Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students

Leadership I and IIFebruary 2011

Linda Wise

Chief Academic Officer

Building Relationships With Students, Staff,

and Families

Mamie Perkins

Chief of Staff

Linda Wise

Chief Academic Officer

Today’s OutcomesReceive updates on Race to the TopExplore best practices in Rigor,

Relevance, and Relationships by building intentional connections with students, staff, and families

Investigate how to leverage collaboration to increase parent and community engagement

Preview new materials and participate in a dialogue about how to engage families in the College and Career Advantage

Deepen understanding of how the cluster approach to positive student behavior and support can increase student achievement

Build relationships between and among DOI colleagues.

Enhance relationships between and among DOI colleagues

Educator Effectiveness

Academy

“Race to the Top”

When and Where?July 18 – 20, 2011Marriott’s Ridge High SchoolStaff members not on an extended

year contract will be paid a stipend of $125/day for their participation

Academies will run from 9:00am till 4:00pm each day.

Who?The principal, a Reading, English/Language Arts

staff member, a Mathematics staff member and a staff member representing Science, Technology, Engineering and Mathematic (STEM). o At all levels the STEM teacher should have

successful teaching experiences in at least one STEM area and embrace the concept and importance of STEM education.

Juliann Dibble will be coordinating the registration. Look for information on registration coming electronically in the near future.

Staff Members Responsibilities

Agree to:o Plan and organize, in collaboration with the

principal, professional development activities during the year that will assist staff members in developing a working knowledge of the Common Core State Curriculum Framework.

o Participate in online follow-up sessions** In the future, outcomes will include effective

use of Maryland’s Instructional Improvement System

Academy Format

Master Teachers will facilitate academy sessions which will group participants

by content and grade level.School principals will engage in

activities in collaboration with their teachers in addition to job-alike sessions.

Time will be provided for school team planning.

Master Teacher Information

“Race to the Top”

What do they do?

At the Educator Effectiveness Academies, the Master teachers

will lead content specific groups of approximately 25 teachers and

administrators through an in-depth examination of curriculum work completed during spring 2011.

Who Are They? Teachers from across the state. Required Qualifications:

o Successful teaching or co-teaching in Reading, English Language Arts, Math or STEM related field.

o Have a master’s degree or APCo Have understanding of MSDE Curriculum and

experience providing professional development

• Job Requirementso Attend all academy trainingso Facilitate a minimum of two Educator

Effectiveness Academies

What is expected of them?

Requirements

Attend all academy trainingsFacilitate a minimum of two Educator

Effectiveness AcademiesAssist in supporting a PLC among

Reading, English Language Arts, Math or STEM teachers in Maryland.

Attend post-academy focus group meetings as needed.

Application Process

Clarissa has sent you an e-mail with the application.Please encourage your superstars. We want Howard

County to have strong representation in the ranks of master teachers.

Principal endorsement is needed.Deadline for applications to be turned into Clarissa is

Feb. 22nd.

Systemic Expectations

Know your students and the differentiated supports in place to ensure their success

Ensure students receive exemplary instruction that prepares them for college and careers

Have a process in place for continuously monitoring student progress

Develop a relationship with students and their families

The Work of Family Engagement Systemic family engagement is designed as a core

component of educational goals such as school readiness, student achievement, and school turnaround.

Integrated family engagement refers to the practices of districts and schools to embed family engagement into their structures and processes, including training and professional development, teaching and learning, community collaboration, and the use of data for continuous improvement and accountability.

Sustainable family engagement efforts operate with adequate resources, including public–private partnerships, to ensure that meaningful and effective strategies—with the power to impact student learning and achievement—are in place.

Leadership and Relationships

The most important ingredient we put into any relationship is not what we say or what we do, but what we are.

- Stephen R. Covey

February Lead Design Team

Lisa Boarman, Coordinator, School Counselors

John DiPaula, Assistant Principal, RHHSTricia McCarthy, Assistant Principal, BBESKevin Mulroe, Assistant Principal, TRESTroy Todd, Principal, RBESVera Wilkins, Specialist, BSAP, Secondary

Programs

Jonathan DavisPrincipal

Bollman Bridge ES

Tricia McCarthy Assistant Principal Bollman Bridge ES

Rigor, Relevance & Relationships:

Connecting with Students, Staff & Families

Our Tasks Today

Attitude of optimismReflect on practices that workCommit to continuing the

discussion on building relationships

Learning Criteria for 21st Century Learners

International Center For Leadership in Education says:

o Students need a rigorous and relevant curriculum based on positive relationships

Opportunities for:o Foundation Learningo Stretch Learningo Personal Skill Developmento Learner Engagement

Let’s Take a Closer Look

Learner engagemento Motivated and committed to

learningo Sense of belonging and

accomplishmento Relationships with adults,

peers and family members that support learning.

It’s about Relationships

Listen to your students/staffAsk questions about their lives.The golden rule applies to everyone.Call them out….and don’t! Share your humanness

Table Discussions

Describe what you do to build a relationship with your students, staff, and community.

In what ways are these personal relationships linked to student engagement and performance?

Thinking about previous leadership meetings: How does relationship building impact exemplary instruction, presumed competence, formative assessments, and purposeful observations?

What are the implications for me as a leader?

Reflecting On Your Instructional Leadership

What percentage of your time are you actively engaged in conversation with someone and actively working at building a relationship with them?

What are you willing to do to make improved relationships a priority?

Commit to Engage

Take an Index CardWrite down the commitment you are willing to

make to strengthen the relationship with a student, staff member, family member and/or community partner.

Select a colleague, who is not at your table currently, with whom you will collaborate to ensure your progress and success.

Diane Martin

DirectorStudent, Family, and Community

Services

Department of Student, Family & Community

Services

To provide leadership for the acceleration of student achievement in partnership with staff, families and the

community through:

ADVOCACYCOLLABORATIONCOMMUNICATION ANDEDUCATION FORSTUDENTSUCCESS

DSFCS Mission Statement

Six Types of Family Involvement

Type 1 – ParentingType 2 – CommunicatingType 3 – VolunteeringType 4 – Learning At HomeType 5 – Decision MakingType 6 – Collaborating with the

Community

Academic Intervention, Beyond School Hours

Program

Led by Caroline WalkerProvides Beyond School Hours Programs

for all middle and high schools and summer programs at all elementary and middle schools

Provides outreach to families through family nights, positive phone calls, family orientation sessions, progress reports, and newsletters.

The Bridges 21st Century Program

Led by Marty Cifrese Provides students with

academic enrichment Offers literacy instruction

to families Gives parents access to

adult basic education and English Language Learning classes

The Black Student Achievement Program

Led by Patricia Branner-Pierce and Vera Wilkins

Seeks input and offers support to parents through county-wide and community-based parent information meetings

Partners with local organizations, agencies, fraternities, sororities and local churches to offer mentoring and support to families

Offers an extended year program each year for over five hundred students and families

It is open to all students.

The Family and Community Outreach Program

Led by Jean Lewis

Coordinates parent liaisons in selected schools to support the development of partnerships between home and school

Provides materials and resources to schools that are members of the National Network of Partnership Schools

Uses an action team approach to develop measurable family engagement activities connected to School Improvement goals.

Hispanic Achievement Program

Led by Elisa Montalvo

Provides professional development to 13 Hispanic achievement liaisons in supporting the schools in meeting goals 1 & 2 as it pertains to Hispanic students

Facilitates a parent academy in Spanish to recruit and support parents so as to increase family engagement.

Mathematics Engineering, & Science Achievement

(MESA) Program

Led by Dr. Harold Williams

Prepares students at 16 sites for the rigors of higher academic achievement

Encourages students to become involved in STEM fields by providing real-time hands on experiences.

Office of International Student Family Achievement

Program

Led by Dr. Florence Hu, Sung Kim and Claire Kang

Graduated 24 parents this winter from their International Parent Leadership Program (IPLP). These parents receive information and support on how to become leaders in their schools’ PTA, SIT, Booster Clubs and other leadership roles.

Registered over 1,000 students in the 2009-2010 school year. The Center is a one-stop shop for families to register for school, test student for placement, and receive pertinent information about the services our school system has to offer.

The Title I Program

Led by Caroline Walker

Is a federally funded program Title I schools engage in

significant family outreach, including Family Math & Reading Nights, MSA Nights, Mother Goose Programs, and creating take-home lessons and games.

Title I schools are also required to have parents review and provide feedback on the schools’ Family Involvement Plans and Compacts.

Concurrent Sessions

Using a Cluster Approach to Support Positive Student Behavior in School and in the Community Ballroom A

Engaging Parents in the College and Career Advantage Ballroom B

Increasing Parent and Community Engagement Through Collaboration Ballroom C

Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students

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