Reforming Hickory Ridge High School

1. Kenna Dawson Courtney McAnany Linda Sharp Lisa Slivoski Reforming Hickory Ridge High School

2. Wingfield School District Objectives • Statement of the Problem • Goal Statement • Solutions • Mission & Vision • Principal Mentorship • Teambuilding • Technology Integration Agenda

3. 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 Wingfield School Board has established a mission and vision to:

4. 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 Initiatives

5. 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 School Board Concerns

6. 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 Goal Statement

7. Solution: • Creating a Mission and Vision • Principal Mentorship Program • Team Building • Technology Reforming Hickory Ridge High School

8. Mission & Vision

9. 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

10. 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 Mission (con’t)

11. 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

12. 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)

13. Evaluation of students and staff should be aligned with the vision Vision should be embedded in the daily work of the school Vision (Cont’d)

14. Principal Mentorship

15. Define the need Benefits of a mentor Building relationships The Mentoring Program Principal Mentorship

16. New administrator Mr. O’Connor is not respected or trusted Lacks communication with younger staff Unsuccessful in leading toward the vision Principal Mentorship: 1) define the Need

17. 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:2) Benefits

18. Build relationships based on trust and confidence Show appreciation for effort and recognize accomplishments Teachers will gain respect Principal Mentorship: 3) Building Relationships

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

20. Districts have developed institutes for new administrators First national mentoring certification program Principal Mentorship: 4) The Mentoring Program

21. National Mentor Program http://www.naesp.org/national-mentor-program-0

22. Mr. O’Connor will receive a trained mentor Paired with an experienced administrator in the District Principal Mentorship: 4) The Mentoring Program

23. Teambuilding

24. Teambuilding activities to open faculty trainings Professional Learning Communities (PLC) Peer Mentoring Teambuilding Initiatives

25. 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 Hickory Ridge High School Faculty

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

27. Create four quadrants on your whiteboard Teambuilding demonstration

28. 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

29. 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

30. Technology

31. 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. Technology Problem + = A technology driven school district where students are engaged, aware, and prepared for a world saturated with technology

32. Technology Survey Employ knowledge brokers Assessment/monitoring Distance learning Technology Plan

33. 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

34. 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. Employ Knowledge Brokers

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

36. 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.

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

38. 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. summary

39. 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: Mission and Vision

40. Cunningham, 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: Principal Mentorship

41. 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: Team Building

42. 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. References: Technology