January 24, 2012
4 teachers met to discuss chapter 5, "Unleashing a Culture of Leadership"
- creating the culture needs to be a conscientious decision
-definitely a group effort
-every year AB Combs spends one week at the beginning of the year, teaching the culture, habits, manners, all the expectations, apply for jobs, deciding on classroom expectations, setting up data folders, etc.
-morning news program; use this week to make mission statements for class and individuals;
-begin the big jobs in a smaller way in the classrooms. for example, each teacher and the Leader of the Day in that classroom would greet each class member at the door and give them one compliment. Leader of the Day in the classroom would be a rotating job.
-traditions result in new skills, lasting memories and lasting leadership opportunities: leadership day, innaugural ball, celebrate success day (our town meetings accomplish this),
-folklore: stories that last
-artifacts: art pieces everywhere, our art auction,
-Cathi is trying to obtain a school resource officer even though we don't qualify for funding; she has asked the sheriff
Tuesday, January 24, 2012
Tuesday, December 13, 2011
Leader in Me Chapter 4: Aligning for Success
School library, 3:15 pm; 9 teachers present; Will leading discussion.
Summary of the chapter:
Even when AB Combs elementary hd their vision and their mission and their theme of Leadership chosen, there were four areas that required attention as they worked toward full implementaion of the Habits.
1. Getting people on board: begin with a few people, add more, then encourage the rest to get everyone on board; They began with pilot classrooms, one at each grade. It became clear to others that their was a difference in the kids in those classrooms and interest began to spread. With the focus on leadership, academics were improved also because academics and leadership were linked everyday in any way they could imagine. It took effort to bring about the changes and some teachers were holdouts for a couple years. The others that needed to be on board were parents and community leaders. Word spread to parents and community as students in pilot classrooms began to show and use their leadership skills.
2. Aligning the School Structure
All staff had leader attached to their name: leader of nutrition, leader of cleanliness, leader of math, leader of technology, etc. Principal expected all to assume leadership roles, supported them in those roles and held them accountable. Additionally, all students were leaders of something. This included community service projects with adult mentors. Classroom leadership rolls included classroom greeter, timekeeper, team leader, cleanliness leader, librarian, peer leader, tech helper. A Code of Cooperation was developed, the principal met regularly with individual students, and discipline decreased dramatically. Students and staff were empowered to Do The Right Thing.
3. Training for all staff
The first year they had a 3 day training for all staff on the Habits as they related to people personally. An important result of the training days was a stronger bond developing among the staff.
Second yuear they were all trained in the Baldrige toos and principles.
Third year: Habits were revisited, added to, ideas shared, etc.
As they taught the habits, they were learning them. Teachers were modeling the habits and students were given more leadership opportunities.
4. Celebrations and Rewards System
Sometime during every week students were rewarded for physical, social/emotional/mental and spiritual goals met. Some examples included Habmburger Rubrics, Fancy Dinner rewards, celebrations, parties. Students were also regularly given compliments, show love and appreciation and told "I appreciate you." Rewards emphasized teamwork and leadership as well as academic goals.
Group Discussion:
Connections for training: who do we know that might be able to help finance that?
We need to begin with an all-staff, 5 day training. we need financing-$50,000 for the full meal deal.
Diffusion of innovations: 2.5% will run with it, some will jump on board early, then the early majority and finally the laggers to finally tip the scale to success.
The kids will push us to move because they will be trained from K. on.
Everything you do must fit the vision and the system must support the vision.
We looked at the "house" model that Combs Elementary has adopted.
Staff Meetings: hallway huddles at AB Combs where groups go over mission, vision, quote, touch-base time for teachers; Fridays are a whole group time.
This is all about relationships: working, personal, happiness, successful.
Everyone shows they truly care about everyone else. What is important is what is happening in the minds and hearts of the people.
School Board: how to get them on board with their goals supporting what the staff is trying to do. We will encourage and thank the new board members for giving their time by having them spend time in our classrooms.
We have put many students in the leadership role.
Success comes from building relationships. 150 is the most people that you can successfully build relationships with.
Be a leader: choose to be in charge of your attitude. You can be a positive or a negative influence in your group.
We are seeing examples of students leading other groups of students. Our community outreach coordinator is running her meetings just like we have modeled in our town meetings.
Looking forward to the SIP team sharing their mission with us on January 13.
Summary of the chapter:
Even when AB Combs elementary hd their vision and their mission and their theme of Leadership chosen, there were four areas that required attention as they worked toward full implementaion of the Habits.
1. Getting people on board: begin with a few people, add more, then encourage the rest to get everyone on board; They began with pilot classrooms, one at each grade. It became clear to others that their was a difference in the kids in those classrooms and interest began to spread. With the focus on leadership, academics were improved also because academics and leadership were linked everyday in any way they could imagine. It took effort to bring about the changes and some teachers were holdouts for a couple years. The others that needed to be on board were parents and community leaders. Word spread to parents and community as students in pilot classrooms began to show and use their leadership skills.
2. Aligning the School Structure
All staff had leader attached to their name: leader of nutrition, leader of cleanliness, leader of math, leader of technology, etc. Principal expected all to assume leadership roles, supported them in those roles and held them accountable. Additionally, all students were leaders of something. This included community service projects with adult mentors. Classroom leadership rolls included classroom greeter, timekeeper, team leader, cleanliness leader, librarian, peer leader, tech helper. A Code of Cooperation was developed, the principal met regularly with individual students, and discipline decreased dramatically. Students and staff were empowered to Do The Right Thing.
3. Training for all staff
The first year they had a 3 day training for all staff on the Habits as they related to people personally. An important result of the training days was a stronger bond developing among the staff.
Second yuear they were all trained in the Baldrige toos and principles.
Third year: Habits were revisited, added to, ideas shared, etc.
As they taught the habits, they were learning them. Teachers were modeling the habits and students were given more leadership opportunities.
4. Celebrations and Rewards System
Sometime during every week students were rewarded for physical, social/emotional/mental and spiritual goals met. Some examples included Habmburger Rubrics, Fancy Dinner rewards, celebrations, parties. Students were also regularly given compliments, show love and appreciation and told "I appreciate you." Rewards emphasized teamwork and leadership as well as academic goals.
Group Discussion:
Connections for training: who do we know that might be able to help finance that?
We need to begin with an all-staff, 5 day training. we need financing-$50,000 for the full meal deal.
Diffusion of innovations: 2.5% will run with it, some will jump on board early, then the early majority and finally the laggers to finally tip the scale to success.
The kids will push us to move because they will be trained from K. on.
Everything you do must fit the vision and the system must support the vision.
We looked at the "house" model that Combs Elementary has adopted.
Staff Meetings: hallway huddles at AB Combs where groups go over mission, vision, quote, touch-base time for teachers; Fridays are a whole group time.
This is all about relationships: working, personal, happiness, successful.
Everyone shows they truly care about everyone else. What is important is what is happening in the minds and hearts of the people.
School Board: how to get them on board with their goals supporting what the staff is trying to do. We will encourage and thank the new board members for giving their time by having them spend time in our classrooms.
We have put many students in the leadership role.
Success comes from building relationships. 150 is the most people that you can successfully build relationships with.
Be a leader: choose to be in charge of your attitude. You can be a positive or a negative influence in your group.
We are seeing examples of students leading other groups of students. Our community outreach coordinator is running her meetings just like we have modeled in our town meetings.
Looking forward to the SIP team sharing their mission with us on January 13.
Tuesday, November 22, 2011
Leader in Me, Chapter 3 Book Club discussion
school library, 8 teachers present
Mr. VanWinkle led the discussion of chapter 3.
Here at the school we have learned and tried a variety of approaches to guide our school's work. Many of these are mentioned in this book and fit in with the concepts of Covey's work. Many of these could be reintroduced and used in connection with our work on the 7 habits.
Leadership: if you have class officers, give them jobs; if you ask kids to write a resume, show them how, help them with ideas.
Dreams: can our students dream about what they envision for their future? Can we envision what we want for the Waterville School for the future?
It was noted that the feeling of "safety, security, engagement" has improved in even the last months.
7 habits work in the elementary is working nicely as preparation for Navigation 101 in ms and hs.
It was noted that many of the ideas suggested to go along with the Habits such as The Essential 55 and Critical Friends Groups are already familiar to our staff and used by some. We will need to decide what the "windows" on our habits building will be.
Next meeting: Dec. TBA
Mr. VanWinkle led the discussion of chapter 3.
Here at the school we have learned and tried a variety of approaches to guide our school's work. Many of these are mentioned in this book and fit in with the concepts of Covey's work. Many of these could be reintroduced and used in connection with our work on the 7 habits.
Leadership: if you have class officers, give them jobs; if you ask kids to write a resume, show them how, help them with ideas.
Dreams: can our students dream about what they envision for their future? Can we envision what we want for the Waterville School for the future?
It was noted that the feeling of "safety, security, engagement" has improved in even the last months.
7 habits work in the elementary is working nicely as preparation for Navigation 101 in ms and hs.
It was noted that many of the ideas suggested to go along with the Habits such as The Essential 55 and Critical Friends Groups are already familiar to our staff and used by some. We will need to decide what the "windows" on our habits building will be.
Next meeting: Dec. TBA
Tuesday, November 8, 2011
Chapter 2 The Leader in Me
8 people present in the school library, November 8, 2011.
Chapter 2
We were wondering how the AB Combs school could adopt a focus in one week. How long did it really take to gather all the input from parents, teachers and community members.
Chapter 2, page 26 Teachers are now being expected to teach ethics and responsibility at school now. The seven habits would be the vehicle for doing this job. The HS springboard curriculum nurtures the spirit as well as the mind.
Pg 39 (very rich page) Even when kids are taught ethics at home, they can be given the opportunity to use these skills in a leadership way. Teachers underestimate the influence they have on the spirit of the student-to nourish or drain.
As we give students responsibilities in their areas of skill, they can find a place to shine and feel important.
How can we create these opportunities for the older students? Begin by being aware of the need, use any opening to make a child feel important, to acknowledge a skill, to give them a job, to take a risk, to demonstrate a level of leadership by teaching another how to do a math problem.
Vision at the High School: to have the 7 habits internalized; we are seeing this culture change in our school. Empathy is one thing that lots of our kids need work on (seek to understand).
One child at a time. Like building a 747-one part at a time.
Next meeting: Chapter 3-Nov 22, school library.
Chapter 2
We were wondering how the AB Combs school could adopt a focus in one week. How long did it really take to gather all the input from parents, teachers and community members.
Chapter 2, page 26 Teachers are now being expected to teach ethics and responsibility at school now. The seven habits would be the vehicle for doing this job. The HS springboard curriculum nurtures the spirit as well as the mind.
Pg 39 (very rich page) Even when kids are taught ethics at home, they can be given the opportunity to use these skills in a leadership way. Teachers underestimate the influence they have on the spirit of the student-to nourish or drain.
As we give students responsibilities in their areas of skill, they can find a place to shine and feel important.
How can we create these opportunities for the older students? Begin by being aware of the need, use any opening to make a child feel important, to acknowledge a skill, to give them a job, to take a risk, to demonstrate a level of leadership by teaching another how to do a math problem.
Vision at the High School: to have the 7 habits internalized; we are seeing this culture change in our school. Empathy is one thing that lots of our kids need work on (seek to understand).
One child at a time. Like building a 747-one part at a time.
Next meeting: Chapter 3-Nov 22, school library.
Tuesday, October 25, 2011
The Leader in Me, chapter 1
The book club met at 3 in the school library with 8 people present. Cathi was leading the discussion and asked each person to share a word, a phrase and a sentence from chapter 1 to start discussion.
Words:
greatness: allow our students to discover their place in the world
website: cool videos are available at www.TheLeaderInMeBook.org
test scores: if we put all our emphasis on test scores alone, we will create kids who are good at nothing but taking tests; test scores improve as a result of emphasizing the habits
strengths: we are here to help each child find their strengths; integration of how we think about ourselves
potential: each child has the potential to do somethnig great no matter what background they come from
thrivers: drive, leadership, developed in each child; thrive is the acronym for the SIP team
humble; primary greatness: this is who you are inside; what you do when noone is watching
phrases:
the right thing to do: do what's right based on your internal locus of control, the habits
teachers can either cement mediocrity or inspire excellence: somehow it's easier to accept negative comments than positive ones; teachers need to realize the power and influence they have
The Junkyard Wonders by Patricia Pollaco is a good example of how one teacher can make a difference in the lives of children and make them find their uniqueness.
sameness: we tend to push kids in a certain direction at a very young age
Given the right environment kids will thrive on their own.
Next meeting Nov. 8
Words:
greatness: allow our students to discover their place in the world
website: cool videos are available at www.TheLeaderInMeBook.org
test scores: if we put all our emphasis on test scores alone, we will create kids who are good at nothing but taking tests; test scores improve as a result of emphasizing the habits
strengths: we are here to help each child find their strengths; integration of how we think about ourselves
potential: each child has the potential to do somethnig great no matter what background they come from
thrivers: drive, leadership, developed in each child; thrive is the acronym for the SIP team
humble; primary greatness: this is who you are inside; what you do when noone is watching
phrases:
the right thing to do: do what's right based on your internal locus of control, the habits
teachers can either cement mediocrity or inspire excellence: somehow it's easier to accept negative comments than positive ones; teachers need to realize the power and influence they have
The Junkyard Wonders by Patricia Pollaco is a good example of how one teacher can make a difference in the lives of children and make them find their uniqueness.
sameness: we tend to push kids in a certain direction at a very young age
Given the right environment kids will thrive on their own.
Next meeting Nov. 8
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