Bulldog Weekly Update
March 19 - 24
Monday Motivation
—Tracee Ellis Ross
Notes from the Principal's Desk
The work to engage and motivate students continues. This week at ILT, members looked again at the Calibration Exercise data from our early release PD on 3/8. Teachers and administrators noted trends in the summaries provided from each POD which underscored their evaluation of the teaching video, and provided notes for next steps the teacher could take to improve engagement. This discussion flowed well into our review of chapters 5 and 6 of the text "Thanks for the Feedback" by Douglas Stone and Sheila Heen. In our discussions, we noted the difficulty of transitioning from what was observed to what should be prioritized in a debrief with the teacher. Feedback is something that every professional deserves. It's how we invest in one another, how we reflect and grow.
The tenor of existing relationships, underlying dynamics, and other triggers, can add complexity and nuance to feedback in ways that are not always obvious to the giver or the receiver. One of the tenets of feedback explored in the text is the idea that we have to separate the giver, and our perceptions of the giver, their intent, and status of the relationship, with the content of what is being expressed. Naturally, not only what is being said, and by whom, but also in what context makes a tremendous difference in how readily the receiver is willing to process that information. While the giver's positional authority may influence a receiver to respond favorably, in the moment, to the feedback, it doesn't necessarily translate into an understanding, adoption of or agreement around future planning toward a specific goal. In these chapters the book notes two types of receivers: one who accepts none of the blame and another who accepts all of it. Both types present challenges around authentic change--one in the immediate present, and the other further down the road. It can feel really rewarding to the giver to have the receiver acquiesce and comply without resistance--but that doesn't translate into understanding--and more importantly--does not yield the desired results in the long-term for either party. Compliance, as we examined with our students, does not materialize in ways that help us all realize our best selves.
As we consider the goals of student engagement, which are--among many things--to facilitate and increase their content knowledge, as well as foster universal skills they can apply outside the classroom, we are also concerned with their engagement as a conduit to feelings of acceptance and belonging in the classroom. Student engagement translates into a sense of "time well spent" and "purposeful use of resources" for youth and has measurable impact on the reduction of unfavorable, unhelpful, or disruptive behaviors.
When we consider the needs of our students (as well as colleagues and supervisors), and our capacities to provide feedback in ways that support their growth, we need to look out for their tendencies: are they accepting all of the blame? none of it? are they willing to accept some of it? One way to approach this is to compartmentalize larger issues where responsibility can be shared, and accountability on the part of the adult can be modeled. And, it helps to move away from language like "blame" and "fault" and include language that better embodies our actual goals, such "shared responsibility" "mutual accountability" and "collaborative goal setting."
5th Grade Enjoyed Table Talk Pies for 3.14 National Pi Day
5th Grade Enjoyed Table Talk Pies for 3.14 National Pi Day
5th Grade Enjoyed Table Talk Pies for 3.14 National Pi Day
“They must prepare their students for the tests without compromising what they know to be true about effective teaching and learning.” [From a Marshall Memo article]
As we approach our first MCAS testing window, the quote above captures a tricky dilemma for us. How do we prepare students to do well on important tests while avoiding ‘teaching to the test’? A second dilemma involves how to convince students to take the tests seriously without making them anxious. For some very valuable commentary on these issues, and sound, practical advice you can readily apply in your classroom; check out this selection of 4 short Marshall Memo articles.
(Taken from the LPS Leader)
Butler Spotlight
Thank you for all you do for the Butler Community!
After School: Students Wrap Up Final Projects in Paint Class
Spirit Week Starts on Monday. Come in with your CRAZY HAIR!
Levels of Engagement in Our Classrooms
The levels are not concrete and finite. As indicated, there is overlap in some of the behaviors. And, students can move through these from one day to the next, or from the start of the lesson to the end of it, depending on how the conditions evolve. As you read through each of the levels, and consider the students in your classroom, ask yourself where do they fall? Do most classes lack a natural flow due to the number of stops and starts from unwanted behaviors? Embedded in the "Engagement" level are several key factors to consider: 1) the task is sufficiently challenging (in a classroom with a range of levels, this may require differentiation and different scaffolds), 2) student has some level of intrinsic motivation to perform which means that he/she owns part or all of the goal as his/her own and 3) there are persistent standards for high quality output in that students are motivated to "get it right."
Of course, there are other critical features to engaging lessons such as including students' backgrounds, tapping into personal interests, and finding ways to make the learning meaningful on an individual level. There is no single formula for cultivating a classroom of high student engagement and it's up to us to work together, piloting strategies and sharing feedback around what works for our students.
Week at a Glance
- Operations Huddle
- RJ Training after school
- Casna Coaching Visit
Tuesday 3/21
- SST
- Content CPT
- Casna Coaching Visit
- Tech Club UMASS LOWELL VISIT
Wednesday 3/22
- Admin CPT - In service professional learning
- RAMADAN Begins
Thursday 3/23
- Boast Your Alma Mater with your Favorite College Gear
- Parent- Teacher Conferences
- School Dance
- Butler Pride -- Wear Butler's Colors (Red, Black & White)
On the Horizon...
3/27 JEDI Field Trip
3/29 After School: MCAS Proctor Training
3/30 Laurie Casna Visit
3/31 Student Assembly Special Presentation
3/31 CPAC EL FAMILY NIGHT after school
ILT Updates
Next Team meeting - 3/29
Check in with your grade-level team representatives for more information. Meetings take place every other Wednesday. ILT content is shared by grade representatives on the team at Grade Level CPTs. What happens in ILT drives what will happen in CPT!
ILT REPS:
Brett Sullivan -- 5th
Cheryl Ferris -- 6th
Alie Cabrera -- 6th
Peter Francis -- 7th
Jen Fraser -- 8th
Christina Pappalardo -- 8th
Vannak Theng -- EL
Krista St. Louis - Special Education
Lori Casey - SEL
SEL
Please see Lori Casey for any updates. NEXT SEL is 3/31/23
Culture and Climate
Check in with your grade level team representatives for more information. A calendar of upcoming dates will be forthcoming!
NEXT MEETINGS ARE AFTER SCHOOL MONDAY:
- 3/27 after school
March Staff Birthdays
Don't Forget to say " Happy Birthday"
- Vannak Theng 3/3
- Hong Man 3/8
- Maria Lagou 3/13
- Melinda Goodick 3/16
- Ambar Vargas Marte 3/20
- Mara Picanco 3/26
Butler Community
Email: jmoody@lowell.k12.ma.us
Website: https://www.lowell.k12.ma.us/Domain/10
Location: 1140 Gorham Street, Lowell, MA, USA
Phone: 978-937-8973
Facebook: https://www.facebook.com/lpsdbutler/