This Week

Fahari's Weekly Staff Memo: 9/25/2015 - 10/01/2015

A Message from Fahari's Principal: Stephanie Clagnaz, Ed.D.

How are you demonstrating transformational leadership?


All members of the Fahari faculty and staff are transformational leaders.


This is what we expect.


“In professional learning communities, administrators are viewed as leaders of leaders. Faculty and staff are viewed as transformational leaders.” (Dufour, Dufour, and Eaker; Getting Started, p. 22)


So what qualities are needed to demonstrate transformational leadership?


As transformational leaders, the following are consistently evident in our practice:


  1. The transformational leader serves as an ideal role model for followers; the leader "walks the talk".

  2. Transformational leaders have the ability to inspire and motivate followers.

  3. Transformational leaders demonstrate genuine concern for the needs and feelings of followers.

  4. The transformational leader challenges followers to be innovative and creative. We hold high expectations for all.


“Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders. Why? Because transformational leaders hold positive expectations for followers, believing that they can do their best. As a result, they inspire, empower, and stimulate followers to exceed normal levels of performance. AND, transformational leaders focus on and care about followers and their personal needs and development.”

-Psychology Today


Each member of the Fahari team acts as a transformational leader. As members of the Fahari team, we are transformational as we lead our students. We are role models; we inspire and motivate; we demonstrate genuine concern for all; and we hold high expectations for all. We spend time planning with one another to address the individual needs of our children. We take our circle time seriously, demonstrating care for each child; building relationships with every student.


As team members, we demonstrate the qualities of transformational leadership with adult members of our team. In grade team or department meetings, we motivate our team members and lift them up to do their best. We believe that every member of every team can achieve at high levels; we encourage our colleagues to do so. We demonstrate concern for the individual needs of our team members.


This is Fahari. Transformational leaders are our norm.


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REFLECTION:



  • What elements of transformational leadership are evident in your practice?
  • In which qualities of transformational leadership do you need to grow?
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Family Engagement Updates


Greetings Fahari Family!


Welcome to all new and returning staff members! It has been a great start to the 2015-16 school year! Thank you for all of the hard work and effort you have demonstrated to ensure that we are welcoming students and families back in our own special Fahari way!


Meet the Teacher Night was a great success! I am excited to continue working with you ALL this school year to push our vision of Family Engagement to new heights! Every week, I will use this opportunity to inform and update you on Family Engagement initiatives at Fahari. It is each of our responsibility to strengthen our partnerships with parents and families to ensure that our students are getting the best educational experience possible!


Family Engagement at Fahari continues to get stronger each and every year. When developing collaborative partnerships with families, we focus on three areas: Relationships, Participation and Empowerment. Below are Fahari’s Big, Hairy Audacious goals for Family Engagement…..


1- Relationships

  • To develop strong partnerships with families characterized by trust, mutual respect and healthy conflict that result in a unified message for students that values the whole child and prepares them for a life of leadership and service beyond the classroom.


2- Participation

  • To support and motivate families to invest themselves in our school community as well as understand and contribute to discussions and decision making regarding school policies and procedures that ensure a collaborative approach to education at Fahari Academy.


3- Empowerment

  • To engage families in developing and utilizing their own knowledge, skills and expertise to maximize student achievement and overall family success.


As we work to build collaborative partnerships with families this school year, we are all expected to keep these goals in mind. We know that effective collaboration with families increases student achievement and overall success. This is the work we believe in. This is the Fahari way.


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REFLECTION:


  • How do you engage families in your practice?



Have a great weekend!



~Ms. Clarke

Director of Family Engagement

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On Culture with Jared Roebuck - Assistant Principal

I’m excited to return to this space for the upcoming school year. Each week you will find a reflection on school culture. More often than not, I hope to use this space as an opportunity to explore the stories of individual students and adults in our community. Other times we’ll look to research to see how our practices align with what research tells us is best for children. This week I’d like to offer a passage from Ta-Nehisi Coates' Between the World and Me:


“The streets were not my only problem. If the streets shackled my right leg, the school shackled my left. Fail to comprehend the streets and you give up your body now. But fail to comprehend the school and you give up your body later. I suffered at the hands of both but I resent the schools more… The laws of school were distant and vague. What did it mean to, as our elders told us, “grow up and be somebody?”... What did that have to do with education rendered as rote discipline? To be educated in [my city] mostly meant packing an extra No. 2 pencil and working quietly. Educated children walk in a single file… raised their hands to use the lavatory… Educated children never offered excuses-- certainly not childhood itself. The world has no time for the childhoods of black boys and girls. How could the schools? Algebra, Biology, and English were not subjects so much as opportunities to better discipline the body, to practice writing between the lines… I was a curious boy, but the schools were never concerned with curiosity. They were concerned with compliance.”


Coates’ reflection on his own education is a call to each of us to remember what is at stake in the choices we make everyday as educators. We have the opportunity to make school be a place where students are inspired to learn and grow. We have the opportunity to be a school that fosters connected-ness between children. We have the opportunity to create classrooms where a child’s curiosity is fostered. And yet, we realize that these opportunities are hard, messy work. It is so hard, that many educators go for what is easier-- compliance. Schools where children are silent in the hallways. Classrooms where good instruction is demonstrated by teacher centered practice. Learning objectives that ask students to retain facts rather than pursue questions. Behaviorist approaches to discipline that take power away from young people by making choices for them rather than empowering students through making choices with them.


It would be easy for us to be those educators and those schools, especially as we maintain our focus on continued improvement on the NYS assessments. But we are called by our mission and BHAG to offer our children something different. The capacity and curiosity that lives in each of our students calls us to summon a fierce sense of urgency in offering them something different--now. Being a school that fosters curiosity over compliance is the surest path to meeting our goals related to the state assessments, and realizing our broader purpose as an institution.


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REFLECTION:


  • How does my classroom support the curiosity of children?

  • How do I contribute to a school culture that fosters connectedness among students?



Thanks for all that you do,


Jared Roebuck

Assistant Principal

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From the Desk of Traci L. Douglas, Assistant Principal


As you know, teachers will use the Skedula portal for their online Gradebook (www.skedula.com). New teachers will receive logins for Skedula by Monday, September 28th. All teachers will also have access to the portal to begin entering grades by the 28th. Teachers will work with their department chairs to determine which assignments should be entered in Skedula. Progress Reports and Report Cards will be generated from Skedula.


Please stay tuned for additional information about logging into Skedula, entering assignments and grades, and generating reports.

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This week's schedule updates

Will it be an A or B week?

We will be following a B schedule this week.



Who will be out this week?

Please check daily schedule for coverage updates*


Monday, September 28th, 2015

Matthew Leister

Beverley Parsons


Tuesday, September 29th, 2015

Beverley Parsons


Wednesday, September 30th, 2015

Beverley Parsons

Marianne Kramer


Friday, October 2nd, 2015

Sherri Smith

Upcoming Events

Tuesday, September 29th, 2015

September Board Meeting

@ Fahari Academy - 6:30 PM to 8:30 PM


Monday, October 12th, 2015

Holiday - Columbus Day

School Closed - No school for staff and students


Wednesday, October 21st, 2015

Parent Teacher Conferences

@ Fahari Academy - 2:00 PM to 6:30 PM

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Funny Business

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