THE SKY NEEDS STARS
NUDGE: ROBERTS MIDDLE SCHOOL VOLUME 24
Dear Roberts,
Do you ever wonder why we repeat the same behavior that does not give back the best results? Our social environment has so much influence on us. We all have a primal desire to belong to a tribe. This is why the tribe you belong to is so important in your blueprint of success. You may belong to many tribes both large and small. Let us take for example the RMS Courtesy Committee here on campus, they have a shared expectation in helping our work environment feel more like home. This committee’s pattern of behavior is putting others before themselves. In all our various tribes that we belong to, we never want to violate the expectations of the group. This is where I want to lead you in your leadership growth. The key insight is that you want to join tribes/groups where the desired behavior is the normal behavior. If you want to be a master teacher, hang out with master teachers.
If you want to be fit, hang out with people who are fit. If you want to be a school leader, join a tribe of educators who don’t gossip, comes to work on time, consistently does right by kids, and sets the standard for professionalism.
At Roberts, if you don’t seek professional development, push students to the edges of their capability, and practice best instructional methodology, you will be violating the expectations of the school.
Me personally, I will only join tribes that will help me grow as a leader. I want friends who constantly push me to expand my thinking. I want to be surrounded by a tribe of people where I can soak up habits and behaviors that push me toward a path of leadership.
Now can we get real, sometimes in our PLC there might be a team member that does not share your pattern of behavior or leadership philosophy. My advice in this case is to seek out coaching. Why coaching? I believe through feedback you can make the invisible visible. You can see if there are patterns in your own behavior that needs improvement. You want to make sure your pattern of behavior is aligned with our core values of Roberts. Plus, I believe those who continue to violate the expectations of the tribe, will stand out. When habits force individuals to stick out, standout, and cast out, he or she will avoid being part of that tribe.
This school will always pour every ounce of ourselves to make kids better. Not just academically, but emotionally as well. This school believes that all kids can grow and are capable of making progress. We are in the business of giving kids a chance to make it in this noisy world. I cannot overstate how much you are valued here at Roberts. Thank you for making a difference.
Jorly
NEXT YEAR PLANS:
I can not believe it is already that time of year. We are beginning to look at teacher needs for next year. If you are wanting to teach a different subject or different grade level, it is important for us to know to help you get where you fit. Also, if you are thinking about a career change or not being at Roberts next year, we would love to help in that process. We always want your experience at Roberts to be an optimal time period in your career. Please fill out this google doc by this Friday (Feb 15) by 4:00pm.
Jorly
Pellerin growing READERS!
Brown closing gaps at small group!
Nguyen using manipulatives to illustrate volume of 3D figures!
Adrian building relationships and academic confidence!
Ebinger targeting instruction in small group!
Clarke building reading fluency and endurance!
Ramella was awarded the Silver Award for Bluebonnet voting in the library!
Del Valle instantly intervening in small group!
Redd using visuals and real life experiences to build a depth of understanding!
Thank you Ms. Camfield for organizing a TERRIFIC RMS Science Fair! Our Aviators were prepared, professional and CONFIDENT!
5 out of 9 of our Aviators placed this weekend at the PISD Chess Tournament! Thank you Mr. Donias and Ms. Segura for supporting our RMS Chess Team!
Thank you Mr. Garcia for organizing an ACE trip to the Houston Food Bank!
T-TESS 2.4 Differentiation
AS WE WALK THROUGH YOUR CLASSROOMS WE WILL BE FOCUSED ON T-TESS DIMENSION 2.4: DIFFERENTIATION (THE TEACHER DIFFERENTIATES INSTRUCTION, ALIGNING METHODS AND TECHNIQUES TO DIVERSE STUDENT NEEDS), ARGUABLY THE MOST IMPORTANT STEP IN PERSONALIZING SMALL GROUP AND INDIVIDUAL INSTRUCTION.
“High achievement always takes place in the framework of high expectation.” As we walked through classrooms focusing on Achieving Expectations, it is evident that you believe our students can succeed; however, these expectations are not a self-fulfilling prophecy. High expectations is something you do, not just believe. Every instructional decision must be consistent with high expectations.
Beginning Monday, as we walk through your classrooms we will be focused on T-TESS Dimension 2.4: Differentiation (The teacher differentiates instruction, aligning methods and techniques to diverse student needs), arguably the most important step in personalizing small group and individual instruction. Differentiation is tailoring instruction, from planning to implementation, to meet individual student needs and maximize the acceleration of each individual student’s mastery. As you work towards our instructional focus, consider using real-time data to differentiate the content, process, product and learning environment in the classroom and Destination Time to meet the diverse needs of every learner, from SPED to GT.
Listed below are examples of evidence of Differentiation.
Adjusts Instruction for Student Needs
- Uses time flexibly so all students can demonstrate mastery of the objective
- Uses formative assessment to check for understanding (i.e. observation, exit ticket, checkpoint, etc.)
- Provides instruction at students’ individual instructional levels
- Varies the learning process based on student need (i.e. technology, teacher-led small group and independent instruction, etc.)
Monitors Quality of Student Participation and Performance
- Asks open-ended questions and encourages discussion
- Randomizes questions to hold all students accountable
- Asks questions before selecting students to respond
- Surveys student interests and learning preferences to motivate students
- Monitors on-task and off-task behavior of all students
Recognizes/Responds to Student Confusion or Disengagement
- Provides wait time to allow student processing time
- Intervenes at the moment of misunderstanding
- Reteaches or clarifies in response to individual student learning needs
Provides Differentiated Instructional Strategies
- Varies student grouping (i.e. homogenous, heterogeneous, partner, cooperative, independent, etc.)
- Provides choice in student tasks
- Allows student voice in product selection
- Challenges students demonstrating mastery of the objective to learn with deeper understanding
Monday
- Teacher Made Tuesday shirts can be worn today
- Elsa Chiachio's Birthday
- 6th Math PLC - Connect and Traditional
- Big Shoot Out
Tuesday
- Jeans and RMS Shirt
- 5th Grade Math Mock STAAR
- 6th Grade Regular Schedule
Wednesday
- Jeans and RMS Shirt
- Esme Rodriguez Birthday
- 5th Grade Reading Mock STAAR
- 6th Grade Regular Schedule
Thursday
Jeans and Valentines themed shirt
- 1st Period 5th Connect GLT
- 2nd Period 5th Traditional PLC - Reading, Sci, Math
- 3rd Period - Intervention PLC
- 4th Period - 6th Connect GLT
- 5th Period - 6th Traditional PLC - Reading, Sci/SS
- Clubs
Friday
- Angela Avera Birthday
- Bondy Girls Athletics Meeting in the downstairs MPR from 8:00am - 8:30am
- Glow Behavior Incentive 2:00 - 4:00