Through the implementation of design thinking students are able to:
be imagination and analytical thinking, participate in constructive thinking over ongoing learning, make connections to develop creative learning experiences, and promotes cooperation and empathetic learning.
What conditions exist that make it to late to learn and reach competency in your school? Can you give an example?
Some conditions that exist and foster "too late to learn" environment at our school site "time crunch" during report card periods when district benchmarks and learning tasks must be administered. Grading and limited time to schedule re-assessment of students skills.
What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader?
Learning occurs in "new situations, they need time to recognize patterns, opportunities to use metacognitive thinking, experiences with success, and opportunities to apply what they have learned in new situations (Bransford et al., 2000)." Therefore, competencies can serve as a progress-monitoring tool that triggers tier 2 (or tier 3) supplemental and intensive interventions in an RTI model. I am the school wide Read 180 instructor and a participant for the Indian Tutoring Program, which allows students to have directed small group instruction to ensure students have a level of competency in English language. Riverview Language academy is a Spanish Immersion school, so students need to have the opportunity to reach competency in their primary language as well. Students in all grade levels should have the option for learning. For example, Scholastic Read 180 and System 45 is allocated for grades 4 and 5, which is an injustice for students in grad 2 and 3. Overall, allowing students the appropriate structures for learnings because people learn through a process were a purpose is established, scaffold instruction, and provide an opportunity were learner can participate in group work to clarify comprehensible input. Through the direct small group, these children are exposed to "never to late to learn" structure and have the scaffolds in place to ensure they can be successful in their home classroom.
What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
In my sphere of influence, as a leader of education, I would share the structural ways to form a "never to late to learn" environment through collaboration, which allows educators to be proactive and share resources and opportunities to be reflective on their ow practice to best suit students needs. In addition, through the sphere of influence, educational leaders can have an open dialogue about student learnings based on inquiry learning or the gradual release of responsibility model, and homework assignment for independent practice to master skills taught in class. At the school site, through reflective open discussion, we know that we continue to foster a "never to late to learn" environment for students.
My commitment to increase learning opportunities:
Fisher, Douglas; Frey, Nancy; Authors, Ian Pumpian (2012-04-27). How to Create a Culture of Achievement in Your School and Classroom (Professional Development) (Kindle Locations 1582-1583). Association for Supervision & Curriculum Development. Kindle Edition.
When it comes to the concept of Do No Harm, I believe my actions affects others, so implementing this with students to create a safe environment in the class, school, and community. Students be accountable for their actions. Furthermore, the restorative practice develops problem solvers and empathetic individuals by facilitating Habit 5, Seek first to understand, then be understood.
Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices?
As a school leader, my beliefs focuses that each child is a leader, therefore, they have a voice and I allow students to talk about their actions and how they affect on people they care about. In addition, I have implemented various behavior intervention plans (BIPs) for SSTs and IEPs to enhance positive behaviors and diminish negative behaviors. All students can participate in a classroom with prompts and cues. Last year, I had three self-monitoring behavior chart and this chart empowered students about their own behavior. Through consistency and praise, my students were able to participate and learn in my classroom.
Future sphere of influence, as the school leader, how would my beliefs be reflected in program practices and initiatives?
My beliefs reflect on the program practices and initiatives are similar because I allow students to explain themselves and why they felt the need to misbehave. Although, it is time consuming, my students must understand that their actions have a consequence, either a positive or negative consequence.
Future sphere of influence, as the school leader, how would my beliefs be reflected in our professional development as a community of learners?
Antecedent, Behavior and Consequence (ABC) helps professionals to assess the function of behaviors. After the analysis of the ABC data, educators can develop a plan to best suit the child's needs. My beliefs of BSP and positive reinforcements can foster the RV community of learners on our professional development by sharing my resources based on Special Education Specialist Credential. In addition, implement the new paradigm of restorative practice to understand why their student is behaving a certain way. The restorative practice allows students to create their own solutions and develop empathy.
Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)?
Yes, "first do no harm" is integrated into Riverview School culture. For instance, students are able to speak about the incident and use a 7 Habits behavior management chart. The chart allowed students to reflect on how the other student felt and come up with a plan if the problem occurs again, and what they could have dealt with the situation differently. The behavior management chart embedded the 7 Habits and restorative practice.
How does your answer to the previous prompt sit with you? I practice the 7 Habits each day and would like to be more conscious of the "teach-able moments" in were I can reinforce positive behavior.
How is the challenge of making stakeholders feel welcome to your school connected to your school mission?
School Mission: Cultivate an awareness and respect for other cultures, and empower future leaders of a global society.
As a result, Riverview acknowledges all stakeholders. We welcome parents, community members and other schools interested in learning about our language acquisition programs. Each month, the school has visitors (parents, educators, district leaders, etc) and participate in a school tour lead by 4th and 5th grade students, who have the role of Ambassadors. Currently, I have three students in my class that take pride in sharing our school culture and mission with stakeholders. So, I belief, our school has allowed stakeholders to feel welcomed and acknowledged.
What did you do to assess which stakeholder group (or subgroup) could be more effectively welcomed? And what did you find?
Based on my observations and due to our busy schedules, students teachers seem to be the subgroup that could benefit from explicit welcoming. They are a new addition to the RV family and should have continuous acknowledgement for their daily efforts in the classroom. We share a common vision and focus on the needs of our students, so by extending our efforts could make the subgroup feel confident to network and ask questions outside their masters teacher's classroom. During my lunch break, I run into some students teachers, who stay quiet and I initiate the conversation with them, so they feel able to share their thoughts and ideas. As a result, everyone (classified and certificated staff) should welcome student teachers because they dedicatee their hard work to serve the needs of our RV students.
Future Sphere of Influence: What would you do to improve welcoming this group if you were the school leader?
In order to ensure student teachers feel welcomed daily, to remind certificated and classified staff members to spark a brief conversation with students teachers by asking how their day has been throughout the school day. The conversation can lead possible interest employment within the school. In addition, some teachers could ask about their learning on NGSS or CCSS to share further ideas and expand with the changes in education.
Current Sphere of Influence: What can you do in your present position to enhance welcoming these stakeholders?
I could encourage some teachers could ask about their learning on NGSS or CCSS to share further ideas and expand with the changes in education. I eat lunch each day inside the teachers lounge and lead a conversation, so I need to extend myself to other students teachers, not only the ones in fourth and fifth grade. I will continue to say good morning or good afternoon to the subgroup and model they way to other educators on campus.
Current Sphere of Influence: Five Actions to make Riverview Language Academy a more welcoming environment
Fisher, D., Frey, N., & Pumpian. I. (2012). How to Create a Culture of Achievement In Your Schools and Classrooms. Alexandria, VA: ASCD.