principals make the difference

8/14/2019 PRINCIPALS MAKE THE DIFFERENCE

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Principals

Make theDifference

School

Improvement

Resource

Center

IntroductoryMeeting

[email protected]

214-491-7703

Danny Bryan


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Excited to be

Principals

Principals New to CampusPrincipals New to District

Principals New to Campus &District


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July 3, 2006

Dear Principal:

Title I schools that do not meet AYP for two consecutive

years in either reading, math, graduation rate and/or

attendance enter the Title I School Improvement

Program (SIP) as mandated by No Child Left Behind.

AYP data indicates that your campus may enterthe TitleI School Improvement Program. The purpose of this

letter is to inform you of some of the SIP requirements

and associated dates in the eventthat your school does

move into school improvement.


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Introductory Meetings

Principals of schools in the School Improvement Program (SIP)

are required to attend the meeting scheduled for their region.

School

Improvement

Resource

Center


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School

Improvement

Resource

CenterWhy Do You HaveWhy Do You Have

Such a PositiveSuch a Positive

Attitude?Attitude?

Principal OnePrincipal One Principal TwoPrincipal Two

Principal ThreePrincipal Three

Staff, Students CantStaff, Students Cant Mistake, Not My FaultMistake, Not My Fault


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"Most folks

are about ashappy as

they makeup their

minds tobe."

Abraham Lincoln1/2


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Life is ten percent whathappens to you, and

ninety percent how you

Lou

Holtz


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Cesar Millan is often called the Dr.

Phil for dogs. But therapy doesn't stop

with the pets. Cesar often has to re-

train the dogs' owners to be more

effective leaders for theirfurry friends.

The

difference

between agood dog

and a bad

dog is the

owner!


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Great Opportunity

Career Maker

A Chance to Shine

Reasons for Having Such aPositiveAttitude?

Best School for Me!

Make a Difference for Kids

WHY?WHY?


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Royal's teams won three

national championships,

posted a 167-47-5 record

and won 11 Cotton Bowl

appearances.

Led Bruins to 10 national

championships, including seven in a

row (1966-73) 88 consecutive victories

During his 16 year reign ashead coach, Barry Switzer

compiled a 157-29-4 record

with a winning percentage

of .837. This mark ranks

him fourth all-time among

college coaches

He accepted a challenging five-year

contract in Wisconsin as the general

manager and head coach of perpetual

losers the Green Bay Packers.


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Success is Dependent on

Leadership

Principal

The Most Important PersonStrong Leadership + Average Staff = High

AchievementAverage Leadership + Strong Staff = AverageAchievementAverage Leadership + Average Staff = Poor

Achievement

Dr. William SandersUniversity Tennessee


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The Most Important Person

Principal

A Team is Reflective of the Personalityof the Coach

Influence

Authority to Make Decisions

Control Budget

Responsibility for School Improvement

A School is Reflective of the Personalityof the Principal



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If This Is True!

Huge

Responsibil

itySchool Success isDependent on

I Have a Plan!I Have a Plan!


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School

Improvement

Resource

Center

No Vision, No or Poor Plan Action

Lack of Instructional Leadership

Misaligned Curriculum

Use of Non-effective InstructionalStrategies

Lack of Appropriate RigorUnwillingness to Change

Why Do Schools MissWhy Do Schools MissAYP?AYP?

Attack These Issues!Attack These Issues!


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School

Improvement

Resource

Center

Start With Myself

Create Time for Instructional Leadership

Focus on Student Learning

Develop Parental Confidence

Life-Long Learning for All

Success is Dependent onSuccess is Dependent onLeadershipLeadership

Through a 5-StepThrough a 5-Step

PlanPlan


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A very good book about Leadership


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I believe leadership islargely learned. Not

everyone can lead, nor isevery leader destined forglory, but most of us have

a potential far beyondwhat we think possible.

John Wooden1/3



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Those who aspire to

be leaders can do it;those who wish to

become much betterleaders can also do it.

John Wooden2/3



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The best leaders arelifelong learners; they

take measures to createorganizations that foster

and inspire learningthroughout.John Wooden3/3



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School

Improvement

Resource

Center

What Works in Schools Robert Marzano

100 Ways to Motivate Others Steve Chandler

Leadership Engine Noel Tichy

One Minute Manager Ken Blanchard

Wooden on Leadership John Wooden

Seven Steps to Effective Instructional Leadership

Dr Elaine McEwan

The Learning-Centered Principal Rick DuFour

Leadership That Works Rick DuFour

Classroom Instruction Robert Marzano

The 8th Habit Stephen Covey

Good to Great Jim Collins

EducationalMilitary

Sports

Many Leadership Characteristics Can Be Learned!


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School

Improvement

Resource

Center

Start With Myself





Success is Dependent onSuccess is Dependent on

LeadershipLeadership

5-Step Plan5-Step Plan


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PersonalAttributes Passion(Maxwell)

Enthusiasm

Character/Values

Work Ethic

Self-discipline

Loyalty

Intent

Poise

Common Sense/Good Judgment

Competitive Greatness

Start WithMyself


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A great leaderscourage to fulfill hisvision comes from

passion, notposition.

John C.



1/1


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PersonalAttributes Passion

Enthusiasm

Character/Values(Be the example)

Work Ethic

Self-discipline

Loyalty

Intent

Poise



Start WithMyself


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Pro

fessionalism!

Start WithMyself

1) Professional Image (actions, attire)

2) Role Model

3) Community Icon

1) Students, parents, staff, community Given respect by position

Maintain and develop respect by

actions

Consistent, positive actionsgenerates trust

In the absence of

leadership, leadership

will emerge.

Garland McMeans StoryGarland McMeans Story

High Self ExpectationsHigh Self Expectations


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Perso

nalAttributes Passion

Enthusiasm

Character/Values

Work Ethic

Self-discipline

Loyalty

Intent(Confidence/Peale)

Poise



Start WithMyself


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When you see a

problem coming downthe road, holler

Hello, Problem!Where have youbeen? Ive been

training for you all myDr. Norman



1/1


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Believe in Yourself

Think Positive

Going to Make Myself Have aGood Day

Staff is a Reflection of the Leader

Expect the Most Out of

YourselfBelieve and Say Good ThingsAbout Yourself Its going tohappen

Dont Ignore Problems There is aSolution

My Evaluators Perception


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Perso

nalAttributes Passion

Enthusiasm

Character/Values

Work Ethic

Self-discipline

Loyalty

Intent

Poise



Start WithMyself

The heart of a leader

Leading with Soul

Bolman & Deal


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hatDoIRea

llyBelieve?

Start WithMyselfBy answering a fewquestions, the principal

will identify the keycomponents that willhelp develop and guide

his/her vision and alldecisions regardingcampus leadership.

In the absence of

leadership, leadership

will emerge.


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SchoolImprovement

Resource

Center

I Have a Large Staff II Have a Large Staff I

Delegate Everything!Delegate Everything!

You Cant Delegate Direction!You Cant Delegate Direction!

Areas That Are DelegatedAreas That Are Delegated

You Must MonitorYou Must Monitor

To Monitor You Must Have aTo Monitor You Must Have a

Working KnowledgeWorking Knowledge




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Get Over Being Principal

What Do I Want

Our School to

Become?

Big desk big office

Closed-door meetings

Being asked questions

Parents wanting to see me

Going to functions as principal

Going to central meetings

What Do I

Whats theWhats the

Vision?Vision?

No cussing, dirty jokesNo drinking with staff

Professionally focused

learning?


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learning?

2. All students can learn?

3. Teachers make a difference?

4. Every student and staff memberdeserves a safe and supportive

learning environment?

5. High learning expectations andhigh standards for all?

6. Lifelong learning for self and for

-


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. -making process?

8. Two-way communication withstudents, parents, staff, andcommunity members?

9. Ongoing collection, analysis and

utilization of data?

10. Professional development is key toschool improvement?

11. Willing to take risks to improve


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SchoolImprovement

Resource

Center

Start With Myself

Create and Articulate a Vision




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Develop a Vision(Big Picture)

People Hunger for a HigherPurpose

People Want to be a Part of aVisionPeople Work Harder and Longer

Airplane Factory Workers

Tap into Their Special Energy By

Showing Significance of What They

People Should Be Able to

Articulate


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Basic Guidelines in Place for Staff

(handbooks procedures guidelines.)

District/Campus Goals

Understanding the Focus of theBuilding

Communicate That VisionThrough Expectations

Thinking About Vision - geese

SYSTEMS


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Lessons From GeeseLessons From Geese

Milton OlsonMilton Olson


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As each goose flaps its wings, itAs each goose flaps its wings, it

creates an uplift for otherscreates an uplift for others

behind it. There is 71% morebehind it. There is 71% moreflying range in V-formationflying range in V-formation

than in flying alone.than in flying alone.

Milton OlsonMilton Olson

Fact 1Fact 1


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People who share a commonPeople who share a commondirection and sense of purposedirection and sense of purpose

can get there more quickly.can get there more quickly.

LessonLesson

11


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Whenever a goose flies out ofWhenever a goose flies out of

formation, it feels drag andformation, it feels drag andtries to get back into position.tries to get back into position.

Fact 2Fact 2


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Its harder to do somethingIts harder to do somethingalone than together.alone than together.

LessonLesson

22


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When the lead goose gets tired,When the lead goose gets tired,

it rotates back into formationit rotates back into formation

and another goose flies at theand another goose flies at the

head.head.

Fact 3Fact 3


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Shared leadership andShared leadership and

interdependence give us each ainterdependence give us each achance to lead as well anchance to lead as well an

opportunity to rest.opportunity to rest.

LessonLesson

33


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The geese flying in the rear ofThe geese flying in the rear of

the formation honk tothe formation honk to

encourage those up front toencourage those up front tokeep up their speed.keep up their speed.

Fact 4Fact 4


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Encouragement is motivating.Encouragement is motivating.

We need to make sure ourWe need to make sure ourhonking is encouraging-andhonking is encouraging-and

not discouraging.not discouraging.

LessonLesson

44


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When a goose gets sick orWhen a goose gets sick or

wounded and falls, two geesewounded and falls, two geese

fall out and stay with it until itfall out and stay with it until itrevives or dies. Then they catchrevives or dies. Then they catch

up or join another flock.up or join another flock.

Fact 5Fact 5


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We may all need help from timeWe may all need help from time

to time. We should stand by ourto time. We should stand by our

colleagues in difficult times.colleagues in difficult times.

LessonLesson

55


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School

Improvement

Resource

Center

Start With Myself

Create and Articulate a Vision

Develop a Sense of Urgency




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Face RealitD T h D Kid K


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We Are Not As Good As We Should Be!

Teach Staff to Research & Understand Data

Discover Areas of Need (Working, notworking)

Engrain in Staff that Our Goal is 100%Mastery for ALL Students

Focus on Passion to be the Very Best.

Face RealityShare the Data

Do Teachers

Know Their Data

Do Kids Know

Their Data

Do You Know the Data? 3, 5, 35 failures


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School

Improvement

Resource

Center



Class Schedule forClass Schedule for

SuperintendentsSuperintendentsKidsKids

Which StudentsWhich Students

Deserve OurDeserve Our

Best Effort?Best Effort?


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School

Improvement

Resource

Center

Start With Myself









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Time?

Research conducted by J.H. Stronge in

an article entitled A position intransition? suggests that on anaverage only one-tenth of a principals

time is devoted to instructional


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Instructional Leadership are thoseactions that a principal takes or

delegates to others to promote growthin student learning.

Such as: setting clear goals, allocatingappropriate resources for instruction,

managing the curriculum, monitoringinstruction, analyzing data andevaluating teachers.

Leadership?

B. Flath

The principal as instructional

Manager versus


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Manager versusInstructional Leader!

Managers: Spend MOST of theirtime working with administrativedetails. Moving from crisis to crisis

putting out fires never in control oftheir own time. (Managers

work in the system.)

Instructional Leaders: SpendMOST of their time working withteaching and learning. (Instructional(Instructional

Leaders work onLeaders work on the system.)e system.)


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School

Improvement

Resource

Center


Communication/Organization

Procedures/Rules/Guidelines(systems)

High Expectations



How Do I Work onHow Do I Work on

the System?the System?

Pro active Planning


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Pro-active Planning


Delegate & Monitor Expectations

Responsibility

Behavior

Make Information Accessible

Rules, Guidelines & Procedures

Communicate in Writing each weekwith Each Staff Member

Communicate Verbally with Leadership

Groups

C i ti


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Effective InternalCommunication

is a prerequisite to

Effective ExternalCommunication

Communication

Parent asks several staff

members the samequestionWE WANT THE SAME OR SIMILAR

RESPONSE COMMUNICATED!

Internal Comm nications


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Position All Staff to be in theKnow!

Information is POWER!

Information&

Accessibility

Team

Leaders

Dept Chairs Teachers

Teachers

SupportStaff

Internal CommunicationsWritten and Verbal Bark & Calendar

North High SchoolBulldog Bark!A 15 2003

Each week


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August 15, 2003

Before you can be viewed as a professional you must first demonstrate professionalism.

Bulldog Bark

The purpose of the Bulldog Bark is to provide to you a concise reminder of information that is needed for you to be

able to effectively function in the North High School environment. Each Friday you will receive a Bulldog Bark inyour teacher mailbox. It will be 3-holed punched so that it can be placed in your communication binder. This will

allow you to be able to refer to previous editions for needed information. The Bulldog Bark will also be placed on

the schools shared drive as an archive. ALL TEACHERS CAN READ AND ARE EXPECTED TO DO SO.The Bulldog Bark will be how you will find out and remember major information through the year. Keep it and

more importantly READ IT.

Rather than receiving 25 e-mails from me during the week youll receive the Weekly Bulldog Bark! Easier to keep

up with information that way.

Using the Bulldog Bark

Staff members may submit information to be included in the weekly Bulldog Bark. If you have information thatneeds to be shared with all staff members this is a great way to do it. Send your information to Mary Holley no later

than Thursday noon of the week youd like information included. The Bulldog Bark is finalized on Thursday

afternoons ready for print and distribution Friday mornings.

Daily Announcements

Each day at the beginning of Period 3/7 a time is designated for announcements and short communication items.

This is a critical time for the school to be able to effectively communicate to students. If you have announcementsthat would like to have scrolling during the day heres the process.

Please e-mail announcements at least 24 hours in advanced to [email protected]. Announcements will be

updated daily on the scrolling announcements during 2nd

/6th

period every day. The following format should be

applied:

Club/Group/Organization Name Sponsor Name (in case we have any questions)

Announcement (make sure to include times and dates of events)

Date you would like the announcement to begin and end

NotesFromP

rincipal

M t ith L d hi


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Meet with Leadership

GroupsPrincipals/CounselorsLeadership Team

Campus Improvement TeamDepartment Chairs

Team LeadersPTO President

Campus Liaison (various)Cheerleader Guidelines Professional Development

Developing


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Im sounding like DannyBryan! (Oberlin)

How would Danny answerthat question? (Janie)

Teachers and parents canget results!

DevelopingLeadersPervasive Influence

Turn Your Info into Vena or Danny

Long & Perry Cheerleaders ow o e or on


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What Can Be Put inWriting BeforeSchool Starts?

That will answer questions beforethey are asked.

That will help put outunnecessary fires and will

free-up time for you to spend

on instructional issues.

ow o e or onSystem


Why Pro-Active Planning?


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Why Pro Active Planning?

Eliminates Problems Before They Occur

Eliminate a lot of unnecessary firesAvailable 24/7

Empowers staff and students

Avoid answering the same questions over& overEliminate the answers being different

Establish expectationsHold people accountable

Answer questions before they are askedFree up time for the most important things

Tool by which to teach others

Communicate Vision


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Basic Guidelines in Place for Staff

(handbooks procedures guidelines.)

District/Campus Goals

Understanding the Focus of theBuilding

Pervasive Influence

Communicate VisionThrough Expectations

SYSTEMS

u en acu y

Discipline Expectations and


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yHandbooks

Discipline Expectations andcedures

Teachers by doorTardy Policy

Responsibility (conduct) versus Behaviorcipline)ISS Procedures and Guidelines

Grading IssuesSummative and Formative grades weight

ach

Is there a specific number of sum./form.des required

Are zeros allowed?Can a final grade be above 100 or below

How much grade weight does homework

ry?How is Incomplete Daily Work handled?Can a teacher assign a 69 as a final gradeHow is make-up work handledRetest, re-teach guidelines and gradingExpectations for tutoring

Student Movement

Instructional FocusInstructional Philosophy or

FocusExpected Lesson DesignWhat is an Effective

ClassroomsHow to utilize planning timeDocumentation of what

shouldbe taught each six weeks

usingdistrict curriculum

Monitoring Plan for StudentsWho FailAssessments and

InterventionsPyramid of InterventionsUtilizing Data to Drive

InstructionTeachin to the SEL


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In-service & Early Release Days

Faculty Meeting Days(Mean What You Say)

Faculty Attire

Student Placed Outside Class

Eliminate the SameQuestions & Issues Being

Asked Each Year


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Communication Expectations

All staff members are responsible for information contained in the teacher and student

handbook, weekly bulletin, special memos, minutes from PTA meetings, department,

grade level, or team meetings, as well as other written documentation presented to

teachers.

All Teachers Can Read

Therefore, teachers will be expected to do so! This expectation will be instrumental in

having the ability to present instructional in-service information as opposed to

administrative in-service information to teacher during faculty meetings.

Communication


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Weekly Bulletin

Department MeetingNotes

Team Meeting Notes

Morning

Announcements Student Handbook

Faculty Meeting Notes

Extra-curricularSchedules

Staff Presentations

Bell Schedules

Campus Goals

CommunicationBinder Faculty Handbook

Crisis Plan Staff Presentations

Staff Schedules

Lesson Plan Forms Staff Phone Tree

Birthday Lists

Discussion GroupNotes

PTA Newsletter

Systems in

Make as Much

Pl i C l d


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Info

Info

Info

Dowell Middle School

301 Ridge Road

McKinney, Texas 75070

Phone: 972-569-6500 Web Site: http://www.mckinneyisd.net/dowell/ FAX: 972-569-6506

Parent/Student Handbook Supplement and School Calendar

2003-2004

Make as MuchInformation Available as

Possible - 24/7

Planning Calendar

School Wide CalendarA t D t /St d D t


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School-Wide Calendar Assessment Dates/Study DatesState & Local Testing & Benchmark Dates and

dowsNine Weeks, Six Weeks Tests Department

chmarks

SAT, ACT, PSAT, CoGAT District Dates

Back to School Nights8th grade Parent NightOpen HouseGrades DueReport Cards & Progress Reports Go HomeFeeder School Important Dates (to avoid

flict) UIL Dates (athletic & academic)First of May

Special DatesNHS Induction & Deadlines for ApplicationsAward Nights & DaysDancesPlays

Extra-curricular ActivitiesChoir/Band ConcertsPTA Meetings & Special ActivitiesPep RalliesFundraisers Dates Yearbooks will be soldPicture Dates and Re-takesCheer-leader Try-outsHomecoming

Field Trips Science/College Day Department

Special AssembliesMADD

Professional Development SchedulesTime with Administrative StaffTime with counselors,

librarianTime with department chairs,

CIPInstructional Meetings (SEL)

Instructional Review Sessions Create Schedules

PDAS EvaluationsUIL Eligibility ScheduleAnnouncement ScheduleAdministrative Duty ScheduleDuty/Lunch Detention/Sat

School Meeting Schedules

Principals, CounselorsCentral Office MeetingsDept Meetings, PTA, CIP

Team MeetingsAssessment ReviewFaculty (consistent day)

Dowell Middle SchoolStudents will receive progress reports on theWelcome to Dowell Middle School TAAS Results 2002 2001 2000 1999


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Students will receive progress reports on the

following dates. Progress Reports are given to

students to take home at the 3-week mark and

mailed at the 6-week point!

September 10 (Sent Home with Student)

September 11 (Returned Signed)September 27 (Mailed)

November 12 (Sent Home with Student)November 13 (Returned Signed)

December 9 (Mailed)

February 12 (Sent Home with Student)

February 13 (Returned Signed)

February 28 (Mailed)April 15 (Sent Home with Student)

April 16 (Returned Signed)May 9 (Mailed)

Report Cards will be sent home

on the following days.

October 25, 2002 (Sent Home with Student0

January 27, 2003 (Sent Home with Student)March 28, 2003 (Sent Home with Student)

June 12, 2003 (Mailed)

Important Dates To Remember

August 26 PTO Meeting 7:00 p.m. followed by

Meet the 7th & 8th GradeTeacher Night 7:15 p.m.

August 27 PTO Meeting 7:00 p.m. followed byMeet the 6th GradeTeacher Night 7:15 p.m.

September 6 PTO Welcome CoffeeFor New Parents to Dowell 9:00 a.m.

November 12 PTO Parent Meeting 7:00 p.m.

January 14 Aim for Success Parent Meeting 7:00 p.m.

March 13 Open House 7:00 p.m.

April 1 NJHS Induction 7:00 p.m.

April 8 Principals Coffee 9:00 a.m.PTO Officer Elections

May 1 5th Grade Parent Night 7:00 p.m.

May 6 6th & 7th Grade Parent Meeting 7:00 p.m.For Registration Information 2002-2003

May 23 8th Grade Walk 9:00 a.m.

Newsletter

Articles due!

August 13September 18

October 22November 19

January 22February 19

March 26April 23

PTO Mane

Minutes

distributed to

students!!

August 22 & 23September 26

October 31December 3January 31

February 27April 3May 5

Welcome to Dowell Middle School.

Dowell Middle School is a sixth, seventh, andeighth grade school housing approximately 1208

middle school students. Dowell is located in the

estern portion of the McKinney Independent

School District, south of Virginia Parkway on

Ridge Road. Ninety-eight staff members are

assigned to our campus that work daily with yourchildren in a vast array of capacities.

The middle school years are unique and special.

Emotionally and educationally, students are in

the middle. The middle school years should

bridge the gap between the elementary years ofstructure and close supervision and the high

school years of intense study and demands of

preparing for adulthood.

For this reason, the academic program at DowellMiddle School incorporates a variety of unique

instructional strategies and techniques aimed ataddressing the needs of the middle school child.

A few of these strategies include: double blocksfor language arts and math classes, academic

teaming, extended blocks of time, a wide selection

of elective offerings with an emphasis ontechnology and the development of career

decision-making skills, while creating vast

opportunities for extracurricular, special program,

and club activities.

Dowell Middle Schools success is due largely in

part to the high parental involvementdemonstrated by the Dowell Community. Parentsare encouraged to get involved in the Dowell PTO

and to volunteer at the school on a regular basis.There are many opportunities in which you can

serve. We need your help!

Once again, welcome to the Dowell MiddleSchool Community.

Danny Bryan

TAAS Results 2002 2001 2000 1999

6th Grade Reading 97 95 90 876th Grade Math 99 97 92 90

7th Grade Reading 97 94 89 907th Grade Math 98 95 95 88

8th Grade Reading 98 95 94 888th Grade Math 98 96 95 858th Grade Writing 94 92 89 848th Grade Science 95 98 93 87

8th Grade S. Studies 91 91 81 75

Dowell Football Schedule - 20027th G d 8th G d


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7th Grade 8th GradeDate Opponent Place Time Date Opponent Place Time

Sept 4 Frisco Wester There 5:30 p.m. Sept 3 Frisco Wester Home 5:30 p.m.

Sept 10 Allen Ford Home 5:30 p.m. Sept 10 Allen Ford There 5:30 p.m.

Sept 17 Sherman Piner Home 5:30 p.m. Sept 17 Sherman Piner There 5:30 p.m.

Sept 24 Allen Curtis There 5:30 p.m. Sept 24 Allen Curtis Home 5:30 p.m.

Oct 1 Bye Oct 1 Bye

Oct 7 Frisco Pioneer There 5:30 p.m. Oct 8 Frisco Pioneer Home 5:30 p.m.

Oct 15 Frisco Clark Home 5:30 p.m. Oct 15 Frisco Clark There 5:30 p.m.

Oct 22 Frisco Staley There 5:30 p.m. Oct 22 Frisco Staley Home 5:30 p.m.

Oct 29 Faubion There 5:30 p.m. Oct 29 Faubion Home 5:30 p.m.

Nov 5 Johnson Home 5:30 p.m. Nov 5 Johnson There 5:30 p.m.

Dowell Volleyball Schedule - 20027th Grade 8th Grade

Date Opponent Place Time Date Opponent Place Time

Aug 29 Frisco Wester There 5:30 p.m. Aug 29 Frisco Wester Home 5:30 p.m.

Sept 5 Allen Ford Home 5:30 p.m. Sept 5 Allen Ford There 5:30 p.m.

Sept 12 Sherman Piner Home 5:30 p.m. Sept 12 Sherman Piner There 5:30 p.m.

Sept 16 Allen Curtis There 5:30 p.m. Sept 16 Allen Curtis Home 5:30 p.m.

Oct 3 Frisco Pioneer There 5:30 p.m. Oct 3 Frisco Pioneer Home 5:30 p.m.Oct 5 Allen A

TournamentAllen TBA Oct 5 Allen A

TournamentAllen TBA

Oct 10 Frisco Clark Home 5:30 p.m. Oct 10 Frisco Clark There 5:30 p.m.

Oct 17 Frisco Staley There 5:30 p.m. Oct 17 Frisco Staley Home 5:30 p.m.

Oct 24 Faubion There 5:30 p.m. Oct 24 Faubion Home 5:30 p.m.

Oct 28 Johnson Home 5:30 p.m. Oct 28 Johnson There 5:30 p.m.

Oct 31Nov 1, 2

DistrictTournament Johnson TBA

Oct 31Nov 1, 2

DistrictTournament Faubion TBA


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Grief and tragedy and hatred are only

f ti G d b d


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for a time. Goodness, remembrance and

love have no end.

President George W. Bush FEBRUARYSUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

1

All Region Choir

AuditionsNational Black

History Month

2 3

7th

Boys Basketball7

thGirls Basketball

Feb 3-7 School

Counselors Week

4PTO Board Meeting

9:00 a.m.

8th

Grade AcademicHonor Reception

7:00 p.m.NJHS Meeting

7:50 a.m. Library

5

NJHS Meeting

3:40 p.m. Library

6

8th

Boys Basketball8

thGirls Basketball

7 8

9 10

7th

Boys Basketball

7th

Girls Basketball

Pep Rally!

11

Black History Luncheon

11:00 a.m. Library7

thGrade Academic

Honor Reception

7:00 p.m.

12

Lincolns Birthday!

Progress Reports Given

to Students!

13

Progress ReportsReturned Signed

8th

Boys Basketball

8th

Girls Basketball

14

NJHS ApplicationsDue!

Valentines Day

15

16 17Professional

Development Day!Student Holiday

Presidents Day7

thBoys Basketball

7th

Girls Basketball

18

8th

Boys Basketball8

thGirls Basketball

7th

& 8th

GradeAll Region Choir

Pre-Rehersal

19

PTO NewsletterArticles Due!

20

Boys & GirlsBasketball Tournament

21


22


Washingtons Birthday

23 24 25

6th

Grade AcademicHonor Reception

7:00 p.m.

7th

Grade TAKS

Writing

26 27

8th

Grade AIMSProgram

MISD BandSolo/Ensemble

PTO Newsletters Go

Home Grades 6, 7 & 8

28Winter Dance

Grades 7 & 8 Only7 10 p.m.

8th

Grade AIMSProgram

Progress Reports

Mailed

STUDENT INSTRUCTIONBell Schedule7:30 a.m. Cafeteria opens - All students report to the cafeteria.

S f

Tutorials!All students may attend tutorials for enrichment purposes. Any student whois failing a class (70 or below) will have the opportunity to attend tutoring inthat area. It is recommended that students whose grade average is 76 orl id t t i l f di ti t t th i d f


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7:55 a.m. Students may go to lockers for materials.6th

grade students report to the gym.8:00 a.m. Tutorials begin.8:05 a.m. No entry to tutoring area without pass.8:24 a.m. Tutorials end.8:27 a.m. Warning bell.8:30 a.m. Classes begin!

6th

Grade

A Day1st

period 8:30-9:52 a.m.2nd

period 9:57-12:24 p.m.3rd

period 12:29-1:12 p.m.4th


period 2:03-3:30 p.m.

B Day6th

period 8:30-9:52 a.m.7th

period 9:57-12:24 p.m.

8th period 12:29-1:12 p.m.9th

period 1:15-1:58 p.m.10

thperiod 2:03-3:30 p.m.

7th

& 8th

Grade

A Day1st

period 8:30-9:55 a.m.2nd

period 10:00-12:30 p.m.3rd


period 2:05-3:30 p.m.

B Day5th period 8:30-9:55 a.m.6th

period 10:00-12:30 p.m.7th


period 2:05-3:30 p.m.

Lunch ScheduleA lunch 10:30-11:00 a.m.B lunch 11:00-11:30 a.m.C lunch 11:30-12:00 p.m.D lunch 12:00-12:30 p.m.

lower consider tutorials for remediation purposes to prevent their grade fromdropping any lower.

Tutorials will be provided at 8:00 a.m. each morning based on the followingschedule:Language Arts & Science - Mondays & ThursdaysMath & Social Studies - Tuesdays & FridaysElectives - Tuesdays & ThursdaysTutorials are not offered on Wednesday mornings.

Tutorials are many times offered on Wednesday afternoons from3:40-4:30 p.m. Prior arrangements should be made with the teacher whenplanning to attend Wednesday afternoon tutorials.

It is the responsibility of the parent/student to take advantage of the beforeschool tutorial opportunities and to make arrangements for transportation.

HomeworkGreater learning occurs with short intermittent practice activ ities rather than

massive amounts of practice. Homework will be limited in length and shouldALWAYS be checked allowing credit to be gained, thus giving credibility tothe activity. The amount of homework a child is assigned will increase eachyear during grades 6-12.

Make-up WorkStudents who have an "excused"permit to class following an absence ortardy will be permitted to make up work missed. When the student returnsto class it will be his/her responsibility to remind the teacher that he/shehave been absent and should request any missed work at that time. He/shethen will be given the assignments and will be told the date(s) the work willbe due. The teacher may establish the schedule for the make-up work to becompleted but will allow not less than one school day for each day ofabsence.

Incomplete- Daily WorkStudents will be allowed adequate time to complete daily work either in classor as homework. Daily work includes work covered during class and/orshort-term assignments. Once adequate time has been given, work is to betaken up and graded as is. Credit will be given for the amount and thequality of the assignment completed.

Personal Organization


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Set Goals

That are specific, measurable, realistic andachievable

Prioritize the To Do List80/20 rule 80% of the rewards 20% of the

effortIdentify the items that yields the

greatest resultsFlag or color-code and assign a deadline

Pareto Principle

Be flexiblePlan only 50% of your time

That allows for flexibility to handleemergencies and interruptions

Personal Organization


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Effectiveness is doing

things right and efficiencyis doing the right things.

The difference betweenleaders and managers isthat leaders do the right

things and managerssimply do things right..

BrianTracy

Brian

Tracy

1/1


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School

Improvement

Resource

Center

Start With Myself


Focus on Student LearningDevelop Parental Confidence






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School

Improvement

Resource

Center


Student Learning is The MostImportant Thing



Does Your Handbook Include?


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Does Your Handbook Include?

Instructional PhilosophyExpected Lesson Design

Effective Classrooms

Pyramid of Interventions

How to utilize planning/collaboration timeDocumentation of what should be taught each six weeks

using district curriculum

Expectations of Assessments

Utilizing Data to Drive InstructionTeaching to the Student Expectation Level (SEL)

Blooms Taxonomy

Ericksons Critical Thinking

Wh i h d h i h k d l


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What weight do teachers give to homework grades, class

work, test performance, essays, special projects and other

assignment grades? How does a teacher handle Incomplete Work or Late

Work? Do you give six weeks grades lower than 50?

Do you give six weeks grades higher than 100? Do you give 69s? How do you handle re-teach and retest? Do you have a specific number of Summative and

Formative grades that are required during a six weeks? Do you allow a zero to be given? If so how are zeros and

Fs averaged into the total grade?

Wh t d t t t t f il t tifi d?


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a. When a student starts to fail are parents notified?

b. Is a teacher required to notify the parent before they are allowed to

give a final grade of F?

c. Is there a Potential Retention Process in place that identifies kids

early in the year and establishes a process of guidelines for the

teacher, counselor, principal, parent and student to ensure that the

student had every opportunity to be successful?

d. How is make-up work handled?

e. What guidelines are in place before a teacher can assign an I at the

end of a six weeks?f. Most teachers arent aware that when an I is given, the student

loses UIL Eligibility until that grade is finalized and is passing.

D W T lk Ab t St d t L i


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Do We Talk About Student Learning

Faculty MeetingsWeekly Bulletin

Team/Department Meetings

PTA NewslettersDaily Announcements

Hallway Bulletin Boards

Themes and Slogans

Assemblies

Parent MeetingsWorki n

gwith

Te

ach

ers o n

Instr u

ct ion


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School

Improvement

Resource

Center



Hire the Best People



The Teacher Makes the


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A single ineffective teacher canthwart a childs progress for at

least four years


The Teacher Makes theDifference

Teachers are more importantthan class size, racial

composition, rural, urban or

suburban factors

What to Look for in a


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Common Factors of ExceptionalTeachers

Called to aMission

Family ofTeachers

Had a RoleModel

High Standards

CaringRelationships

Teachers areHuman

See StudentsOutside ofTeaching

Two-sided Respect

Love of Learning &Learn How to Learn

Learning Activities

Based UponExcitement and

Drama

Lesson Plans Basedon Student Needs

Knowledge Teaching SkillsTalent

What to Look for in aTeacherMassive Numbers of Applicants

Motivation for

Teaching

WinningStudent

Over

HelpingStudentLearn

What to Look for in a


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What to Look for in aTeacherChild Centered Focus (Children versus

Content)

Parent and Student Friendly

Looks to Self for Solutions to Problems

Will Focus on What Students Can DoNot What They Cannot Do

Knowledge Teaching SkillsTalentMotivatio

n forTeaching

WinningStudent

Over

HelpingStudentLearn

Dont Be

Afraid to

Hire the Best

Developing Skills


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Developing Skills

Public Relations Training

Parent/Student Conferencing Skills

Listening

Empathy

Teach Staff Members to View Issues fromStudent and/or Parent Perspective

Relationship

Relevancy-Rigor

Knowledge Teaching SkillsTalentMotivatio

n forTeaching

WinningStudent

Over

HelpingStudentLearn

Grumpy teacher

The Right Placement


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Soar With Your

Strengths

Donald Clifton &Paula Nelson

The Right Placement

Getting the Right

People in the RightSeat on the Bus

(Right Assignment)

Jim Collins

Good toGreat

Place People inAreas ofStrength

The best teachers with most needy students.

The Ship is SinkingThe Ship is Sinking


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Establish the ExpectationsEstablish the Expectations

69s69s

Teaching CurriculumTeaching Curriculum

Attending Faculty MeetingAttending Faculty Meeting

Late to School Early to LeaveLate to School Early to Leave

Being Responsible for Written InformationBeing Responsible for Written Information

Planning and Collaborating with TeamPlanning and Collaborating with Team

Informing Parents of Conduct and/or Grading IssuesInforming Parents of Conduct and/or Grading Issues

Specific Grading PolicySpecific Grading Policy

The Ship is SinkingThe Ship is Sinking

SYSTEMSSYSTEMS


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School

Improvement

Resource

Center




Teach the Right Stuff

At the Right Time



90/90/90 School Research


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Four year longitudinal

study 1995-1998

Elementary throughhigh school

130,000 students and228 campuses

Urban, Rural, andSuburban schools

Populations rangingfrom poor/minority tolargelyAnglo/economically

advantaged

90/90/90 School Research

90% of students on

free-reduced lunch 90% of students

from ethnicminorities

90% of students metacademic standards

Example:Milwaukee Public

SchoolsThe 90/90/90 Schools: A CaseStudy

Dr. Douglas Reeves

Accountability in Action, 2ndedition

Characteristics Common to90 90 90


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90/90/90

1. Laser-like focus on achievement (Improvement).2. Clear and defined curriculum choices.

(LA/Math)

Frequent assessment of student progress.

Teachers chart achievement weekly. Focused intervention. (Data + Intervention = Results)

Multiple opportunities for students to

succeed.7. Emphasis on informative writing.

8. External scoring utilized. (Outside the classroom)

9. Teachers give frequent written feedback.

Deep


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Taught(SEL)

Tested

Written

pAlignmentWritte

nTaught

Tested

The GreatEqualizer

Content Level right information

Cognitive Level Aligned to the VERBS inSEL (rigor)

Contextual Level TAKS format

Curriculum Calendar

Effects of Deep Alignment


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Levels the Playing Field for AllStudents

Mitigates effects of Low SES

Allows focus on mastery levels

Meets the state standards

Allows for enrichment/accelerationmodels

Closes the achievement gap

Helps teachers work smarter, not

Effects of Deep AlignmentThe Great Equalizer

Include Elective Teachers


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Include Academic & Elective Staff inPreparing Students for TAKS

Teach Elective Staff how to Develop

Higher Level Assessments and Rubrics

Lesson Plans Should Reflect the

Reinforcing of TAKS Concepts in theElective Classes

Include Elective Teachers

Curriculum Matrix for Texas

Aligning Standards, Tests and Essential Skills

International Center for Leadership in Education


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School

Improvement

Resource

Center





At the Right Time

Use Appropriate Strategies



1/1


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Isnacio Estrada

If a child cant learnthe way we teach,

maybe we shouldteach the way they

learn.


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How Do Students Learn?Attention Information Prior Experiences Conclusions -

Application

doing

practice

askingquestions

answe

ring

questions

varietyof

stimuli

varietyof

teachin

g

strategies

searching for

inform

ationin

contex

t

two-waycommunication te

ache

rs

posters,art,

music

auditory,visua

l,

tactile

activeprocessing

realw

orld

expe

rience

s

relevant

from others

investig

atio

n

1/1


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Tell me, and Illforget, show me,

and Illremember,

involve me, andIll learn.

Marla Jones1/1

Brainstorm with Teachers


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What Should Be

Happening in the Classroom?Instruction presented in a variety of Learning StylesInformation related to meaning and real-life experiences

Visuals

Interaction among students

Centers

Addressing a variety of learning styles

Instructional stimuli

Two-way communication

Higher level questioning activities

Teach

Teachers

Instructional

Best Practices

Teach Principals & TeachersWhat Acti e


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Circle Learning PLUQ (Point/Link/Use/Question)

Concept Maps Oral Reports/Presentations

Cooperative Learning Activities Pair-Share

Current Events Role Play

Discussions/Debates Use of Technology

Graphic Organizers Venn Diagrams

Jigsaw Activities Summarization Activities

KWL Socratic Questioning

Learning Logs/Journals Walkabouts

What Active

Learning Looks Like

Large Population of LEP StudentsFrom Instructional


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Strategies A-Z 26Strategies for Teaching LEP Students

Link Instructional Concepts to Student Experiences

Word Walls (pictures and words)

Utilize visual as well as auditory teaching strategies

Examine teacher language Spiral and repeat language learning

Have students speak (think-aloud, pair-share, oral summaries)

Emphasize key vocabulary (TAKS vocabulary)

Graphic organizers (outlines, mind maps) (Inspiration)

Check understanding by having students create own examples.

Tape Recorders Teach patterns and memory techniques

Centers Utilize lists charts as visual reviews

Focus on Best PracticeStrategiesR i S i C tRegion Service Centers


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CRISS Strategies(Hands on activities)Writing Across the Curriculum (Journal)Teachers Share Proven Strategies

(Collaboration)

Graphic Organizers (Inspiration)History Alive (Active relevancy)Questioning Skills (Socratic questioning)Active Best Practice (Pair-share, jig-saw)

SIOP (ESL Strategies)Higher Order Thinking Skills (Blooms &

Erickson)Manipulatives (Make your own in math)

Strategies

Read 360 Agile Mind New Jersey - TEXTeamsRead 360 Agile Mind New Jersey - TEXTeams

Region Service CentersRegion Service Centers

Implications for Adult Learning


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Marsha Speck & Caroll Knipe

Adults will commit to learning when they believe that the

objectives are realistic and important for their personaland professional needs.

Want to be the origin of their own learning.

Need direct, concrete experiences for applying what has

been learned.

Need follow-up support.

Need feedback on the results of their efforts.

Professional Development Ongoing!Professional Development Ongoing!


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School

Improvement

Resource

Center





At the Right Time


Plan, Instruct, Assess atAppropriate Rigor (SEL)




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Dont limit a child toyour own learning, for

he was born in adifferent time.

Rabbinic sayingTeaching andplanning for

delivery have 1/1

Analysis ToolBlooms Taxonomy


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Evaluation

Synthesis

Analysis

Application

Comprehension

KnowledgeLevelof

Difficulty

Facts Topics Concepts Generalizations/ Principles

Level of Complexity

Ericksons Structure of Knowledge

TAASTAAS

TAKSTAKS

Direct TeachDirect Teach

Active LearningActive Learning

10th Grade Mathematics


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Objective 7: The student will demonstrate an understanding of two-and-three

dimensional representations of geometric relationships and shapes.

8.7 Geometry and spatial reasoning. The student uses geometry to

model and describe the physical world. The student is expected to

(A) draw solids from different perspectives

TEK

SEL

(B) use geometric concepts and properties to solve problems

in fields such as art and architecture and

(C) use pictures or models to demonstrate the Pythagorean

Theorem

Cognitive Level Aligned to the VERBS in SEL (rigor)

What must the student be able to do to demonstrate mastery?Which might be some student products?

What instructional strategies will generate those products?

10th Grade Mathematics


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Objective 7: The student will demonstrate an understanding of two-and-three

dimensional representations of geometric relationships and shapes.

8.7 Geometry and spatial reasoning. The student uses geometry to

model and describe the physical world. The student is expected to

(A) draw solids from different perspectives

TEK

SEL

(B) use geometric concepts and properties to solve problems

in fields such as art and architecture and

(C) use pictures or models to demonstrate the Pythagorean

Theorem

(A) Today we are going to use geometry to

draw solids in different perspectives.

Teach Vocabulary

Materials to Help Teachers Plan to the SEL


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Released Test Answer Sheet Answers listed by SEL

Plan Activities, Questions, Products & Assessments to the SEL

Blooms Taxonomy & Ericksons Structure of Knowledge-

TAKS Study Guide

TAKS Information Booklets

Dallas County Schools website

Time to Plan Together

Curriculum & Instructional Calendar

TAKS Tornados

Examples of SEL


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Elementary

Middle

School

High School

Math


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Math

Language

Science

SS

ESL

SpanishTEKS


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School

Improvement

Resource

Center





At the Right Time


Plan, Instruct, Assess atAppropriate Rigor (SEL)



Change is DifficultChange is Difficult

A Mule Called HineyA Mule Called Hiney


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An old farmer and his

grandson owned a mule

called Hiney. Things werentgoing well on the farm, and

the bills were mounting.

They decided it would bebest to take Hiney to the city

to be sold




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The old farmer and his grandson

started to walk Hiney down the road.

A woman saw them and shouted,You foolish people! Why are

you walking when you have a

mule you could ride?

They decided that she had a

point and climbed on the mule




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Down the road a way

another woman called to

them. What fools you are!With both of you riding that

mule, he will become

exhausted and drop dead!

So the old man climbed off!




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A little farther down the road

a farmer shouted, You

foolish lad, making your oldgrandfather walk while you

ride! Arent you ashamed?

The boy climbed off andurged the grandfather to get

back on




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A short time later an old

woman called out, You

foolish man! That poor

mule looks as if he is going

to drop dead. Get off andcarry him for awhile!




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Thinking that she had a point, thegrandfather dismounted, hoisted the

mule onto his back and headed backtoward the city. When he

came to a bridge he lost his

footing and dropped the muleinto the river. Of course the

poor animal drowned.




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If you try to please everyone,You will lose your



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School

Improvement

Resource

Center

Start With Myself







Feeling Tone


129/164

What Does the School Look Like?Is the Entry and Office Area Orderly?

Is the Marquee Updated

Is Posted Information in OfficeAccurate

Office Staff and Faculty (Key call

school)

Visibility of Staff

Is There a Waiting Area for ParentsWhat is Your First Impression?


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Expand the Walls of the


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Visit Churches Report Cards atBallgames

Meetings at Apartment Complexes

Community Centers (elementaryschools)

Post newsletters and meeting notesat grocery stores

schoolnotes.com KeyCommunicators

Accept No Excuse for Not Knowing!

School

Get Parents Involved


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Student Performances (Food, Prizes,

Coupons)Parent Education Opportunities

GED, Anger Management, English

ClassesUse as Tutors with non-English

speakers

Job Posting OpportunitiesCommunities in Schools

Partner with Health Services

Utilize Parents to Help Break the Cycle of Poverty!

i dS i D d t


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School

Improvement

Resource

Center

Start With Myself




Create a Community for Learning




S i D dS i D d t


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A good leader never

stops learning. Agreat leader never

stops teaching.John



1/2


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High School is

O l h


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Expectation That Education Continues Beyond HighSchool

Only the

Beginning

Graduation & Pre-Graduation

Become

a life-long

learner!

You can teach a


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student a lesson for aday; but if you can

teach him to learn bycuriosity, he will

continue the learningprocess as long as he

lives Clay P. Bedford1/2


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I like a teacher whogives you somethingto take home to think

about besideshomework.

Lily Tomlin2/2

Establish AcademicCelebrations and


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Academic Celebrations Academic Pep Rallies, Parties and

Privileges School Academic Clubs UIL Academic Competitions Spelling Bee In School Competitions (Academic Decathlon) Academic Field Trips (Focus on College)

Odyssey of the Mind Activities and Events that Require GoodGrades or Improvement as a Perquisiteto Attend

Celebrations andCompetitions

Deliver the Message thatIts Okay to Do Well Academically

Principal Should be theExample of Life-long


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Schedule time & practice regular reflection and self-assessment.

Attend leadership assessment training(s).

Join appropriate professional organizations.

Read, analyze and share educational publications.

Attend Best Practice Conferences.

Attend teacher trainings focused on instruction.

Create time to network with other administrators to discuss commonissues.

Collaborate with experienced educationalists. (Find a Friend - 2nd set of eyes)

Communicate key components of your action plan to stakeholders as

appropriate to create desired behaviors in the people around you

p g

Learning

Find a Friend


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The Path to School LeadershipLee G. Bolman & Terrence E. Deal

The Last Season

Phil Jackson

Wooden on LeadershipEverything Ive learned came from someone else.

8th HabitStephen Covey

Brown prepared for the championship encore by

l i i h h h d i i l


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consulting with coaches whod won previous titles

USA Today

July 26, 2007

Steve Spurrier South Carolina

Phillip Fulmer Tennessee

Lloyd Carr Michigan

Bob Stoops Oklahoma

Darrell Royal - Texas

The Best Strive to Get Better!

How Do We Get Teachers toHow Do We Get Teachers to


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Recognize That They Can Improve?Recognize That They Can Improve?

Teachers are more importantthan class size, racial

composition, rural, urban orsuburban factorsThe greater theThe greater the

responsibility for studentresponsibility for student

learning the greater thelearning the greater the

results.results.Scott

Talk About the Data


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Brutal TruthEducators cant address student needs ifthey dont know what, how significant, orhow extensive those needs are.

Show them data of schools and teacherswho are successful with kids like theyhave.

Visit schools.

Read articles together. Explain the rigorrequired!


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Talk About the Data


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Safe EnvironmentCreate a climate where it is professionallyand emotionally safe to look at studentdata.Teachers will resist using data if they feel

that the information will be used againstthem for evaluative or punitive purposes.Especially newcomers to data-driveneducation.Data-driven teachers should view data asfeedback, not as indictments.

Teach teachers to compete againstthemselves not against each other. (We all


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Talk About the DataC ll b ti Di i R l


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Ultimately, teachers need time to collaborativelyexamine classroom-level data so that they canidentify and learn effective instructionaltechniques from each other.

In a school where a climate of safety exists, dataare used to highlight faculty strengths andstructure professional development opportunitiesrather than to identify weaknesses and blame

teachers.Principals might consider a needs assessment oftheir staffs concerns and fears and workdiligently to address those needs in collaboration

with their faculty

Collaborative Discussions Regular

Meetings

Meeting Agendas


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Analyze results finding gaps & strengthsmastery levels and learning needs

demographic subgroups and individualstudents content strands

item-level data

Look at student work

Discuss strategic, targeted, focusedinstructional interventions to improve studentlearning. Strategies that are content-specific,aligned with district curricula, developmentally

appropriate

Monitor Meetings


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Curriculum alignment

Target specific goals for improvement

Generate ideas to try out in their classroom

Understanding the SEL

Monitoring results

Its the data-driven dialogue that takes place indepartment, course- or grade level teams, notthe rank-ordering of schools in the newspaper,that provides the real momentum for improving

student learning

The Principals Role

Ali d h l h i h


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Align and help teachers connect with

necessary resource to facilitate effectiveeducational interventions.

Serves as a resource for classroom

interventions.

Helps teachers chunk ambitious long-term objectives into short-term goals.

Celebrate gains!

Continually asks questions that guidesclassroom instruction. Why do we do whatwe do? Is what we are doing working?

Demonstrate to Staff Life-long

Learning for Improvement


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Learning for Improvement

Predict Results!

What are my area(s) of strength?

What area(s) do I most need to focus?

What topic(s) would you seek my advice?

What skill(s) do I need to immediatelydevelop and implement that would

positively enhance the school and studentlearning?

It is impossible for a man tolearn what he thinks he already

k


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knows. Epictetus

Understand That They Make aDifferenceTake Responsibility for

Student LearningDevelop a Passion and Desireto Be the Best That They Can

Be

1/1

If I Can Get Teachers to:


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The Starfish StoryThe Starfish Story

by Loren Eiseley


155/164

by Loren Eiseley

Once upon a time, thereOnce upon a time, there

was a wise man who usedwas a wise man who usedto go to the ocean to do histo go to the ocean to do his

writing. He had a habit ofwriting. He had a habit ofwalking on the beachwalking on the beach

before he began his work.before he began his work.

O d h lkiO d h lki


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One day as he was walkingOne day as he was walking

along the shore, he lookedalong the shore, he looked

down the beach and saw adown the beach and saw a

human figure moving like ahuman figure moving like adancer. He smiled todancer. He smiled to

himself at the thought ofhimself at the thought ofsomeone who would dancesomeone who would dance

to the day, and so, heto the day, and so, he

A h t l h ti dA h t l h ti d


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As he got closer, he noticedAs he got closer, he noticed

that the figure was that of athat the figure was that of a

young man, and that whatyoung man, and that what

he was doing was nothe was doing was notdancing at all. The youngdancing at all. The young

man was reaching down toman was reaching down tothe shore, picking up smallthe shore, picking up small

objects, and throwing themobjects, and throwing them

H l ill d


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He came closer still andHe came closer still and

called out Good morning!called out Good morning!

May I ask what it is that youMay I ask what it is that you

are doing?are doing?

The young man paused,The young man paused,

looked up, and repliedlooked up, and repliedThrowing starfish into theThrowing starfish into the

ocean ocean

I must ask then why areI must ask then why are


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I must ask then, why areI must ask then, why are

you throwing starfish intoyou throwing starfish intothe ocean? asked thethe ocean? asked the

somewhat startled wisesomewhat startled wiseman.man.

To this the young manTo this the young manreplied, The sun is up andreplied, The sun is up and

the tide is going out. If Ithe tide is going out. If I


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Upon hearing this, the wiseUpon hearing this, the wiseman commented, But,man commented, But,

young man, do you notyoung man, do you not

realize that there are milesrealize that there are milesand miles of beach andand miles of beach and

there are starfish all alongthere are starfish all alongevery mile? You cantevery mile? You cant

possibly make apossibly make a


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I believe leadership is



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I believe leadership islargely learned. Not

everyone can lead, nor is

every leader destined forglory, but most of us have

a potential far beyondwhat we think possible.

John Wooden1/3



I Will Make a Difference!I Will Make a Difference!


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School

Improvement

Resource

Center

Start With Myself





PrincipalsPrincipalsMake theMake the

I Will Make a Difference!I Will Make a Difference!



164/164

School

Improvement

R

Start With Myself





15 Minute15 Minute



principals make the difference

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