One Word -- Intentional

After a reflective drive to my hometown and back over the weekend, I decided it was time to get busy and back on track with blogging.  Summer is fading and we are embracing all things “fall” here at school – progress monitoring, FAST screening, Homecoming, fall sports, anticipation of field trips to the pumpkin patch, PBIS, new literacy resources, new friends, and a lengthy list of good work being done in our classrooms.  

When starting in my position as MStM Elementary Principal in the summer of 2015, I read a great deal of work written by Jon Gordon.  He provides direction and food for thought to leaders for the organizations in their charge.  In one particular YouTube video I watched, he challenged his audience to choose one word as a focus for the year.  I shared this challenge with the teachers on staff, and they displayed this word in their classrooms for the entire school year as a constant reminder.  My word was “Expectations.”  I knew that there would be a plethora of expectations for me as the new principal, but I also had expectations for myself.  This year, we repeated this exercise and my word – “Intentional.”  My goal is to make all of my work and our collective work as a staff as intentional and purposeful as possible.  In our first staff meeting, I encouraged teachers to always ask themselves, “Why?” when it comes to their instruction in the classroom.  If we are not able to answer with purposeful instructional practices, then we had better think about making some changes.  In all of this, I am blessed to be among a group of dedicated professionals who certainly can answer that “why” with conviction.  So, we are off to a great start!

Back to my drive and that think time…the summer provided multiple opportunities for making memories for me.  Gathering with a group of high school friends for a long weekend, multiple days on the road in southern Iowa for The Register’s Annual Great Bike Ride Across Iowa (RAGBRAI) and the birth of my first grandchild top the list.  (Not necessarily in that order – the baby trumps it all!)  But, all three of those events have the common thread of what grounds me in my Iowa roots and the importance of friends and family.  And this brings me back to sitting at my desk after an early fall day here at school.  I have the opportunity to work with staff and community members who appreciate the value of family and taking care of one another.  They dedicate themselves to each and every student and ensure that their needs are met.  They greet students at the door every morning, ready to give it their all, knowing they will have a forever influence on the kids in their charge.  They are truly intentional and purposeful and committed to the work. 

This is what makes my heart full as we embark on another great year.  

Decoding Dyslexia

As a classroom teacher for seventeen years and throughout my continued learning as an administrator, I have had a passion for learning all I can about dyslexia.  This began when my son struggled with reading and was diagnosed with moderately severe dyslexia.  Reading was difficult and Jon, a third grader at the time, was very frustrated.

Reading is complicated.  Many areas in the brain must communicate with each other to read.  The brain must take in, store and process language information.  When all the areas work together, a person understands and remembers what is read.  Dyslexia is when some areas in the brain are not communicating properly.  Some individuals need to be taught in very specific ways to help coordinate the language functions to become a successful reader.

Dyslexia is a specific learning disability that is neurological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological (phonics) component of language that is often unexpected in relation to other cognitive abilities.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.  (From the International Dyslexia Association)

 These are just a very few of the well-known, successful people from all walks of life who are or were dyslexic:

Albert Einstein                                  Thomas Edison                  Winston Churchill
George Patton                                  John F. Kennedy              Benjamin Franklin
Henry Ford                                         Walt Disney                        Pablo Picasso
Keanu Reeves                                   Tom Cruise                         Will Smith
Whoopi Goldberg                            Babe Ruth                           Magic Johnson

 (The Reading Center | 847 5th Street N.W. | Rochester, MN 55901 | 507-288-5271)

On April 9, 2014, Iowa Governor Terry Branstad signed Senate File 2319 into law, thus creating the state’s first dyslexia law.  The new law officially defines the word “dyslexia” in the Iowa education code, and directs the Iowa Department of Education and the Iowa Reading Research Center to provide training on dyslexia to Iowa’s teachers.  This is great news for all of us – teachers, students and parents alike.  There has been a much greater awareness on the move in Iowa and throughout the nation.  I look forward to continued learning and professional development for our district staff as we strive to meet the needs of each and every learner.

Finding Joy in Learning

I recently attended the first annual Deming Institute Education Conference in Seattle.  The conference centered on quality learning systems.  I found myself having several "aha" moments where much of what I have learned throughout my career resonated in the information shared by the speakers.  It was as if everything came together in a sort of common sense way, reminding me of why I chose education as a career in the first place.  David Langford, internationally renowned expert in quality learning and leadership, posed some poignant questions as did Alfie Kohn, also a lecturer and writer.  I was happy to have my sometimes status quo thinking shaken up a bit and the fire for student learning environments stoked!

Just as people have a right to joy in their work, students have a right to joy in their learning.  In order for there to be joy, let the learning be meaningful!  Langford spoke of elements of intrinsic motivation.  What motivates students?  Control of their learning, cooperation, support, meaning and challenge top the list!  If the work is not meaningful and challenging, students are not motivated.  Plain and simple.  When students are motivated and challenged, they are also likely to take responsibility for their learning.  Students will even go so far as to set their own goals!  Wow....who would have thought?  An additional query posed by a speaker....when kids have more say in their learning, will cheating go away?  When teachers are not just covering the curriculum, but discovering ideas, are students more engaged?  Let's teach kids to solve problems together, immersed in the "doing" and not simply receiving information.  This is common sense stuff.  We seem to get caught up in the weeds sometimes and we forget about letting discovery and inquiry lead the way.

I feel recharged and ready to support teachers as we continue to build a quality learning system in our district. I am surrounded by excellent teachers and eager students - the perfect ingredients for success!

Helping Kids Succeed

Busy is the way of life here at Martensdale-St. Marys Elementary!  We often use the word “busy” to describe how our day, week or month may be going.  The definition, “actively and attentively engaged in work or a pastime; not at leisure; full of or characterized by activity” certainly describes us and our students.  Today marks our 35th day of school and we are without a doubt, actively engaged in our work!

I have had multiple opportunities to be in classrooms and have been impressed with the level of engagement of the students.  One particular day last week I observed a teacher using the Barton Reading and Spelling System with a small group of students.  This is a system of research-based reading instruction, based on Orton Gillingham, and best practices for students with dyslexia.  According to Sally Shaywitz, author of Overcoming Dyslexia, the essentials of an effective early intervention program are systematic and direct instruction in phonemic awareness, phonics, decoding, spelling, sight words, vocabulary and concepts and reading comprehension strategies.  Practice in applying all of these skills coupled with fluency training and enriched language experiences is powerful!  And proven.  Providing evidence-based programming for struggling readers that is systematic and explicit is a must.  While there are many programs out there and they are constantly changing, the instructional principles remain the same.  We have a committed staff here, willing to do whatever it takes to get this job done. 
 

The following is something that was shared with me.  Great reminders!

Helping Children Succeed  By Leah Davies,  M.Ed.
 

All children have basic needs that, if met, will facilitate success in school.

Every child needs AT LEAST ONE ADULT who is a positive role model.
Educators and other professionals can nurture this by demonstrating concern for each student, and/or by encouraging a parent, relative, or other pro-social adult to become involved in the child’s life.


Every child needs TO FEEL ACCEPTED.
Educators and other professionals can advance this by treating each child fairly and by appreciating his/her uniqueness. Provide opportunities for a child’s culture, exceptionality, or other differentiating characteristics to be acknowledged and valued.



Every child needs RECOGNITION.
Educators and other professionals can promote this by taking time to discover each child’s strengths and help him/her build on them. Furnish opportunities for children to develop skills and talents. Recognize and celebrate small accomplishments such as: running fast, getting a high grade, drawing well, playing ball, singing a song, controlling ones temper, or acting in a play. Acknowledge all successes. Share accomplishments with a parent in person, via phone, or through notes.


Every child needs A SENSE OF BELONGING.
Educators and other professionals can foster this by building a community in which everyone contributes and feels a part. Cultivate cooperation rather than competition and compassion rather than thoughtlessness. Work closely within the school and/or community to support meaningful opportunities for children to share their time, talents, and goods with others.
 

Every child needs TO FEEL SAFE AND SECURE.
Educators and other professionals can help a child feel protected by providing a structured, predictable environment that is free from harassment. Realize that for a child to thrive, adults in his/her life must be responsive to their needs. If abuse is present in the home, take the steps necessary to protect the child.

Every child needs SOME CONTROL over his/her environment. Educators and other professionals can further this by sharing power with students, thus demonstrating adult interest and respect. Provide opportunities for students to make decisions regarding rules and activities.

Every child needs SOCIAL INTERACTION SKILLS. Educators and other professionals can help children develop these by role playing and by encouraging friendships with peers through group work. Supply cross-age interaction during school. For example, have older students present programs, tutor, or lead discussions with younger children. Offer a variety of activities, organizations, clubs, and/or interest groups that foster social competence.

Every child needs TO ACCEPT RESPONSIBILITY for his/her behavior. Educators and other professionals can foster responsible choices by holding students accountable for the decisions they make. Teach decision-making skills through discussion, role playing, and by providing opportunities for children to use problem-solving skills.

 

What a great start!

I cannot say enough about the first two weeks of our school year.  The dedication of the staff is second to none.  It is with awe that I have observed the seamless transitions our students have experienced moving from one grade to the next.  New routines were quickly established and the students are settling in beautifully!

I could not pass up the opportunity to snap a "First Day of School" picture as I begin my journey at MStM.  Taking a photo by this historic bell seems pretty appropriate!  Ringing in a great year!

As we begin this year, we are focusing on individual professional development plans for teachers and working to provide personalized learning based on these plans.  This approach just makes sense!  As a teacher, I spent years in professional development sessions that were basically a one size fits all approach.  I see in our future targeted learning for teachers in multiple areas, including literacy and math strategies, classroom climate and differentiated instruction.

I am eager to be in classrooms and see the learning!  The dust will never settle around here.  There is way too much to learn and be able to do!

Go Blue Devils!

Anticipation

Anticipation - noun.  1.  the act of anticipating or the state of being anticipated.
2.  realization in advance.   3. expectation or hope.

In May, we anticipate summer vacations, family gatherings, barbecues, sporting events, time at the lake, and a multitude of other activities to relax and perhaps recharge. Hopefully, whatever happenings have been on the schedule, we have all had a chance to play at least a little bit!

While the feelings of excitement to begin the school year are daily on my mind, at the same time, I will soon gain a son-in-law.  My oldest daughter and her beau will tie the knot in under two weeks.  The expectations, hopes, and anticipation for this event have long been in the making.  This couple is thoughtful, kind, level-headed and wise beyond their years.  They are the kind of "kids" every parent and school hopes to nurture along the way and be proud of when they grow up and become great members of their communities.

Anticipating a beautiful wedding with family and friends very soon and looking forward to a fantastic school year to follow!

The Energy Bus

I am settling into my new surroundings...now just need the kids and teachers!  I had the opportunity to attend a new Elementary Principal's Institute this week.  What great people I will be among as I begin this journey.  One principal shared the following with us:

10 Rules for the Ride of Your Life
1.  You're the driver of the bus.
2.  Desire, vision and focus move your bus in the right direction.
3.  Fuel your ride with positive energy.
4.  Invite people on your bus and share your vision for the road ahead.
5.  Don't waste your energy on those who don't get on your bus.
6.  Post a sign that says "No Energy Vampires Allowed" on your bus.
7.  Enthusiasm attracts more passengers and energizes them during the ride.
8.  Love your passengers.
9.  Drive with purpose.
10. Have fun and enjoy the ride.

10 Rules to Fuel Your Life, Work and Team with Positive Energy!
www.TheEnergyBus.com 

I am thinking these are great rules for life outside of the school building as well.

Here's to "back to school" right around the corner!