hairy Audacious Goals  Every student will leave Nap Ford Community School at or above grade level.  Every student will leave Nap Ford Community School as a self-directed individual.  Every student (grades 3-5) will achieve at a level 4 or above on the Florida Comprehensive Achievement Test (FCAT). Our Instructional Design Departmentalization—Research supports the idea that teachers give their best performance when they teach in the area of their strength (based on their academic knowledge and/or training). When this happens, student performance is dramatically impacted. At Nap Ford Community School, we want teachers to give their best and for students to receive the best teachers have to offer. Therefore, when appropriate, teachers will be teamed: one will teach math, science, health/wellness, and the other will teach reading, language arts/writing, and social studies.