Personalizing Rigorous and Relevant Learning For Each Learner

1. Personalizing Rigorous and Relevant Learning For Each Learner

2. Each Learner Is Unique

3. Activity Reflection on High School Experience

4. SurveyMy VoiceQuaglia Institute for Student Aspirationswww.qisa.org

5. Relationships

6. You can’t teach kids you don’t know….

7. The Gap Problems Achievement Gap Participation Gap

8. Participation Gap Personal Worth – belonging, heroes, sense of accomplishment Active Engagement – being involved, fun and exciting, curious, creative and adventurous Purpose – taking responsibility, confidence to take action, believing in self

9. 8 Conditions That Make A Difference CURIOSITY & CREATIVITY: The condition of Curiosity & Creativity is characterized by inquisitiveness, eagerness, and a strong desire to learn new or interesting things. LEADERSHIP & RESPONSIBILITY: The condition of Leadership & Responsibility means students are able to express their ideas and are willing to accept consequences for their actions. HEROES: Heroes are the everyday people—teachers, friends, family—in a student’s life who inspire them to excel and to make positive changes in attitudes and lifestyles. BELONGING: Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness. SENSE OF ACCOMPLISHEMENT: The condition of Sense of Accomplishment recognizes effort, perseverance, and citizenship as signs of a student’s success. FUN & EXCITEMENT: The condition of Fun & Excitement is characterized by students being actively engaged and emotionally involved in their school work. SPIRIT OF ADVENTURE: The Spirit of Adventure is characterized by a student’s ability to take on positive, healthy challenges at school and home, with family and friends. CONFIDENCE TO TAKE ACTION: Confidence to Take Action is the extent to which students believe in themselves.

10. Nurturing the Conditions that enable students to dream about their future and to be motivated to set goals in the present to achieve those goals, results in: • Higher Academic Achievement • Less Discipline Problems • Fewer Absences and Tardies • Lower Drop-out Rates • Improved School Climate • More Parental Involvement • Increased Rates of Students Attending Postsecondary Institutions

11. Selected Data—My Voice Survey (n ≈ 150,000) SCHOOL/CLASSES 64% School is a welcoming and friendly place. 51% I am proud of my school. 37% I know the goals my school is working on. 49% I enjoy being at school. 21%I have never been recognized for something positive at school.

12. Selected Data—My Voice Survey (n ≈ 150,000) SCHOOL/CLASSES 46% School is boring. 58% At school I am encouraged to be creative. 38% Students council represents all students at school. 40% My classes help me understand what is happening in my everyday life.

13. Selected Data—My Voice Survey (n ≈ 150,000) TEACHERS 46% Teachers care about my problems and feelings. 50%Teachers care about me as an individual. 49% Teachers care if I am absent from school. 50% If I have a problem, I have a teacher with whom I can talk.

14. Selected Data—My Voice Survey (n ≈ 150,000) TEACHERS 66% I have a teacher who is a positive role model for me. 58% Teachers enjoy working with students. 39% Teachers have fun at school. 32% Teachers make school an exciting place to learn.

15. Selected Data—My Voice Survey (n ≈ 150,000) RESPECT 55% Teachers respect students. 41% Students respect teachers. 31% Students respect each other.

16. Selected Data—My Voice Survey (n ≈ 150,000) RESPONSIBILITY 75% I push myself to do better academically. 67% I put forth my best effort at school. 55% I am excited to tell my friends when I get good grades.

17. Selected Data—My Voice Survey (n ≈ 150,000) PARENTS 93% My parents care about my education. 85% My parents think going to college is important. 60% My parents feel comfortable talking to my teachers.

18. Relationships Building Supportive

19. Relationships Clearly Important ? How to Quantify? How to Develop?

20. Essential RelationshipsIn Schools • Learning • Staff • Professional • Community

21. Relationship Framework International Center for Leadership in Education

22. Relationship Model 1. Known 2. Receptive 3. Reactive 4. Proactive 5. Sustained 6. Mutually Beneficial

23. 1. Known Teachers get to know students and their families 2. Receptive Have frequent contact with students and show interest 3. Reactive Some positive support when requested, but sporadic 4. Proactive Support from individuals that take the initiative. 5. Sustained Fully supported from all individuals over time 6. Mutually Beneficial Mutually supportive learning community Relationship Model - Student Support

24. Classroom Mgt. Relationship Building Rules Power Effectiveness Risk Taking Control Teacher Role Voice In The Classroom Negotiated With Respect Engaged Encouraged Positive Reinforcement Source of Encouragement Private Conversations Mandated Without Question Passive and Quiet Discouraged Negative Punishment Absolute Attention Public Pronouncements

25. Supportive RelationshipsSuccessful Practices • Behaviors • Initiatives • Structures

26. Supportive Behaviors • Showing Respect • Taking Interest • Active Listening • Frequent Contact • Encouragement • Avoiding “Put Downs” • Displaying Student Work • Writing Encouraging Notes • Identifying Unique Talents

27. Supportive Behaviors cont’d. • Celebrating Accomplishments • Serving As Role Model • Using One-to-One Communication • Encouraging Students to Express Opinions/Ideas • Creating Inviting Classroom Climate • Exhibiting Enthusiasm • Using Positive Humor • Students Praising Peers

28. Supportive Initiatives • Character Education • Beginning of the Year Student Social Activities • Team Building • Mentoring • Rewards, Recognition, Incentives • Student Advocacy • Advisement Program

29. Supportive Initiatives, cont’d. • Peer Mediation • Students as Teachers • Family, Community, Business Partnerships • Service Learning • Extra and Co-curricular Activities • Sports Programs

30. Supportive Structures • Small Learning Community • Alternative Scheduling • Team Teaching • Teacher Continuity • School-based Enterprise • Professional Learning Community

31. 1. Known Staff know each other personally, their interests, aspirations and challenges. 2. Receptive All exhibit behaviors of interest in others, have frequent contact and respect. 3. Reactive Staff work together consistently and eagerly helps when requested. 4. Proactive Commitment in teams, mentoring new teachers and ongoing prof. development. 5. Sustained Collaboration from all staff over a significant period of time. New staff are incorporated into the culture. 6. Mutually Beneficial Staff work as total community committed to each other and to school goals. Relationship Model - Staff Collaboration

32. Supportive Behaviors Showing Respect Being There Active Listening Frequent Contact Encouragement Avoiding “Put Downs” Writing Encouraging Notes Identifying Unique Talents and Strengths Celebrating Accomplishments Serving as a Role Model Using One-on-One Communication

33. Supportive Behaviors, cont’d. Encouraging Staff to Express Opinions/Ideas Using Positive Humor Praising Peers

34. Supportive Activities Beginning of the Year Social Activities Team Building Mentoring Instructional Coaching Rewards, Recognition, Incentives Demonstration Classrooms Character Education

35. Supportive Activities Peer Review Professional Development Travel Family, Community, Business Partnerships Community Service Celebrations

36. Supportive Structures Small Learning Communities Clustered Classroom Buildings Grade Level Teams Team Teaching Building Leadership Teams Professional Learning Communities

37. Activity Which practice do you do best? Which practice could you work on or initiate to improve the quality of student/staff relationships in your school community?

38. Activity Personalization Survey p. 7

39. 0. Isolated Educators work with little interaction with others in the profession 2. Known Educators know many educators within their profession. They attend regional or state professional meeting 3. Receptive Educators make frequent contact with like professionals. They are willing to participate, share ideas, answer questions. Educators offer and seek help from others; present, write professionally, meet with others. 4. Reactive 5. Sustained There is ongoing collaborative and active involvement in professional organizations. 6. Mutually Beneficial Recognized as making significant contributions; professional relationships source of personal satisfaction. Relationship Framework Professional Relationships

40. Relationship Framework Community Relationships 0. Isolated A school may be strong or weak but functions independently from the community at large. 2. Known School staff knows families, community organizations, and community leaders. Staff are knowledgeable about local businesses. 3. Receptive Staff and administration exhibit openness to parents and community. Parents feel welcome in the school. 4. Reactive Parent requests responded to promptly. School activities include community service. Parents active in school. 5. Sustained There exists a long-term tradition of parent involvement and community partnerships. School success attributed to community part. 6. Mutually Beneficial Relationships at this level are mature and committed. They benefit both the school and community.

41. “In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”