Warrior Beat
Student Focused-World Class
Word for the Warrior...
I wanted to share my reflections of one of our speakers at the IFL Conference that I attended last week...Maria Hinojosa is an award winning news anchor and reporter who covers America’s “untold stories and highlights today’s critical issues.” She is an anchor and executive producer of the Peabody Award-winning show Latino USA, which is distributed by NPR, and anchor and executive producer of the PBS show America by the Numbers with Maria Hinojosa.
As she began her talk focusing on immigration and its effects on children across America, I confess that at first I wondered if the message would be relevant for me considering that we do not serve a large population of children who are affected by issues surrounding immigration. Very soon, through her story, I realized that I was wrong and I felt convicted. The greater theme of her message dove much deeper than immigration. Her theme actually challenged each of us to consider what it means to be human and reflect upon what each of us need in order to find our identity. I was affected by how much our identify influences our innate motivation and inspiration to feel that we matter and have something to contribute to the world around us.
We heard story after story, both from our speaker and from educators in the room, that told of children waking up each morning hoping for survival…hoping for belonging…hoping for a chance to succeed. These hopes are what unify all of us, but may more often present themselves more significantly in the lives of those who are considered a minority. I was struck by Ms. Hinojosa’s statement that she strives never to use the word “minority” because of the connotation it has to whomever is in the described “minority.” The word itself causes me to think of a sense of powerlessness or to perceive that a “minority” is somehow less than whoever may exist in the majority. Who of us would feel comfortable being in a minority group regardless of what classified us as such. Certainly, at Sevier, I think of our economically disadvantaged students. In thinking of survival, it caused me to think about our role in helping these students to survive. What is our role in helping these students rise up, push beyond their circumstance and find their identity and voice?
During our band concert the other night, I was moved as I took time to look out at the many students in the band whom we have been able to “save” and help survive by giving them a group where they they belong, where they are supported by purpose and positive peer influences. That led me to think about ALL the many, many ways in which we are lifesavers to kids: Athletics, clubs, extracurricular activities, taking time to invest in relationships with kids…the list goes on.
Last Saturday evening, I was driving around Church Circle. Crossing the street was one of our students whom all of you know…who has major discipline issues at school. I saw this student crossing the street just after the downpour of rain that we had that day. As I drove around the circle, I saw our student crossing the road, carrying a backpack and following very skinny woman who appeared as if she might have struggles of her own. They were both sopping wet. The child saw my car, smiled and waved. I was suddenly keenly aware of the number of times I have tried to use middle class logic to try to help this child adhere to middle class values and aspirations. I was also suddenly keenly aware of why my logic had failed. SO many questions popped into my head as I watched this child cross the road with the stranger. Why was our child in the rain? Who was the woman with this child? Why did they both have backpacks? Where were they going and why had they been caught in the rain? The list goes on. Anyway, after seeing this, not that it excuses the child’s previous misbehavior, but I was reminded that it is no wonder that this child sleeps through class, has no sense of goals and does not have innate trust in others.
Once again, it made me reflect upon our profound impact as educators. We have been working on our Vision as a school. We cannot expect students who come to school lacking a feeling of purpose, lacking an identity and lacking motivation to acquire it without support. How will we support our students to success? How will we connect with our students and seek to motivate them towards behaviors and goals for which some have had little to no experience? How can we hook students and engage them in academic work that will allow them to use what they learn to work toward their purpose in life?
A sense of purpose, voice and identity must exist before a child will be motivated and inspired towards anything more than survival if basic needs are lacking. Therefore, it caused me to really reflect upon some questions:
· DO WE BELIEVE THAT ALL CHILDREN CAN GROW AND LEARN?
· DO WE BELIVE THAT IT IS OUR JOB TO SUPPORT ALL STUDENTS HOLISTICALLY IN ORDER FOR LEARNING TO OCCUR?
· DO WE UNDERSTAND THE SOCIAL EMOTIONAL NEEDS OF OUR STUDENTS?
· DO WE BELIEVE IT IS OUR JOB TO SUPPORT EACH CHILD’S SOCIAL EMOTIONAL NEEDS?
Haim G. Ginnot says, “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate.”
John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for teachers. Visible Learning is a synthesis of more than 800 meta-studies covering more than 80 million students. According to John Hattie Visible Learning is the result of 15 years of research about what works best for learning in schools. TES once called him “possibly the world’s most influential education academic”.
His research says the following to us as educators:
3. Collective Teacher Efficacy
The highest changeable effect on Hattie’s list is collective teacher efficacy (1.6).
An intervention of this magnitude can essentially triple the typical rate of learning. That’s more than double the size of feedback (0.7) and five times the size of homework (0.3.)
Efficacy beliefs are this powerful because they influence teachers’ actions. Research shows that perceived efficacy directly changes “the diligence and resolve with which groups choose to pursue their goals.”4
When teachers believe their collective efforts can change student achievement, they’re right. When they believe there’s not much they can do to influence results, they’re still right and our behavior reflects it.
There are many factors that contribute to teacher efficacy including the degree to which teachers participate in decisions, how much they know about what peers are doing and how responsive school leadership is.
However, according to Hattie, there’s nothing better that can be done to influence student achievement than teachers believing their teaching directly benefits their students.
This research is powerful and should be encouraging! We have tremendous power for ALL students in the classroom. The thing is...we must BELIEVE in our students. We have to believe that we are here and have the power to support them to grow and learn!
The article I sent two weeks ago about culture (Finding Your Marigold) matters. What we believe about our students matters. How we talk ABOUT our students matters. How we respond to our students matters. A phrase often attributed to Peter Drucker claims: 'Culture eats strategy for breakfast.' In order to create and sustain a positive culture for ALL students requires our faith in our students and commands that we commit to our ownership and accountability to support all students. It requires that we function positively TOGETHER and collaboratively and that we hold fast to what we know best….WE ARE CHANGE AGENTS. We have the power to positively affect the lives of children and change trajectories.
As we finish this year, I really want all of us to reflect upon the many successes we have had with students. I want us to think about what surprised us most in terms of a positive change we saw in a student BECAUSE of the intentional actions taken. We must capture our successes and focus on the impact for good that we make. Focusing on the wins, listening to and associating with the Marigolds among us who are sold out for kids and are sold out for supporting those around them to do better….that is how we will change students’ lives and that is also how we will continue change the culture of Sevier Middle School for the better.
Week of the Warrior
MONDAY: May 14th
8th Grade Trip to DC
All library books are due.
Yearbook available for sale Limited quantity First come first serve cash only from this point please : ) No checks
Sevier on Stage Forensics will practice after school until 4:30pm in Mr. Graybeal's room
Cheerleading Practice 3-5
Students have need to pick up any items left in Lost and Found. All items will be donated after the 24th.
TUESDAY: May 15th
8th Grade Trip to DC
All library books are due
Yearbook available for sale Limited quantity First come first serve cash only from this point please : ) No checks
Students have need to pick up any items left in Lost and Found. All items will be donated after the 24th.
WEDNESDAY: May 16th
8th Grade Trip to DC
Students have need to pick up any items left in Lost and Found. All items will be donated after the 24th.
Yearbook available for sale Limited quantity First come first serve cash only from this point please : ) No checks
Cheerleading Practice 3-5
THURSDAY: May 17th
8th Grade Trip To DC
All library books are due
Yearbook available for sale Limited quantity First come first serve cash only from this point please : ) No checks
Sevier on Stage Forensics will practice after school until 4:30pm in Mr. Graybeal's room
Students have need to pick up any items left in Lost and Found. All items will be donated after the 24th.
FRIDAY: May 18th
8th Grade Trip to DC
6th and 7th Grade Good Behavior Trip to the Movies
All library books are due
Yearbook available for sale Limited quantity First come first serve cash only from this point please : ) No checks
Students have need to pick up any items left in Lost and Found. All items will be donated after the 24th.
Save the Date:
6th Grade Awards Program May 23rd from 8:00am to 9:00am
7th Grade Awards Program May 23rd from 1:30pm to 2:30pm
8th Grade Awards Program May 24th from 9:00am to 10:00am
JSMS JAM...
SICK TIME
USE OF SICK LEAVE
If sick leave involves more than four (4) consecutive days, the Medical Leave Request Form provided on the employee intranet shall be used and a doctor’s release must be provided BEFORE returning to work. Sick leave may be used by eligible employees only for one of the following conditions:
Illness of the employee.
Illness of a member of the employee's immediate family.
Contagious or communicable disease of employee that might endanger the health of school children.
Death in the employee's immediate family.
Maternity leave, during period of physical disability only, as determined by a physician.
Adoption of a child.
For purposes of administering this policy, an immediate family member is defined as a wife, husband, parent, grandparent, child, grandchild, brother, sister, mother-in-law, father-in-law, daughter-in-law, son-in-law, brother-in-law, or sister-in-law of the employee, or any person having been regularly living in the employee’s household.
Upon verification by a written statement from an adoption agency or other entity handling an adoption, a teacher may also be allowed to use up to thirty (30) days of accumulated sick leave for adoption of a child. If both adoptive parents are teachers, only one (1) parent is entitled to apply sick leave.
We need YOU to join our PTA!
DB Orientation for Rising 9th Graders
Dates and times for New Student Orientation at Dobyns-Bennett have been set. Orientation dates/times will be posted on the KCS web site, the DB front web page and DB calendar. Emails and letters will be sent home inviting students and parents to orientation closer to the beginning of the school year.
Dobyns-Bennett High School New Student Orientation will take place on Friday, August 3 in the theater. Students with last name beginning A-K are invited to attend the morning session from 9:00 to 10:30. Students with last name beginning with L-Z are invited to the afternoon session from 1:00 to 2:30. Following a brief presentation, students will receive their class schedule and have an opportunity to find their classrooms.
Niswonger Coding Opportunities for Students this Summer...
Register at this link: www.easttennesseecc.com
Dates listed are tentative and camps may be added or removed.
For more information contact, Matthew Desjardins at desjardinsm@etsu.edu
Kingsport Library Summer Reading Program
Two guest performances will be every Wednesdayin June and July @ 11 a.m. and 2:30 p.m.
For more information, call 229-9366.
JSMS Clothes Closet
Belts-both boys and girls
girls leggings or pants with elastic -any sizes
boys shoes-highest need is 9's or 10's
Jump Start
WARRIOR WHOOP!
JSMS Students Qualify for the State Meet
State Athletes 2018
Girls
Samantha DeGrace
HJ, Hurdles
Olyvia Fleming
Shot and Discus
Autumn Headrick
800, 1600
Boys
Riley Wagner
HJ, 4X200, 4X400
Bryson Gilliam
4X200, 200
Isaiah Bass
4x200
Jerome Jarjoura
800, 4x200, 4x400
Joe Neglia
1600, 4x400
Lucas Johnson
4x400