AD Connect
May 22 2017
Teachers can Dance?
Honor Choir Champs
Can't Wait to See Some Great PBL
Challenge to Walk with your AP
I would like for you to complete a few walkthroughs with your AP and ask yourselves a few questions:
- Do you see evidence of complete implementation of your instructional focus this year?
- Do you see alignment with TEKS, scope and sequence, lesson plans, and what is being taught and learned?
- Do you see 2nd language strategies being employed?
- What can you do with this information?
Special Security Bulletin: Pat Lamb
Dear Area Directors,
In conversations with Alaina Smith, Dr. Cron and Communications, an issue with threats has been discussed in terms of how best to provide support to principals. As a result, we have put together some steps for them, should they need guidance.
Please share the following information with all principals in your weekly communication. If this is not possible, please let me know…
We’re coming to the end of the school year, which is exciting, but can sometimes mean that some of our patrons are also at the end of the proverbial rope when it comes to venting their frustrations. Some can become volatile either verbally or physically…in person or in written formats via email or social media.
In the event you experience this, we want you to be prepared.
Below are some guidelines/steps to take should you encounter this type of interaction:
- If a person comes to the campus and threatens administration or staff, contact law enforcement and GISD security. The person can be served with a criminal trespass warning (at a minimum). In-person threats also constitute an "imminent threat" wherein the person can be arrested, if the situation merits.
- If specific threats are made against a staff member or target a certain group of employees within our district (either written or verbal), law enforcement can assist us. Notify security, who, in turn, will notify communications, senior staff, and law enforcement. If the threat is imminent, the campus should notify law enforcement.
- Be prepared to use the Standard Response Protocol, if warranted:
“Hold” students in classrooms if a person is present and is irate but manageable;
“Lockdown” if that person becomes physically violent, threatening the safety of staff and students; and/or,
“Lockout,” as warranted if you receive a specific, targeted and imminent threat by someone outside the school, but who may come to the school.
As always, if you have questions or need assistance, contact Pat Lamb at 214.893.5596.
_________________________________
Thank you!
Pat
214.893.5596 (Cell)
Summer Homeless Principals
Principals at campuses who are being relocated for the summer, please contact Keith Chapman in Security and Donna Eurek in Technology. They will need to discuss/request telephone and computer needs.
They are asking that campus principals contact them as soon as possible to ensure they all have what they need. Security and Technology will make sure that any wire or other items that need to be added or ordered are available when needed.
Below is what I received from my two campuses who underwent construction last year:
Campuses should operate as though they will not return to access until teachers return to work.
They should ensure they have access to the following:
- Class list rosters
- Pending financial notebooks
- Sub information
- LPAC documentation
- Folder exchange folders – SPED/504
- SSI folders
- Professional development resources for August
- Any files that are needed for day-to-day use and are of importance for principal, data clerk, and secretary
Tips:
· Get the construction supervisor’s cell phone and make a great relationship with them
· Communicate often and get time-bound commitments from contractor
· Point out all concerns and poor workmanship immediately (consider taking pictures)
· Make sure all contractors have badges and send them away if they don’t
· Communicate with technology about expectations for equipment
· Teachers should pack a box of things they might want immediate access to
June 5th
- If you have been told that your staff must be packed and out prior to June 5...have your staff log time and you manage them. You must still work on June 5.
- If the above does not apply to you...you and your teachers must be present at work on June 5.
Fire Drill Drama
For your reading enjoyment...
A Principal Remembers How She Built Trust
“Trust happens through thousands of small, purposeful interactions over time,” says Sarah Fiarman in this article in Principal. “[L]eaders earn trust when they keep promises, respond when teachers ask for help, and have difficult conversations with adults to ensure high-quality teaching for everyone.” Integral to all this is listening well, speaking wisely, and acknowledging one’s own biases.
• Listening well – “When we listen to truly understand what people mean, not just what they’re saying, we build trust,” says Fiarman. “This requires slowing down, checking to be sure we understand correctly, and sharing back what we hear.”
When a parent charged into her school’s office enraged about a bus snafu, Fiarman knew that explaining what happened was not going to work. “You must have felt scared when you didn’t see your son,” she said. “You’re worried this will happen again.” The parent emphatically agreed and cooled down; she subsequently became one of Fiarman’s best allies.
Meeting anger or frustration with genuine, compassionate interest builds trust. It’s also possible, says Fiarman, “that a consequence of sincere listening is that leaders will realize that they’re wrong sometimes. Changing course based on input is a sign of integrity, not weakness.”
Sometimes listening requires active outreach. Fiarman noticed that families of immigrant and low-income families weren’t attending her school’s events, so she invited all the families from a particular housing project to meet and suggest how the school could better support their children. “As their children ate pizza, mothers from Ethiopia, Haiti, Eritrea, and Guyana used their developing English to tell me they wanted their children to be challenged, they wanted good teachers, and they wanted to know that their children would do well in high school,” says Fiarman. “After they spoke, I repeated what I heard them say and promised to do my best… For years, I reaped trust from this outreach.”
• Speaking wisely – “People pay attention when the principal speaks,” says Fiarman. “It’s one of the privileges (and perils) of the role. Wise principals use that voice of authority to communicate their values.” A key value she worked to communicated was about listening to dissent and changing course if necessary.
In Fiarman’s first year as principal, a quiet teacher gingerly disagreed with an initiative; she embraced the suggestion and it greatly improved the program, indicating that Fiarman had walked the talk on this value.
Fiarman found that making quick visits to classrooms every day communicated respect and made her far more knowledgeable about instruction. “Many teachers are reassured when the principal visits regularly enough to know the routines and identify the small victories in student behavior and learning,” she says. “Teachers pour energy and effort into their work every day. It’s easy to take this for granted; after all, it’s what we do. However, it engenders trust when your boss can speak to the specifics of your work.”
• Acknowledging biases – Fiarman has come to realize that she, like the vast majority of white Americans, has unconscious biases about people of color. As a principal, she constantly checked her decisions:
- Did she file child neglect reports more quickly with a family of color than a white family?
- Did she label an African-American parent “pushy” while a white parent displaying similar affect was seen as a “strong advocate”?
- Did she not follow up when a low-income family failed to attend a conference, but feel worried when a more-affluent family didn’t show up?
- Did she have a different response when children of different groups failed high-stakes tests?
“Asking such questions helps me counteract my unconscious bias,” says Fiarman. “Recognizing the pervasiveness of bias is an important first step. Acknowledging that I might make mistakes because of this bias – then actively working to counter it – builds trust.”
“Worth the Investment: Trust” by Sarah Fiarman in Principal, May/June 2017 (Vol. 96, #5, p. 8-11), https://www.naesp.org/principal-mayjune-2017-next-level-leadership/worth-investment-trust; Fiarman can be reached at sarahfiarman@gmail.com.
Did Someone Say Balanced Literacy?
Please take a moment to check out the link below that provides some great info about the basics of balanced literacy. Once you have read it and recommended it to a whole bunch of folks...send Lakisha a thank you email because she rocks!
WAIP
My Schedule
- Monday: AM district meetings at Harris Hill; PM coaching, Linda's retirement
- Tuesday: Coaching all day until GPLA reception at home 4
- Wednesday: District meetings all day
- Thursday: Coaching visits all day
- Friday: Sleep In :)