#intentional Times

for the week of May 2, 2016

Happy Teacher Appreciation Week! Thank you for all that you do!

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This week's events

DIBELS testing starts this week - Ms. Theirl, Mrs. Mendoza, Mrs. Town, Mrs. Rodriguez, Mrs. Viveros will not be in small groups from 5/2-5/27.

- 9:45-10:30 Student of the Month Assembly
2:30-3:45 Teacher Directed Collaboration in the library
Tuesday - 3:45-4:30 Teacher Directed Collaboration in the library
Thursday - 7:45 Teacher Appreciation breakfast in the lounge (if you have a meeting at this time, join us afterward :) )
Friday - IFs will be out for an IF Meeting in the PM


At the conference I went to this weekend, one of the keynote speakers was talking about some research done on the quality of instruction delivered by teachers. Stuhlman and Pianta (2009) found that about 20% of 1st grade teachers offer high quality reading lessons and 20% offer very low quality lessons in reading. The 80% of average or low quality lesson delivery was attributed to the failure of providing extensive, intensive and expert reading instruction while focusing on the excuses of factors that are out of educators hands such as poor home life, poverty, lack of family involvement, and attendance rate. These numbers are shocking and eye opening, especially when thinking about mindsets.

The keynote also made note of some questions that go hand in hand with mindset - instead of asking "Are we going to be lucky enough to get students this coming year that are capable?", we should be asking "are the students going to be lucky enough to get teachers who are capable?". Are we capable of removing barriers that we have control of in order to give all students access to our instruction? Are we capable to move past the feelings we have about "district directives" to do them the best way we know how driven by student need and data? Are we able to push all students to grow by meeting them where they are?

With class creation/placement for 2016-2017 just around the corner, I thought his words were worth sharing. As we look at the possible classes for next year and see where the students currently are in their scores, we need to remember that where they are is where they are and that they are more than just those numbers. We must meet them where they are (not where we would like to be at that point in time) and use it as a piece of the knowledge we have about that student to get our planning starting. From there, it is our job to do everything in our control to help them grow and find success as well as reassess their skills and knowledge to adjust our instruction.

Working in Classrooms

I really enjoyed working in classrooms last week! I was able to do walkthroughs with feedback and get other work done. I am going to continue to do this most days, probably until the end of the year. As always, me being there and my feedback is non-evaluative and serves as a way to assist you in reflection of your practice. If you have questions, concerns or would rather not have me work in your room, please let me know.