Reforming Hickory Ridge High School
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Transcript of Reforming Hickory Ridge High School
REFORMING HICKORY RIDGE HIGH SCHOOL
Kenna DawsonCourtney McAnany
Linda SharpLisa Slivoski
WINGFIELD SCHOOL BOARD HAS ESTABLISHED A MISSION AND VISION TO:
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
SCHOOL BOARD INITIATIVES 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
ASSESSMENT OF PROGRESS 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
PRINCIPAL CONCERNS Critical of new teachers
Difficulty promoting teamwork
Enmeshed in the staff conflict
Ineffective leadership
REFORMING HICKORY RIDGE HIGH SCHOOL Solution:
Creating a Mission and Vision Principal Mentorship Program Team Building Technology
MISSION 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 (CON’T)
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
VISION 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 (CONT’D)
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)
Evaluation of students and staff should be aligned with the vision
Vision should be embedded in the daily work of the school
PRINCIPAL MENTORSHIP
PRINCIPAL MENTORSHIP
1) There is a need2) Benefits of a mentor3) Building relationships4) The Mentoring Program
PRINCIPAL MENTORSHIP: 1) THERE IS A NEED
New administrator Mr. O’Connor is not respected or
trusted Lacks communication with younger
staff Unsuccessful in leading toward the
vision
PRINCIPAL MENTORSHIP:2) BENEFITS
Builds skills and confidence Benefits principal, teachers, and students Improved leadership has positive effects
on student engagement and achievement (Saban & Wolfe, 2009)
Allows for collegial interaction (Robinson, Horan & Nanavati, 2009)
Develop skills in relationship building
PRINCIPAL MENTORSHIP: 3) BUILDING RELATIONSHIPS
Build relationships based on trust and confidence
Show appreciation for effort and recognize accomplishments
Teachers will gain respect
Solid relationships allow people to take risks. (Saban & Wolfe, 2009)
PRINCIPAL MENTORSHIP: 4) THE MENTORING PROGRAM
Districts have developed institutes for new administrators (Cunningham & Cordeiro, 2009)
First national mentoring certification program
National Mentor Program
http://www.naesp.org/national-mentor-program-0
PRINCIPAL MENTORSHIP: 4) THE MENTORING PROGRAM
Mr. O’Connor will receive a trained mentor and attend the Leadership Immersion Institute
Paired with an experienced administrator in the District
TEAMBUILDING
TEAMBUILDING INITIATIVES Teambuilding activities to open faculty
trainings Professional Learning Communities
(PLC) Peer Mentoring
HICKORY RIDGE HIGH SCHOOL FACULTY
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
TEAMBUILDING STRATEGIES Short teambuilding activities should be
implemented at the beginning of faculty trainings and in-services. These should be: Quick Enjoyable Fun
WHITEBOARD GAME Insert directions….
PROFESSIONAL LEARNING COMMUNITIES Hickory Ridge should
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
MENTORING PROGRAM Pair up 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
TECHNOLOGY
TECHNOLOGY PROBLEM 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.
+ = A technology driven school district where students are
engaged, aware, and prepared for a world saturated with technology
TECHNOLOGY PLAN1. Technology Survey2. Employ knowledge brokers3. Assessment/monitoring4. Distance learning
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
EMPLOY KNOWLEDGE BROKERS 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.
ASSESSMENT & MONITORING Principal O’Connor and the District will
monitor the integration of technology through: Lesson plans Professional Development Plans (PDPs) Classroom observations
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.
“Do not confine your children to your own learning, for they were born in another time.”
~Chinese Proverb
REFERENCES: MISSION AND VISIONAssay, 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: PRINCIPAL MENTORSHIPCunningham, 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: TEAM BUILDING
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: TECHNOLOGY
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.