REFORMING HICKORY RIDGE HIGH SCHOOL

Kenna DawsonCourtney McAnany

Linda SharpLisa Slivoski

AGENDA

Wingfield School District Objectives Statement of the Problem Goal Statement Solutions

Mission & Vision Principal Mentorship Teambuilding Technology Integration

WINGFIELD SCHOOL BOARD HAS ESTABLISHED A MISSION AND VISION TO:

become a technology driven and innovative school district.

produce students with critical thinking & technology skills.

increase standardized test scores district wide. implement school based reforms beginning at

Hickory Ridge foster collaboration between veteran and new

teachers to share knowledge, experience and skills

SCHOOL BOARD INITIATIVES

The following initiatives have taken place at Hickory Ridge High School over the past two years: Jim O’Connor hired as principal technology equipment has been purchased for

each classroom key personnel has been sent to industry trainings funds have been allocated for staff training 27 new teachers with strong technology skills and

potential for leadership positions have been hired

SCHOOL BOARD CONCERNS

Classroom computer usage Standardized test scores Conflict between new and veteran

teachers Lack of teamwork, mutual respect and

collaboration Career advancement opportunities for

new teachers has not materialized

GOAL STATEMENT

Create a unified mission and vision for the school

Support Jim O’Connor in his leadership at Hickory Ridge with emphasis on his gaining respect and trust from the school faculty

Generate collaboration among the teachers to reach school and district academic goals

Improve technology integration moving towards being a technologically driven school district

REFORMING HICKORY RIDGE HIGH SCHOOL Solution:

Creating a Mission and Vision Principal Mentorship Program Team Building Technology

MISSION & VISION

MISSION

Formal recognition of Principal O’Connor’s community work

Review school data and brainstorm plans for school reform

Develop mission with input from all stakeholders Begin with self analysis

MISSION (CON’T)

Mission statement defines the purpose of

the school

Participation by all stakeholders fosters

collaboration and solidifies commitment

All school staff share common goals

Going through the process develops a

strong sense of belonging

VISION

Extends and clarifies the mission statement

Defines educational philosophy, goals and values of Hickory Ridge High

Specifies goals and desired future states

Includes measureable objectives

VISION (CONT’D)

Includes process for monitoring and evaluation

All school tasks, curriculum and instruction should be aligned with vision

Professional development activities should be aligned with vision

VISION (CONT’D)

Evaluation of students and staff should be aligned with the vision

Vision should be embedded in the daily work of the school

PRINCIPAL MENTORSHIP

PRINCIPAL MENTORSHIP

Define the need Benefits of a mentor Building relationships The Mentoring Program

PRINCIPAL MENTORSHIP: 1) DEFINE THE NEED

New administrator

Mr. O’Connor is not respected or trusted

Lacks communication with younger staff

Unsuccessful in leading toward the vision

PRINCIPAL MENTORSHIP:2) BENEFITS

Builds skills and confidence Improved leadership has

positive effects on student engagement and achievement

Allows for collegial interaction

Develop skills in relationship building

PRINCIPAL MENTORSHIP: 3) BUILDING RELATIONSHIPS

Build relationships based on trust and confidence

Show appreciation for effort and recognize accomplishments

Teachers will gain respect

Solid relationships allow people to take risks. (Saban & Wolfe, 2009)

PRINCIPAL MENTORSHIP: 4) THE MENTORING PROGRAM

Districts have developed institutes for new administrators

First national mentoring certification program

National Mentor Program

http://www.naesp.org/national-mentor-program-0

PRINCIPAL MENTORSHIP: 4) THE MENTORING PROGRAM

Mr. O’Connor will receive a trained mentor

Paired with an experienced administrator in the District

TEAMBUILDING

TEAMBUILDING INITIATIVES

Teambuilding activities to open faculty trainings

Professional Learning Communities (PLC)

Peer Mentoring

HICKORY RIDGE HIGH SCHOOL FACULTY

Veteran teachers Knowledgeable about Wingfield School

District, programs, services, and families

27 new teachers added to staff High potential Technologically competent Knowledgeable about needed reforms

TEAMBUILDING STRATEGIES

Short teambuilding activities will be implemented at the beginning of faculty trainings and in-services. These should be: Quick Enjoyable Build connections

TEAMBUILDING DEMONSTRATION

Create four quadrants on your whiteboardName of college

(undergrad) and mascot

A job would you want if you were not a teacher

If you had one million dollars how would you spend it on your school?

If you were an animal, what kind of animal would you be?

PROFESSIONAL LEARNING COMMUNITIES Hickory Ridge will

create PLC’s Departmentally Teachers who work

together on a daily basis

Collaborative work becomes stronger when teachers take responsibility for a common group of students

PEER MENTORING

Pair veteran teachers with new teachers Designed to help both

teachers Beginning teacher

develops new skills, learns about district and community

Veteran teacher gains technology skills, mentoring also allows self-reflection and mutual cooperation

TECHNOLOGY

TECHNOLOGY PROBLEM

Hickory Ridge High School has been equipped with up to date hardware and software. The main technology issue the school faces is the integration of technology into the classroom.

+ =A technology driven school district where students are

engaged, aware, and prepared for a world saturated with technology

TECHNOLOGY PLAN

1. Technology Survey2. Employ knowledge brokers3. Assessment/monitoring4. Distance learning

TECHNOLOGY SURVEY An in depth technology survey will

be conducted to assess the current technological fluency of the staff and their ability to implement it into their lessons.

Photo from: http://kt.flexiblelearning.net.au/tkt2006/edition-9/surveying-online-technology-a-matter-of-design-a-peer-reviewed-article-by-ian-robertson

EMPLOY KNOWLEDGE BROKERS

Knowledge brokers are onsite technology advisors. Instructional leaders Knowledge of

hardware & software Maintain up to date

information on current trends in technology and its use in the classroom.

ASSESSMENT & MONITORING

Principal O’Connor and the District will monitor the integration of technology through: Lesson plans Professional Development Plans (PDPs) Classroom observations

DISTANCE LEARNING

The District’s professional development program provides training through distance learning. This will serve as a model to teachers in the implementation of technology in the classroom.

“Do not confine your children to your own learning, for they were born in another time.”

~Chinese Proverb

SUMMARY

Solution: Create a unified mission and vision for the

school Provide principal mentorship for Jim O’Connor

to support his efforts to reform Hickory Ridge Incorporate teambuilding, PLCs, and peer

mentoring for staff to facilitate an environment of collaboration and collegiality

Integrate technology through the use of a knowledge broker and district level integration modeling.

REFERENCES: MISSION AND VISION

Assay, T.; Doverspike, D.; Vaiana, P.  (2005)  Forming and communicating the vision. 

Momentum, 36(3), 27- 31.

Gow, P.  (2009).  Missions, mantras, and meaning: what should mission statements do? 

Independent School, 69(1)  27-28.

Sommers, D. (2009).  Information leadership: leading with the end in mind.  Techniques,

84(4),

42-45.

REFERENCES: PRINCIPAL MENTORSHIPCunningham, W. G. & Cordeiro, P. A. (2009). Educational Leadership: A bridge to improved

practice. (4th ed.). Boston: Allyn and Bacon.

 

Hall, P. (2008). Building bridges: strengthening the principal induction process through

intentional mentoring. Phi Delta Kappan, 32, 449-452.

 

Robinson, J., Horan, L., & Nanavati, M. (2009). Creating a mentoring coaching culture for

ontario school leaders. Adult Learning, 20(1/2), 35-38.

Saban, J., & Wolfe, S. (2009). Mentoring principals around leadership practices. Catalyst for

Change, 36(1), 2-6.

REFERENCES: TEAM BUILDING

Haun, D.D., & Martin, B.N. (2004). Attrition of beginning teachers and the factors of collaboration

and school setting. RMLE Online: Research in Middle Level Education, 27(2), 1-7.

Iancu-Haddad, D., & Oplatka, I. (2009). Mentoring novice teachers: motives, process, and outcomes

from the mentor’s point of view. New Educator, 5(1), 45-65.

Nugent, J.S., Reardon, R.M., Smith, F.G., Rhodes, J.A., Zander, M.J., & Carter, T.J. (2008).

Exploring faculty learning communities: building connections among teaching, learning, and

technology. International Journal of Teaching and Learning in Higher Education, 20(1), 51-58.

REFERENCES: TECHNOLOGY

Duncan-Howell, J. (2010). Teachers making connections: Online communities as a

source of professional learning. British Journal of Educational Technology , 324-340.

Hartnell-Young, E. (2006). Teachers' roles and professional learning in communities

of practice supported by technology in schools. Journal of Technology and Teacher

Education , 461-480.

Plair, S. K. (2008). Revamping professional development for technology integration

and fluency. The Clearing House , 70-74.