Personalizing Rigorous and
Relevant Learning
For Each Learner
Each Learner Is UniqueEach Learner Is Unique
Activity
Reflection on High School Experience
Survey
My Voice
Quaglia Institute for Student Aspirations
www.qisa.org
Relationships
You can’t teach kids you don’t know….
The Gap Problems
Achievement Gap
Participation Gap
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
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.
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.
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.
CONFIDENCE TO TAKE ACTION:
Confidence to Take Action is the extent to which students believe in themselves.
8 Conditions That Make A Difference
BELONGING:
Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness.
• 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
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:
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.
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.
Selected Data—My Voice Survey(n ≈ 150,000)
SCHOOL/CLASSES
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.
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.
Selected Data—My Voice Survey(n ≈ 150,000)
TEACHERS
55% Teachers respect students.
41% Students respect teachers.
31% Students respect each other.
Selected Data—My Voice Survey(n ≈ 150,000)
RESPECT
Selected Data—My Voice Survey(n ≈ 150,000)
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.
RESPONSIBILITY
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.
Selected Data—My Voice Survey(n ≈ 150,000)
PARENTS
Relationships
Building
Supportive
RelationshipsRelationshipsClearly Important ?Clearly Important ?
How to Quantify?How to Quantify?
How to Develop?How to Develop?
Essential RelationshipsEssential RelationshipsIn SchoolsIn Schools
Learning
Staff
Professional
Community
Relationship Relationship FrameworkFramework
International Center for International Center for
Leadership in EducationLeadership in Education
Relationship ModelRelationship Model1. Known
2. Receptive
3. Reactive
4. Proactive
5. Sustained
6. Mutually Beneficial
Relationship Model - Student Relationship Model - Student SupportSupport
1. Known1. Known Teachers get to know students and Teachers get to know students and their familiestheir families
2. Receptive2. Receptive Have frequent contact with students Have frequent contact with students and show interestand show interest
3. Reactive3. Reactive Some positive support when Some positive support when requested, but sporadicrequested, but sporadic
4. Proactive4. Proactive Support from individuals that take the Support from individuals that take the initiative.initiative.
5. Sustained5. Sustained Fully supported from all individuals Fully supported from all individuals over timeover time
6. Mutually 6. Mutually BeneficialBeneficial
Mutually supportive learning Mutually supportive learning communitycommunity
In The Classroom
Classroom Mgt. Relationship Building
Rules
Power
Effectiveness
Risk Taking
Control
Teacher Role
Voice
Mandated
Without Question
Passive and Quiet
Discouraged
Negative Punishment
Absolute Attention
Public Pronouncements
Negotiated
With Respect
Engaged
Encouraged
Positive Reinforcement
Source of Encouragement
Private Conversations
Supportive RelationshipsSupportive RelationshipsSuccessful PracticesSuccessful Practices
Behaviors
Initiatives
Structures
Supportive BehaviorsSupportive BehaviorsShowing RespectShowing Respect
Taking InterestTaking Interest
Active ListeningActive Listening
Frequent ContactFrequent Contact
EncouragementEncouragement
Avoiding “Put Downs”Avoiding “Put Downs”
Displaying Student WorkDisplaying Student Work
Writing Encouraging NotesWriting Encouraging Notes
Identifying Unique TalentsIdentifying Unique Talents
Supportive Behaviors Supportive Behaviors cont’d.cont’d.
Celebrating AccomplishmentsCelebrating Accomplishments
Serving As Role ModelServing As Role Model
Using One-to-One CommunicationUsing One-to-One Communication
Encouraging Students to Express Encouraging Students to Express Opinions/IdeasOpinions/Ideas
Creating Inviting Classroom ClimateCreating Inviting Classroom Climate
Exhibiting EnthusiasmExhibiting Enthusiasm
Using Positive HumorUsing Positive Humor
Students Praising PeersStudents Praising Peers
Supportive InitiativesSupportive InitiativesCharacter EducationCharacter EducationBeginning of the Year Student Social Beginning of the Year Student Social ActivitiesActivitiesTeam BuildingTeam BuildingMentoringMentoringRewards, Recognition, IncentivesRewards, Recognition, IncentivesStudent AdvocacyStudent AdvocacyAdvisement ProgramAdvisement Program
Supportive Initiatives, cont’d.Supportive Initiatives, cont’d.
Peer MediationPeer MediationStudents as TeachersStudents as TeachersFamily, Community, Business Family, Community, Business PartnershipsPartnershipsService LearningService LearningExtra and Co-curricular ActivitiesExtra and Co-curricular ActivitiesSports ProgramsSports Programs
Supportive StructuresSupportive Structures
Small Learning CommunitySmall Learning CommunityAlternative SchedulingAlternative SchedulingTeam TeachingTeam TeachingTeacher ContinuityTeacher ContinuitySchool-based EnterpriseSchool-based EnterpriseProfessional Learning Professional Learning CommunityCommunity
Relationship Model - Staff Relationship Model - Staff CollaborationCollaboration
1. Known1. Known Staff know each other personally, their Staff know each other personally, their interests, aspirations and challenges. interests, aspirations and challenges.
2. Receptive2. Receptive All exhibit behaviors of interest in others, All exhibit behaviors of interest in others, have frequent contact and respect. have frequent contact and respect.
3. Reactive3. Reactive Staff work together consistently and Staff work together consistently and eagerly helps when requested.eagerly helps when requested.
4. Proactive4. Proactive Commitment in teams, mentoring new Commitment in teams, mentoring new teachers and ongoing prof. development.teachers and ongoing prof. development.
5. Sustained5. Sustained Collaboration from all staff over a Collaboration from all staff over a significant period of time. New staff are significant period of time. New staff are incorporated into the culture.incorporated into the culture.
6. Mutually 6. Mutually BeneficialBeneficial
Staff work as total community committed Staff work as total community committed to each other and to school goals. to each other and to school goals.
Supportive BehaviorsSupportive BehaviorsShowing RespectShowing RespectBeing ThereBeing ThereActive ListeningActive ListeningFrequent ContactFrequent ContactEncouragementEncouragementAvoiding “Put Downs”Avoiding “Put Downs”Writing Encouraging NotesWriting Encouraging NotesIdentifying Unique Talents and StrengthsIdentifying Unique Talents and StrengthsCelebrating AccomplishmentsCelebrating AccomplishmentsServing as a Role ModelServing as a Role ModelUsing One-on-One CommunicationUsing One-on-One Communication
Supportive Behaviors, Supportive Behaviors, cont’d.cont’d.
Encouraging Staff to Express Encouraging Staff to Express Opinions/IdeasOpinions/IdeasUsing Positive HumorUsing Positive HumorPraising PeersPraising Peers
Supportive ActivitiesSupportive Activities
Beginning of the Year Social Beginning of the Year Social ActivitiesActivitiesTeam BuildingTeam BuildingMentoringMentoringInstructional CoachingInstructional CoachingRewards, Recognition, IncentivesRewards, Recognition, IncentivesDemonstration ClassroomsDemonstration ClassroomsCharacter EducationCharacter Education
Supportive ActivitiesSupportive Activities
Peer ReviewPeer ReviewProfessional DevelopmentProfessional Development TravelTravelFamily, Community, Business Family, Community, Business PartnershipsPartnershipsCommunity ServiceCommunity ServiceCelebrationsCelebrations
Supportive StructuresSupportive Structures
Small Learning CommunitiesSmall Learning CommunitiesClustered Classroom BuildingsClustered Classroom BuildingsGrade Level TeamsGrade Level TeamsTeam TeachingTeam TeachingBuilding Leadership TeamsBuilding Leadership TeamsProfessional Learning CommunitiesProfessional Learning Communities
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?
Activity
Personalization
Survey
p. 7
Relationship Framework Relationship Framework Professional RelationshipsProfessional Relationships
0. Isolated0. Isolated Educators work with little interaction with Educators work with little interaction with others in the professionothers in the profession
2. Known2. Known Educators know many educators within their Educators know many educators within their profession. They attend regional or state profession. They attend regional or state professional meetingprofessional meeting
3. Receptive3. Receptive Educators make frequent contact with like Educators make frequent contact with like professionals. They are willing to participate, professionals. They are willing to participate, share ideas, answer questions.share ideas, answer questions.Educators offer and seek help from others; Educators offer and seek help from others; present, write professionally, meet with present, write professionally, meet with others.others.
4. Reactive4. Reactive
5. Sustained5. Sustained There is ongoing collaborative and active There is ongoing collaborative and active involvement in professional organizations.involvement in professional organizations.
6. Mutually 6. Mutually BeneficialBeneficial
Recognized as making significant Recognized as making significant contributions; professional relationships contributions; professional relationships source of personal satisfaction.source of personal satisfaction.
Relationship Framework Relationship Framework CommunityCommunity Relationships Relationships
0. Isolated0. Isolated A school may be strong or weak but functions A school may be strong or weak but functions independently from the community at large.independently from the community at large.
2. Known2. Known School staff knows families, community School staff knows families, community organizations, and community leaders. Staff organizations, and community leaders. Staff are knowledgeable about local businesses.are knowledgeable about local businesses.
3. Receptive3. Receptive Staff and administration exhibit openness to Staff and administration exhibit openness to parents and community. Parents feel welcome parents and community. Parents feel welcome in the school.in the school.
4. Reactive4. Reactive Parent requests responded to promptly. Parent requests responded to promptly. School activities include community service. School activities include community service. Parents active in school.Parents active in school.
5. Sustained5. Sustained There exists a long-term tradition of parent There exists a long-term tradition of parent involvement and community partnerships. involvement and community partnerships. School success attributed to community part.School success attributed to community part.
6. Mutually 6. Mutually BeneficialBeneficial
Relationships at this level are mature and Relationships at this level are mature and committed. They benefit both the school and committed. They benefit both the school and community.community.
““In the years to come, In the years to come, your students may your students may forget what you taught forget what you taught them. But they will them. But they will always remember how always remember how you made them feel.”you made them feel.”