Educational Viewpoints

Educational

Viewpoints Spring 2016 The Journal of NJPSA

Open to New Ideas on • technology • curriculum • data-driven instruction • leadership • closing the achievement gap

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Great prizes, including Apple TV, iPad Pro, Broadway tickets, and much more! A Message from NJPSA Executive Director Patricia Wright

Dear Friends, I am so pleased to present to you the 2016 issue of Educational Viewpoints. This is always one of the highlights of the year at NJPSA because this publication represents the best of what our organization is all about — members helping each other to grow as educational leaders, to lead their faculty and educational community, and to build the climate and culture most conducive to student achievement. You know that you can always count on NJPSA to be there for you throughout your career to offer guidance, information, and professional learning opportunities to enhance your growth as an educational leader, and Viewpoints is just one of the many benefits you receive as a member of our organization. This journal is rich with helpful, insightful, and well-researched articles citing best practices, as well as personal experiences, across a wide spectrum of issues. I’d like to thank each of our authors who took the time to share their knowledge with our membership on such topics as curriculum, technology, safety, communication, leadership, legal policies, engagement, school improvement strategies, and so much more. As executive director of NJPSA, I could not be more proud of the outstanding work you do every day in your schools and districts. It is an honor to represent you.

Happy Reading,

Patricia Wright, Executive Director New Jersey Principals and Supervisors Association

Educational Viewpoints -1- Spring 2016 Educational Viewpoints is published by New Jersey Principals and Supervisors Association Join us online at www.njpsa.org 12 Centre Drive Monroe Township, NJ 08831 There you’ll find: Tel: (609) 860-1200 Updates on legislation, policy, politics, and issues Fax: (609) 860-2999 impacting education Web: www.njpsa.org Email: [email protected] Latest financial news affecting salaries, pensions, and benefits Editor-in-Chief: Daniel Higgins Member information Graphic Designer: Gina DeVito-Birnie News and social media feeds Educational Viewpoints FEA calendar and PD notices © 2016, New Jersey Principals and Supervisors Association Leadership programs Legal and field services Retirement information NJPSA Staff Professional learning resources Patricia Wright, Executive Director Member benefits and discounts Stacy Barksdale-Jones, Office Manager/ Executive Assistant Membership Services FEA Staff Charles N. Stein, Assistant Executive Director Patricia Wright, President Denise L. Hecht, Assistant Executive Director Jay Doolan, Ed.D., Chief Executive Officer Karen LaFata, Membership Coordinator/ Denise L. Hecht, MBA, Chief Financial Officer Administrative Assistant Mary M. Reece, Ed.D., Director of Special Projects Lori Morgan, Administrative Assistant Victoria Duff, Coordinator of Professional Learning Carmen Depresco, Receptionist/Administrative Mary Beth Currie, M.S.E., Associate Director of Special Assistant Projects John Emerson, Custodian Frank Palatucci, Director of School Leadership Programs Government Relations Barbara Gantwerk, Coordinator of Special Projects Debra Bradley, Esq., Director Jeff Graber, Ed.D., Associate Director of School Jennifer Keyes-Maloney, Esq., Assistant Director Leadership Programs Adele T. Macula, Ed.D., Director of Curriculum and Field and Legal Services Instruction, NJ EXCEL Robert Schwartz, Esq., Chief Legal Counsel Joseph Poedubicky, Ed.D., NJ EXCEL Field-Based Wayne J. Oppito, Esq., Legal Counsel Programs Coordinator Carol R. Smeltzer, Esq., Legal Counsel Edward S. Canzanese, NJ Leaders to Leaders Coordinator Andrew Schwartz, Esq., Associate Counsel Dora Kontogiannis, Ed.D., NJ Leaders to Leaders Emily Soto-Friedman, Paralegal/Legal Assistant Assistant Coordinator and Mentor Trainer Retirement Services Donna McInerney, Ed.D., Director of Program Robert Murphy, Director Development and Design Cindy Levanduski, Administrative Assistant Linda Walko, Administrative Assistant Karin Marchione, Administrative Assistant Communications Ilze Abbott, Administrative Assistant Daniel Higgins, Director of Strategic Communications and Public Relations Wanda L. Grant, Administrative Assistant Gina DeVito-Birnie, Coordinator of Marketing and Ameena Terrell, Administrative Coordinator Design LEGAL ONE Robert Burek, Director of Web Development David Nash, Esq., Director of Legal Education Grace Moylan, Technical Coordinator Sandra L. Jacques, Esq., Supervisor of Legal Research Quinn Baker-Drummond, Technology Support and Content Development Accounting Rita Carter, Administrative Assistant Dee Discavage, Accountant Liz Dilks, Financial Assistant

Educational Viewpoints -2- Spring 2016 Contents

4 Fostering Teacher 34 Science as a GREAT SPLASH! 74 Creating Options: New Articulation Through By Dr. Ann T. DeRosa Jersey’s Option II Classroom Walkthroughs By Danielle Hartman By Dr. Ann T. DeRosa, Kristen 38 A New Urban Agenda Higgins, Sharon Moffat, and By Dr. Michael Gilbert The Reality of Appropriately Dr. Barbara Sargent 76 Using Available Technologies 42 Making School Work for All in the Classroom 8 What Can ScIP Do For You? Students: A Systematic Effort By James J. Sarto, III By Suzanne Ackley to Close Achievement Gaps By Jeffrey Christo 80 School Improvement: 10 Today I Am Going to School If We Knew Then What to Succeed: Fostering This 46 Using Data to Drive We Know Now Belief for Students and Staff Instructional Practice By Art Albrizio, Pat Impreveduto, By Hope Blecher, Ed.D., Mr. Luis By Lisa DiAgostino and David Montroni, Ed.D. Jaime, and Mrs. Megan Schutz,

Measuring Student 82 Running for the Board of Unlocking the Potential of 48 12 Engagement Education the School Improvement By Gerard Foley By Jonathan Shutman, Ed.D. Panel: From Compliance to Best Practice By Joseph P. Vespignani, Ed.D. 52 Using PARCC Data – Challenge 84 Building the Capacity for (May 2016) and J. Scott and Opportunity: Be Careful Partnerships with C.A.R.E. Cascone, Ed.D. What You Wish For By Dr. Deitra Spence, By Thomas E. C. Barclay Dr. Christopher McGinley, and 16 Directly Directing: Dr. Barbara Moore-Williams Providing Meaningful 56 Using a Data Wall to Drive Feedback That Is Heard Instructional Interventions 88 Supporting Transgender Dennis M. Fare, M.Ed. By Janet Ciarrocca and Students in New Jersey Kathleen Cave Schools 18 The Five-Phase Process By Kimberly Lynn Clark, Ed.D. for Leading Change with 60 Education Systems Around Consensus The World: A Comparison 92 Sustaining the Freshman By Mark Schwarz By Sashi Gundala Transition By Joe Costal 22 Who Are Highly Effective 64 The Social Network Approach to School Teachers? 96 Transformational Leadership Community By Ronald J. Maniglia – Growing While Serving By Douglas Walker By Anthony Scotto 26 Teaching Students the Way A Framework for Educators: They Learn 66 Have You Done All You Leveraging Free Social Media 98 By Dr. Eloise Marks-Stewart Can Do to Prevent an to Brand and Communicate By Stephen Santilli and Active Shooter Attack 30 Contextualizing Complex Kimberly Mattina at Your School? Instructional Planning By Rick Proctor By Gary Pankiewicz 70 Leveraging Social Networking to Engage Regular and 32 Putting Some STEAM Behind Special Education Students Our NGSS Implementation By Dr. Steven Gregor By Al Lewis

Educational Viewpoints -3- Spring 2016 Fostering Teacher Articulation Through Classroom Walkthroughs By Dr. Ann T. DeRosa, Principal of Whitehouse School; Kristen Higgins, Principal of Three Bridges School; Sharon Moffat, Principal of Readington Middle School; and Dr. Barbara Sargent, Superintendent of Readington Township School District

Classroom walkthroughs of such a practice, as well as the Next Steps potential barricades to success. With- have been used by principals and Using the thoughtful suggestions in the initial book study group, the supervisors to gauge classroom from the teachers involved in the teachers generated a list of “Must climate, assess implementation of book study, our administrative team Haves,” which included: curriculum, and establish a visible designed a series of next steps. We presence in classrooms. While this • Ensure teacher confidence and agreed to present the walkthrough practice supports excellent instruc- safety concept to faculty by November tional leadership, the observational • Transparency 2014 and provided specific sections data tends to only be shared among • Open dialogue, no secrets, non- of the book for those interested in a other administrators. Our classroom evaluative closer read. teachers would benefit so much from seeing exemplary practices and • Acknowledgement of the visit in After that initial introductory meet- engaging in dialogue around the best a consistent and neutral manner ing, principals asked for volunteers practices that are occurring under • Mixed participants to participate in the walkthrough as an observer or as a classroom host. their own schoolhouse roof. Allowing • Advance notice of the Transparency is extremely impor- teachers to become observers of walkthrough date tant for the classroom walkthrough instructional practice instead of solely • A focus for the walkthrough being observed goes a long way process. With the initial group of that is shared in advance interested staff, principals decided toward building teacher leadership, • Right of refusal improving student learning, and upon a focus for the walkthrough • Voluntary hosting of classroom promoting an environment of and discussed how data would be for visits collegiality and shared mission. gathered. Several of the examples in • Defined process for debriefing the text recommended data sheets Getting Started • Protocols for feedback, behavior or checklists to assist with this, and our school walkthrough teams de- Our administrative team was excited during and after walkthrough, confidentiality veloped similar sheets to assist their to read Engaging Teachers in Classroom observations. These were shared • Objectives of the pilot Walkthroughs by Donald S. Kachur, with the full faculty in advance. et al. as a professional book study, • Feedback at the end of the year and, after several rich discussions on how this is going At the middle school, the principal gave a presentation to the faculty about how this might work in our The teachers also brainstormed and followed up by providing schools, we agreed to bring this possible "Walkthrough Focus Points," additional information during opportunity for shared leadership including Student Engagement, the weekly grade-level meetings. to our teachers. During the summer Physical Class Environment, Literacy Teachers completed a survey to of 2014, the superintendent led a Practices (across disciplines), Inter- determine the purpose and focus book study with Engaging Teachers in disciplinary Connections, Student of the walkthroughs. The teachers Classroom Walkthroughs for teachers Collaboration, Student Use of Tech- felt that the focus should be on and gathered a group of 10 volun- nology/BYOD, and Management student learning, which would teers across our four schools. These Procedures. The teachers thought a increase school-wide reflection on teachers were very positive about the focus on what students were doing best practices. A committee was then idea of participating in classroom might be a more appealing focus for formed to create the observation walkthroughs and talked quite the first series of walkthroughs. candidly about the positive outcomes checklist to be used. Teachers were

Educational Viewpoints -4- Spring 2016 given the option to participate as The Walkthrough Focus • Readington Middle School “hosts” or “walker.” In our middle teachers developed an obser- Each school principal held open school, 28 staff members signed vation checklist focusing on discussions with the members of up to take part in this professional student learning. (See appendix) the Walkthrough Team to determine activity. For the walkthrough, five A Walkthrough Team visited what the focus of the walkthrough teachers and an administrator were classrooms and discussed trends might be. the “walkers,” and there were seven and best practices. The team hosts. The participants varied in • Three Bridges School conducted presented their data at a faculty content and grade level. The walkers its first walkthrough with a meeting. spent 10-15 minutes in the seven focus on classroom environment. different rooms. At the end of the They established norms/rules, After the Walkthrough all rooms were visited, and the day, the walkers met together to The teachers believed strongly that information was recorded via discuss patterns and share relevant reporting the data out at the next Google Form for eventual sharing data. This information was compiled faculty meeting in an objective and with full staff. (See appendix) and shared with the entire faculty at transparent way was critical for the next meeting. • Whitehouse School teachers ensuring transparency and candid Each school Walkthrough Team crafted their own data-gathering dialogue. They also thought that decided upon their own protocol: instrument, which focused on having teachers handle this pre- length of visit to classes, maintaining the classroom environment. sentation — and not the principal confidentiality, what gets done with Discussions among the visitors — was necessary for stressing the data, how to acknowledge the visit, ensued and general findings were non-evaluative nature of the data. reviewed with the full faculty. when to report out, etc. Each team One of the teams shared the following • Holland Brook teachers observed also decided upon a date and let all findings with their colleagues literacy instruction. Teachers teachers know the window of time following the walkthrough: during which the walkthrough would observed the use of mini-lessons, occur. Substitute coverage was student independent reading, • Academic expectations were provided for all “walking” teachers. and classroom organization. posted in 100% of the classrooms.

Educational Viewpoints -5- Spring 2016 • A class mantra, motto, and/or The teachers believed a positive light by focusing on constitution was posted in 43% instructional strategies that have of the rooms. strongly that reporting been presented at recent staff • Students assumed ownership the data out at the next development sessions. In this for procedures/learning in 100% faculty meeting in an case, the planning conversations needed to be steered toward of the classrooms. objective and transparent • Upon entering 100% of the “What does this look like when classrooms, students were way was critical for it is done really well?” and quiet and/or industrious. “What data can be gathered ensuring transparency on these specific behaviors?” • In 33% of the classrooms vis- and candid dialogue. ited, the teacher used music to “At first people were apprehensive facilitate transitions. their classrooms. One of our about having a team of walkers • Student job assignments or principals set the guideline that enter their rooms. But once we did roles were posted in 94% of everyone would open their it and the experience was positive the classrooms. room to visitors, which neatly and great ideas were shared from it, everyone was comfortable," com- An elementary school teacher noted addressed that “not in my room” issue. mented Kristen Higgins, principal after his walkthrough experience, of Three Bridges School, "Even those “The consistency among grade levels • Teachers may need guidance who thought walking would take was most impressive. It was really in determining a walkthrough time away from instruction later evident that our teachers articulate focus, as well as teacher or admitted that it was so beneficial frequently.” student behaviors to notice. and professionally rewarding. We’re • While some researchers suggest excited at the discussions occurring at Things We Noticed defining a “Problem of Practice” our schools surrounding student en- • Be prepared for many more for the walkthrough focus, our gagement and best practices, and look teachers to volunteer as “walk- teachers opted to frame the forward to more terrific dialogue!" ers” than to host visitors in first series of walkthroughs in

Classroom Walkthrough Checklist Focus: Student Learning Teacher/Grade/Subject: Date/Start Time/End Time: Classroom Set-up Notes Types of Instruction Students in pairs Direct instruction (mini-lesson, lecture, Small groups modeling, guided Individual desks practice) Other Cooperative learning Student Interactions (think pair share, etc.) Whole class Classroom discussion Small groups or pairs Independent reading/ independent work Individual Conferences Resources Modeling Graphic organizer Student-led presentation Manipulatives Other Technology Interactive notebooks Anchor charts Texts Other

Educational Viewpoints -6- Spring 2016 Physical Classroom Learning Environment – Walkthrough Data Collection

A class behavior incentive chart is visible Charts are available to support reading skills □ Yes □ Yes □ No □ No Student desks are arranged Charts are available to support math skills □ In pods of four or five □ Yes □ Three clusters □ No □ Two clusters There is a system for students leaving to use the bathroom □ Individual stand alone □ Yes The classroom has a guided reading table □ No □ Yes There is a classroom library organized by level and/or genre □ No □ Yes Students are working (choose all that apply) □ No □ at the guided reading table with the teacher Technology is being used (choose all that apply) □ at the table without the teacher □ Smartboard □ on the carpet for a teacher-directed lesson □ Netbooks □ at their desks independently □ iPads □ at their desks in small groups □ Other laptops □ around the room in a place of their choice □ ELMO I can tell which unit of writing is occurring by looking at the charts Please note anything you would like to remember.... □ Yes □ No A word wall is present □ Yes □ No

About the Authors Dr. Ann T. DeRosa is the Principal of Whitehouse School in Readington Township. She earned her doctorate in Educational and Organizational Leadership from the University of Pennsylvania. She also obtained degrees from Rider University (MA) and Millersville University (BS). Prior to entering administration, Ann was a high school special education math teacher.

Kristen Higgins is the Principal of Three Bridges Elementary School in Readington Township. She previously served as an assistant principal in Freehold Township and as a first, fourth, and fifth grade teacher in East Brunswick. She earned a B.A. from the University of Pennsylvania, as well as master's degrees from The College of New Jersey and Rider University.

Sharon Moffat is the Principal of Readington Middle School. She received her M.A. degree from Rider University and has served as the K-12 STEM Supervisor and the Pond Road Middle School Assistant Principal in Robbinsville before coming to Readington. Previously, Sharon was a middle school teacher for 20 years and is passionate about middle school education.

Dr. Barbara Sargent is the very fortunate Superintendent of the Readington Township School District in Hunterdon County. Prior to her work as a district leader, Barbara served as Assistant Superintendent for the Madison School District and was an elementary principal in Montgomery Township and Chester Township. She began her teaching career in 1986 as a 7th grade Language Arts and Social Studies teacher in West Windsor-Plainsboro School District.

Educational Viewpoints -7- Spring 2016 What Can ScIP Do For You? By Suzanne Ackley, Master Literacy Teacher, Bridgeton Public Schools

If you have a vision from walkthroughs and formal If a teacher is placed on a Corrective for teacher leadership, the School evaluations to make informed Action Plan (CAP) the ScIP team can Improvement Panel can be the decisions about the professional also provide mentoring support. most integral team at your school. development plans for the building. Even prior to the CAP the ScIP According to the TEACHNJ Act each For instance, if a percentage of team could hold a meeting with the school in New Jersey is required to teachers are not yet implementing teacher to implement Mc Ewan’s have a School Improvement Panel strategies to operate at the highest “Assertive Intervention.” (How to (ScIP). “As of 2015-16 (school year), level of Bloom’s taxonomy during Deal with Teachers Who Are Angry, teachers serving on ScIPs must instruction, then professional Troubled, Exhausted, or Just Plain have earned a rating of Effective development about Analysis and Confused, Mc Ewan, 2005, 140). or Highly Effective in the most Application levels of Bloom’s The assertive intervention protocol recent evaluation.” Until then, the taxonomy can be provided. This will from Mc Ewan provides a systematic teacher must meet local standards also positively impact PARCC scores way to communicate concern(s) and for having “a demonstrated record for the school since it is focused on provides clear examples of how to of success in the classroom.” The those levels of Bloom’s taxonomy. implement changes to improve the principal may appoint the teacher Each member of the ScIP team can situation. Instead of one adminis- members of the ScIP, or may consult represent different departments or trator bringing a concern to a staff with the teacher union to nominate grade levels and can successfully member, the entire ScIP team could representatives, or may ask for turnkey relevant teaching strategies each take one segment of the protocol volunteers who meet the criteria. to colleagues, bolstering the school’s and share the relevant information effectiveness and fostering a positive thus presenting strategies to improve Keep in mind that one-third of the school climate with teacher leadership. from multiple sources, and hopefully team must consist of teachers, so eliminating the need to create a the number of teachers involved on In the domain of mentoring, there are many forms of involvement Corrective Action Plan later. The six the ScIP team can vary by school steps to the protocol are as follows: based on how many administrators that the ScIP team can have to are actively serving on the team. assist teachers. Novice teachers 1. concisely describe the problem, “The teacher member(s) will serve are assigned a formal mentor, but 2. describe the impact the problem for a full academic year, but may after the first year of teaching may is having on student learning not be appointed for more than need continued support after the and the school climate, three consecutive years,” is another mentoring has concluded. A diverse 3. explain the impacts the areas recommendation from the “ScIP ScIP team with members who all of concern will have for the Guidance” document provided by have different strengths as teachers teacher, can continue to mentor a novice the New Jersey State Department 4. present interventions and teacher for additional support as of Education. Thus after two years strategies to eliminate the needed. One teacher could guide with a team, consider having current area of concern, members mentor the next members novice teachers with curriculum 5. communicate the team’s desire of the team so there is a smooth implementation, another could share to improve and resolve the areas transition after the third year. organizational and management strategies for the classroom, yet of concern, and "The charge of the ScIP is to provide another could be an expert at 6. invite the teacher to respond. leadership in the areas of teacher sharing strategies to differentiate However, if a teacher should need a evaluation, mentoring, and profes- instruction. The possibilities are formal CAP the ScIP team can then sional development" (http://www. endless when the ScIP team members determine which mentoring role each state.nj.us/education/profdev/scip/). become active in their role as person will take to strengthen the The question is: what can the School mentors. Instead of a school having area(s) of concern. If “it takes a village Improvement Panel really do within just one literacy or mathematics to raise a child,” it should be that those three areas to improve a school? coach, now a team of excellent novice teachers are not meant to feel In the first designated responsibility of teachers along with administrators like they are alone in this profession. involvement with teacher evaluations, can provide the ongoing coaching An active ScIP team can make a the School Improvement Panel can support that enables a novice teacher positive impact in boosting the skills review the school building level data to become a highly effective teacher. of a novice teacher, or providing

Educational Viewpoints -8- Spring 2016 mentoring/coaching to a teacher Thirdly, the ScIP can set goals for the “The ScIP is not the sole body who needs support. This can be school and use effective resources responsible for implementation of done through monthly or bi-weekly for professional development. After these systems and programs, but meetings with the teacher and the review of the evaluation data, the ScIP plays a significant role…”(http:// entire ScIP team to provide feedback team can determine the specific needs www.state.nj.us/education/profdev/ about the teacher’s progress, plan of the teachers and plan professional scip/). With teacher leadership, sup- mentoring opportunities, and provide development activities that would portive administrators, and a clear additional professional development most effectively meet those needs. analysis of professional development opportunities. Teacher members of the The ScIP team could make recom- needs based on the data, a school ScIP team can invite the novice teacher mendations for PLC book study topics, can improve dramatically because into their classrooms to witness or even suggest forming additional of the ScIP team’s efforts. There are effective teaching strategies, or can PLCs by grade level or department many forms of improvement that meet together to develop lesson plans, to review data throughout the next can occur, as you can see, just from or ScIP team members can witness the school year. Other professions call it the three areas of responsibility. So novice teacher providing instruction ‘networking,’ but with each member the question one should really ask is, (with the union’s permission) to assist of the ScIP team representing different “what do I need my ScIP team to do in providing feedback before a formal domains, a wide pool of contacts for first for my school?” observation by an administrator. professional development can benefit the entire school.

References: 1. Link to ScIP Guidance Document: “ScIP Guidance” http://www.nj.gov/education/profdev/scip/ScIPGudiance1.pdf 2. McEwan, Elaine K. 2005. How to Deal with Teachers Who Are Angry, Troubled, Exhausted, or Just Plain Confused. Corwin Press: California, 137-147.

About the Author Suzanne J. Ackley is a Certified Reading Specialist, President of the Reading Council of Southern NJ, and is currently serving as a Master Literacy Teacher in the Bridgeton Public School system led by Superintendent Dr. Thomasina Jones. Ms. Ackley has been an active member of Quarter Mile Lane School’s ScIP team for the past two years. Principal Dr. Roy Dawson and RTI Supervisor Mrs. Barbara Wilchensky are mentoring Ms. Ackley as an NJ EXCEL Candidate, January 2015 Cohort.

Educational Viewpoints -9- Spring 2016 Today I Am Going to School to Succeed: Fostering This Belief for Students and Staff By Hope Blecher, Ed.D., District K-12 English Language Arts Literacy Supervisor; Mr. Luis Jaime, Assistant Principal, Somerset Intermediate School; and Mrs. Megan Schutz, District Webmaster Coordinator, Webmaster/Technology Facilitator and Computer Teacher, North Plainfield Public School District

“Today I am going to funding set aside required of some and calculating to quilt making. districts for at least one activity that In the past their blankets have school to fail.” We do not helps students become well-rounded, been donated to neonatal units, believe that children or staff wake up and at least one activity that helps and veterans in a local hospital. in the morning ready or wanting to kids be safe and healthy. In addition, Somerset School has follow this mantra. Unfortunately, implemented an advisory program, it may be that some people enter We have first-hand experience with these factors and are aware of some which meets weekly. In these small school with the same thought and group gatherings, students work experience as Joey Pigza, “Half of of the possible implications for preschool student suspensions, incidents on activities that embed character them wanted me to mess up, and education skills associated with half of them wanted me to succeed.” of bullying and harassment, school safety, graduation rates and career- being responsible, respectful and With President Obama’s signature caring citizens using socialization on the Every Student Succeeds Act, ready practices. We share this in order to help districts include the and communication strategies a window has opened through among their peers. Through our which we can breathe the fresh air NJDOE’s Career Ready Practices and the New Jersey Student Learning M.A.L.E.S. mentoring program and that will enliven us to create and Girls Circle, guest presenters share foster environments conducive to Standards that districts are to implement in 2017. experiences and support around the learning, aligned with teaching and topics of stress management and professionals standards, and college We are a living example of the problem solving. and career readiness. We are looking theme, it takes a village to raise a at how we can follow the title of the child; our village is North Plainfield. While these projects are explicitly reauthorized federal legislation, Every Our school district has provided connected to curricular areas, we are Student Succeeds, from the social- high standard education with the continually aware of the sometimes emotional perspective of our students assistance of character education intangible and yet still important and colleagues. We want to make programs. Recently, we were rec- teachable moments. Sometimes, people aware of character education ognized by Character.org, and this these arise out of incidents such as as part of what makes a school a safe is just one formal accolade for the Hurricane Sandy, and sometimes and healthy environment in which work that has and continues to take these events impact us much closer people can develop the mindset to place in our classrooms. Character to home, as in a student’s home persevere and to achieve personal education has allowed us to assist life. Therefore, we continue to be and professional success. and prepare our students for real- cognizant of the role character education has in teaching students In our roles as Supervisor of English world skills needed to compete on a global scale. While we will continue of any age and in any subject. As Language Arts Literacy, Assistant we share in the example in the Principal, and District Webmaster with our interdisciplinary and inter- grade level learning projects, we are following paragraph, concentrating Coordinator and Computer Teacher/ on “just the academics” does not Technology Facilitator, we are well also currently transitioning our many community service projects garner a completely educated and aware of the impact that federal well rounded student. Students rules and regulations have on state to service learning programs. In one of our fifth grade classes, the must feel that they, as an individual, and local governments and the are seen by their teachers and that educational stakeholders, from the students work on their annual service learning project under the the way a lesson or topic is taught youngest pupils to members of the depends on the students in the class. board of education. Similar to the guidance of their mathematics tenets of Character.org, we want teacher and members of the senior As we return to the title Every Stu- to seize this as a new opportunity citizens community. Using their dent Succeeds Act, we continue to to refocus our energies in order hands and minds, this gathering recognize that in order to prepare our to educate the whole child. This works collaboratively applying students for the real world, we need perspective is in line with the ESSA their knowledge of sewing, cutting to be conscious of the whole student.

Educational Viewpoints -10- Spring 2016 “What does this student need in order effectively teach someone who is shape more compassionate, respect- to effectively learn today?” This is a starving because he/she did not eat ful, determined, and appreciative question we ask ourselves every day breakfast that day or someone who people who will join our society as during every teaching opportunity. is worried about being bullied when full grown adults, ready to contrib- Sometimes all a student needs is he/she leaves the classroom? These ute to the well-being of society. Edu- something as basic as a, “How are are all factors that must be taken cation is not a widget factory where you today?” or “I heard that you into account in order to reach the outside factors can be ignored and are doing well in your after school student in a way that has a positive a final product created through the activity. Great job!” And of course, lasting impression. There are times same actions day-in and day-out. some days it’s much more complex when that day’s lesson needs to be It is our shared goal to provide our as in making sure the student ate scrapped because there is something educational stakeholders, from the breakfast that morning. greater going on in the outside world youngest who toddle through the Walking through the schools in that must be addressed. For example, doors of our schools to the oldest North Plainfield, one can hear the a few years ago, one of our students who drive away after graduation, teachers and administrators asking suddenly passed away. Staff met and with a vast array of appropriate students and colleagues, how they agreed to make adjustments to their programs in addition to academ- are and checking in on their progress plans. The next day’s lessons were ics that will facilitate their success. both academically and personally. completely changed to address the We do not want to send out of our This approach to education is instru- needs of the students and the staff. district walking textbooks. We want mental in teaching anyone; it’s the This is taking into account the whole well rounded productive students personal connection that proves person. Through these real life situ- ready to embrace the future after we are not robots. How can you ations, we take the opportunity to tossing up their mortarboards.

About the Authors The co-author of five published books and numerous newspaper and magazine articles, Dr. Hope Blecher has served in the field of education for 31 years, currently as the Supervisor of English Language Arts Literacy in the North Plainfield Public Schools. She earned a B.A. from Cook College/ Rutgers University, an M.A. from Kean University, and an Ed.D. from Walden University.

As an Assistant Principal at Somerset Intermediate School, Mr. Luis Jaime has worked in North Plainfield for three years. Recently, Mr. Jaime completed his Leader to Leader mentor ship and acquired his standard Principal certificate. He has earned his Masters in Education with a concentration in administration and supervision from Saint Peter's College and a Bachelors in Psychology from Rutgers University Camden Campus. As the District Webmaster Coordinator, Webmaster/Technology Facilitator and Computer Teacher at Somerset Intermediate School, Mrs. Schutz has worked in the North Plainfield School District for 13 years. She completed her Ed.S. from Seton Hall and has earned her Masters in Elementary Education and Bachelors in English Literature from Fairleigh Dickinson University. She also has her Supervisor Certification, Principal Certificate of Eligibility, and passed the School Superintendent Assessment.

Educational Viewpoints -11- Spring 2016 Unlocking the Potential of the School Improvement Panel: From Compliance to Best Practice By Joseph P. Vespignani, Ed.D. (May 2016), Principal of Salvatore R. Calabro Elementary School, Hoboken; and J. Scott Cascone, Ed.D., Executive Director of Academics, Old Bridge

Today’s school leader empowered and intrinsically moti- science). Two of the teachers hold the encounters new and complex vated to achieve organizational goals certificate of eligibility as a principal challenges as a result of the is as old as leadership itself. and another one is pursuing a Masters evolving policy environment. When teachers are empowered to in Administration. Their leadership Ultimately, the burden of either become leaders within the change training strengthens the make-up of the success or failure of a school process, they can contribute to the the panel. falls on the principal (Spillane, learning and professional growth In addition, all staff members in the 2009). A significant impediment to of their colleagues (Hallinger, 2011). school serve on one of three profes- leadership is when a leader attempts As it relates to AchieveNJ, an over- sional learning communities (PLCs). to carry the burden alone (Hallinger, looked possibility for developing The ScIP was designed in a manner 2005). Consequently, there is an teacher leaders remains in the School so that each PLC is represented on explicit need to foster collaboration Improvement Panel (hereafter the panel. Subsequently, after each and focus on building the collective referred to as ScIP). Through simple ScIP meeting, the members can re- capacity of teacher leaders to imple- and effective practices aligned with port back to their respective PLCs to ment change (Fullan, 2011). the responsibilities of this panel share the weekly salient points. This Just as the factory model of edu- outlined in AchieveNJ, school leaders structure assists in establishing a cation has been rendered obsolete can unlock the potential of the ScIP clear line of communication so that for 21st century students, so has to maximize its benefit within their all staff members are informed. it been for educational leadership learning communities. In this article, In regard to the responsibility of and our educational professionals. we share promising practices that the ScIP to oversee school-based While the prescription of distrib- have been effectively implemented to professional development, an initial utive leadership has oft appeared augment the teaching and learning ScIP practice is to analyze staff in leadership standards, evaluative process in our schools. Moreover, evaluation data at the first meeting models, and legislative mandates, we share how central office admin- of the school year. In this case, data actualization remains elusive istrators can ensure horizontal was extracted from Teachscape to (Hairon and Goh, 2015). Although consistency among all schools provide information regarding the the term “distributive leadership” within their district. collective strengths and targeted areas may be relatively new, its essence of A critical component to unlock the of improvement from the previous engendering an “esprit du corps” by above mentioned potential is to year. To preserve confidentiality, data which all members are extrinsically first structure the ScIP in a manner was never connected to an individual that affords the opportunity to teacher’s name. Rather, the average Through simple and implement effective practice. From of all scores within an element of the the outset, careful consideration Danielson Framework for Teaching effective practices must be given to the scheduling was examined. The ScIP then identifies aligned with the of meetings and the selection of instructional strategies to augment responsibilities of panel members. In the K-6th grade teacher practice based on the identified school shared in this article, the ScIP areas in need of improvement. this panel outlined in meets once a week for 45 minutes. Based on the findings, the ScIP AchieveNJ, school leaders There are six members on the panel, then designs professional develop- can unlock the potential which includes the principal and five ment workshops to be presented at teachers. It is well-balanced with monthly faculty meetings. Peer-to- of the ScIP to maximize representation from both lower and peer learning takes place through its benefit within their upper grades as well as specialists the sharing of best practice. The (e.g. physical education, music, and learning communities. ScIP also provides resources aligned

Educational Viewpoints -12- Spring 2016 with the recommended instructional panel forms groups of two or three district’s teacher orientation or strategies to improve the teaching and then visits a selected classroom. induction program. Minimally, the and learning process. The intended After the visits, the panel meets premise of teacher leadership should outcome is for all staff members to to debrief to offer constructive be broached in the initial orientation then work in their respective PLCs to feedback to the peer coach who through, for example, article-study, discuss how they will implement the then shares it with the non-tenured unpacking of professional standards strategies to augment their practice teacher at their monthly meeting. and the corresponding indicators of and student learning. This provides all non-tenured teachers the district’s evaluation instrument. As noted in the regulations, the ScIP with additional support and feedback More rigorous expectations may also oversees school-based mentoring above and beyond the required include gradually increasing expect- processes. One practice is for non- observation process. ations for teacher leadership within tenured teachers to have access to Oftentimes, “best practices” are a multi-year induction program. the collective expertise of the panel. developed at the classroom level Examples may include mandatory At the end of each faculty meeting, and supported by the instructional service on or chairing of a committee/ the panel meets with our non-tenured leadership of the school’s principal. PLC and completion of a culminating teachers to offer guidance and support District administration plays a action research study. On the princi- in an informal setting. Also, all non- crucial role, however, in encourag- pal side, district administration tenured staff members are assigned ing innovation, identifying best ensures that building leaders are to a peer coach who serves on the practices, and when appropriate well acquainted with the mandated ScIP. The peer coach and non-tenured standardizing them. responsibilities of the ScIP and have opportunities to share best practices teacher meet monthly and document District administration has the ca- their progress in a log. and challenges with one another. pacity, the responsibility, to foster a Summer leadership summits and/or To further support the mentoring professional culture in which teacher monthly leadership team meetings process, the panel conducts informal leadership is an expected and valued both have proved to be effective classroom visits once a month to norm. One forum in which this can contexts in which this professional support our non-tenured staff. The be accomplished is through a school learning may occur.

Educational Viewpoints -13- Spring 2016 Similar to any district-wide provide a forum for ScIPs to share mittee (DEAC). While standard initiative, it is imperative that “brags and snags” as well as the ization of procedures and practices central administration provides the recognition and implementation is important and can be helpful, on- necessary supports to principals and of effective operating procedures going encouragement of innovation their faculties. This support comes like those shared in this article. and “outside of the box” thinking in a variety of forms including the Principals, both novice and experi- relative to ScIP implementation is aforementioned training; allocating enced will benefit from having a also essential and prudent. time and resources to the effective set of standard guidelines to drive It is evident that guidance for effec- operation of ScIPs is also essential. ScIP implementation. Conducting tive implementation of ScIP pro- This may include supporting release annual ScIP leadership conferences cesses remains in its nascent stage. time for ScIP members for both within the district prior to or at the Subsequently, school leaders have in-district and outside professional beginning of the school year, as well extemporaneously implemented their learning, including attendance at prior to strategic planning for the own processes to comply with this conferences or conducting of site following year, February or March requirement. This article has offered visits to other school districts. is an effective way to cull feedback, a blueprint for the implementation Too often, best practices remain as well as highlight promising prac- of the ScIP mandate of AchieveNJ concealed in the “bushel baskets” tices. ScIP members may be asked to make the shift from compliance of the classroom and school. The to present, thus further validating to best practice. Through the shared larger the district, the greater their roles as instructional leaders. simple and effective practices, school the chance that opportunities Additionally, the information gen- leaders and district administration for standardization of promising erated from these ScIP conferences can work in collaboration to unlock practice may be lost. To avoid can inform the planning of the the potential of the ScIP. this, district administration must District Evaluation Advisory Com-

References Fullan, M. (2011). Change Leader: Learning to Do What Matters Most. San Francisco, CA: Jossey-Bass. Hairon, S. & Goh, J. (2015). Pursuing the Elusive Construct of Distributed Leadership. Is the Search Over? Educational Management Administration Leadership, 43(5), 693-718. Hallinger, P. (2005). Instructional Leadership and the School Principal: A Passing Fancy That Refuses to Fade Away. Leadership and Policy in Schools, 4, 1-20. doi:10.1080/15700760500244793 Hallinger, P. (2011). Leadership for Learning: Lessons from 40 Years of Empirical Research. Journal of Educational Administration, 49(2), 125-142. doi:10.1108/09578231111116699 Spillane, J.P. (2009). Managing to Lead: Reframing School Leadership and Management. Phi Delta Kappan, 91(3), 70-73.

About the Authors Joseph Vespignani has 15 years experience in the education profession serving as a Spanish teacher, coach, middle school vice principal, and currently as an elementary school principal in the Hoboken Public Schools. He holds a B.A. in Spanish and Master of Arts in Teaching from Fairleigh Dickinson University, and he will graduate from Rowan University in May 2016 with a Doctor of Education in Educational Leadership. He has also worked as a supervisory mentor for aspiring administrators through the NJEXCEL program. He will graduate from Rowan University in May 2016 with a Doctor of Education in Educational Leadership. Dr. J. Scott Cascone has worked in the education field for 20 years as a language teacher, coach, supervisor, school and central office administrator. He has tenures in private, public, and international education in K-12 contexts. He holds a B.A. in International Affairs from the George Washington University, a Master’s Degree in Teaching from Fairleigh Dickinson University, and 6th year specialist and Doctoral degrees in K-12 Educational, Leadership, Management, and Policy from Seton Hall University. He currently serves as the Executive Director of Academics for the Old Bridge Township Public School District.

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Educational Viewpoints -15- Spring 2016 Directly Directing: Providing Meaningful Feedback That is Heard Dennis M. Fare, M.Ed., Assistant Superintendent of Schools, Mahwah

In education, we are, essen- there is certainly not done. Not suggestions that allow for the tially, in the business of people. As only are we reviewing the lesson teacher to navigate towards that administrators, our primary concern at hand, but also we must gauge expectation through their own is for our students, but our faculty the teacher’s openness to this stylistic approach. The goals are to members, too, remain paramount. supervision, encouraging a dialogue encourage, to be transparent, to rid The feedback we provide cannot be that allows for the teacher to inter- our dialogue of any hidden agenda, a cursory task. Rather, it must be a act with the observer, and in this and not to hinder or stifle. thoughtful process that is worthy interaction, allowing the teacher to Honest feedback can only be delivered of our time. After all, the more truly reflect. This conference needs if we explicitly consider our audience valuable our evaluative conversa- to be more of a conversation with a — the specific faculty member — so tions, the more meaningful the teacher, rather than a litany of that it can be received with purpose, delivery of instruction will be to directives. But before we give our and the post-observation conference our kids thereafter. feedback, we must be sure to com- becomes one of meaning, rather than municate in a manner that is not With accountability at the forefront a cursory hoop through which to too tight, but rather, is mindful of jump. “Begin with the belief that of our everyday dialogue, we cannot the teacher’s strengths in context forget to treat our post-observation this teacher, like you, is capable and with our suggestions for delivery. wants to do the best job possible. conversations with extreme care. In short, your suggestions need to While the changes in education are Your role is to focus on strengths be understandable, practical, and, and help your coworker add to vast, it is the people at the epicenter more importantly, doable. of this change, and it is this exchange the knowledge and skills he or she that can make all the difference in While we must express already has” (Reilly, 2015, p. 37). transforming pedagogical practices What is the teacher particularly good in our home districts, as well as the desired expectation at? What are their strengths? How emphasizing the professionalism we and end point, we must can we use a learning point from expect in our teachers. this lesson to transcend into larger make suggestions that growth in this faculty member’s First, we must sit in and observe allow for the teacher to overall delivery? How do we use this teaching free of the thoughts of our navigate towards that discussion, this valuable time, to next meetings, or the meetings that make larger change? We must look we have already completed, or the expectation through their to see the bigger picture — together. phone calls to parents, or the lists upon lists of to-dos that need to be own stylistic approach. Now, as we continue in our business of people, we cannot forget completed. The observation should Some suggestions request the be a finite period of time where the about the importance of being kind teacher to make small pivots in their in our own delivery, with the under- administrator focuses their attention instructional practices, while others solely on the classroom at hand. As standing that it is difficult for any will be much larger requirements. employee to be corrected. “It’s a task-master, I’ve made the most “Tight management control is a conscious of efforts to be present human to want to feel competent. clear and extreme case of micro- No one likes to be criticized, and in totality — because the teacher management. It leads people to deserves my time and feedback. we sometimes push back when we feel there is a lack of trust in their get feedback from a coworker that abilities” (Pratt, 2008, p. 27). In People Are Not To-Do Tasks. suggests our performance leaves order to come from an honest and room for improvement” (Reilly, 2015, The sit down post-observation pure place, it is critical that we p. 36). As the administrator, we are conference requires preparation on provide feedback to teachers in a entering the domain of the teacher the part of the administrator, plan- manner that allows them to achieve. to see a glimpse of their work, ning questions, and follow up to the This sort of achievement must be which is different than any other evidence collected from the lesson. open, however. While we must professional work environment; How we move this discussion is express the desired expectation essentially, teachers are the boss critical, and what we evaluate from and end point, we must make within the confines of the four walls

Educational Viewpoints -16- Spring 2016 of their classroom. As such, it is even feelings. Instead, our suggestions need practices list. This requires us to more difficult to accept corrective to be rooted in the genuine belief that reach out, ask questions even after suggestions when we lead inside our this faculty member can be equipped the formal observation, request in- own domains. to be better. If the teacher knows that formal invitations to future lessons, With this in mind, the beginning of you believe in their abilities, they will, and set up more meetings. Continue this sort of conversation is crucial. at the very least, try harder than they the dialogue; only then will you be “Conversations involving difficult ever expected. able to see the multi-dimensional feedback are never easy, but good Once the teacher is open to your practice of our teachers. frames can help you enter them feedback, the follow-up remains just Remember: The parent phone calls can without immediately igniting defen- as important. Simply sending an wait. The meeting requests can be put siveness” (Reilly, 2015, p. 40). Go-to article from a professional journal on hold. The paperwork, often, can be points that take the time to celebrate is not enough. A book on teaching completed tomorrow. The tasks will the teacher’s strengths should be used techniques does not ultimately create still be there. The tasks will always to support how this particular teacher change, either. After all, our teachers be there. We must remind ourselves, can stylistically and more practically are busy, and need candid back-and- though, that the expanse of our own put your suggestions into practice. forth to volley ideas in order to hone offices needs to be wider, and the This approach is not to “soften the their skills accordingly. The art and larger this reach, the more readily our blow,” but rather to make your feed- science of teaching is certainly a dif- feedback will actually be heard. back that much more authentic and ficult balance, and it is this nuanced And once they hear us, the in- real for the teacher. Our advisement practice that requires a humanistic structional and cultural change must be precise and direct, free from follow-up that goes far beyond the could be deafening. unnecessary fluff simply used to spare professional journal article or best-

References Pratt, M. K. (2008). Five Ways to Drive Your Best Workers Out the Door. Computerworld, 26-30. Reilly, M. R. (2015). Saying What You Mean Without Being Mean. Educational Leadership, 36-40.

About the Author Dennis Fare currently holds the position of Assistant Superintendent of Schools for Mahwah Township Public Schools in Bergen County. Before this role, Mr. Fare served as the Supervisor of English Language Arts for the district, and also taught high school English. In his daily practices, Mr. Fare works closely with personnel matters and many topics related to human resources. The teacher/ administrator interaction is one Mr. Fare values, and he finds the candid discussion of instruction to be one of the utmost importance, as we continue to look for ways to hone our own approach in working with teachers in a manner that is meaningful and worthwhile to the impact of everyday instruction in our districts.

Educational Viewpoints -17- Spring 2016 The Five-Phase Process for Leading Change with Consensus A Principle-Based Change Process That Unites and Empowers Diverse Stakeholders and Brings Meaningful Change for Students By Mark Schwarz, Superintendent of Rockaway Borough Schools

More so than any other Managerial action has rippling Phase One - Build Trust effects in all organizations, but the field, the education sector is and Become a Part of the emotional nature of schools quickly Community inundated with a constant stream turn ripples into waves. By first of newly emerging programs and seeking to understand, however, The role of a leader within a products aimed at promoting the leader can build trust and gain community is not to be taken progress. With the best intentions, sufficient knowledge regarding the lightly. Having evolved as pack school leaders expend much of their community’s underpinnings to animals in a threatening world, political capital to implement such inform a change agenda that unites humans have an innate desire for programs, yet so often the most individuals and brings progress. protective and assertive leadership. significant result of each change The same is true today, but as our is initiative fatigue for staff and Five Phases society has become more complex students. PLCs, PBSIS, iSTEM, and and democratic, we expect even The following is a five-phase process other such acronymic innovations more from our leaders. Especially that I developed in order to foster have value, but are only pieces in in our school communities, we the conditions that are necessary to a large and complex educational look for leaders who embody the lead a grassroots change initiative. puzzle. Unfortunately, by launching characteristics that we want for Although I was not taught this such new initiatives without first our children. In addition to being process, I discovered it by learning investing in the school community, strong and assertive, they should from my mistakes and following most school leaders are attempting be fair, knowledgeable, caring and principles of social and psychological to build their puzzles on sand. invested in the community. Until dynamics that are widely known. a leader has shown that he meets All schools are unique, yet every There are similar models available this criteria, he will have difficulty human organization requires strong in the education and business world, building the trust that is necessary and consistent leadership that unites but this is the paradigm that has to inspire others to follow. and empowers its diverse stakeholders brought wide-spread consensus to ensure progress. School commu- to my stakeholders and dramatic Whether leaders are new to a school nities by nature are complex and results for our students. community or long standing mem- fragile. Stemming from the inherent bers, every school administrator If only it were as easy as to say, “Do tensions that occur between an should take time to get to know these five things in this order and organized workforce and a publicly- his people. By engaging in regular consensus will result!” Unfortunately, elected board, there are innumerable dialogue with stakeholders, the this is not a baking recipe, but a ways by which the various interest leader can learn names, details about method for recognizing five distinct groups can fracture like glass without people’s lives, and the history and phases of a consensus-building the guiding presence of a competent traditions of the district. No matter change process. The nature and leader to hold them together. how broken or dysfunctional a urgency of each school’s needs may school might seem, there are always In this delicate system, however, require the phases to be spread out diamonds somewhere in the rough, school leaders often find themselves over the course of years, months, and the leader must seek to learn the acting like the proverbial bull in weeks, or just a few days. No matter hidden gems of what people value a china shop, altering systems how pressing a need may be, though, and want for the students. When before gaining community support the order of the phases should be the leader shows his interest and and an adequate understanding respected; quality process yields concern for his people, they begin to of a school’s many moving parts. quality product. reciprocate and grant him respect.

Educational Viewpoints -18- Spring 2016 As the leader continues to engage his a teacher who participates in every low-hanging fruit and the bedrock people through Phase One, a ‘map committee, or a parent with a strong of consensus-building. Opinions of the territory’ unfolds. Patterns social media presence. The leader regarding how to resolve these become clear as certain people and must make time for everyone, but issues may conflict, but hashing concerns come up more than others, would be foolish to not give these out a solution will be the job of and with increasing trust, the stake- individuals special attention. They a committee in Phase Three. The holders open up with more details have agendas, beliefs and information leader’s new mission is now to raise and deeper insight. Phase Two is that are as likely to be destructive awareness of the fact that everyone now within the leader’s reach. as productive, and they will help the agrees that the topic in question is a leader to see the school community problem and needs remedy, one way Phase Two - Unite Key from varying perspectives. Despite or another. Stakeholders Around their differences, they can and must Common Problems be brought together by the school Phase Three - Mobilize Your leader. Doing so will be the first step Stakeholders The leader’s first objective in Phase in building consensus. Two is to identify the most influen- Once the leader has built sufficient tial stakeholders. Key stakeholders Throughout conversations with trust, developed a functional are individuals who hold dispro- these stakeholders, the leader will understanding of the complexity portionately high levels of political also find that there are some issues of the community, and is actively capital in a community. They exist that everyone agrees are problematic. engaged with the key stakeholders, at every level, and although their Identifying these commonly agreed he is ready to take the first steps position may not appear significant, upon problems is the second objective toward initiating change. When their capacity to influence others is of Phase Two. Whether they include commonly agreed upon problems profound. unsafe arrival/dismissal procedures, surface, the leader must resist the insufficient program offerings, or urge to act unilaterally as there These stakeholders may include an glaring deficits in student perfor- is yet another step that precedes outspoken board member, an instruc- mance, these obvious problems are administrative action. Phase III tional aide who is also a town official,

Educational Viewpoints -19- Spring 2016 enables him to draw on collective If the leader can manage easily be undermined by rumors wisdom and find protection from and doubts that quickly run wild potential backlash by mobilizing to successfully lead this as students return home and share stakeholders to join in the change process including the their complaints with web-connected process together. roll-out, however, then parents. There are several committee formats he/she will earn the If the leader can manage to by which stakeholders can be mobi- successfully lead this process lized. These include PLCs, advisory privilege of celebrating including the roll-out, however, groups and strategic planning pan- and supporting this new, then he/she will earn the privilege els, to name a few. Fundamentally, of celebrating and supporting this however, they each accomplish the consensus-based change new, consensus-based change and same end — uniting stakeholders and all of its benefits all of its benefits for children. Unlike for the purpose of assessing an area for children. autocratic mandates which often put of operation or issue and making the leader in a position of defending recommendations or determinations assign responsibilities and ensure that his actions, consensus leaders collect to bring about improvement. The thorough training and communica- data and solicit feedback without names and formats vary from district tion is provided to stakeholders so that fearing signs of revolt. No doubt, to district, but it is the synergistic the launch is as smooth as possible. the community will bring forward and democratic nature of each that This is the time for the leader to act constructive criticism, but if the unlocks the potential for consensus. boldly, as he now has the power of program is sound and implemented consensus at his back. If led correctly, the committee will with buy-in, it will almost certainly produce positive results. As long as ultimately come to agreement on Phase Five - Launch and evidence-based recommendations to the leader continues to facilitate the the school administration. Depend- Support stakeholder’s role in the improve- ing on the extent of their agreement, Each goal of the preceding phases ment process, the program will these recommendations may include culminates at the new initiative’s grow and thrive. a general course of action or detailed most critical time in the change procedures. Whatever the committee’s process — the launch. Despite the A Concession outcome, the leader must celebrate pressure and tension surrounding No framework is perfect, of course, its members’ work, thank them for this apex, this is an exhilarating time. and to be clear, these phases do not their time and communicate their As such, the leader should focus his result in utopia. No matter how progress and recommendations back disposition in order to convey explicit successful a leader is, there will to the school community. This is charisma and optimism for the always be critics and individuals the first moment of true consensus, initiative as it is rolled out. who feel left out of the process. and the leader is now equipped and The first moments of implementing a This is unavoidable. Additionally, armored for administrative action. new program or process are usually it is important to note that the unsettling for all members of the success of each of these phases is Phase Four - Take school community. Even with the contingent on the interpersonal and Administration Action best preparation, students may not organizational skills of each leader. Following this process, however, Phase Four is unsurprisingly the most know what to expect, staff members will challenge all leaders to invest in familiar and straightforward step in may fear that the change will not their relationships, embrace differing this process, as it exists entirely within serve its purpose, and parents may viewpoints, empower others, and the purview of the school adminis- be skeptical. For these reasons, the promote democracy. Therefore, even trator. The committee has made its leader must be visible, available, and if the change process does not yield recommendations, thereby charging encouraging during the launch of any the exact results as intended, the Five him with carrying out the necessary new initiative. Glitches and unforeseen Phases will at least have ensured actions to implement the proposed issues will undoubtedly emerge and that the leader has led by example. changes. In so doing, it is imperative will need a rapid response. If not, a that the leader build an action plan, potentially meritorious program can

About the Author Formerly the Principal of Thomas Jefferson Middle School in Rockaway Borough, Mark Schwarz was promoted to the position of Superintendent in July of 2015. Prior to his service in Rockaway, he was a high school social studies teacher, volleyball coach and curriculum supervisor in the Jefferson Township School District. He holds his Master’s Degree in Educational Leadership from Seton Hall University. The proud father of two boys, Kyler and Brayden, and husband to fellow teacher, Sharon, he resides with his family in the Lake Mohawk community of Sparta, New Jersey.

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Educational Viewpoints -21- Spring 2016 Who Are Highly Effective Teachers? By Ronald J. Maniglia, Science and Technology and Business Department Supervisor, Rancocas Valley Regional High School

What qualities and this perspective nearly every teacher The ability of any evaluation is rated as effective. Not surprisingly, model to reliably and accurately practices distinguish a highly summative data of 113,126 teachers assess teacher effectiveness can effective from an effective teacher? from the first year of AchieveNJ as have a potential impact on student The answer to this question pres- reported by NJDOE (2015) indicated achievement, on teacher tenure and ents a challenge for many school that only 3% of NJ teachers were employment, and on the retention administrators. Without a clearly- rated Partially Effective or Ineffective. and recruitment of individuals defined, shared understanding of The 2,900 NJ teachers identified for into the profession. In the 2013-14 the characteristics of and external remediation or for possible charges Final AchieveNJ Implementation factors contributing to effective of inefficiency were responsible for Report, Assistant Commissioner teacher practice, inconsistencies instructing approximately 180,000 of Education Peter Shulman com- will continue to persist among or 13% of all students. mented that the first year of the administrators responsible for Research by Stronge (2011) suggests new state teacher evaluation conducting annual teacher eval- system was, “... a significant step uations. Research shows that that effective teachers may have a particular set of attitudes, approach- forward [as educators were] no students educated by less effective longer subject to a single-measure teachers show appreciably smaller es, strategies, or connections with students expressed in nonacademic evaluation with binary results learning gains (Fisher and Balch- that fail to differentiate strengths Gonzalez, 2002). A teacher in the ways that lead to higher achievement, such as, positive relationships, and weaknesses.” The leading top 16 percent of effectiveness will standards-based teacher evaluation have a positive impact on long- encouragement of responsibility, classroom management, and or- frameworks adopted by NJ districts term student achievement equal to include performance expectations 70 percent of immediate growth ganization. An inability to identify poorly performing individuals and based upon broad domains of (Hanushek, 2011). This translates practice, a set of comprehensive to an aggregate shift in future recognize exceptional instructional leaders, not only adversely impacts standards drawn from research earnings for a class of 20 students and theory on instruction, and by more than $400,000 per year. professional development, most needed by novice teachers, but also specific rubric-scored criteria. The In 2010, the New Teacher Project jeopardizes the ability to deliver the inclusion of student growth value- found that “Until a teacher’s effect- high quality of education deserved added measures (SGOs or SGPs) as iveness is accurately measured and by all students. Current evaluation an indicator of teacher effectiveness matters in decision-making, the models fail to adequately account for has not been shown to account for nation’s schools will never be able to the mission of schools, the impact of the differences among individual build a thriving teacher workforce multiple teachers, the aptitude and learners (Darling-Hammond, 2015). capable of realizing sustainable motivation of students, and the role By encouraging teachers to increase improvement or closing the achieve- of families in producing measurable student scores, districts may be ment gap (The New Teacher Project, student learning gains. Evaluation minimizing instructional practices 2010, p. 2).” The report described the systems tend to base performance that improve the cognitive skills Widget Effect as the tendency for expectations upon broad domains of and creativity of the learner. districts to treat teachers as inter- practice which can unintentionally Clearly defining teacher effectiveness changeable parts, thereby promoting de-emphasize the personal traits of and the behaviors or practices that an institutional culture of indiffer- teachers highly valued by adminis- differentiate highly effective teachers ence to the variation among teachers’ trators, such as empathy towards continues to be a dilemma for any effectiveness. When policy makers learners. evaluation system. From their adopt evaluation systems based upon

Educational Viewpoints -22- Spring 2016 studies, Stronge, Ward, and Grant Under Race to the Top, students of a ratings in each of four domains. (2011) concluded that “Effectiveness highly effective teacher show a one Master teachers assist novices, is an elusive concept to define when and one-half grade level difference lead instructional rounds, serve we consider the complex task of in measured student growth in an as expert coaches, and assume teaching and the multitude of contexts academic year and may be differen- leadership roles. Stronge (2014) in which teachers work” (p. 340). tiated by serving as role models for describes highly effective teachers Summarizing the findings of leading improving the effectiveness of peers. as individuals who “maintain researchers in the field, Looney Danielson (2007) describes highly performance, accomplishments, (2011) describes the characteristics effective teachers as those who and behaviors that consistently of the most effective teachers as “make a contribution to the field, and considerably surpass the intellectually-capable individuals, both in and outside their school” established standard” (p. 1). These knowledgeable of the subject area, (p. 40) Their classrooms “operate at teachers exhibit behaviors that and possessing teaching strategies to a qualitatively different level [and] "have a strong positive impact on meet diverse student needs. Studies consist of a community of learners, learners and school climate" and find that effective teachers develop with students who are highly mo- "serve as role models to others". positive empathetic relationships tivated and engaged and assuming In my experience, highly effective with students, set challenging considerable responsibility for their teachers deliver classroom instruction learning goals, and recognize the own learning” (p. 40). The McREL by facilitating engaging learning role of motivation and emotions framework defines a highly effective activities that encourage students to in learning. Additionally, effective teacher as an individual who “con- create and to reflect upon their own teachers demonstrate strong class- sistently and significantly exceeded knowledge. Students tend to gain new room management skills, prepare basic competence on standard(s) of knowledge and practical problem- well-structured and well-paced performance”(Williams, 2009, p. 17). solving skills by participating in lessons, possess knowledge of Marzano (2011) identifies master real-world, inquiry-based learning learner misconceptions, and use teachers as those whose value-added activities. These teachers design and formative assessments to monitor achievement scores exceed the 97th guide instruction by challenging students, provide feedback, and percentile on district norms in ad- students to develop a sense of their adapt teaching. dition to meeting specific minimum own personal learning style. They

Educational Viewpoints -23- Spring 2016 constantly reflect upon and revise knowledge, acquire skills, and poor teachers as ineffective and over- their curriculum to include robust develop critical thinking. Expert rating teachers as highly effective. instructional goals and objectives teachers effectively use multiple Evaluation systems must be designed that emphasize thoughtfulness representations to explain concepts to ensure teacher growth and de- and independent thinking aligned and model strategies that guide velopment by stressing formative with formative and summative learners to understand, question, evaluation techniques that produce assessments. and analyze ideas from diverse increased levels of satisfaction and As an administrator, I expect highly- perspectives. The classroom more reflective practice, while satis- effective teachers to demonstrate environment supports individual fying accountability requirements. instructional and assessment and collaborative learning as The challenge remains of reaching a practices that promote student- well as encourages positive social common understanding of teacher centered discovery learning and interaction, active engagement, effectiveness and agreement on the divergent thinking. These teachers and student self- motivation. most appropriate and valid measures understand not only the central While districts are providing teachers yielding increases in student learning. concepts, tools of inquiry, and with more meaningful, immediate structures of the content area, feedback, many evaluation systems but also how students construct continue the practice of rarely rating

References Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching (2nd Edition). Alexandria, VA: ASCD. Darling-Hammond, L. (2015).“Can Value-Added Add Value to Teacher Evaluation?” Educational Researcher, (44) 2, 132–137. doi:10.3102/0013189X15575346 Fisher, S. C., and Balch-Gonzalez, M. (eds) (2002). Find, Deploy, Support, and Keep the Best Teachers and School Leaders. New York, NY: Annenberg Institute for School Reform at Brown University. Hanushek, E. A. (2011). “Valuing Teachers: How Much is a Good Teacher Worth?” Education Next, 11(3), 40-45. Looney, J. (2011).“Developing High-Quality Teachers: Teacher Evaluation for Improvement.” European Journal of Education, 46(4), 440-455. Marzano, R. J. (2012). “Teacher Evaluation: What's Fair? What's Effective?” Educational Leadership, (70)3, 14-19 New Jersey Department of Education. (2015). 2013-14 Final AchieveNJ implementation report. Retrieved from http://www.state.nj.us/education/AchieveNJ/resources/ Stronge, J. H. (2014). Guidelines for Making Effective Versus Highly Effective Ratings. Alexandria, VA: Stronge and Associate Educational Consulting. Stronge, J. H., Ward, T.J., and Grant, L. W. (2011). “What Makes Good Teachers Good? A Cross-case Analysis of the Connection Between Teacher Effectiveness and Student Achievement.” Journal of Teacher Education, 62(4) 339 –355. doi:10.1177/0022487111404241 The New Teacher Project. (2010, February). How Federal Education Policy Can Reverse the Widget Effect (Policy Brief). Washington, DC: Author. Williams, J. (2009). McREL's Teacher Evaluation System. Denver, CO: Mid-continent Research for Education and Learning.

About the Author Ronald J. Maniglia serves as Science and Technology and Business Department Supervisor at Rancocas Valley Regional High School in addition to coordinating the Project Lead The Way Pathway to Engineering and Rowan at Burlington County CAP programs. A graduate of Saint Joseph's University (BS) and Rider University (MA), Mr. Maniglia is currently pursuing a doctorate in education at Drexel University.

Educational Viewpoints -24- Spring 2016 Reimagining Math Education

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Educational Viewpoints -25- Spring 2016 Teaching Students the Way They Learn By Dr. Eloise Marks-Stewart, Supervisor of Special Services, Hillsborough Township School District

Every child needs the best on structural language skills for classroom so that children have possible foundation in reading. As instruction. Students are taught multiple options for taking in infor- a Supervisor for the Hillsborough systematic correspondences between mation, making sense of ideas, and School District Special Services graphemes, and how to apply them to expressing what they learn” (Tom- Department, I am often faced with decode unfamiliar words by sounding linson 2002). the challenge of finding the best out the letters and blending them. I conducted a study that reviewed the approach to ensure that each student Whole language teachers employ a effectiveness of delivering instruction has the best possible foundation for different instructional approach to through direct teaching of systematic, reading. The ability to read is critical phonetics. These teachers are not told multisensory and synthetic phonics for a student's future. A search to wait until a certain point before on decoding skills of 51 struggling of literature reveals that the gap teaching children about letter-sound first-grade readers over a 12-week between proficient and less proficient relationships. Many traditional span. These students were previously readers widens over the elementary reading programs prescribed in identified as struggling readers by years and that reading problems school districts follow the whole their kindergarten teachers and become increasingly difficult after language approach. Teachers work assessments. Twenty-six students third grade (Fuchs and Otaibu 2007). from a manual that provides daily in the experimental group used the From these findings, the prevention lesson plans based on the scope and Orton-Gillingham variant also known of reading difficulties has become a sequence of the reading skills to as a multisensory structured reading national priority. Key factors being be taught. Typically, basal reading approach which brings hands, eyes, debated by those investigating the programs provide little or no overt ears, and voice together to help learning to read process include systematic phonics instructions. learners understand and internalize alternative instructional approaches The idea that learning experienced what is taught. Twenty-five students and the relative impact of the teacher through all senses is helpful in in the control group used the tradi- versus the method of instruction. reinforcing memory has had a long tional whole language approach. The effectiveness of using an Orton- history in pedagogy. Educational Using direct teaching of systematic, Gillingham variant which delivers psychologists of the late 19th Century multisensory, synthetic phonics has instruction through direct teaching of promoted the theory that all senses, proven to improve decoding skills of systematic, multisensory, synthetic including the kinesthetic sense, are struggling readers as revealed by the phonics on decoding skills of strug- involved in learning (Birch 2005). results of this study. The students in gling readers was examined in a study Teaching for transfer is probably the experimental group gained an of first graders. Orton-Gillingham one of the most important goals in average of nine words and students in based learning, also referred to as education. the control group gained an average multisensory structured reading of three words. These results support Differentiated instruction is a teach- approach, brings hands, eyes, ears, that a sequential phonics approach ing practice that is supported by and voice together to help learners addressing a hierarchy of language Samuel Orton in that the teacher understand and internalize what is structure is a more effective approach uses a variety of multisensory taught. The content involves phono- for all students who are deficient in strategies with students to promote logical awareness, sound-symbol phonics skills. Using direct teaching active participation in the learning association, syllable instruction, of systematic, multisensory, synthetic process. According to Tomlinson, morphology, syntax and semantics. phonics has proven to improve de- “differentiating instruction means This multisensory approach focuses coding skills of struggling readers as ‘shaking’ up what goes on in the revealed by the results of this study.

Educational Viewpoints -26- Spring 2016 This current research study suggested for 9th graders with an Individu- of this methodology. The required a benefit of having a phonics approach alized Education Program (IEP) to features of this methodology may that used direct, systematic and mul- address specific needs in support help build both word recognition and tisensory instruction for struggling of continued mastery of reading/ word attack skills for the readers. The readers. Based on these findings some writing taught through the results indicate that students who of the program features from the principles of Orton-Gillingham. received instruction from teachers Orton-Gillingham approach may con- This course was designed to give trained in multisensory teaching of tribute to the development of certain students with significant and severe phonological awareness and word aspects of language processing as they difficulties in foundational reading structure developed an increase in relate to long- and short-term mem- skills, a targeted intervention course. basic reading and spelling skills. By ory storage, accuracy of perception, This “Targeted Reading” class is improving students’ weaknesses retrieval of phonemes. The logic of paired with the English 9 class to in decoding, students may become language may be facilitated through gain maximum benefit from the better readers and literate members frequent practice in small increments. reading and writing support and of society. Becoming better readers, In Hillsborough School District, then to generalize the strategies students may have better career professional development opportu- right into the English 9 classroom options, greater self-esteem, and better nities are being implemented across and curriculum. opportunities to become independent all grade levels to address the needs The Orton-Gillingham approach citizens in society (McKenna and of struggling readers. Hillsborough for teaching phonics decoding to Walpole 2007). If a student cannot has even taken it a step further by struggling readers may help improve learn the way we teach, we much approving a new course titled, "Target- automaticity of sounds and symbols teach them the way they learn. ed Reading" at the high school level using direct and systematic features

Educational Viewpoints -27- Spring 2016 References Birsh, J. 2005. Multisensory Teaching of Basic Skills. (2nd ed.). Larchmont, NY: Paul H. Brooks Publishing Company. Available at: http://www.brookespublishing.com/store/book/birsh-6768/excerpt.htm Fuchs, D., and Otaibu, A. 2006, September/October. Who Are the Young Children for Whom Best Practices in Reading Are Ineffective? Journal of Learning Disabilities, (39)5, 414-431. Available at: http://online.sagepub.com McKenna, M., and Walpole, S. 2007. Differentiated Reading Instruction: Strategies for the Primary Grade. New York: The Guillford Press. Tomlinson, C. 2005. Grading and Differentiated: Paradox or Good Practice? Theory into Practice, 44(3), 262-263. Available at: http://www.readingrockets.org/article/26

About the Author Eloise Marks-Stewart, Ed.D., currently serves as a Supervisor of Special Services in the Hillsborough Township Schools. She has worked as a special education teacher and department leader across all grade levels. She earned her Bachelor’s Degree from the University of Arkansas, a Master’s Degree from Hampton University and a Doctor of Education Degree from Walden University in Teacher Leadership. Eloise has presented at workshops and published articles in teacher preparation textbooks, journals, and newspapers. She is an adjunct professor at Fairleigh Dickinson University in the Humanities Department where she teaches academic writing. In 2011, she was selected as an “Outstanding Educator” by Kappa Delta Pi Honor Society in Education. In her spare time, Eloise works closely with her sorority, Alpha Kappa Alpha Sorority, Inc., in various community service activities.

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Educational Viewpoints -29- Spring 2016 Contextualizing Complex Instructional Planning By Gary Pankiewicz, K-12 Language Arts, Media Arts, and Literacy Supervisor, Fair Lawn

“Best Practices” should come he promoted a reflective process that to a college application essay from with safety labels: “Caution: This is entailed a teacher who experienced a the perspective of the protagonist in only a starting point. This seemed to problem with no immediate answer, their book based on coded annota- work well in a specific instructional followed by this teacher’s active and tions that served as prewriting. Es- setting with a particular cohort careful consideration of all of the say revisions were completed based of students as part of a distinctive available information in order to on individualized written feedback course of study with a teacher work toward a reasonable solution. and strategic teaching points that with certain knowledge and skills.” Most would agree that the majority were gleaned from patterns of errors Without the caution label, “best of writings on teaching and learning in student drafts. practices” may invite replication — focus on specific activities, processes, When I collaborated with the school undermining the complexity of our or programs in isolation from the librarian (also a former English work as reflective and collaborative contextualized classroom settings in teacher) to debrief on the resources educators. In my role as a supervisor which teachers thrive. In today’s di- and to generate revised instruc- of literacy curriculum and instruc- verse classrooms, Complexity Theory tional plans based on our contextual tion, I am mindful of how evidence- reminds us to consider the teacher, circumstances, she provided more based best practices are a strategic learning activity, and school setting enhancements. She supported each beginning to a process-approach recursively. Good teachers influence student’s book selection based on stu- with more targeted and situationally student learning by identifying what dent interests in addition to writing tailored instructional planning. is unique to a specific context and and sharing an essay model based on Administrators and teachers alike what is generalizable to most stu- a book that students read last year. should be reminded to generate a dents (Opfer and Pedder, 2011). In the end, the theory-based ratio- rationale for differentiated approaches An example of using these theories nale for reflective and collaborative to integrate best practices based on in my own instructional planning practice supported a circular process knowledge of our students’ interests, involves a differentiated approach to for sharing and revising bolstered op- abilities, and cultures. And, this work an independent reading assignment portunities for our own students. should be done in collaboration with that I co-created with a secondary The topic for my current research in colleagues. To that end, a more reflec- teacher and the school librarian. In using “best practices” was selected tive and collaborative process stands particular, I reviewed some profes- based on my analysis of assessment to make best practices better. sional texts with an eye on the issue data concerning vocabulary as it In my support of instructional plan- of student engagement in reading relates to reading comprehension ning, I tend to lean on the theoretical (e.g., Daniels and Zemelman, 2004; and deciphering words in context. roots for reflective teaching in John Gallagher, 2009). During my re- After harvesting some “best practice” Dewey’s foundational book, How search, I was reminded of an article resources (Morrow and Gambrell, We Think (Dewey, 1933). Dewey in a professional journal (Mitchell, 2011; Templeton, Bear, Invernizzi, and argued that teacher learning and 1998) that provided teaching ideas Johnson, 2010; and various pieces pedagogy can be enhanced by ana- for alternatives to book reports. from readingrockets.org, njcore.org, lyzing experiences. In other words, From there, I began drafting a and readwritethink.org), I plan to revised approach that was in align- Administrators and teachers share some research with teachers ment with my department’s push so we can collaborate on developing alike should be reminded for authentic assessment and more more contextualized practices for to generate a rationale for self-motivated independent reading. use in our classrooms and with differentiated approaches I added standards-aligned purpose in our students foremost in mind. analyzing character traits that sup- Ideally, we will generate some to integrate best practices ported the students’ shared reading based on knowledge of our teaching points, lesson activities, of a curriculum-driven core text. The and formative assessments that will students’ interests, abilities, culminating project asked students address the vocabulary development and cultures. to complete a processed approach

Educational Viewpoints -30- Spring 2016 needs of our students with challenge to individual needs of students supporting our more linguistically and support. Even better, we could (Tomlinson, 1999). This includes diverse classrooms should be part give our authentic lesson work a consideration for language learning. of our reflective and collaborative go and debrief of what worked and There is an increased learning need responsiveness. what we envision next time. to model language more explicitly Simply put, complex theoretical goals This work is not easy, and it is far- and to provide more opportunities that promote reflection and collabo- reaching. Responsive student learning for student language practice through ration with context in mind position experiences match teaching styles well-crafted social interactions educators to be better than best. (Robertson, 2016). The issue of References Daniels, H., & Zemelman, S. (2004). Subjects Matter: Every Teacher's Guide to Content-Area Reading. Portsmouth, NH: Heinemann. Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Gallagher, K., & Allington, R. L. (2009). Readicide: How Schools Are Killing Reading and What You Can Do About It. Portland, Me: Stenhouse Publishers. Mitchell, D. (1998). Fifty Alternatives to the Book Report. English Journal (Jan): 92-95. Morrow, L. M., & Gambrell, L. B. (2011). Best Practices in Literacy Instruction. New York: Guilford Press. Opfer, V., & Pedder, D. (January 01, 2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81, 3, 376-407. Robertson, K. (2016). A Lesson in Taking Flight. Educational Leadership, 73(5), 56-61. Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, Va: Association for Supervision and Curriculum Development. Templeton, S., Bear, D. R., Invernizzi, M., & Johnson, F. (2010). Vocabulary Their Way: Word Study with Middle and Secondary Students. Boston, Ma: Pearson Education, Inc.

About the Author Gary Pankiewicz is a K-12 Language Arts, Media Arts, and Literacy Supervisor for the Fair Lawn School District. He also works as an adjunct faculty member in the English and Literacy Departments at Montclair State University in addition to his doctoral studies in MSU's Ph.D. in Teacher Education and Teacher Development. His experience as a writer includes articles on literacy instruction, local news/feature writing, and personal narratives on family and education.

Educational Viewpoints -31- Spring 2016 Putting Some STEAM Behind Our NGSS Implementation By Al Lewis, District Supervisor of Mathematics, Science, and Related Arts, Gloucester Township

The STEAM (Science, Science assessments, and topics before implementation has fostered meaningful Technology, Engineering, Arts, and As French writer and aviator Antoine conversations and crucial edits. Mathematics) movement has grown de Saint-Exupéry famously said, "If to a crescendo in education, and our you want to build a ship, don’t drum Related Arts district has been in the beginning up the men to gather wood, divide the phases of planning a STEAM work, and give orders. Instead, teach While this process was unfolding, initiative. As the Supervisor for them to yearn for the vast and endless Related Arts staff were writing and Mathematics, Science, and Related sea." Our vision in designing on NGSS implementing STEAM units of study Arts, I have a front row seat to the curriculum for our middle schools into each of our courses offerings, massive undertaking as it unfolds. hinged on the philosophy that student everything from infusing technology Like most classic performances, learning and passion for science would into modern music theory to math what the audience sees is only half be the pathway to achievement. fact games in our health and physical the fun — there’s just as much education activities. Teachers met Teachers and administrators explored going on behind the scenes! in collaborative work sessions, National Science Teacher Association professional learning communities, (NSTA) resources, attended Depart- and on in-service time to build ment of Education workshops to Mathematics activities that ran the spectrum of improve their understanding of the STEAM and cross-curricular topics. As the bedrock of our plans to inte- NGSS, and built a cohort of experts Infusing the sciences into our arts, grate a STEAM program in Gloucester to help steer the district into the right as well as utilizing new technologies Township, we have spent the past direction. We gathered a curriculum has dramatically widened the focus three years implementing a Common committee that represented the of course offerings, and allowed Core math program that provides myriad of stakeholders in the process us to engage learners of all back- real world, engaging instructional and enlisted the help of one of the grounds. Learning experiences such experiences to our students. Ongoing NGSS writers and NSTA District IX as virtual tours of a yogurt factory professional developments, PLC Director, Mary Colson. Ms. Colson allowed us to explore 21st century discussions centered on student data, worked directly with our curriculum careers that utilized chemistry, and getting solid frameworks for committee to provide feedback on our nutrition, and computer technology. assessment and instruction in place draft documents, clarify standards, Data sources such as benchmark have been measured by multiple data and discuss philosophies. For our exam scores showed incremental points. State assessments, bench- district-wide in-service, Ms. Colson improvement to math scores as marks, classroom assessments, provided our entire science depart- compared to previous data, and we and observation data all indicate ment with engaging professional anticipate continued growth across a growing proficiency in students development that explored the the subject areas. and staff alike. A comprehensive pedagogical shifts and instructional approach to building our math strategies inherent to the Next Likewise, we explored ways to program from scratch has cemented Generation Science Standards. At the infuse the arts into our existing our modern, engaging courses and end of the in-service, staff was given curricula. Our curriculum depart- allowed us to move forward into the draft of their NGSS curriculum ment analyzed each subject area our next major initiative — a middle and instructions to explore the and identified existing resources school science curriculum built document while providing the and program components that for the Next Generation Science Department of Curriculum and bridged cross curricular connec- Standards (NGSS). Instruction with valuable feedback. tions, such as leveled readers in Having a year to explore resources, our ELA and Math programs that

Educational Viewpoints -32- Spring 2016 dealt with arts careers and top- Looking Ahead The transition to the Next Generation ics. During in-services and with Science Standards (NGSS) has been a Our district is currently forming a committees, teaching staff devel- shared journey. School districts across STEAM steering committee to plan oped STEAM lessons and activities. the state are diligently navigating the future of STEAM in Gloucester Teachers incorporated interesting into these new waters. Promises Township. Devising a framework twists on existing standards, such of major shifts in pedagogy and for how we deliver Related Arts as teaching geometry through art instructional approaches, shifts in courses, bridging district-wide and architecture, using technology content, and new assessments swirl consistency in STEAM units of to manipulate equations through while districts like ours attempt to study within subject areas, selecting visuals and computer games, as write curriculum and find suitable appropriate instructional materials, well as identifying the math behind instructional materials. Adding and brainstorming professional music. Incorporating new topics to our task has been a purposeful development opportunities will and skills into an existing course entrance into the STEAM initiative. be the hallmark of the group — requires a lot of patience, as it can Our district is starting from scratch no small task. We have talented sometimes be confusing or met and analyzing all that we do in and ambitious staff in Gloucester with resistance — but it is part of order to seek the most meaningful, Township, and a collaborative the overhaul in helping today’s engaging approach to instruction for endeavor such as this committee will learners draw connections. our students. After all, the student no doubt lay the solid foundation to is our customer, and they deserve build a noteworthy program. nothing less than our best efforts.

About the Author Al Lewis is the District Supervisor of Mathematics, Science, and Related Arts for Gloucester Township Public Schools. He is a proud Rowan alumnus with Bachelor’s degrees in Elementary Education and History, and a Master’s degree in Elementary Mathematics and Literacy from Walden University. Al also completed an Educational Leadership certificate program from Delaware alleyV College.

Educational Viewpoints -33- Spring 2016 Science as a GREAT SPLASH! By Dr. Ann T. DeRosa, Principal, Whitehouse School, Readington Township

Abstract always subject to revision” (p. 2). proaches require students to engage Similarly, Ash (1997) identified in science practices and not merely In an effort to gain a better under- “willingness to change ideas” as an learn about them secondhand. They standing, and help teachers employ attitude of scientific thinking (p. 60). subsequently explained, “Students current pedagogical practices that cannot comprehend scientific prac- promote the elements associated with tices, nor fully appreciate the nature effective science instruction, I created Real-Life of scientific knowledge itself, without the GREAT SPLASH assessment rubric, During my undergraduate career, I directly experiencing those practices which represents the most salient also gained an appreciation for the for themselves.” components distilled from science lit- real-life aspects of science as we read erature to assist educators as they try the world around us. The most vivid to recognize and harness good science and symbolic memory that I have in Applicable instruction. this area was my professor recount- Children should also be able to apply ing how he had recently stopped to what they learn in science class to Although I do not have any scrape the remains of a skunk off other subject areas and the world. particularly fond memories of the of the roadside. His excitement was More than a decade ago, the National science I experienced as a student, intriguing, and somewhat bewilder- Science Teachers Association (NSTA, I began recognizing good science ing, at the same time. Nonetheless, it 2003, p. 2) recognized the importance instruction when I was in college, underscored the concept that science of applicability and declared that studying to become a teacher. Science is everywhere. teachers needed to provide students in Dr. Wilson’s class was fun. It was with opportunities to apply and transfer their knowledge to new clear that he had a passion for the ngaging subject area. The man even had a E situations. Minstrell and Kraus (as road-kill kit in his car so that he could I always learned best by “doing” and cited in Donovan and Bransford, salvage any science “realia” when he inquiry-based activities are excellent 2005) also urged, “It is important to encountered it. Although the road- opportunities to engage children in give students opportunities to apply kill kit seemed extreme to me, it was the learning process. Kluger-Bell (without being told, if possible) ideas quite evident that Dr. Wilson wanted (1997, p.2) contended that good learned earlier” (p. 482). us to become strong science educators. science inquiry involves learning through direct interaction with ma- He inspired us to identify science in echnical the world that surrounded us. It is terials and phenomena. Jorgenson T because of him that I will never again and Vanosdall (2002) expounded on Although much attention is given to view a skunk in an ordinary way. the concept by stating, "The inquiry the process of learning science, the approach was founded on the premise concept of interdependency exists Guided by my experiences and that children learn actively, not between process and content. The literature on pedagogy in the field, passively. Students are introduced National Science Teachers Association’s my philosophy of science education to science methods and use them to position statement acknowledges the can be described as a GREAT SPLASH! engage in hands-on, 'minds-on' significance of science content as it activities that inspire them to discover claims, “…thinking processes cannot Gray scientific knowledge rather than being proceed without something to think told answers by the teacher or about” (NSTA, 2003, p. 2). Science is not black or white. textbook."(p. 602) Instead, it has shades of gray. The same sentiments are more re- Hinman (1999) asserted, “Science Additionally, the authors of the cently found in the NGSS Executive requires a way of thinking that is Next Generation Science Standards Summary (2013), which reads, “Cou- different from everyday practice… (NGSS, 2013, p.2) maintained the pling practice with content gives the and answers are never final, but expectation that inquiry-based ap- learning context, whereas practices

Educational Viewpoints -34- Spring 2016 alone are activities and content alone kinds of connections that can be effective practices of science in more is memorization.” Teachers should made among different facets of our of a cyclical than linear manner. One adopt a balanced approach; one in experience." (p. 1) thing remains the same: there is an which content is not de-emphasized, One of the explicitly identified established process. but instead partners with process in advances in the NGGS (2013, p. 1) a mutually beneficial, interdepen- is the heightened focus on deeper Learner-centered dent way. understanding and application of content. Since I was in school, there has also been a paradigm shift away from Schema-Building teacher-directed instruction. Rankin Children bring prior knowledge and Process-Oriented (1997, p. 36), Harlen (2003, p. 16), conceptions to the learning experience. The scientific method is comprised and Bransford and Donovan (2005, Numerous authors (Donovan and of skills that are sequential in nature p. 414) addressed the role of the Bransford, 2005, p. 4; Magnusson and promote process. Ash (1997) student. They described how teachers and Palincsar, 2005, p. 425; NSTA, addressed each phase in detail and must lay the proper foundation so 2003, p. 2; Harlen, 2003, p. 16) offered that process skills play a criti- that students can begin to take more recognized that it is the teacher’s cal role in helping children develop responsibility in their own learning as responsibility to correct any mis- scientific ideas (p. 52). I have sketchy they actively construct understanding. conceptions or inaccuracies and help memories of engaging in science A strategy to assist children in taking students build on existing knowledge inquiry as a student, and I never such ownership of their learning is to or skill sets. Duckworth (1997) officially taught science. However, help them think about their thinking. took a more esoteric approach, but as a veteran administrator, I had the NTSA (2003, p. 2) and Donovan and described the same concept when opportunity to observe good science Bransford (2005, p. 426) discussed the he purported, "Breadth could be instruction, which often required power of encouraging metacognitive thought of as the widely different students to employ the scientific (thinking about your thinking) ques- spheres of experience that can be method and related principles. More tioning habits to help children advance related to one another; depth could recently, the NSTA (2012) views the in the learning process. be thought of as the many different

Educational Viewpoints -35- Spring 2016 I believe that a key part of and they are involved in and committed to learning” (p. 17). As Higher-order scientific literacy involves science instruction gains more Similar to the vision outlined by the attention, states are beginning to being able to critically NSTA, (2012, p. 9), I believe that a include this subject area on high consume information and key part of scientific literacy involves stakes summative assessments. articulate multi-faceted being able to critically consume information and articulate multi- or complex concepts Standards-Based faceted or complex concepts related to related to science. Nearly 20 years ago, Bartels (1997, p. science. When students are engaged 19-20) explained how national science in higher-order thinking, they standards can prove to be useful to progress through the hierarchy of the Assessable instruction. For instance, the article dimensions of understanding (Parziale noted that standards provide a com- and Fischer, 1998). Additionally, Ash Harlen (2003) thoroughly described mon point of reference for diverging (1997) discussed sense-making in the importance of formative assess- interests, and they keep the focus on children. She contended, “Interpreting ment of science. He asserted, “There education. Now, through a collab- includes finding a pattern and syn- is convincing and incontrovertible orative state-led process, new K-12 thesizing a variety of information in evidence that formative assessment science standards have been written as order to make a statement about their increases standards of attainment” performance expectations that depict combined meaning” (p. 57). (p. 14). He goes on to claim, “When what the student must do to show formative assessment is practiced, Once educators clarify what effective proficiency in science (NGSS, 2013, students understand not only what science instruction should look like, pp. 1-2). Once standards are examined they are supposed to be learning, I feel they are on their way to devel- and used properly, they can inform but also how to go about learning it, oping into better instructional leaders. instruction.

GREAT SPLASH! Science Observation Rubric

Grade Level: Teacher: Date:

Rubric Criteria X Notes: Gray Science is presented as dynamic & changing; not black or white Real-life Real-life aspects of science are evident; science is everywhere Engaging Inquiry-based “minds-on” approach; students directly interact with materials Applicable Opportunities for students to purposefully apply knowledge are provided Technical Science content is addressed during the course of the lesson The use of science vocabulary is evident or encouraged Schema-building Prior knowledge is activated Misconceptions are dispelled when necessary Depth is emphasized over breadth Process-oriented Process skills are promoted Scientific processes implemented (observe, question, use models, hypothesize, predict, investigate, record, analyze, compute, conclude, argue, share results) Learner-centered Teacher assumed the role of facilitator Students demonstrated ownership of the learning process Assessable Formative assessment is utilized or planned Standards-based Lesson plans aligned with the NJCCCS, NGSS, & are STEM-informed Higher-order Questioning strategies required critical thought and/or reflection (e.g. probing, constructing evidence-based arguments, metacognitive practices, etc.) Tasks encouraged analysis, synthesis, and/or evaluation

Additional Comments:

Educational Viewpoints -36- Spring 2016 Science has become a cornerstone of nology and practices, it is extremely theory into practice. If educators 21st century education (Michaels, empowering for the learner. For utilize the rubric criteria to inform Shouse, and Schweingruber, 2008, instance, when students hypothesize, instructional practices in science, p. 2). We must look to our teachers investigate, and build defensible students will benefit from both and administrators to act as stewards evidence-based arguments for conventional wisdom and cutting- in the promotion of science literacy their assertions, they demonstrate edge findings in the field. and STEM careers so that students ownership over their learning. Let’s At the very least, a conversation can later be equipped to succeed in continue to encourage teachers to can begin to strengthen teacher a competitive and rapidly-changing give little scientists time to explore knowledge, while planning for global world. and generate their own scientific student learning. While I am not One of the primary goals for the wonderings as they experience and at the point where I want my own Next Generation Science Standards question the world around them! road-kill kit, I similarly still consider (NGSS) is to stimulate and build I have created a supervision myself a work-in-progress. The good interest in STEM concepts. Teachers rubric that I use when I observe news is that I am now thinking more who foster critical thinking and science and evaluate teachers. It about science instruction than I ever inquiry skills in their students are was my intent to distill a rather had in the past. It is one small step positioning them for success. Further- large body of science education that could lead to a GREAT SPLASH! more, when educators continue to research into a pithy summary expose children to scientific termi- tool to support teachers in turning

References Ash, D. (1997). The Process of Skills of Inquiry. Foundations, 51-62. Bartels, D.M. (1997). An introduction to the National Science Education Standards. Foundations, 15-23. Donovan, S.M. and Bransford, J. (2005). How Students Learn: History, Mathematics, and Science in the Classroom. Washington D.C.: National Academy of Sciences. Duckworth, E. (1987). Learning with Breadth and Depth. The Having of Wonderful Ideas. New York, NY: Teacher’s College Press. DuFour, R. and Eakers, R. (1998). Professional Learning Communities at Work. Bloomington, IN: NES. Harlen, W. (2003). Enhancing Inquiry Through Formative Assessment. San Francisco, CA: Institute for Inquiry, Exploratorium. Hinman, R.L. (1999). Scientific Literacy Revisited.Phi Delta Kappan, 81, 239-241. Jorgenson, O. and Vanosdall, R. (2002). The Death of Science? What We Risk in Our Rush Toward Standardized Testing and the Three R’s. Phi Delta Kappan, 93, 601-605. Kluger-Bell, B. (1997). Recognizing Inquiry: Comparing Three Hands-on Teaching Techniques. Foundations, 38-50. Michaels, S., Shouse, A.W., and Schweingruber, H.A. (2008). Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms. Washington, D.C.: The National Academies Press. NGSS (2013). The Next Generation Science Standards. Executive Summary. NGSS Release. NSTA. (2003). Beyond 2000: Teachers of Science Speak Out. NSTA: Position Paper. Washington, DC: NSTA Press. Pratt, H. (2012). The NSTA Reader’s Guide to a Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Values. Arlington, VA: NSTA Press. Parziale, J. and Fischer, K.W. (1998). The Practical Use of Skill Theory in Classrooms. Intelligence, Instruction, and Assessment, (Sternberg, R.J. 7 Williams, W.M., eds.) 96-110. Rankin, L. (1997). Lessons Learned: Addressing Common Misconceptions About Inquiry. Foundations, 33-37.

About the Author Dr. Ann T. DeRosa is a principal with the Readington Township School District in New Jersey. She earned her doctorate in Educational and Organizational Leadership from the University of Pennsylvania. She also obtained degrees from Rider University (MA) and Millersville University (BS). Her interest in supervision and current educational literature began to more deeply evolve when she served as a contributing author in writing the final summary chapter, “Appendix: The Research Foundation” in Charlotte Danielson’s second edition of Enhancing Professional Practice: A Framework for Teaching (ASCD, 2007).

Educational Viewpoints -37- Spring 2016 A New Urban Agenda By Dr. Michael Gilbert, Climate and Culture Specialist, NJDOE Regional Achievement Center 4

I. Assumptions About and I continue to gain rich insight III. Student Feelings Should about educators guiding students Be Considered Urban Schools in healthy learning environments. Policy makers and political leaders These healthy environments exhibit In the fall of 2015, I presided over sometime speak with passion about trust, set expectations for behaviors, student teaching and learning dis- failures of urban schools. Their facilitate the capacity for cooperative cussion groups in five urban Priority assumptions may be based on the work, and articulate clear outcome Schools. The students expressed their comparison of data to suburban goals accompanied by the collective feelings regarding what makes an schools, whose assessment scores and efficacy that the job of educating effective learning environment, how graduation rates often surpass those students will get done successfully. positive relationships are important of their urban counterparts, many The combination of these attributes to their learning, and why meaningful of which are classified as Priority demonstrates that these schools connections to the school create a or Focus Schools. According to the are building academic optimism, feeling of optimism about their edu- New Jersey Department of Education which correlates to higher academic cation. They indicated that caring Regional Achievement Centers, “A achievement (Hoy et. al., 2006). and genuine teachers are the primary Priority School is a school that has force in their education, and that been identified as among the lowest- II. Positive Recognition they appreciated the environments performing five percent of Title I created for them. This message Reform efforts rely on assessment should not be lost as we work with schools in the state over the past data and graduation rates of stu- three years… Focus Schools comprise educators to support good teaching dents. These are necessary pieces for the development of academic about 10% of schools with the overall of evidence to measure progress; lowest subgroup performance, a skill mastery. This fosters the idea however, several urban schools that change shall not be commanded, graduation rate below 75% and the are educating students who have widest gaps in achievement between but developed in a democratic man- recently immigrated to the United ner, inclusive of student voice. Leaders different subgroups of students” States, some of whom have little (NJDOE RAC, 2015). should model, support, and listen formal schooling and few records while facilitating the actions that will As a Climate and Culture Specialist from their country of origin. The lead to the desired change. Approx- for the New Jersey Department of schools should be recognized for imately 6,500 students drop-out of Education Regional Achievement their positive influence on the New Jersey schools annually (NJDOE, Centers working with Priority students, connections with the 2015). Finding multiple ways to and Focus schools, I suggest that community, and the safe havens reconnect them to their education those who may have a limited they create for their students. They through relationship-building, strong understanding of the issues facing are challenged by the needs of interventions, and teaching meaning- urban schools take a deeper look into students who begin school with ful content addresses their desire to what the schools represent to the lagging academic exposure, whose be a part of a thriving school and students and communities they serve. primary language is not English, may bolster the data on which we Through a different lens, the leaders and whose family financial situation measure improvement. may see progress that motivates may not be conducive to academics them to change their opinions. at home. They are also burdened by a political environment where The schools should be The definition of failure can vary cultural differences seem to be depending on where the emphasis is recognized for their increasingly devalued. While the placed. Based on more than 200 vis- schools uphold the tenets of inclusion positive influence on the its to 35 urban schools over a period and diversity, some leaders express students, connections of one year (2014-2015), my point views that can thwart the access- of view is firmly based on first-hand with the community, and ibility of all students to be educated experiences. I’ve had the privilege in our schools. the safe havens they of working with many principals, teachers, parents and students, create for their students.

Educational Viewpoints -38- Spring 2016 IV. Added Challenges many stakeholders in the schools, district staff, community and state and the ability of the students to partners, and academic leaders from The urban Priority and Focus schools overcome the things they hear and teacher preparation programs could have the same responsibilities as their read about the schools they attend. advocate for a broader understanding suburban counterparts, but must Regardless of these pressures, many of the educational starting point for also address a myriad of additional students succeed and rise above the each student, the services provided variables to create the educational attitudes that work against their for the them, and the progress being connections necessary for student spirit and academic progress. made. There is no doubt that as aca- learning. It is an exhaustive process demic mastery is measured through undertaken by special educators V. Changing the Mindset assessment data, leaders and policy who stay with the schools and buy makers must also think about the into the mission at hand. Developing The complexities that face urban people who dedicate themselves to community partnerships is also a schools regarding systems, opera- the advancement of students, so critical piece of the reform process. tions, and human capital are omni- they may see mastery in other ways. Providing food pantries in schools, present, but as we address these Before strongly worded criticism is organizing the religious community issues, we should honor the beliefs, expressed by those on the outside, to provide counseling centers for stu- values, and actions demonstrated let’s consider all the variables and dents during off-hours, and working within the school community. not loosely attach deconstructive with college students to provide Change is needed to transform the descriptors to any school without a student mentoring are some examples attitudes and collective mindset real knowledge of the good within it. of the partnerships I have observed. weighing on education from those I am inspired by the commitment of who view it from afar. School

References Hoy, W.K. Tarter, J.C., Hoy, A.W. (2006). Academic optimism of schools and student achievement. Retrieved from http://www.waynkhoy.com. New Jersey Department of Education RAC. (2015). Regional Achievement Centers, Priority and Focus Schools. Retrieved from http://www.nj.gov/education/rac/schools/. New Jersey Department of Education. (2015). DOE Data 2013-14. Retrieved from http://www.state.nj.us/ education/data/drp/drp15/.

About the Author Michael Gilbert served the Hamilton Township School District as a teacher, principal, and central office administrator for 35 years. He is currently the Climate and Culture Specialist for the NJDOE Regional Achievement Center 4, an adjunct professor, and a mentor for new administrators in the NJ Leaders 2 Leaders Program. Michael received his doctoral degree in Education Leadership from Seton Hall University in 2012, where he studied learning environments that build academic optimism.

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Educational Viewpoints -41- Spring 2016 Making School Work for All Students: A Systematic Effort to Close Achievement Gaps By Jeffrey Christo, Supervisor for Gifted and Talented and Intervention Programs, Gloucester Township Public Schools

Recent decades have seen Mission and Philosophy The district became a member of the New Jersey Network to Close the changing demographics in our The Department of Instruction set Achievement Gaps. The workshop large K-8 school district. The more the district on a mission to make series highlighted topics such as than 6,000 students of Gloucester school work for all students. This growth mindset and academic Township represent a microcosm envisions a dynamic learning experi- language, equipping teachers with of the diversity of Camden County. ence where students are engaged in a practical strategies to use in the The students vary by learning rigorous curriculum with differenti- classroom. The district took ad- styles; racial, ethnic, and linguistic ated instruction, enrichment, and vantage of an FEA professional background; socio-economic status; interventions based on their needs. development series, Blueprints for and life experiences. Our teachers The mission was printed on district Student Success, in Title 1 schools. and administrators show deep care curricular handbooks and presented Blueprints provided training for and commitment to success for this to staff as a common goal we all teachers and parents to understand caring, diverse, and ever-changing share for our district. This goal pro- poverty and taught strategies to community. During a period of vided the inspiration and rationale help all students, particularly, low program reform, the Department for changes to district programs, socio-economic students. These of Instruction set a mission to and grounded all the efforts in a ongoing professional development create strong adaptable programs, coherent shared mission. curriculum, and materials that would series created a sustained and equip the educators in the district with To enhance the mission, the depart- systematic way to infuse new ideas the systems needed to make school ment has espoused the research- and practices into the district. work for these diverse learners. based philosophy that the teacher is the greatest single factor in student Universal Accommodations In addition to revision of curriculum achievement. A staff that believes The district revised elementary and materials, the Department of in their ability to reach all learners, resources in both ELA and math- Instruction created a deliberate and and is supported with materials ematics. The district adopted the systematic effort for equity. The and training, will indeed close Wonders reading series and My district identified interconnected achievement gaps and provide a Math for all elementary students. strategies to equip educators with premier education for all students. materials, programs, and pedagogy These programs featured resources which can work for all students. Professional Development for scaffolding, intervention, and The strategies included: enrichment. These comprehensive Series Targeting Achievement programs provided a strong founda- • Setting Shared Mission, Visions, Gaps tion upon which even more supports Goals, and Philosophies The district provided learning could be added. • Professional Development opportunities on topics targeting Specific to Achievement Gaps achievement gaps. As an example, To enhance the mission, • Universal Instructional one district in-service kicked off the department has Accommodations with a keynote address and break- • Systems of Intervention and out sessions with Principal Beruti espoused the research- Enrichment Kafele, a New Jersey icon noted for based philosophy that • Bridging the Gap with his speaking style and for remark- the teacher is the able success in a low socio-economic Technology greatest single factor in • Data-Driven Improvement district. This helped to inspire staff and build a belief that each and student achievement. every student can succeed.

Educational Viewpoints -42- Spring 2016 A goal was set to bolster the new curriculum describes characteristics, stronger services for intervention and curriculum and materials with dif- strengths, and barriers for sequential, enrichment students. A needs analysis ferentiated instruction and universal precise, technical, and confluent was completed for our RTI, Gifted, accommodations. A committee of learners. An additional resource and I&RS programs. Committees teachers was assembled and created describes strategies adapted from worked to standardized practice an add-on to each core curriculum Universal Design for Learning, across the district, create handbooks with more than 15 pages of recom- which help special education and and resources, and share effective mendations, which detailed specific other diverse students access the strategies for these programs. modifications for special education, curriculum. Some examples of One powerful initiative was the ELL, and gifted students. Additionally, observed outputs included more creation of a daily block of time research-based differentiated instruc- visual and hands-on activities, more for enrichment and interventions tion techniques and accommodations station and small-group instruction, for all students at the elementary for all learners were included for more assignments with choice, and level. During the block, the identi- teachers to reference. These ideas an increased focus on in-class re- fied gifted students and the students also connected with our Marzano teaching and interventions. in intervention tiers are pulled out observation tool which asks teachers by gifted and talented teachers and to monitor for success with all Enhanced Systems of reading specialists. The classroom students and differentiate to reach Intervention and Enrichment teacher works on re-teaching, inter- the “4” level. Teachers used these With a wide range of student achieve- vention, and enrichment with the strategies to help the wide variety ment, intervention and enrichment remaining students using differenti- of learners on a daily basis. programs beyond the universal class- ated materials. Each student receives The bank of resources describes room efforts are needed. The district daily targeted practice, intervention, practical strategies for visual, audio, built upon existing programs to create or enrichment based on their needs. kinesthetic learning styles. The

Educational Viewpoints -43- Spring 2016 Bridging the Gap with a chance to take advantage of adaptive technology use all are Technology technology resources regardless of regularly observed at every school family financial resources. in the district. NJASK achievement As part of a technology upgrade, the and growth measured most of our Department of Instruction focused Data-Driven Improvement schools in the high or high part of on strategic use of technology to Data is being used systematically average range, with 8 of 11 meeting create engaging, adaptive, and per- growth goals. Subgroup analysis sonalized learning. In middle school to drive improvement. We use STAR diagnostics and benchmarks showed that all four statistically ELA, teachers used Newsela.com to significant ethnicity subgroups instruct students using personalized to give our buildings and teachers data to plan strategically. Teachers scored the highest on at least one informational text articles based on individual subtest. interest and Lexile level. Elementary receive reports showing skills each interventionists made use of the new grade level needs to focus on based This case study can be used to look Lexia Core 5 program which provid- on diagnostic results. This helps at ways to set a single mission that ed adaptive instruction and practice the district move beyond analysis ties together disparate initiatives into on early literacy skills. These types of solely year-end standardized cohesive programs. A list of activities of technology tools deliver a more test data. The result is a primary such as RTI instruction, purchasing targeted and personalized experience focus on formative data, which will Chromebooks, and analyzing diag- for students. inform instruction during the year nostic data all serve the mission to and respond to targeted needs. build systems that enhance each The district bridged the technology student’s experience. We hope that gap by purchasing hundreds of Initial Outputs the observed outputs continue to Chromebooks for elementary classes show a flexible and adaptable pro- and launching a 1:1 Chromebook Long-term outcomes take years or decades to properly measure, gram that improves each student’s initiative at the middle schools. This day-to-day experience, closes achieve- technology allows for more engag- but observations of initial outputs show promising results. Data- ment gaps, and makes school work ing, personalized, and meaningful for all students. learning. All students will have driven decision making, diverse student-centered strategies, and

About the Author Jeff Christo is the Supervisor for Gifted and Talented and Intervention Programs at Gloucester Township Public Schools. He previously taught social studies and language arts at West Deptford Middle School. Mr. Christo studied History, International Studies, African Diaspora Studies, and Education at Rowan University. In his spare time, Jeff enjoys playing sports and spending time in South Jersey's parks and forests with his wife and daughters.

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Educational Viewpoints -45- Spring 2016 Using Data to Drive Instructional Practice By Lisa DiAgostino, Humanities Supervisor, Randolph Middle School

Data-driven instruction I began my effort with social studies Learning Gaps = Instructional is the use of evidence, rather than teachers at my next department Gaps intuition or the next page in the meeting. As recommended by Dr. Embracing and owning student textbook, to determine an instruc- Severns, I simply provided our district achievement data allows teachers tional path. Most teachers working report card data and asked teachers and administrators to take credit today have had no training in work- to respond to a few questions, first for the positives and also charges ing with data, so it is incumbent on independently in writing followed them with a level of accountability leaders, who sometimes have had by collaborative discussion as grade for some of the negatives revealed very little training or experience level teams: What trends do you by the analysis process. “If you themselves, to lead their staff in this find? To what would you attribute have learning gaps, you have approach to instructional planning. the results? What questions does the instructional gaps,” stated Daniel While the importance of planning data raise? What recommendations Venables at a December 4, 2015 instruction with respect to evidenced would you make to improve student MCAEMSA (Morris County Assoc- student need was clear to me, the achievement? The conversations iation of Elementary and Middle path for helping my teachers learn were deep and profound as teachers School Administrators) workshop, and apply this seemingly complex puzzled. They questioned the impact How Teachers Can Turn Data Into approach was not. For the first time of past literacy programs, curricular Action. This message resonated with in my administrative career, I was and leadership changes over time as a cadre of teachers who attended unsure of my next steps. And that well as their own instructional this workshop along with me. We realization was daunting. impact. There were far more questions than answers but these teachers were had worked with data long enough Clarity arrived through my atten- eager to understand more about to get past our discomfort with dance at a workshop at NJPSA/ what the data might indicate. I felt disappointing performance numbers, FEA in February 2015 conducted encouraged by their engagement, having gained the strength and by Dr. Tracey Severns, Using Data encouraged enough to forge ahead confidence that comes with self- and Assessment to Improve Student with my English department. efficacy. Venables, an ASCD author, Achievement. Dr. Severns shared her shared his published systematic, own process of leading teachers In the early stages of departmental meeting-based approach for to meet the challenge of grappling data analysis sessions, it was neces- gathering data, identifying gaps with data and forming appropriate sary to drive conversations to center and planning for and evaluating instructional responses. Dr. Severns’ on our own locus of control as action. His approach begins with knowledge and passion about this teachers. While we know that an a “notice and wonder” protocol to topic is vast, and after a day with array of factors can impact student foster identification of inferences her, my bottom-line, take-away achievement (e.g., socio-economic suggested by the data. This cadre message was this: Learn with your background, prior educational of teachers would subsequently teachers. Seek out what is true as placements, interventions), it was provide turnkey workshops for our evidenced by data. Deal with what imperative to focus on the many Humanities Department. English, is in your control to positively opportunities for adjustment and Social Studies, Special Education, impact student achievement. I left enhancement that were well within Enrichment and Academic Support the workshop convinced that I could our control as instructors and leaders. Skills teachers applied this approach lead through questions as opposed with colleagues, supported by to answers. teacher-leaders.

Educational Viewpoints -46- Spring 2016 A Singular Focus Professional development days, focused skill work to improve weekly PLC and regular department students at every level. Perhaps the Mike Schmoker recently commented meeting time is devoted to data biggest innovation in our practice in Education Week (Transforming analysis and collaboratively crafting is regular flexible grouping across Professional Development Beyond instructional responses within and multiple English language arts ‘The Mirage’, October 21, 2015) across content areas. classes and special education classes on the TNTP report entitled “The for sixth graders. This has enabled Mirage,” a “damning assessment of Data Is Everywhere teachers to establish far more specific teacher professional development” learning goals for individuals with (Schmoker, 2015). Schmoker high- Student data can be gathered from greater ease and regularity. lights the need for more careful, multiple sources, including classroom evidence-based choices and effective quizzes, projects, common writing Over the course of this rather chal- training for professional development assessments, report card grades, and lenging journey to gain comfort initiatives. Echoing the sentiment so on, but these types of assessments with data-driven instructional long espoused by teachers that every are teacher dependent. We chose to practice, teachers were empowered new school year brings with it mul- use data sources containing the least to arrive at solutions to improve tiple new initiatives and the removal amount of subjectivity to enable student achievement using critical of none of the old, Schmoker uses discussion across the grade level. pieces of the overall puzzle, including a range of evidence to endorse a Regular English Language Arts identification and selection of data professional-learning agenda limited Common Core aligned benchmark sources, analysis of data, and respons- to a few vetted, high-yield initiatives and lexile assessments are given es to that data. In the end, adopting accompanied by significant support, quarterly in Grades 6-8 using web- this fluid and responsive approach to training, resources and time. As based software. The student perfor- planning for achievement prompted department supervisor, I made data- mance data is easily sorted and my staff to teach the students who driven instruction a singular depart- categorized by grade, teacher and are right in front of them instead of mental goal that will continue into even individual skill. This has allowed the students in their head. the next school year and beyond. teachers to plan lessons for highly

About the Author Lisa DiAgostino is the Humanities Supervisor at Randolph Middle School. She previously served as K-12 Social Studies and Business Education Supervisor, Elementary School Teacher, Middle School G&T Teacher and High School Social Studies Teacher. She holds a B.A. in Political Science/ Pre-Law from Montclair State University, Montclair, NJ, Post Baccalaureate Teaching Certification from Centenary College, Hackettstown, NJ, M.A. in Educational Leadership from College of Saint Elizabeth in Convent Station, NJ; and is currently pursuing a D.Litt. in Global Studies and Fine Arts from Drew University, Madison.

Educational Viewpoints -47- Spring 2016 Measuring Student Engagement By Gerard Foley, Principal, Somerville High School

What Does Student The Process of Measuring when planning. This document not Student Engagement only supports our goal, but also Engagement Look Like? serves to focus on planning activities Defining student engagement is a At Somerville High School, we have that put students at the center of the complex endeavor. If you don’t agree focused our efforts on measuring learning, thus increasing engagement. with that statement, Google it. You student engagement in the classroom. will find varying philosophical beliefs Through careful planning and Student engagement is difficult to and definitions related to emotional, collaboration, our process began quantify. In fact, it took the admini- intellectual, social, and cultural stu- with the creation of a student strative team several hours over dent engagement, to name a few. So engagement building goal, or what several days to determine the best let’s narrow it down for the purpose we call a Wildly Important Goal course of action. In the end, we of this article. Schlechty (1994) defines (WIG). This term is a concept taken decided to focus on the NJDOE’s student engagement as students from the book The 4 Disciplines of indicators regarding the key to attracted to their work, who demon- Execution by Covey, Huling, and student engagement as we developed strate persistence despite challenges McChesney (2012), a philosophy an electronic rubric. The rubric con- and obstacles, and take visible de- that my district has embraced and tained levels of student engagement light in accomplishing their work. is the driving force toward the (Low, Emerging, and High) coupled Schlechty’s definition characterizes enhancement of student learning. with a list of instructional delivery the learners’ behaviors as a result methods such as discovery learning, of effective engagement. They are Teachers want their stu- lecture, small group, whole group, captivated in the learning regardless dents to be engaged and independent work, etc, as well as a of the instructional modality, whether section for teacher reflection, allow- it be a teacher-directed activity, small involved in the learning ing them to immediately reflect on group work, or an independent process. Teachers plan administrative feedback. activity, students are engaged and and deliver lessons to The final step in the implementation are simply enjoying the lesson. was to conduct Purpose Driven The New Jersey Department of Educa- engage students in learn- Walkthroughs™ to collect the data. tion (NJDOE) (2014) asserts that the ing; they certainly do not The “purpose driven” phraseology key to student engagement is to pro- plan to disengage them. brings a specificpurpose to the mote problem solving, choice, depth, walkthrough process and provides curiosity, student interests, and high Once the overall WIG was established, administrators with opportunities energy using structured pacing. One my building leaders moved toward to statistically measure the effective- can infer, based on this description, the creation of a new teacher lesson ness of learning initiatives. (Purnell, that teachers who effectively plan and plan document that reflected our 2014). Therefore, our purpose was, deliver instruction with those indica- building goal. Our previous instruc- and continues to be, to measure the tors in mind will engage their students tional lesson plan format had been level of student engagement vis-á-vis at a higher level. The desire to engage in existence for years and did not the instructional method employed students at a higher level is an innate support our initiative. As a result, and to determine the effectiveness of characteristic of effective instructors. a new document was constructed that method in the enhancement of Teachers want their students to be including specific planning in the student engagement. engaged and involved in the learning areas of teacher-driven activities, These walkthroughs are methodically process. Teachers plan and deliver les- student-centered activities, and planned and conducted quarterly sons to engage students in learning; specific assessments, e.g. perfor- by two administrators. Once the they certainly do not plan to disen- mance and computer-based. In walkthroughs are complete, the gage them. So how do school leaders addition, links were added to administrators calibrate and enter effectively support teachers to in- support the creation of standards- the data into a software program crease levels of engagement in the based objectives. Resources for through which the results are im- classrooms? teachers were then only a click away mediately shared with the teacher

Educational Viewpoints -48- Spring 2016 via email. Teachers then have the instructional methods indicated and as expected, we encountered opportunity to reflect, a process that that 83% of our students were some resistance along the way. often sparks further discussion based highly engaged in meaningful Collaboration and communication on the outcome of the walkthrough. student-centered instructional with teachers is essential in making This practice has served to accomplish activities, surpassing our goal by this a productive process. School three key objectives: (1) to share 8%. Moreover, these data indicated leaders can facilitate the process, sound data with instructional staff that varied instructional methods but teachers are the individuals who in order to enhance their pedagogy, were used to deliver all levels of foster student learning. The process (2) to allow administration to provide instruction. We have continued with of change is just that, a process. immediate feedback to instructional our student engagement goal for According to change literature, when staff, and perhaps most importantly, the 2015-16 school year with a teachers change their knowledge, (3) to engage teachers and adminis- focus on 21st Century Technology. beliefs, and attitudes, their practices trators in meaningful conversations Measuring student engagement can will improve and student outcomes about instructional practices. be difficult to quantify; however, will increase (Zwart, Wubbels, Bergen, our method of execution provides and Bolhuis, 2007). Once teachers Outcomes us with data to share with staff in make that commitment, they will be At the conclusion of the 2014-15 support of their pedagogical practice. involved in the ongoing planning and school year our data collection Of note, this was not a smooth evaluation of their own learning as on student engagement and its process at the onset. This was a well as that of their own students. relationship to student-centered significant change from the norm,

Educational Viewpoints -49- Spring 2016 References Covey, Sean; Huling, Jim; McChesney, 4 Disciplines of Execution (2012). NJDOE, (Summer 2014), Improving Discussion, Questioning, and Student Engagement. Purnell, Timothy (February 2014) Purpose Driven Walkthroughs™, retrieved: http://www.drpurnell.net/ search?q=Purpose+driven Schlecty, P. (January 1994). “Increasing Student Engagement.” Missouri Leadership Academy. Zwart, R. C., Wubbels, T., Bergen, T. C. M., and Bolhuis, S. (2007). Experienced Teacher Learning Within the Context of Reciprocal Peer Coaching. Teachers and Teaching: Theory and Practice, 13(2), 165-187.

About the Author Gerard Foley serves as Principal of Somerville High School in Somerville. Gerard has spent 17 years in the Somerville School District as a fourth grade teacher, special education teacher, Supervisor, and an Assistant Principal for Guidance and Special Services at the high school. Gerard has a Bachelor’s degree from The Richard Stockton College of New Jersey, a Master’s degree from New Jersey City University, and is currently pursuing his Ed.D. in Educational Leadership at the College of Saint Elizabeth.

Educational Viewpoints -50- Spring 2016 Educational Administration

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Educational Viewpoints -51- Spring 2016 Using PARCC Data – Challenge and Opportunity: Be Careful What You Wish For By Thomas E. C. Barclay, Principal Coach and Mentor

With the first adminis- percentages of students who scored at one of PARCC’s five performance tration of the Partnership for levels on a given sub-claim. One can Assessment of Readiness for College compare how a school performed in and Careers (PARCC) Assessment now comparison to other schools in the behind us, and the second adminis- district, how the district performed tration upon us, it is essential that as a whole, how the school or district we have a plan and process in place compared to the state, and how to use the tremendous information it compared to all students taking the PARCC Assessment provides to the PARCC assessment in that given the greatest benefit for our students administration. This is more like a and our teachers. The amount of How can this information be used context-setting report and represents information that the PARCC Assess- a good start to examining data. ments yields is impressive and very to improve local assessments? useful. Never before in New Jersey How can this information be used The remaining reports are a gold have we had an assessment that is to improve instructional practice? mine of information that can be tied so clearly to the standards in useful for school improvement. Three How can this information drive other reports exist, again both in such a transparent way. In a real curriculum improvement? sense, for the first time, the statewide English Language Arts/Literacy and assessments can be used to improve Finally, how can this information in Mathematics, that detail individual classroom instruction and student be a catalyst to drive job-embedded student outcomes and that provide learning. We need processes, protocols teacher professional learning? the possibility of making the link and deliberate action to make best We’ll come back to these questions from assessment to curriculum to use of this information. How can in a bit, but first, let’s look at the instruction, a critical link. we as educators fit all of these reports that PARCC is providing to us. You have, no doubt, already seen pieces together? PARCC has several very useful reports the Individual Student Report. Not First, you likely know that the place that it is publishing and making unlike other reports that you have to start looking for information about available to school districts and to seen with other statewide assess- the assessments is to be found at the parents. Taking a high-level view ments, this report provides individual main PARCC website, parcconline.org first, you will want to look at the student-level performance down to (http://www.parcconline.org/). District Summary of Schools Report. the sub-claim level and contextualizes One could easily spend hours and This report provides information a student’s performance at the grade hours looking at this information. that is, at once, high-level and level, school level, state level and I would like to point you to the yet detailed. While all members PARCC level. The absolute data and “Resources” section found at http:// of the educational community relative data offer educators an www.parcconline.org/resources/ would be interested in and benefit opportunity to reflect not only on educator-resources. I encourage you from a review of this report, this the individual student level, but to take some time to look through this is a report tailored to central office also on a program and curriculum information alone and together with staff, building administrators, and level. This report, together with the colleagues. Some guiding questions as curriculum supervisors. The report next two reports, should be used by you examine the information: shows how the students in the building-level administrators and district’s schools performed on the by teachers to reflect on the impact How can this information be used PARCC Assessment. There is a report of their work as measured by this to improve student learning? for English Language Arts/Literacy assessment. The information should and for Mathematics showing be used in conjunction with local

Educational Viewpoints -52- Spring 2016 assessments and in the context of to evidence used to measure stu- we put protocols and practice into all other information we have about dent mastery of the Common Core place. A couple of resources for your individual students. Standards. This type of informa- review include: Classroom Focused The last two reports; the Student tion, in my 39 years of experience, Improvement Process (CFIP). Hickey Roster Report and the Student Roster has never been available. From this and Thomas is once such protocol. Item Scores Report provide another report, teachers and curriculum staff NJPSA/FEA, in 2014, published a detailed look at student performance. can make critical connections back document called A Comprehensive The Student Roster Report shows the to their own curriculum, reflecting Assessment System, which provides overall performance of a student in on the links between PARCC, local guidance on holding conversations each tested area. Using color-coding assessments, curriculum documents, and reflecting on various types of you can see where each student and instructional practice. This assessments, including statewide landed on the 5-point Performance information is potentially powerful assessments. Finally, at the National Level, based on their scale score. and useful, if we take the time to School Reform Faculty website: Further, you can see how each reflect on it and use it. http://www.nsrfharmony.org/ student scored in all of the sub- Let’s turn our attention to what free-resources/protocols/a-z you claims, this time using only three to do with all of this information will find a very large number of symbols to indicate if the student recognizing both the challenges protocols for your use in looking at scored below, approaching, or and opportunities PARCC presents PARCC and other data. exceeding expectations. Again and knowing that we have received So, there is no lack of information or this report offers comparisons to what many of us have been asking ways of looking at the information. school, district, state, and PARCC for over the years. While having There is, however a significant lack performance for contextualization. and using protocols has always of time and the lingering challenge The last of the available reports, the been a necessary practice when of sustaining school improvement Evidence Statement Analysis Report looking at any data, the amount initiatives. The occasional exam- provides grade-level feedback on and quality of the data provided in ination of data will not yield student performance tied directly the PARCC Reports demands that sustainable change.

Educational Viewpoints -53- Spring 2016 In a prior role as Assistant Super- needs to be offset by a thorough curriculum unit, local assessments, intendent, I was looking to find a and integrated process of getting the and instructional practice. The way to create a system and practice most out of the information it pro- end result of this work is a viable of looking at student data with the vides. Since, unlike prior statewide curriculum, shifting the focus from purpose of improving curriculum assessments, the PARCC assessment creating a document that sits in a and instruction. At the heart of this is directly linked to the standards binder or resides online to one that process, I knew that teachers needed that now form the basis of all NJ becomes the focus of conversation to be the drivers. The Professional district curriculum, the PARCC data and professional learning. Learning Communities (PLCs) that can legitimately help us in our task We have met the challenge of are operating in all of our schools of improving student learning at the anchoring our curriculum and are the obvious venue and vehicle classroom level. practice to the standards. We have for such conversations. My process In a process like CAR, teachers, provided the resources necessary was not fully implemented, largely working in PLCs in a series of to administer a large-scale online because I was not able to connect all “conversations,” have clarified the assessment, working through of the necessary pieces at the time. standards, created the curriculum an almost Y2K-like anxiety. We Some of the pieces, honestly, I was units, developed local assessments, have successfully administered unable to visualize at the time. devised instructional strategies and the assessment and the results are The Connected Action Roadmap students strategies, and now have upon us. Now, we need to take the (CAR) is a process created by and the opportunity to use the student opportunity to use the data and promoted through NJPSA/FEA. data and related information from information in authentic ways. This process took what I had been PARCC to reflect on all aspects of We need to put in place protocols, looking for and what you, the the instructional process. Sitting processes, and practices that readers, will likely need to put into together in PLCs to examine the will move forward the work of place to best utilize the data and data, with useful protocols, will improving student learning and information described above. enable teachers to reflect on what providing for meaningful teacher The significant amount of time that PARCC and other assessment data professional learning. we give to preparing for and ad- is showing and together make ministering the PARCC assessments any indicated changes to the

“CAR is a process of school improvement that brings coherence to the work of educators by connecting standards, student learning, assessment, professional learning, educator effectiveness and school climate and culture to the work of professional learning communities. Through structured collaborative conversations within the PLC, educators are able to focus on strengthening student learning and teacher practice. Guided by a common language, CAR provides educators with a coherent plan for systemic improvement that connects a viable curriculum with instruction and assessment — a shift from program to practice.” NJPSA/FEA

About the Author Thomas E. C. Barclay (Tom) has been working with NJPSA/FEA as a presenter and developer of professional learning opportunities for teachers and other educational leaders. He is serving as a coach and mentor for principals in a few districts in New Jersey through the School Leadership Program Grant being administered by the Foundation for Educational Administration (FEA). Tom has worked in public schools his entire career as a Teacher K- 12, Supervisor, Curriculum Director, Principal, and Assistant Superintendent. He is a true believer in the power of a great education to open minds and to create paths for all our young people who will rise to take their place in a world they will help to create.

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NJ NAACP Ad 1015.indd 1 10/5/15 4:35 PM Educational Viewpoints -55- Spring 2016 Using a Data Wall to Drive Instructional Interventions By Janet Ciarrocca, Principal, Livingston Park Elementary School, and Kathleen Cave, Director of Elementary Education, North Brunswick

Data Wall 1.0 be tailored to each school’s goals That first year, we used post-its on and needs. In our case, we felt that each classroom board. At a faculty At Livingston Park School in North it was important to protect student meeting in which we introduced the Brunswick, our administration has privacy, while, at the same time, data wall, teachers were encouraged been using a data wall for the last providing a resource teachers and to bring student information to the three years to track at-risk (specific- administration could easily access. We meeting, grab their class board, a ally, Educationally Disadvantaged, brainstormed ideas on how to use the pack of colored post-its, and begin English Language Learners, and data wall and explored ideas on the to add students of concern to their Special Education) students, to help Internet and Pinterest and decided to data wall. Many started by adding teachers collaboratively plan Tier 1 organize our wall by each homeroom. in at-risk students who were below interventions and to set instructional grade level in reading assessments. (and behavioral) goals for these That first year, we used As the wall developed, any student students. The idea for our data wall post-its on each classroom below grade level in reading or developed as we both began working math, or who exhibited challenges at Livingston Park School in the fall board. At a faculty meet- behaviorally, could be added. We of 2013-14. We had passionate ing in which we introduced asked them to add the student’s name, conversations on how to keep track basic demographic information, any of our at-risk students and close the the data wall, teachers services, supports the student was achievement gap. Both of us came to were encouraged to bring receiving, current DRA information the table with ideas of using a data student information to the and math information. Samples of wall and of what a data wall could model post-its were provided. look like. We began to brainstorm meeting, grab their class how that might look for us at our Once each teacher had time to post new school. One of us came from four board, a pack of colored all students of concern, we held grade- years of leadership in a charter school post-its, and begin to add level data wall meetings using PLC and had seen first hand many data students of concern to time. Each teacher pulled their board walls that prominently displayed and down and arranged the post-its from showed student progress for all to see their data wall. most concerned to least concerned. in some schools. The idea of having Then we went around the table and such data so visible to all within the We ended up deciding to use the the teachers briefly shared out on school, while a good fit for some Director’s office, which had a large each child. Our administrative team school cultures, did not feel right to whiteboard on one wall, and was in a took notes and marked down trends, either of us. fairly central location for all staff. We in which teachers could group then created a color coding system, students with similar concerns. Some schools have used various assigning each of our grades, K to 5, Using this information, teachers versions of data walls to show a color. Each teacher then received a were invited to strategy meetings students who are below proficiency laminated, colored “board” with their to plan and discuss instructional on a standardized test or even below name to use as their class data wall. interventions for students on their the reading level for their grade. These Each grade level was lined up in a wall. We held further data wall walls are often prominently displayed vertical row on the whiteboard. For meetings throughout the year and in a building to create a culture that larger grades, we had to place some teachers were encouraged to pull pushes student learning in a visible of the class “boards” above or below their class “board” any time and way. However, the ways of using a the whiteboard. update information. data wall are never ending and can

Educational Viewpoints -56- Spring 2016 Data Wall 2.0 - Improving the student’s academic growth. Much for our school and administrative Process of the conversation was directed at goals. Working with our district supporting the teacher in developing technology coach, we moved to an Over the summer, post-its were Tier 1 interventions to support these “all digital” data wall using Google transferred onto their new home- students in the regular classroom. docs, sheets, forms, and various add- room boards in their new grade. When there were multiple students ons. Building on our first digital New classroom teachers reviewed with similar concerns, we shared spreadsheet from the prior year, their students on the wall prior to ideas on creating groupings and we created “virtual” post-its that the start of the school year. A month common interventions for students included all of the demographic data or so into the year, teachers updated in a class. on each student on the data wall. the post-its and added the grade’s We used a Google add-on called new colored post-it on top of the As the year progressed, teachers added in new students to the wall “autocrat” to merge our spreadsheet original one, updating with any data in our digital “post-its.” additional services and educational and updated post-its for existing data for the child. We improved the students. You could see the build up Next, we worked to create surveys process by adding a digital spread- of color for the students who had for teachers to fill out on new and sheet so teachers could access the been on the wall the year before. existing students to update or create student data any time and track their The wall became a valuable resource data on students. These surveys interventions, also adding in a specific and tool as we discussed students work through Google forms and goal-setting column for the first time. at strategy meetings and, if growth allow teachers to input data ranging had not yet occurred, I&RS. from basic demographic information At this point, we also scheduled to DRA scores, common district one-one data wall meetings with Data Wall 3.0 - Moving to assessment scores, intervention each classroom teacher with both Digital with Google programs, etc. Teachers can also add administrators, rather than meeting in anecdotal notes. We also created Over the 3rd summer, post-its all in a grade-level group at PLCs. a Google form to help teachers set began to fall off, and it began to be This afforded us dedicated time with learning goals for each student. All more difficult to keep track of the each teacher to discuss each at-risk of this data was then merged onto growth of each child on the wall as student in more depth and talk each child’s existing digital “post-it” we were attempting to track data about goals and then, more impor- so now teachers could see all histor- and student growth more carefully tantly, strategies that they could ical and the most recent data and when reporting out our results use in the classroom to move the interventions for each student.

Educational Viewpoints -57- Spring 2016 We continued the process of individual “minutes” form/survey which adds our Data Wall meetings scheduled data wall meetings with teachers the most recent data for “post-it” three times a year to discuss each to discuss their students. This third existing students on the wall. The student with each teacher, as well year, they could also pull students off data on our at-risk students is now as their goals and interventions. the wall that they felt had achieved able to be tracked and followed via This system allows us to track our grade level work. (These post-its were the spreadsheet that the Google forms student growth throughout the “tucked” into an inactive folder in the adds to each time data is updated. year, support teachers in planning case that the child should need to be Teachers can go into the form and instructional, Tier 1 interventions, returned to the wall in the future.) update the progress the student has update progress and keep a close eye At our data wall meetings for this made and set new goals. We now on those at-risk subgroups. Using a year, we used “PDF mergy” to print have a digital folder of all at-risk data wall has been instrumental in out our new data wall “post-its” and students in each grade, as well as helping our teachers focus on their then shared the new Data Wall 3.0 individual student goals for each at-risk students and to demonstrate digital version with our staff. New child on the digital post-its. We have the growth our students are making information is added by means of a in the school each year.

About the Authors Janet Ciarrocca is the Principal at Livingston Park Elementary School in North Brunswick, NJ. Throughout a 28-year career in education, she has moved from classroom teacher to library media specialist to principal. She has worked in both urban and suburban districts. She is a proud graduate of the NJ EXCEL program. She is passionate about professional learning and figuring out ways to reach every learner. Kathleen Cave is the Director of Elementary Education for the North Brunswick Township School District in Middlesex County, where she has been for the last 14 years serving Arthur Judd and Livingston Park Elementary Schools. Kathleen began her career working as a Health and Physical Education teacher in the West Windsor-Plainsboro school district where she proudly served for 23 years. Kathleen received her bachelor’s and master’s degree from Trenton State College. She is a passionate advocate for meeting the educational needs of individual students.

NJPSA Congratulates its 2016 Visionary Leadership Award winners: Denise King, Ed.D., Principal, Bernice B. Young School, Visionary Leader of the Year, Elementary Level Principal Lenore Kingsmore, Principal, Henry Hudson Regional School, Visionary Leader of the Year, Secondary Level Principal Allison Staffin, Assistant Principal, Cherry Hill High School West, Visionary Leader of the Year, Secondary Level Assistant Principal Timothy Craig, Director of Fine and Performing Arts and Business Education, Bayonne Board of Education, Visionary Leader of the Year, Supervisor/Director.

Each will receive his/her award at the NJPSA Fall Conference at the Ocean Place Resort in Long Branch, NJ in October.

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Educational Viewpoints -59- Spring 2016 Education Systems Around The World: A Comparison By Sashi Gundala, Vice-Principal, Marlboro Township Public Schools

21st-century learning good education systems are Finland, tasks on which it had originally has gone global. Today’s youth will South Korea, Japan, Hong Kong focused to deeper conceptual be competing tomorrow with students and Singapore. Let's take a deep dive understanding and problem-based all over the world as it continues to into the education systems of these learning. The Singapore’s ministry 3 shrink. What schools produce today countries and understand what is of education's recent policy of will affect the country’s economy working in their favor. ‘Teach less, learn more’ is highly tomorrow. So it is not just important South Korea: The main focus of popular and has catapulted its but also a necessity that we give their system is primary education. education system onto the top importance to education reforms They make a good start with students, rungs in the world. in our country. Our curriculum which carries them through the rest Finland4: Although a top runner in standards need to stand up to other of their educational life. The students the past, it is losing ground to its emerging countries on a global are known to go to school seven Asian counterparts. Regardless, platform. Like Calvin1 asks, are days a week. South Korea spends 8% Finland still figures in the top 10 we doing enough to prepare our of its GDP on education as compared performing countries in the world. students to effectively compete in to a 6% average of other OECD par- School does not begin for children a tough, global economy and be ticipating countries. Culturally there until they are 7 years old. There is prepared for the 21st century? is high emphasis placed on education. no homework and no standardized Last year, I was at a Google summit Parents are very involved and are testing until they reach high school. in India, speaking to an audience of willing to spend a lot of money to get They have shorter school days. All top educators from the country. I their child the education they need. schools follow a national curriculum. was invited to talk about how we Teachers have to be highly qualified Students and teachers spend less time have integrated technology into and are also paid good salaries. It is in schools in comparison to their the classrooms in the USA but the one of the coveted career choices in American counterparts. Finland also 2 discussion soon became a debate on South Korea. provides three years of maternity the education system of East vs. West! Japan/Singapore/Hong Kong: All leave, subsidized day care and pre- There is much we can be proud of and three systems have a technology- school for 5-7 year-olds where much more that we can learn from based education structure. They the emphasis is on playing and other countries around the world. are also similar to South Korea in socializing. the fact that their main focus is Canada5: In the last few years, What Are Some of the Best also primary education and they Canada has been a surprise entry Education Systems in the spend a good percentage of their in the top 10 education systems World Today? GDP on education. The primary, surprising many. Their system is secondary and higher education levels very simple. They focus on three There are many research findings are exemplary in their approach and main parts: literacy, math and on the education systems around work. Student retention is a common high school graduation. With a the world that forces us to think practice. The education system has clear vision, they have created a about how we impart education moved instruction further away from transparent system in collaboration to our students. The few countries the rote memorization and repetitive with administrators, teachers and that dominate conversations of

1. © Copyright 2016 Universal Uclick. A Division of Andrews McMeel Universal 2. http://www.oecd.org/edu/Korea-EAG2014-Country-Note.pdf 3. https://www.moe.gov.sg/ 4. http://www.oph.fi/english/education_system/historical_overview 5. http://www.cmec.ca/299/Education-in-Canada-An-Overview/

the union to create a curriculum and where countries stand in relation to ‘Genuine interpretation of real-world methodology that is successful. The other participating countries. USA aspects – requiring students to take a system encourages teamwork, quality falls in the middle of the table. given real-world situation seriously education, continued teacher training, According to PISA - ‘Students in the and properly interpret aspects of it. transparent results and a culture of United States have particular weak- Reasoning in a geometric context — sharing best practices. The teacher nesses in performing mathematical requiring authentic reasoning in a morale is also high because their pay tasks with higher cognitive demands, planar or spatial geometric context by is acceptable, working conditions such as taking real-world situations, using geometric concepts and facts.’ are favorable, facilities are good and translating them into mathematical Over time since the PISA was intro- there are all kinds of opportunities terms, and interpreting mathematical duced, USA rankings have fallen. for teachers to improve their practice. aspects in real-world problems. An Although the graph looks dismal, Most importantly, perhaps, there is alignment study between the Common it is actually not so, as many more discretion for teachers to make their Core State Standards for Mathematics countries took part in the PISA own judgments. and PISA suggests that a successful over the years and hence there was a greater divide in the rankings. Where Does the American implementation of the Common Core Standards would yield significant Regardless, there is much room for Education System Stand in performance gains also in PISA.’ improvement needed in reading, Comparison to the World? science and especially mathematics. In many countries around the world, 15 year-olds take part in the “Program for International Student Assessment”(PISA). It is a worldwide study by the Organisation for Eco- nomic Co-operation and Development (OECD) in member and non-member nations of school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. It is done with a view to improving education policies and outcomes. It measures problem solving and cognition in daily life. Every three years, data is released on

Educational Viewpoints -61- Spring 2016 What can we be proud of in our education system? The PISA analysis, on their official report about USA, suggests that a successful implementation of the Common Core Standards would yield significant performance gains also in PISA. The prominence of modeling in U.S. high school standards has already influenced developers of large-scale assessments in the United States. If more students work on more and better modeling tasks than they do today, then one could reasonably expect PISA performance and drug abuse prevention, stress Looking Forward reduction and relaxation, and physi- to improve. Although America fell in There needs to be a cultural shift cal fitness. There is a wide choice of the worldwide rankings, the scores in America that will support the courses available for students who have improved in all three subject educational reforms. There is a are entering college. Students are not areas. What is notable is that over spoonful we can take from all pigeon holed into sticking to their ini- time the scores of Finland have successful countries and create tial choices. Instead they can always considerably fallen. Maybe all is our own perfect concoction — choose a different career path at any not well with the Finnish system of technology rich curriculum from time, giving them total autonomy to education, too. America meanwhile, Singapore, the hard-work and grit make their own choices. is progressing but slowly. that South Koreans put into their Having said that, there are other facts In my opinion, states and districts work, the hands-on experiences that we can be proud of. Education are waking up to the fact that we do that Finnish education provides, a is free in America for every child need to make some changes to our teacher training program akin to regardless of their socio-economic curriculum and system. Schools are Canada and a Confucian culture of status or background. As an educator, aligning their curriculum to stan- respecting the teacher for what they I know that a majority of schools dards. Teachers are now creating do as in China. Change is always employ highly qualified and highly mathematical tasks with higher gradual but we are cognizant that effective teachers. We place emphasis cognitive demands, using real-world it is much needed and this will on a wide and varied curriculum that situations, translating them into definitely propel us to stand in par covers the sciences, arts, language mathematical terms, and interpreting with the other countries on the and literature. We have added societal mathematical aspects in real-world world platform. issues to our curriculum like alcohol problems.

References: "PISA - OECD." 2005. 4 Jan. 2016 "Program for International Student Assessment (PISA ..." 2007. 4 Jan. 2016 "Finnish Lessons." 2006. 4 Jan. 2016 "Pasi Sahlberg – ABOUT FINNISH LESSONS." 2013. 4 Jan. 2016 "South Korean Education | Asia Society." 2015. 4 Jan. 2016

About the Author Sashi Gundala is a vice-principal at Marlboro Public School District. Before entering administration she was an elementary school teacher at the South Brunswick School District for eight years. She is an avid technology enthusiast and has coached teachers and administrators in integrating technology into the classroom. Most recently, she presented at a Google Summit in India and at the Techspo NJ 2016 about the same subject. Sashi considers education to be one of the main building blocks of a country’s growth and economy. Sashi can be found on LinkedIn or Twitter @TagSash.

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Educational Viewpoints -63- Spring 2016 The Social Network Approach to School Community By Douglas Walker, Assistant Principal, Chatham High School

Technology has created immediacy, and an overall increase in consider a learning management stress and anxiety connected to our system (LMS). A learning manage- disruption in Education. shift in education expectations. Our ment system provides a central Districts have channeled resources reaction to a global economy and repository for course content and towards supporting and expanding workforce has fueled an increase in assignments. It provides a starting infrastructure. Our professional de- computer-based assessment, increased point for all blended classrooms to velopment and pedagogical approach rigor, and demand for competitive curate the information necessary for to instruction has grown to expect a college placement. In many cases, their courses. While teachers may significant infusion of technology. To school has become much more ask students to use web 2.0 technol- date, we have access to a vast vari- difficult to manage. ogies to create content, the learning ety of cloud-based applications that management system is where they allow for the creation, presentation, Today’s students have to balance high expectations, a breadth of technol- deliver their assignments and any and collaboration of content. Profes- supporting documentation. sional development has also evolved ogies, and increasing demands for from “check out these cool web 2.0 time. Keeping track of “what to do” In Chatham High School, we were tools” to how to create a personal- and developing personal efficiencies faced with an increased breadth ized and relevant, curriculum with are vital for their success. Today, of technology adoption. As more technology.” students may find themselves with and more teachers embraced digital eight classes and eight different online content and creation options for The implementation of various tech- resources for managing content and students, we found that segments nologies, coupled with the increase communication for those classes. of our student body were struggling of curriculum demands was a quick For students at-risk, the ability for to stay organized. For example, a moving tornado of change. Our mentors, advisors, and parents to single Grade 9 student may have one students are connected, collaborat- assist may be overbearing. Consider teacher who posted all assignments ing, creating and sharing. They are the significant segment of classified on a Google Calendar, one who developing a digital footprint that students with ADHD. How do utilized a website, another who represents their academic growth. students with executive function emailed information to a student The integration of technology based weakness manage the technologies group, and others who shared a assessment has simplified data driven and resources that are peppered by Google Document. For students decision making and a feedback chain teachers, administrators or coaches? classified and non-classified who that has never been as effective. Teach- In order to harness the plethora of demonstrate weakness in executive ers are exploring new web-based function, the challenge was amplified. tools and integrating them into their digital content, the need for on- content areas. We have seen a decline demand access, and communication Our focus shifted to providing a single in textbook adoption and an increase and collaboration, districts may platform to function as the hub for in online, curated content. Students our course content. In looking for a seamlessly shift between applications A single platform to curate platform, our vision was a web-based creating opportunities for the repre- course information would application that would provide sentation and assessment of knowl- students and teachers with course/ edge that has never been so diverse. simplify professional content management, calendaring development and teacher and collaboration options. A single During this era of disruption, our collaboration by providing platform to curate course information students have evolved. As educators would simplify professional develop- we struggle with addressing students' a common language for ment and teacher collaboration by need for constant connectivity, the teachers and administrators. providing a common language for management and interpretation of teachers and administrators. mass information, the desire for

Educational Viewpoints -64- Spring 2016 Our implementation of a learning providers offer mobile apps that offer plethora of web 2.0 applications and management system proved to be a immediacy and mobility for keeping district software applications. Our success. We settled on an LMS that up with changes. departments have created groups syncs with our student informa- There have been a number of to copy and share course materials, tion system. The end result is pre- unexpected advantages to creating assessments, primary sources and populated courses and student rosters. this virtual network in our school. other valuable instructional materials. A student has access to all of their We have utilized the groups feature Instruction in CHS has transformed 6-8 courses in a single location. Our for all of our student clubs and by providing a blended experience teachers post documents, video and activities. News, announcements with 24/7 access to course content. website links, threaded discussions, and events are shared through Students have around the clock ac- and assessments. Teachers can post these groups and published on the cess to course materials. Teachers and collect assignments and even student’s calendar. Our faculty has provide access to supplemental sync them directly with a popular taken advantage of these groups materials for remediation or deeper plagiarism software suite without by creating collaborative spaces to exploration into topics. Faculty leaving the LMS. Events and assign- share ideas, success stories, and their members have begun to develop ments are automatically loaded questions. One of our more popular their own web-based textbooks by to a class calendar. Students have groups is the CHS Faculty Shelfie organizing content in unit folders in the option of viewing individual Wednesday, where faculty members their courses. In some departments, course calendars or a single calendar share book recommendations. The we are exploring the development that lists the events for all of their CHS Think Tank is a group of teachers of virtual-only courses. This shift classes in a single location. This has who meet physically and virtually has started a conversation about proven to be the most significant to share innovative instructional flexibility in seat time and a typical change agent in that students, practices across content areas. The school day structure. As the avail- parents, counselors, case managers, Chatham Library for Information able features of the LMS evolve, we and advisors have a single location and Collaboration (CLIC) shares continue to explore our options for to know what assignments needs tutorials and how-to-guides for a deeper integration. to be done and when. Most LMS

About the Author Douglas Walker is an Assistant Principal at Chatham High School. You can follow him on Twitter @walkerd or subscribe to his blog at www.edunology.com.

Educational Viewpoints -65- Spring 2016 A Framework for Educators: Leveraging Free Social Media to Brand and Communicate By Stephen Santilli, Lead Learner (Principal), and Kimberly Mattina, Teacher/Social Media Advisor, William Davies Middle School, Mays Landing

“What do the President the world to be an extended part us and created an opportunity for us of your own school community or to strengthen the work that had just of the United States, the classroom. This is where the journey begun in both branding our school C.I.A., and the Pope all of the William Davies Middle School and communicating with the world. began in July 2013. have in common?” While The following steps detail how we this may sound like a bad joke, all have successfully branded our three, and millions of others, have school and communicate with our one thing in common — Twitter! community through the use of free We often start technology-driven social media: conversations with a similar joke, or 1. “Ask permission, rather than rather anecdote, to not only break forgiveness.” Prior to proceeding the ice, but to break down false with your digital journey, we perceptions surrounding the effective suggest working with District use of social media in schools. With Leadership and your Board of today’s shrinking budgets, evolving Education to clearly articulate family units and schools that support Above was the very first tweet that the vision, mission and goal for students and their community, what the William Davies Middle School utilizing social media in your better tool than social media to posted on July 28, 2013. It wasn’t school or classroom. District effectively communicate and also funny, clever, or world-altering; policies and regulations will “brand” your school and/or district? however, it accomplished the goal need to be reviewed and possibly In 2016, districts, schools and of social media and that is commun- revised in order to utilize social educators alike should have both ication. That same post was also media at either the school or the flexibility and support to utilize shared on the Davies’ Facebook and classroom level. the various social media tools that Google + pages. 2. “Investigate!” Develop a survey are available for FREE. We are 16 As the first few months of the 2013- years into the 21st century and we for your entire school communi- 14 school year passed, we focused on ty to determine the most popu- must advance beyond one-to-one only three forms of social media to technology and embrace the power lar forms of social media. This communicate with our school com- should be inclusive of everyone of one-to-world. The use of social munity. Traveling the social media media can do just that — allow from the Board of Education, road was lonely at first, but we administration, staff, parents, looked for opportunities to network and students. Furthermore, be With today’s shrinking with other digital leaders. Through sure to investigate what other budgets, evolving family a chance occurrence in November schools throughout the state 2013, we had the opportunity to at- units and schools that and country are using as well as tend an unconference facilitated by the social media sites utilized by support students and Dr. Tony Sinanis and Dr. Joe Sanfelip- state and local police, state agen- their community, what po. Both leaders, hailing from com- cies, local businesses, non-profits pletely different parts of the country, and even institutions of higher better tool than social shared a message that later tran- education. This information is media to effectively scended into a book entitled The Power vital as you don’t want these of Branding: Telling Your School’s Story. communicate and also stakeholders to come to you, Their message of “who better to tell but rather you want to meet “brand” your school the story of their school than those them in the digital spaces they and/or district? that live it everyday?” resonated with already occupy.

Educational Viewpoints -66- Spring 2016 3. “Quality over Quantity.” Once relations advisor, turned social is added to every post on all the you identify the most popular media advisor. Our social media social media platforms. This social media outlets in your advisor is essentially, “the is a method of also branding community, explore those spaces. voice” of our school. She posts our school. The second deci- Consider what forms of social valuable information to the sion to make is which type of media will meet the needs of school community, and, at the information you are going to your school community, work same time, brands our school. disseminate. No matter what cohesively with one another and 5. “Decisions, Decisions!” There are parameters are determined, the are tools you can manage well. two crucial decisions to make information should be sent out Whether you choose to begin prior to your first post. First, to the community in a quick with one social media platform you must decide on a username, and efficient manner. School or three, make the commitment avatar (logo) and common news, daily announcements, to learn and grow your network hashtag for your school or dis- activity bus schedules, sports on that space. trict to embrace. The username and club announcements, ac- 4. “Don’t travel this road alone.” and avatar should promote the complishments, and general Reach out to social media pre-established “brand” of the information are just some of the experts, especially within school or district. Also, since so- posts that are released through your own staff and student cial media thrives on hashtags, the Davies’ School social media population, who can play a your hashtag should reflect the platforms. vital role in supporting and school or district’s vision, mis- 6. “Workflow.” Time management implementing this important sion or philosophy. The Davies' is key and there are several tech- endeavor. At the Davies School, School selected #WeAreDavies, nology tools to help implement we have utilized both our which is the opening line of our and manage social media posts. staff and students; however, vision statement. Therefore, The following is a list of some our greatest asset has been in addition to posting valuable of the tools we have had success the renaissance of our public information, the #WeAreDavies with at the Davies School: Hoot-

Educational Viewpoints -67- Spring 2016 suite, a social media application submitted an Acceptable Use post, but also when to post. manager; Google Chrome, a Policy/Opt-In Form. Staff must Some examples of available data browser; Tall Tweets, to post determine, via Genesis, our range from posts that received longer messages on Twitter; student management system, the most traffic, the times and Google Forms to collect social if a student is able to have their days of the week people are media requests; Google Sheets photo posted online prior to accessing the sites, to the gender to view the requests; and natu- submitting the Google Form and ages of those individuals to rally a Google account. While through our workflow or even name just a few. most of the above mentioned posting the photo through their In our third year of implementation is self-explanatory the purpose own classroom account. the Davies' School has expanded our of the Google Form is to allow 8. “Security and Data/Analytics.” reach in both communicating and all staff the opportunity to An important part of security branding. We have grown from three post news and information to revolves around who will have social media platforms in 2013 to the social media sites under the access to your school’s social seven social media outlets in 2016, Davies' School profile. This gives media profile. These individuals which include: Facebook, Twitter, Ins- everyone the opportunity to should not only be entrusted, tagram, Pinterest, YouTube, Google+ express their voice, especially if but fully understand the policies and Linkedin. Each platform has its they do not have a social media and regulations set forth by the own unique purpose to help us tell presence. district. Most importantly, they our story, and we continue to evolve 7. “To post, or not to post, that should model excellent digital our workflow to accommodate the is the question!” Images and citizenship on the school's social changes of our audiences, as well as pictures, while not required, media sites and on their personal new forms of technology. Overall, generate the most traffic on sites as well. As mentioned our experience has been both positive social media. Let’s face it, who above, decisions are an impor- and productive, but most important- doesn’t like to see their child? tant factor regarding what ly it has allowed us to expand our At the Davies' School, pictures to post; however, rich data reach to our #WeAreDavies school are encouraged and posted provided by many free social community. on social media so long as the media sites allow for you to photographed student has determine not only what to

Resources: Sinanis, Tony, and Joseph Sanfelippo. The Power of Branding: Telling Your School’s Story. N.p.: n.p., n.d. Print. "Twitter Usage-Company Facts." Company | About. N.p., n.d. Web. 2 Jan. 2016. . “What Was Your First Tweet?” Discover Your First Tweet. N.p., n.d. Web, 9 Jan. 2016. .

About the Authors Stephen Santilli is the Lead Learner (Principal) of the William Davies Middle School in Mays Landing, where he has served in this capacity for the past five years. Prior to his principalship, Stephen served as the Vice Principal in the same building. His career began as a Social Studies and Life Skills teachers in grades 6-8 in the Hammonton Public School System. Stephen is also the recipient of the 2014 Bammy Award from the Academy of Education Arts and Sciences for Middle School Principal. Stephen also maintains his Education unBlog at http://educationunblog.blogspot.com/ and is an active member of the educational Twitter community @SPSantilli. Kimberly Mattina is a Technology Integration Coach/Educator and Social Media Advisor at the William Davies Middle School in Mays Landing. Additionally, Kimberly is a Google Certified Trainer, a Google Classroom Expert Team Member, and a Rising Star in the Google for Education Help Forum. Furthermore, Kimberly is a Technology Consultant/Owner of at The Tech Lady, LLC, which is a computer repair and consulting business. Kimberly manages her blog, “The Tech Lady,” which can be accessed at http://www.thetechlady-km.blogspot.com/. You can also follow Kimberly on Twitter @The_Tech_Lady

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Educational Viewpoints -69- Spring 2016 Leveraging Social Networking to Engage Regular and Special Education Students By Dr. Steven Gregor, Principal, Orchard Valley Middle School, Sewell

Bandura's (1977) Bandura argued the importance of regular and special education stu- learning from others, or obser- dents. It is expected, however, that all cognitive learning theory vational learning. Observational students’ achievement will improve, has touted the social context of learning is facilitated by social media although at different rates. For learning since the 1970s. Asserting in course management systems and example, the infusion of blogs, that social and technological innova- may have a relationship with stu- online learning environments, and tions often usher in major changes dent achievement. Social media may synchronous distance learning may in society, Bandura's theory of learn- provide the building blocks for a increase engagement in learning for ing has implications for the use of learning environment powered by all. Maximal benefits, however, may educational social networking. While multiple forms of support, allow- be experienced by special education there is a limited amount of research ing learners to connect, interact, students, as they often start at lower on the subject, some studies suggest and share ideas in a fluid way. For levels of achievement (Eckes and that students networking with other McLoughlin and Lee (2007), learning Swando, 2009). students through wikis, blogs, and is “conversational in nature, and… other tools may enhance learning it necessitates a social dimension, Social Networking Study for students with disabilities. This including communication, dialogue This author conducted a study to article highlights the work in this and shared activity”(p. 671). area and makes recommendations analyze the effects of social network- for instructional design to maximize Social media may ing for educational purposes on the all student learning. academic achievement of regular and provide the building special education students in the The social cognitive theory suggests blocks for a learning secondary school setting. The student people construct new learning from environment powered participants engaged in discussion social influences. This theory places forums as their primary social special emphasis on the introduction by multiple forms networking experience. Of the 155 of new technologies. Bandura (1989) of support, allowing participants, 94 were enrolled in a stated, “Social and technological class that required participation in changes alter, often considerably, learners to connect, asynchronous discussion forums, the kinds of life events that become interact, and share meaning discussions were not held in customary in the society. Indeed, ideas in a fluid way. real time. Sixty-one of the participants many of the major changes in social were enrolled in a class with more and economic life are ushered in by Research suggests that there is a clear traditional instruction that did not innovations of technology” (p. 5-6). link between student motivation and use social networking. The treatment Few people do not recognize the engagement in learning (Board on consisted of 12 discussion prompts prevalence of computers and mobile Children, Youth and Families, 2003; created by the teacher in the Black- devices in today’s world. The pro- Driscoll, 2005). Studies have also board course management system. found impact of technology on shown that a high level of interaction The analysis of student test data human experience may offer new between peers and teachers with showed that there was no significant methods to create social environments students results in greater student difference in the average of test scores that facilitate learning in schools. For satisfaction (Board on Children, due to social networking when example, technology enhances the Youth and Families, 2003; Klem and educational status (regular or spe- ability to interact with and observe Connell, 2004). The application of cial education) was ignored. When others. Students who participate in social networking for instructional educational status was not ignored, social media for instructional pur- purposes may have the potential to however, the significant difference poses are influenced by those media. close the achievement gap between of mean scores between all regular

Educational Viewpoints -70- Spring 2016 education and all special education Federal laws like NCLB and resulting differences” (p. 5). Recognizing that students was found to be highly state initiatives have increased the individuals learn in different ways, unlikely due to chance. This study level of accountability for teachers, the UDL framework, first defined also found that there was an inter- requiring them to make strides with by the Center for Applied Special action between educational status all students, including students with Technology (CAST) in the 1990s, and social networking. The infusion learning disabilities. The implications calls for the creation of curriculum of educational social networking of the newly approved ESSA are from the outset that incorporates helped narrow the achievement gap not yet clear. Universal Design for three brain networks: (a) multiple between regular and special educa- Learning (UDL) has been suggested means of representation to give tion students. as a way to address those needs. UDL learners various ways of acquiring The effect of social networking is “a set of principles for curricu- information and knowledge, (b) on student learning has not been lum development that give [sic] all multiple means of expression to determined. There is a limited individuals equal opportunities to provide learners alternatives for amount of research on how and learn” (CAST, 2013, para. 1). Univer- demonstrating what they know, and to what extent teachers use social sal Design for Learning “provides a (c) multiple means of engagement to networking within the parameters blueprint for creating instructional tap into learners’ interests, challenge of instruction. There is even less goals, methods, materials, and as- them appropriately, and motivate research distinguishing the effects of sessments that work for everyone— them to learn. social networking on the academic not a single, one-size-fits-all solution, While the results of this researcher's achievement between regular and but rather flexible approaches that study indicate that certain pedagogies, special education students. can be customized and adjusted for such as the use of social networking, individual needs” (CAST, 2013, para. may help special education students Although public school teachers 2). (CAST, 2013) today are being asked to teach to more than their regular education a broad range of learners with Rose and Meyer (2002) described UDL peers, UDL as a pedagogical frame- varied learning exceptionalities, as an “educational framework based work may help teachers design it is becoming increasingly clear on research in the learning sciences, curricula in ways that support all that traditional instruction is not including cognitive neuroscience, that students in gaining access to the adequate to meet the instructional guides the development of flexible general education curriculum. In needs of many of these students. learning environments that can general, UDL may help all students accommodate individual learning become more successful learners.

Educational Viewpoints -71- Spring 2016 References Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice Hall. CAST. (2013). Transforming Education through Universal Design for Learning. Retrieved from CAST: http://www. cast.org/ Eckes, S., and Swando, J. (2009). Subgroups under NCLB: Issues to consider. Teachers College Record, 111(11), 2479-2504. Manzo, K. K. (2009, September 29). Social networking. Retrieved from Education Week: http://www.edweek.org/ ew/articles/2009/09/30/05report-5.h29.html?r=20538809 McLoughlin, C., & Lee, M. J. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. Retrieved from Proceedings ascilite Singapore 2007: http://www.ascilite.org.au/conferences/ singapore07/procs/mcloughlin.pdf National School Boards Association. (2007, July). Creating and connecting: Research and guidelines on online social and educational networking. Retrieved from National School Boards Association: http://www.nsba.org/site/ docs/41400/41340.pdf Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD.

About the Author Dr. Steven Gregor is a former social studies teacher, technology trainer, and curriculum supervisor. He currently serves as Principal of Orchard Valley Middle School in Sewell, New Jersey. He also serves on the board of the New Jersey Council for Social Studies.

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Educational Viewpoints -73- Spring 2016 Creating Options: New Jersey’s Option II By Danielle Hartman, Supervisor of Instruction, Burlington County Institute of Technology

“It’s an interesting topic," We began the hybrid electives as part Each Thursday, I would receive says student Kayla Pearson, fiddling of our participation with InnovateNJ, invitations to online chats from with her school-issued Chromebook. an NJDOE program that brings to- the students, eager to share their “The sensitive questions we study in gether like-minded progressive school learning. Upon dropping in on these class are interesting, and I’m eager to districts from across the state to discussions, I would see student-led learn about the deeper mysteries of share best practices for innovative and moderated discourse that was the mind.” A face appears on the programs. Last year, we were asked rich and rigorous. The online sessions screen as Kayla successfully begins to explore ideas for Option II, NJ’s were recorded and posted in Google her Google Hangout for the Human alternative credit program for high Classroom for teacher review. At Behavior hybrid elective she partici- school students. Because CTE pro- semester’s end, students held a pates in at our school, Burlington grams demand much of a student’s capstone showcase for parents and County Institute of Technology, school day, there is little time left for community members to highlight a career and technical school in electives or special programming. their learning. One student, who southern New Jersey. Kayla is one Option II allows us to enrich the could not be there in person, of 45 students participating in a coursework for students and provide presented virtually. hybrid elective during the Fall 2015 opportunities beyond their technical Student and teacher feedback regard- semester. In a hybrid class, some of training. This fall, students could ing the program was strong. Our the traditional face-to-face seat time enroll in Human Behavior, Forensic end-of-semester data showed little is replaced with an online component. Science, or Topics in Hispanic Culture. attrition and high achievement Studies show that although students Our classes mimic the outcomes. Eighty-seven percent of can achieve in a strictly online class, students earned an A or B in their interactions between students and style of many contempo- classes, and less than 10% received a teachers, or between students, are rary college courses with failing grade. In a survey, 85% of beneficial to learning outcomes and students stated they would recom- satisfaction (Shea & Bidjerano, 2013). a blend of face-to-face mend blended electives to peers, 84% A 2012 study by Dr. Wei-Fan Chen and synchronous online agreed that they learned much from concluded the same, adding that meetings. taking a course, and 90% would blended learning environments can take another elective of this nature. assist students in understanding Though the original plan was for In addition, 78% believed that the factual and conceptual knowledge three classes, the program was so structure of the class enabled them (207). Though we utilize Educere, popular that a fourth class, an ad- to learn. Some students did cite that an online program that provides ditional section of Human Behavior, there were initial roadblocks to the credits for courses not offered at was added. All four classes were online component, though they were BCIT, students don’t have the same filled to capacity, yet students kept able to overcome them with time. connection or success rate as with a applying for admission. Participating These roadblocks allowed students hybrid class. students were issued a Chromebook to gain skills in technology while Our classes mimic the style of many for their classes, which meet after mastering content. contemporary college courses with a school once per week for a two-hour Our teachers also enjoyed their blend of face-to-face and synchronous session and once per week online for pilot of the hybrid classes, in part online meetings. Face-to-face time an hour. Classes are inquiry-based because they elected to participate generally consists of whole group and student-led. In September, while in the program and were open to learning, while the online component teachers were meeting with parents experimenting with class structure. allows students to work in small for back-to-school night, students While planning our program, we groups on inquiry-based projects that were meeting online to discuss the solicited applications for classes are student-facilitated and driven. background, theories, and beliefs from faculty members. Once we This style allows students to flexibly of famous psychologists. During had the submissions, 18 in total, we extend their learning beyond the visits to the face-to-face meetings, surveyed students for interest. The typical school day, while gaining I saw students who were highly top three were chosen for the pilot technological and collaborative skills. engaged in challenging coursework — beginning in September of 2015. coursework that took place at 5 pm.

Educational Viewpoints -74- Spring 2016 Once we had the first program will meet twice weekly for online We were unsure if students would under our belt, we were ready to synchronous, collaborative sessions. choose to participate, engage in the expand our creative scheduling Our AP teachers did not necessarily lessons, or complete the coursework. techniques. Since we are on block embrace this change to the class At the conclusion of our first semes- scheduling, it is difficult for us to structure. Some were hesitant to lead ter, however, we can safely say the offer a substantial AP program. classes with technology that was new first classes were successful. Both If we ran the AP classes for three to them. In order to make this initi- quantitative and qualitative data marking periods, 80 minutes per ative effective and ease concern, we show positive results that have our day, students would only be able created units that were supportive of district looking at ways to bolster to take one AP class throughout independent study. We also trained and expand our hybrid selections. their four years with us, due to our teachers with Rich Kiker, a Google Next year, we will be experimenting the demands of our CTE programs. Education partner and eLearning with a variety of blended styles in To gain more time, we decided to expert. His workshop, Drive your our math and science departments. make the third marking period an Classroom, assists teachers with We will also add additional hybrid online, independent study class. setting up their materials, lessons, AP and elective choices. Hybrid and Students will meet in class for and online meetings. blended courses allow us to create marking periods one and two, then structures that fit the unique nature pursue their independent study Our hybrid classes are continuously of each class, making material more for marking period three. During evolving. It was a risk planning and accessible and creating options for the third marking period, class implementing courses of this nature. the students at BCIT.

References Shea, P., & Bidjerano, T. (2013). Understanding Distinctions in Learning in Hybrid, and Online Environments: an Empirical Investigation of the Community of Inquiry Framework. Interactive Learning Environments, 21(4), 355-370. Wei-Fan, C. (2012). And Investigation of Varied Types of Blended Learning Environments on Student Achievement: An Experimental Study. International Journal of Instructional Media, 39(3), 205-212

About the Author Danielle Hartman is the Supervisor of Instruction for the Burlington County Institute of Technology. She graduated from Rowan University with a Bachelors of English and continued her education earning a Masters of Instructional Technology with principal certification from Stockton University. You can reach her on Twitter @danielle6849.

Educational Viewpoints -75- Spring 2016 The Reality of Appropriately Using Available Technologies in the Classroom By James J. Sarto, III, Principal, Benedictine Academy High School

As I present professional Consider the Following The realization is that every school Scenario: in every district in every county development seminars in every state is different. There for eager superintendents, principals, District “A” gets new interactive boards is no “one size fits all.” Available counselors and teaching staff for the entire staff. The staff receives technologies continue to grow at members, the response to my first professional development the day an enormous pace to include more three questions is usually the same. prior to the start of the school year. than laptops, Chromebooks, smart 1. Q: Do your schools have A follow up professional development phones, tablets, and so on. may take place in February and/or interactive boards in every Over the years, I have visited many classroom? April with the possibility of a new app or update at a monthly faculty schools with the one-to-one initi- A: The majority proudly raise ative where every student receives their hands, smile, and look meeting. Once or twice throughout the year, a staff member may be a laptop or tablet. Proud admini- around to see if others have strators go on tour singing the their hands raised, too. sent out to a half or full professional development day. praises of this program. Yet, when I 2. Q: Have your staff members all have the opportunity to speak with been trained on them? Outcome: the students and staff individually, A: With a bit less confidence, Every staff member has a different most say students use their devices almost all hands are raised with level of understanding with for note taking or forget to bring a few glances left and right to technology. their device. The majority of staff see if others are still on board. members admit they were never fully A majority of the staff will be ineffec- trained on appropriately utilizing 3. Q: If I were to walk around tive and will use the interactive board the technology. There are, however, your school today (which I as an overhead projector. often do), how many of your one or two staff members who make staff members will be using Consider the Following excellent use of their equipment. their interactive boards as an These are the classrooms we are overhead projector? Scenario: directed towards, and these are A: This time the audience looks Student “A” gets an automobile permit the staff members who usually left and right, a low mumble at age 16. They receive a driving accompany their administrators begins, and most hands go up. lesson the day prior to the start of the to professional development So in essence, a good number of school year. A follow up driving lesson presentations. may take place in February and/or schools have spent an enormous Making use of smartphone technol- April with the possibility of a couple amount of funds to “modernize” ogy is also a wonderful idea. Most of minutes each month. Once or twice and bring their technology into the students have smart phones. If throughout the year, the driver is sent 21st century. Interactive boards they do not, they could share with out to drive with a licensed driver. seem to be the starting point. And, classmates or use a school tablet, etc. of course, these interactive boards Outcome: My rationale has always been that begin to wear out and require more Every driver has a different level of students use this technology before maintenance or replacement while understanding when learning to drive. and after school, in colleges and overhead projectors can still be universities, the work force and in purchased for around $90. The student will not be prepared to the military. So why don’t we train pass the driving test. If they do pass, them to use them properly in the they will more than likely be an classroom setting? ineffective driver.

Educational Viewpoints -76- Spring 2016 The concept of 21st century tech- and presentations give you the start, staff on incorporating these nologies in the classroom sounds middle, and finish. Grey area? CFU – technologies into their lessons great, is impressive in seminars, and Check For Understanding. Step-by- and acting as a resource for excites the professional educator. Step review, reinforcement, and students. They may also offer It would be wonderful if there was constant hands-on instruction and assistance to staff members enough time during the school practice. The most important piece is during their prep periods. year to effectively incorporate these the piece that is most often missing! 2. TRT (Teacher Round Table): practices without having to worry I would like to suggest several Teachers “volunteer” to meet about lesson planning, grading, strategies to begin this process that after school one or two desig- PARCC, HIB, NJ Smart, curriculum I have found effective. You may nated days each month. This is revision, graduate coursework, and already be using one or more of not a scheduled or contracted a plethora of other time-consuming them. If so, please share. full staff meeting day. I know necessities. And, oh yeah, you do what you’re thinking. “My 1. ICTR (In-Class Technology have a life outside of school. staff won’t come unless…”, or Resource): Make use of your something similar. Believe it So where is the “Grey Area” between experts. Regardless of contractual or not, the TRT starts out with professional development and effec- jargon, many of your knowl- a few members, then rapidly tive classroom application? Have you edgeable staff members would grows. You facilitate this ses- ever had to assemble IKEA furniture? much rather make use of their sion with an objective of the A child’s toy? You are shown the supervision period as an ICTR. day. Staff members are charged picture and results, given all the Given the option of watching with not only thinking outside directions, and then you pull it all a hallway or cafeteria, a good the box, but thinking like there out of the box and… “Where does number of staff members would is no box. Everyone is an equal this piece go?” “This doesn’t look volunteer to use this time to partner and expresses their like the picture!”… And there you work in the classrooms assisting have it. Over 98% of the PD articles views freely.

Educational Viewpoints -77- Spring 2016 Example: If this were a brand new one morning per week. For me? technology they are utilizing school, and you were the first Thursday mornings from 7:40 during each lesson period. This principal, how would you begin - 7:55 a.m. (Classes begin at 8 is self-explanatory. a successful technology program a.m. Staff has to be there by This is merely the tip of the iceberg. including professional development? 7:45 a.m. daily). I, or any staff Technology is quickly evolving, even Don’t think of current staff members member, present one topic over as you read this article. Be mindful and scheduling. Think staff member the course of 15 minutes. The not to bite off more than your staff A, B, C, D, and a schedule that is yet PD Bite (or Power PD – Michael can chew at any one professional to be determined… Go! Portas) is designed to focus on development. “Fast Baby Steps” Note: It does help if food and coffee, one objective. This is the perfect rather than overloading them with etc. is served. Pizza month? Taco opportunity to introduce a new too much information at once. And month? Dessert month? You get app, program (Googledocs, remember….. There is no better the idea. The staff actually begins Voxer, Vrse, Polleverywhere, way to introduce and evaluate the to bring in food and drink items Remind 101, socrative teacher), progress of any program than to get themselves! or review and reinforce the into the classroom frequently and many uses of the interactive observe what each and every teacher 3. PD Bite: (Professional board, smart phones, etc. One knows and is capable of doing… I Development Bite): I have found objective per PD Bite. know… We all could use more time. this most effective. An invitation 4. Staff members should make it is given to every staff member a practice to include a category to come in a few minutes early in their lesson plans for the

About the Author James J. Sarto, has worked in the New Jersey public school system for 35 successful years prior to retiring as a high school principal. He has served as a mentor to aspiring administrators for the past eight years with the NJPSA Leaders to Leaders program. He is on the executive board of the NJ Alliance for Social, Emotional & Character Development and is currently a professional development consultant in the tristate area for Technologies in the 21st Century Classroom as well as principal for the Benedictine Academy All-Girl High School.

NJPSA Retirement Services Retirement planning can be daunting under the best circumstances. Understanding the benefits provided through the New Jersey Retirement System has become more complex. With assistance from our pension and health benefits specialist, you can receive expert advice to make informed decisions and plan properly for retirement. Schedule an individualized retirement planning appointment now! Contact Bob Murphy 609-860-1200 [email protected]

Educational Viewpoints -78- Spring 2016 FEA In-District Programs

Professional development is the key to success as an educational leader. Unfortunately, many of us cannot afford to be away from our school or district even for one day to take advantage of these great learning opportunities. What is the solution? FEA conducts in-district programs for almost every workshop offered through FEA, including LEGAL ONE. We send our trainers to your district and work with your entire administrative team so that everyone can immediately apply the techniques you learn and the knowledge you gain into your schools. Our goal is to assist you in providing a coherent professional development program that is sustained and job- embedded. If you do not see a program that meets your needs, please contact us (Jay Doolan or Linda Walko at 609-860-1200), and we will work to provide a program tailored to your district or school’s particular needs. Please review our programs at www.njpsa.org/fea-in-district-programs. All programs are a full day, though we can customize to shorten the length of time in most cases. A few programs are two or more days. It's easy. It's convenient. It's affordable. Train your whole team and reap the benefits of learning and growing together.

Framework for Teaching and School Culture and Climate Support for Struggling Learners Learning Understanding the Real Role of the A Basic Guide to Intervention and Connected Action Roadmap (CAR) School Safety Team Referral Services Curriculum Aligned to the Common Understanding the Link Between School Team Teaching for Special Education Core: The Missing Link Climate and Legal Liability (LEGAL and General Education Teachers Unpacking Standards and Developing/ ONE) Professional Development for Aligning Content Curriculum Climate Control for Your School: Let's Special Education Classroom Higher Order Questioning Skills Change the Conversation Paraprofessionals Guided Reading through Small Group Universal Design for Learning Instruction Evaluation Support and Dyslexia: Impact on Learning and Close Reading and Argument Writing Improvement Effective Strategies Focus on Vocabulary for Content-Level Evidence, Evidence, and More Blueprints for Student Success Instruction, Grades 5-8 Evidence: Are You on Target with Your Data Analysis and Developing Observations and Use of Artifacts to Leadership and Communication Protocols through PLCs Support Teacher Evaluation? National SAM Innovation Project Culturally-Relevant Instruction Powerful Conversations in a Culture of Parent University© Feedback Evaluating Everyone Else… Key Issues The State's Standards and PARCC Differentiated Conferencing and Related To Non-Certificated Staff Understanding PARCC Data Feedback: Maximizing Teacher (Legal One) Connecting Curriculum, Instruction, and Performance Assessments with Common Core and LEGAL ONE PARCC: Planning Integration Across STEM-The Next Generation Addressing Employee Leave: Under- Content Areas Science Standards standing Workers Comp. (School Staff) Creating PARCC-Like Math Tests: Rethinking and Redesigning Science Addressing Staff Mental Health Issues Preparing for the New Assessments (K-5) Teaching and Learning Addressing Student Mental Health Creating PARCC-Like Math Tests: STEM Practices: Claims, Evidence, Issues Preparing for the New Assessments Argumentation Bilingual Education Law (6 - 12) The Literacy STEM Connection Bully Law Update PARCC: An In-Depth Approach Across Assessment Strategies for Student Collective Bargaining Content Areas (6-12) Success in STEM Discrimination Series Writing Curricula in ELA, Science and The Best STEM Education Web Education Law Enforcement Series Social Studies to Support Instruction for Resources Special Education Series the PARCC (6-12) Other Legal Issues

Contact Jay Doolan or Linda Walko today for further information and pricing at 609-860-1200, [email protected], or [email protected].

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Educational Viewpoints -79- Spring 2016 School Improvement: If We Knew Then What We Know Now By Art Albrizio, Pat Impreveduto, and David Montroni, Ed.D. ― Accreditation Officers for the Middle States Association Commissions on Elementary and Secondary Schools

For principals immersed you keep your eye on the big what it will take to achieve those in the day-to-day operations of picture. expectations. a school, it can be challenging to • Collaboration is key. As a princi- Unlike most state accountability stay focused on the big picture of pal, it can be easy to think that systems, which focus only on continuous school improvement. your way is the right — and student outcomes, the Middle only — way. However, by col- States standards for accreditation We Know. We’ve Been There. laborating with others including offer schools and school systems a Among the three of us, we have administrators, faculty, staff, holistic approach for evaluating and more than 50 years of collective students and parents, you gain improving performance. valuable perspectives and gather experience as school principals, Based on proven research and best new ideas, adding to your tool- serving diverse student populations practices, the Middle States standards box of solutions and ultimately and school communities. are designed to supplement student- making you a better leader. Get performance data by providing a Now, working for the Middle States out of your comfort zone. Association Commissions on Ele- more complete measure of a school’s • All schools can improve. By performance and chart a strategic mentary and Secondary Schools, setting goals and establishing we have the benefit of being able to and realistic course for continuous a framework to reach them, school improvement. look at schools with a wider lens schools across the spectrum — and have seen the tremendous value from the highest performing to The accreditation process requires that strategic planning can have in the those in need of improvement schools to conduct an honest self- improving education and outcomes. — can outperform their past. assessment in 12 specific areas: If only we knew then, what we • Without a strategic plan that • Mission know now. Here are some of the includes a clear mission statement • Governance and Leadership lessons we’ve learned along the way: and vision to drive the school and • School Improvement Planning • School improvement works best school system forward, you risk • Finances when you build support and the chaos of teachers and staff • Facilities commitment from the school rowing in different directions and community, including students, students left to tread water until • School Organization and Staff teachers and parents. When they graduate. • Health and Safety everyone works together to So how do you go about developing • Information Resources establish priorities and set and implementing a comprehensive • Educational Program goals, they have a vested strategic plan that is meaningful and • Assessment and Evidence of interest in succeeding. will help drive school and student Student Learning • Having a strategic plan helps you improvement? • Student Services stay focused on the long-term while dealing with the “Daily In a Word: Accreditation. • Student Life and Activities Creature Features.” Someone’s The accreditation process helps These 12 standards represent the classroom is too hot. Someone’s schools and school leaders focus building blocks required for a qual- classroom is too cold. There is on where you are, where you are ity school and educational program no decaffeinated tea in the lunch- going, and how you can get there. and provide the framework for a room. Running a school can at The process pushes you — and your strategic plan. Through the accredi- times seem like a never-ending school community — to define what tation process, the school determines game of Whack-A-Mole, but you expect your students to be like which areas of its curriculum and having a strategic plan can help when they graduate and identify organizational capacity are the pri-

Educational Viewpoints -80- Spring 2016 orities for growth and improvement, Investing the time up front in de- education you can provide for your sets measurable goals to address veloping a strategic plan saves you students from the very first day these priorities, and then establishes time in the long run. Rather than they enter your school through a plan to achieve its objectives. having to constantly weigh where to graduation. devote your energy and resources, Through its collaborative process We Know What You’re Thinking the strategic plan lays it out. and its opportunities to network Now. We’ve Been There. And with the school community and connect with other schools, “Accreditation sounds great, but with involved from the start, it diffuses accreditation pushes you to become all the other testing and reporting the all-too-common refrain “no one a better leader and gives you the mandates I have to comply with, asked my opinion” that often ob- tools you need for you, your staff who has the time for it?” structs new programs or new ways and your students to succeed. of doing things, leading to more of Knowing what we know now, we To learn more about Middle States the status quo. would argue that going through the accreditation call (267) 284-5000 or accreditation process is one of the Accreditation is about pushing beyond e-mail [email protected]. You can best ways to spend your time as a the status quo, pushing beyond the also visit the Middle States website school administrator. mandates to truly provide the best at www.msa-cess.org.

About the Authors Art Albrizio is an accreditation officer for the Middle States Association Commissions on Elementary and Secondary Schools. Prior to joining Middle States, Art spent 40 years in public education as a teacher, school counselor, director of student personnel services and principal. He has served as an adjunct at Fairleigh Dickinson University and Kean University, and has mentored aspiring school administrators with the NJPSA Leaders to Leaders program. Art can be reached at [email protected]. Pat Impreveduto is retired from the Secaucus School District where he worked for more than three decades, including several years a principal of Secaucus High School. Pat has served as an accreditation officer for the Middle States Association Commissions on Elementary and Secondary schools since 2011. He also served as Mayor of Holmdel and is currently a member of the Township Committee. Pat can be reached at [email protected]. David Montroni’s 37-year career path has taken him from the classroom to being a counselor, a high school vice principal, a school business administrator, an assistant to the superintendent and an elementary school principal. He also worked for many years as an NJPSA field representative. David now serves as an accreditation officer for the Middle States Commissions on Elementary and Secondary Schools. David can be reached at [email protected].

Educational Viewpoints -81- Spring 2016 Running for the Board of Education By Jonathan Shutman, Ed.D., Retired Elementary School Principal

In today's divisive my disappointment not being elected, staff development needs and options. I would like to share the perspective of Teacher leaders can then bring these political landscape, a former educator with you in hopes training goals to life through work- boards of education are becoming of clarifying some of the critical issues shops developed according to locally- increasingly political and partisan. you will face as a board member. identified needs. Signs, promotional costs, and taking sides abound during campaign season, First, treasure and respect the expertise Underlying every policy and program and politically-aligned candidates and commitment of educators in the in the district must be recruitment run together as a ticket. For some, field. In my more than 40 years in public and hiring practices defined by the membership on boards of education education, I know that public educators highest ethical standards and best become springboards to higher office. are some of the most dedicated people I practices, as student achievement is Sadly, what is so important becomes have ever known. directly related to teacher quality. We lost — independence, critical and Second, recognize that public education all know someone who may on face informed thought, and without per- is still a bargain! With the hyper-focus value appear to be qualified for an sonal or political agendas, a focus on on budgets, misinformation abounds. open position, but that cannot interfere teaching and learning for the better- Rather than planning disconnected with consistent use of quality hiring ment of children and young adults. budget cuts, the board’s conversation goals and standards in the district. The most highly qualified individual I first ran for the board in 2010 should be about how these funds are spent, where they will be best utilized must always be hired, whether it while I was working as a principal is an instructional assistant or the in another district. Although I lost by evidence-based best practices in staff development, and the choices in superintendent. No one should ever be that race, I was pleased that my denied a position because they know efforts bore some fruit, as some of curriculum, instruction, assessment and hiring that will help achieve our someone, nor should they be fast the issues I articulated during the tracked for the same reason. campaign were actually adopted in educational goals. Former and current the district — such as beginning an educators bring that perspective — Positions should be commonly posted, academy structure in the high school again, utilize their expertise. several people should be interviewed for and improved communications via Rather than pouring over every expense, any opening, with a common thread of the district website. Having recently look for ways to increase fiscal efficien- questions specific to the position, and retired, I again decided to run for the cies. Examples include inter-district more than one person should interview board in 2015, and again, I lost. partnerships, not only for purchasing, However, through these experiences but for educational programming. Look The most highly qualified I learned a great deal. To that end, for ways to serve children and families individual must always I share with you an open letter to with significant special needs through those presently serving on boards of a coalition of programs and services be hired, whether it is an education, concerning the issues and with neighboring districts. Put funding instructional assistant or opportunities I would have given my into these emerging needs, rather than attention and advocacy if elected. paying significant costs for tuition and the superintendent. No transportation for private vendors. one should ever be denied Dear Board of Education Members: Another example is to form professional Congratulations on your election development partnerships with neigh- a position because they to the board of education and for boring school districts as a consortium. know someone, nor should your continued service to the public Funds can be pooled for expert staff de- they be fast tracked for schools. Running for boards can be a velopers, and be better spent within the selfless expression of volunteerism and consortium where administrators can the same reason. community service. Acknowledging conduct needs assessments to identify

Educational Viewpoints -82- Spring 2016 the candidates. Such practices create for the arts as well. We know about opportunities for educators to mentor local confidence that the best person STEM initiatives and programs. Now our students towards tangible mea- for a particular job was selected. I put there is a movement to include the arts sures of successes for college and career my trust in you to advance and honor in what are called STEAM initiatives. readiness that are more meaningful such fair and rigorous hiring practices. Ask about and support programs in than any particular test. It is right and just, and is the single the fine and performing arts. The New Finally, insist that your superintendent most important decision made by the Jersey Arts Education Partnership at and administration have the capacity administrators that you confirm. www.artsednj.org is just one source for to present rationales, research, best Another issue of concern is the over- information. Information and curricu- practices, and reasoned common sense whelming accountability assessments lum developed and implemented that that informs curriculum, instruction, mandated by legislators on our schools. include an arts component will result and assessment for the staff and wider Advocate with decision-makers to in performance-based and authen- community, thereby making educational remove these unnecessary and usually tic learning via integrated learning decisions in the best interest of our unfunded mandates. experiences that honor and celebrates students based on policy and best differentiated learning through a mul- practices rather than politics. Thank Another area to focus upon is the tiple intelligences approach. balance of educational options within you again for your service. your school program to develop the These approaches can lead to an academy structure and/or IB option at the whole child. Just as most district Best wishes, websites have tabs and links for high school level that cultivate student athletics, some have tabs and links interests and abilities. These present Jonathan Shutman

About the Author Jonathan Shutman, Ed.D., is a retired elementary school principal. Since retirement, he has taught at Brookdale Community College, mentors for NJL2L, is an observer for the NJCU New Pathways to Teaching program, and scores the GACE and SLLA series for ETS. Jon likes to write and has had letters to the editor on educational issues published in the Asbury Park Press and New York Times. He also has performed in the pit bands at local community theater productions, and has occasional restaurant gigs with the Seanote Jazz Trio.

Educational Viewpoints -83- Spring 2016 Building the Capacity for Partnerships with C.A.R.E. (Committee to Address Race in Education) By Dr. Deitra Spence, former Assistant Superintendent, Trenton; Dr. Christopher McGinley, former Superintendent of Cheltenham and Lower Merion; and Dr. Barbara Moore-Williams; former Director of Professional Development, Philadelphia

The Lower Merion School In taking a systemic approach to about African-American students’ improve student achievement and over-representation in discipline District (LMSD), located in Phila- narrow the achievement gaps, the referrals and special education, delphia's historic Main Line suburbs, Lower Merion School District em- and their under-representation in serves the 62,000 residents of Lower barked upon a journey that engaged honors and gifted education classes, Merion Township and the Borough school and teacher leaders with the which were cited as historic and of Narberth. Established as one of tenets of cultural proficiency and persistent. He then engaged with a Pennsylvania's first public school current scholarship on issues of race. small group of African-American districts in 1834, LMSD enjoys a rich The emerging school and district teachers who began to research tradition of achievement, innovation dialogues around these complex the achievement gap. The teacher and community partnership and a and emotional issues shifted the group read the works of scholars long-standing reputation as one of conversation from focusing on the such as John Ogbu, Lisa Delpit, the finest school systems in the United students and individual classrooms Gloria Ladson-Billings in an effort to States. The student population is 77% to transformation and organiza- prepare public presentations on the White, 10% Asian/Pacific Islander, 8% tional change. In order to support achievement gap for the Board of African-American, 3% Multi-racial, sustained progress in a model with School Directors. Monthly meetings and 2% Other. multiple leaders and leadership provided these parents, teachers, groups, those with formal leadership and community members a regular Superintendents looking for a “quick roles (superintendent, principals, and forum to discuss issues of race and fix” to the racial achievement gap in assistant principals) had an obliga- the impact on learning. an effort to provide a better experi- tion to learn, to listen, to help make Among the positive outcomes of ence for African Americans and connections between groups, to these conversations about race and their peers should look elsewhere. provide opportunities for engage- culturally proficient leadership We are convinced that there is no ment, and to recognize progress in and instruction has been a marked fix for this set of issues that can be the journey. Lower Merion School increase in the number of African- imported. There is no one-size-fits- District’s key partner in motivation, American students enrolled in Honors all solution, and there is no silver reflection, inspiration, and support, and AP courses and a 33% decrease bullet. Addressing issues of access, is C.A.R.E., the Committee to Address equity, student engagement and Race in Education. The emerging school and safeguarding the integrity of our The History of C.A.R.E. district dialogues around students is the heavy lifting that needs to take place in schools and Since 1997 the Committee to Address these complex and emo- school districts. It takes the sustained Race in Education (C.A.R.E.) has been tional issues shifted the efforts of the superintendent, dedi- the foundation of a multi-pronged conversation from focus- cated and courageous administrators, effort in the Lower Merion School well-informed and motivated teachers, District to change the dialogue in ing on the students and and the vigilance of caring parents. relation to race in education. During individual classrooms to the 1997-98 school year, the super-

intendent met with a group of transformation and orga- parents to discuss their concerns nizational change.

Educational Viewpoints -84- Spring 2016 in the achievement gap between a The Strategic Plan sional and support staff, administra- cohort of White and Black fifth grade tors and students, the district adopted For the six years that he was the students over a three-year period. the new Strategic Plan for 2009-2014. superintendent of Lower Merion More positive outcomes of the work Among the district-specific goals School District, from 2008-2014, of CARE are described below: that supported the mission that “all Dr. Christopher McGinley led efforts students value themselves and the • Eliminated “Active” courses to change attitudes, beliefs and diversity of others.” With a renewed that did not meet NCAA assumptions about students, about focus on teacher leadership the Dis- requirements; families and about teaching and trict began to connect lessons learned • Increased the number of learning. By studying leaders in in cultural proficiency to the on-going minority students enrolled in this field and by consistently raising work on curriculum, instruction, and world language courses; questions about equity, access, and the holistic needs of students. One student engagement, Dr. McGinley • Organized a Parent Leadership of the goals, including the strategy incorporated the work of Glenn Academy to provide parents and activity for achieving that goal, Singleton who believes that “Our with strategies to advocate for was written specifically to focus the intention is to move educators their children; district’s efforts on eliminating the beyond acknowledging the reality • Established a Summer Bridge achievement gap: of the racial gap toward developing Program for eighth graders a strategy for eliminating it” Goal: To significantly decrease and/ transitioning to high school; (Singleton, 2005). or eliminate the achievement gap for • Eliminated middle school all African-American students, and In 2008 approximately 70 members tracking and self-contained for other groups of students where of the Lower Merion School District special education classes; data show the gaps exist. community were invited to actively • Increased the number of participate in the strategic planning Strategy: Identify/Address the needs multicultural books in school process to develop a six-year plan of African-American Students. libraries; that ensured continued success for Activity: Conduct workshops/ • Increased the number of mi- the school community. Consisting of nority students that take SAT trainings on diversity and CARE members, parents, community culturally-proficient teaching preparation courses as well as members, board members, profes- SAT and ACT examinations. strategies for ALL staff members,

Educational Viewpoints -85- Spring 2016 including administrators, teachers, conversations about the impact Conclusion paraprofessionals, custodians, food of race and culture on classrooms The CARE Committee continues to service workers, and bus drivers. in schools and revealed personal meet monthly and has grown to experiences, uncovering long-held more than 50 members consisting Teacher Leadership - beliefs and practices. of teachers, building administrators, The Cultural Proficiency Building-Level Leadership central office, parents, students, Leadership Cadres and other members of the Lower The conversations and learning To further support the work of CARE Merion School District community. that occurred during the early years and the cultural proficiency leadership The result of these meetings has led of CARE, supported by the goals cadres, a summer leadership con- to changes in policies and practices of the Strategic Plan, prompted ference was held. The charge, from focused on the elimination of the Dr. Christopher McGinley to create Superintendent McGinley, was for disparities that exist between African- a group of staff members who school teams from every school in the American students and their peers. could become more informed and district to develop a Cultural Profi- Closing the racial achievement gaps committed to this important work. cient Action Plan describing how they that exist requires systemic changes A teacher leader group called the would implement culturally proficient in curriculum, instructional methods, Cultural Proficiency Leader Cadre, practices in their schools. A few exam- and other aspects of educational under the leadership of consultant ples of the school events and practices practice. The Lower Merion School Dr. Barbara Moore-Williams, was that came out of the conference were District has made tremendous strides formed to study and support the high school programs for African- toward making those changes by implementation of culturally- American students designed to build engaging stakeholders parents, teach- proficient practices in classrooms. community and strengthen scholarly ers, and school leaders in courageous The district offered a series of identity, scheduling changes to achieve conversations about the impact of monthly sessions, and a group better outcomes for African-American race on teaching and learning in of 30 staff members stepped students, and meaningful engagement an effort to increase understanding forward to meet. The participants for parents at each schools. and bring all students to the highest read, discussed, and engaged in possible levels of achievement.

Reference: Singleton, G. (2005). Courageous Conversations About Race. Corwin Press, Inc.: Thousand Oaks, CA.

About the Authors Dr. Deitra Spence - NJPSA member; NJ-EXCEL Instructor; FEA Principal Coach/Consultant; former Assistant Superintendent, Trenton Public Schools; former Administrator, Lower Merion School District (retired).

Dr. Christopher McGinley - Associate Professor, Temple University; former Superintendent, Cheltenham School District; former Superintendent, Lower Merion School District (retired).

Dr. Barbara Moore-Williams – Race and Culture Consultant; Director of Teaching and Learning, West Philadelphia Charter Elementary School; former Director of Professional Development, Philadelphia School District (retired).

Educational Viewpoints -86- Spring 2016 grapeseed.com

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4714 GS Ad ECE color 7.5x10 KL1.indd 1 Educational Viewpoints -87- Spring 2016 3/3/16 3:52 PM Supporting Transgender Students in New Jersey Schools By Kimberly Lynn Clark, Ed.D., Vice Principal, Pinelands Regional Junior High School

“The secret in education to transgender students; however, example, if a transgender student context is key when deciding how to enrolls with legal documents (i.e. lies in respecting the best support students in your district. birth certificate, etc.) stating their student.” Student privacy rights make identifi- new identity, a district would not - Ralph Waldo Emerson cation of transgender students a know that the student is transgen- difficult task. Only when a student (or der without an announcement. More their parent/guardian) self-identifies commonly, a student experiencing Introduction to a staff member or begins with a gender-related dysphoria will reveal public transition will a school district their feelings to a parent or staff After the federal government threat- member. Then, working together, ened to withhold funding from be aware of a child’s transgender status (Orr & Baum, 2015). For the school can assist in the student’s Fairfax County Public Schools in private and public gender transition. Virginia for violating Title IX, the obligation of public schools to make Table 1 - Glossary of LGBTQIA Terms educational institutions inclusive for transgender students has been a Term Definition hot topic (Shapiro, 2015). Then, in Sex A biological designation relating to chromosomes, external October of 2015, New Jersey’s first gender organs, etc., which society classifies as “male,” transgender homecoming queen “female,” or “intersex”. was crowned (Shea, 2015), sparking Gender A person’s deeply held sense or psychological knowledge of a local media storm regarding the identity their gender, regardless of their sex. rights of transgender students in public schools. This article serves as a Gender The manner in which individuals express their gender tutorial for school administrators that expression to others through clothing, behavior, hairstyles, and outlines best practices for protecting mannerisms. and supporting transgender students Transgender A person whose gender identity is different from the sex/ in our schools. A glossary of topic- man or gender assigned by birth (this term is an adjective and specific terms used throughout the woman using it as a verb or noun is offensive). text appears in Table 1. Cisgender A term for people whose gender identity aligns with their assigned sex. Supportive School Practices for Transgender Students Transitioning The process through which a person goes from living and identifying as one gender to living and identifying as another. Transgender students should be Gender The psychological distress a person feels when their treated in a manner unique to their dysphoria biological sex and gender identity are not in alignment. personal situation (GLSEN, 2014). Supporting transgender/transitioning LGBTQIA An acronym for the lesbian, gay, bisexual, trans (transgender, students by formulating an individ- transvestite, etc.), queer/questioning, intersex, ally/asexual ualized gender support plans is community; specific terms for each vary by source. recommended to alleviate dysphoria Sexual Describes a person’s romantic/sexual attraction to people for, and discrimination against, orientation/ of specific genders. This is distinct from gender identity. transgender students. Following are sexuality areas for administrators to consider Definitions compiled from: GLSEN, 2014; Orr & Baum, 2015; Schulman, when establishing policy related 2013; UC Berkeley, 2013.

Educational Viewpoints -88- Spring 2016 Therefore, it is recommended that facilities/programs that correspond this does not translate to school school districts create procedures for to their gender identity. If parent records and documents on which a accommodating transgender students. support for the transgender student student’s preferred name/gender can Once a student self-identifies, it is lacking, the plan should include be used (e.g. school IDs, attendance, is helpful to have a designated methods to promote and enhance etc.). Bureaucratic oversight can be and trained staff member, who is parent involvement in the student’s traumatic for a transgender student sensitive to the needs of transgender gender transition process. Following who privately transitioned (Orr and students to whom the student can are other areas of consideration Baum, 2015). If a transgender stu- be referred, such as a counselor. when creating district procedures dent has legally transitioned, no one Because of FERPA laws, the school for transgender students: should disclose prior gender identify- cannot disclose, or force a student ing information. to reveal, their transgender status Key Considerations Names and Pronouns. Students (OCEF, 2013). A student who self- Privacy/confidentiality. When have the right to be addressed with a identifies to one adult might desire speaking to others about, or con- name and pronoun consistent with to keep their gender identity private. tacting the parent/guardian of, a their gender identity. Therefore, However, for students/parents seeking transgender student, it is best to use staff members should (privately) ask accommodations, a protocol should be the student’s legal name and corre- transgender students their preference. established that may include contact sponding pronoun unless the student Please refer to Table 2 for gender- with the school’s designee. has indicated otherwise. Refrain from neutral pronouns that can be used as The school should then work with revealing a student’s transgender sta- options for transgender students. tus, even deductively, unless permis- the student and/or parent to create Dress codes. All students have the sion is received from the individual an individualized plan to assist the right to dress in a manner that cor- or their parent/guardian. student in their private and public responds with their gender identity; gender transition. This may include Official records. Schools must main- the first amendment provides this permissions for the transgender tain mandatory student records with freedom of expression (NCTE, 2014). student to access sex-separated legal names and gender; nonetheless, Nevertheless, student attire should

Educational Viewpoints -89- Spring 2016 always comply with the district’s Table 2 - Gender Specific and Neutral Pronoun Examples dress code policy. Dress codes should not be more strictly enforced with Gender Subject Object Possessive Possessive Reflexive transgender students. Increasingly, Adjective Pronoun schools are adopting dress codes that Male He Him His His Himself are gender nonspecific (GLSEN, 2014). Female She Her Her Hers Herself Sex-separate facilities/programs. Neutral & Ze Hir Hir Hirs Hirself As per the most recent interpreta- pronunciation /zee/ /here/ /here/ /heres/ /hereself/ tion of the Title IX of the Education Several other gender-neutral pronouns are available for use; this is one Amendments (1972), students shall example (GLSEN, 2015). have access to facilities and programs that align with their gender identity including bathrooms, locker rooms, Precautions. The age, grade, and Another area of trepidation relates to sports teams, etc. (USDOE, 2014). For cognition level of students should the impact of transgender students’ access of this nature, permissions may always be taken into consideration accommodations on other students be provided in an accommodation (OCEF, 2013; Orr & Baum, 2015). in a school. The aforementioned plan. Use of a private area, such as Generally speaking, elementary age best practices include suggestions a single stall bathroom, is an option, students who self-identify as trans- such as creating private spaces that but should not be the assumed answer gender have more parent/guardian can be used by all students. Also, as transgender students have a right involvement in the transitioning educating students about gender to access the same facilities and pro- process (but not all). Secondary identities can help promote tolerance. grams as their cisgender peers (OCEF, school students oftentimes transition My professional experiences speak 2013). Schools can always create in a more independent setting, which to the open-mindedness of students, areas for general student privacy (e.g. may or may not include parents/ who tend to be more accepting of using dividing curtains in a locker guardians. For this reason, some transgender peers and their accom- room) for use by all students. organizations employ a home safety modations than adults. evaluation to assess student risk at Education and Professional de- home related to their gender identity. Conclusion and Resources velopment. Offering professional If a student’s safety is in jeopardy as This article includes recommendations development on the topic of trans- a result of their self-identification as for school districts to use that will gender students would train staff transgender, a plan should be imple- promote inclusiveness for transgender regarding their responsibilities under mented to assist parents in under- students. Myriad resources are the law and district policies (GLSEN, standing and supporting their child’s available on this topic. I urge you 2014). These trainings could include gender identity over time. Regardless, to use the references provided as strategies regarding the protection of each child should be handled on a starting point to continue your student identity and discrimination a case-by-case basis to determine education on this topic, and to prevention techniques. Incorporating student safety, parent involvement, spark discussion about protecting the topic of gender identity into the appropriate accommodations, etc. transgender students in your curriculum and/or using materials educational organization. Through that are inclusive of transgender Concerns support, we as administrators can characters would also help to edu- There is, understandably, apprehen- relieve the emotional and physical cate students. sion that students will take advantage distress of transgender students, Gay Straight Alliances (GSA). De- of school policies and identify as by creating a school environment veloping a club that is a “safe space” transgender to gain access to pro- in which every child feels safe and for all LGBTQIA students is another hibited areas of the school. Having supported by the staff and school’s best practice that is supported by a designated staff member, who is organizational practices. federal regulation (NCTE, 2014). A knowledgeable in LGBTQIA issues group of this nature provides a com- and best practices, is a great resource munity in the school that is support- to assist with screening and action ive and educational for transgender planning for transgender students. students. GSA membership allow for Keep in mind that being identified as camaraderie between students who a member of the LGBTQIA commu- are sometimes ostracized in other nity continues to be stigmatizing, and areas of the school. imposters tend to be easily discernible (Orr & Baum, 2015).

Educational Viewpoints -90- Spring 2016 References Education Amendments of 1972, 20 Pub. L. No. 92-318, § 906, 86 Stat. 235 (1972). Retrieved from: http://www. dol.gov/oasam/regs/statutes/titleix.htm Gay, Lesbian, and Straight Education Network (GLSEN). (2014). Model District Policy on Transgender and Gender Nonconforming Students. Retrieved from: http://www.glsen.org/article/transgender-model-district-policy National Center for Transgender Equality (NCTE). (2014). Transgender and Gender Nonconforming Students: Your Rights at School. Retrieved from: http://www.transequality.org/sites/default/files/docs/kyr/ KnowYourRightsSchools_April2014.pdf One Colorado Education Fund (OCEF). (2013). Guidance for Educators Working with Transgender and Gender Nonconforming Students. Retrieved from: http://cogsanetwork.org/wp-content/uploads/2013/03/Transgender_ Guidance.pdf Orr, A. & Baum, J. (2015). Schools in Transition: A Guide for Supporting Transgender Students in K-12 Schools. A Human Rights Campaign Foundation Document. Retrieved from: http://hrc-assets.s3-website-us-east-1. amazonaws.com//files/assets/resources/Schools-In-Transition.pdf Schulman, M. (2013, Jan.). Generation LGBTQIA. The New York Times. Retrieved from: http://www.nytimes. com/2013/01/10/fashion/generation-lgbtqia.html?_r=0 Shapiro, T.R. (2015, May). For Transgender Teens and Teachers, Acceptance Could Be Two Words Away. Washington Post. Retrieved from: https://www.washingtonpost.com/local/education/fairfax-county-weighs-protections-for- transgender-students-and-teachers/2015/05/06/71b3cb76-f3cd-11e4-84a6-6d7c67c50db0_story.html Shea, K. (2015, Oct.). Transgender Teen Elected Homecoming Queen at Trenton Central HS. Retrieved from: http:// www.nj.com/mercer/index.ssf/2015/10/trenton_transgender_teen_elected_homecoming_quee.html UC Berkeley (2013). Definition of Terms. Gender Equity Resource Center. Retrieved from: http://geneq.berkeley.edu/ lgbt_resources_definiton_of_terms United States Department of Education (USDOE). (2014). Questions and Answers on Title IX and Sexual Violence. Office of Civil Rights. Retrieved from: http://www2.ed.gov/about/offices/list/ocr/docs/qa-201404-title-ix.pdf

About the Author Kimberly Lynn Clark, Ed.D. is a practitioner-researcher, who currently works at Pinelands Regional, a 7-12 public school district in New Jersey, as an assistant principal. In addition to her building-level responsibilities, she is the district supervisor of several departments including English-as-a-second-language, special education, and gifted and talented education. As a researcher, Dr. Clark focuses on the topics of educational leadership, leadership development, feminist theory, gender performance, and nontraditional administrative preparation.

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Educational Viewpoints -91- Spring 2016 Sustaining the Freshman Transition By Joe Costal, Supervisor of English, World Language, and Reading, Oakcrest High School, Mays Landing

We called it "The Wel- The stronger our presence, the more were missing the most school. They reassuring it would feel for these were receiving the highest number come Wagon," and it was a freshmen to be joining our team. of discipline referrals. Further, when spectacle! Our entire school, from “The Welcome Wagon” seemed to they failed one class, they became football players to class officers, from say, “hey look at us! We’re large "disproportionately" more likely to our mascot to our superintendent, and loud and fun, and, now you’re fail more classes, even drop out of showed up. The perfect amalgam of a part of our family.” A powerful, school altogether. The Atlantic led teachers, students, administrators, spirited message for someone about with an illustration that was hard parents and town officials, teemed to take one of the most significant to ignore: "In 1970, there were three into a single sea of our school colors. steps of his/her young life. percent fewer 10th graders than Together we lined the sidewalks ninth; by 2000 that share had risen and front lawns of a select group of to 11 percent." incoming freshmen. Chosen from "The Welcome Wagon" has come to a social media contest, these lucky, symbolize something bigger. For The message was clear. Ninth recently graduated 8th graders an- school leadership, it was the first grade was the bottleneck of public swered a knock at the door, and found step toward a larger commitment education — the most surefire fast- their future waiting on the other side. to an active high school life. We track to dropping out. As Education A mob of smiling faces, representing knew after a single visit from the and Urban Society pointed out in their future high school, waited on “Welcome Wagon” that we needed to 2008: “Ninth grade academic out- their lawns. In the Fall, these students focus on this transition throughout comes are not merely proxies for would be going to Oakcrest High the entire school year. student characteristics measured School, but at that moment, Oakcrest during the pre-high school years, Transitioning freshmen is not an High School had come to them. and that ninth-grade outcomes easy task, but a landmark 2010 add substantially to the ability to Athletes wore their uniforms. Other study in The Journal of Education, predict dropout. An implication is students wore painted faces and and a 2013 re-printing of its data that efforts to decrease the dropout blue wigs. The teachers showed up in The Atlantic showed freshman rate would do well to focus on the in summer clothes and sunglasses. struggles were producing troubling critical high school transition.” Even our perpetually-suited leader- trends well beyond the normal ship team donned their cargo shorts, curve of adolescent maturation. flip flops and “Falcon Pride” t-shirts. Freshmen were failing far more In 2006, the National Association of The Hamilton Township mayor held often than their counterparts. They Secondary School Principals made our school banner and shot “self- the important jump in proving that ies” while marching beside a senior While most high schools "programming" itself wasn't "effective" flag twirler. The band played. The in New Jersey wouldn't unless it was "comprehensive" and cheerleaders cheered. The dance team dream of a summer with- "long-term." This part of the message danced. The senior class president has taken some time to catch-up and principal delivered free pizza out freshmen orientation, with trends, however. While most and soda. The student council far fewer invest in year- high schools in New Jersey wouldn't president bore swag and shook the dream of a summer without freshmen hand of a grinning, slightly morti- long, student-driven orientation, far fewer invest in year- fied incoming freshman. "We're so mentorship and peer sup- long, student-driven mentorship happy you're coming to Oakcrest port programming that and peer support programming that in September," she said, as much to provides a wrap-around safety net the crowd as to him. "This will be provides a wrap-around for these at-risk students. your first Oak gear," the president safety net for these at- beamed, "but we know it won't be your last!" risk students.

Educational Viewpoints -92- Spring 2016 Transitioning freshmen is no longer to listen to their freshmen in an Our ambassadors escort their fresh- about decorating the halls for orienta- appropriate and productive way. men to sporting events in the fall tion, ordering pizza or getting bon-fire As this year’s program has grown, and winter. There are movie nights, permits. Isolated event programming we have found that the most com- game nights and even dances. Beyond yields little by way of results. Yet, it is mon role of the ambassador is to this, our ambassadors also hold rare to find a New Jersey high school serve as a conduit to our broader “monthly outreaches.” With topics that doesn’t relegate its freshman school community. In other words, such as “active listening,” “time transition planning to the level of pep they make more “referrals” to their management,” and “organization,” rallies and homecomings. While most friends on sports teams or to presi- the outreaches are meant to New Jersey high schools cannot afford dents of our clubs than they do to complement the transitional needs to view such programming as a mere guidance counselors or teachers. But of the ninth grader while providing luxury, they still feel comfortable the ambassadors have made getting valuable time to connect with the keeping its execution in the hands of help more accessible, and we an- ambassadors. Our ambassadors a few dedicated students and teachers. ticipate a significant jump in ninth are trained to deliver their content, To be effective, transitioning programs grade participation rates. Already, but the lessons are developed with need to be fully integrated into ninth this semester, we have seen a 10% a specific emphasis on discussion grade curricula. Buy-in must tran- drop in freshman failures. According and shared ideas. Freshmen teachers scend the “student life” world and to Education, that drop could be as also provide incentives for the out- become a school-wide initiative. high as 70% at the end of four years. reaches. They collect assignments Oakcrest recruited 60 upper-classman for credit. This lends an overall Away from data, we have seen a more credibility to the proceedings that “ambassadors” last spring and trained observational shift. Ambassadors them through evening modules and the ambassadors appreciate. Despite describe a more communal feel in this, there are no adults guiding summer retreats. The focus of our school common areas. While we can’t training curriculum was commun- the outreaches. They are entirely quantify this type of shift, bridging student-directed and provide ication skills, primarily active listening social gaps helps blur the lines of and recapitulation, student referral academic content in a completely anxiety that normally exist in places organic, peer-driven environment. tactics and follow-up strategies. like the cafeteria and gymnasiums. We focused on helping our upper- A myriad of data cite the virtue of classmen learn the difference The ambassador/freshmen relation- peer relationships and peer-to-peer between friendship and mentorship. ship begins at orientation, but academic support. It is the single Our students did not become extends into the school year through strongest predictor of success. The “counselors,” but they did learn socials and co-curricular interactions. Journal of Higher Education said, in

Educational Viewpoints -93- Spring 2016 1980, “Only one climate measure In college, they are called study camaraderie, fellowship and excite- associated with student charac- groups. In advanced degree programs, ment. It may even drive acceptance. teristics is significantly associated they are called cohorts. At Oakcrest But only sustained mentorship with grades — the extent to which we call them “ambassadors.” Call cultivates an overall environment of students support each other aca- them what you will, but the fact mutual trust and compassion. demically. None of the measures of remains. Students who feel needed parent support or parent interaction by other students are less likely to with teachers was as significantly disappoint them. A well-attended, associated with grades or failures.” well-executed event can generate

Resources Darking, N. (2005) Participation in School-based Extra-curricular Activities and Adolescent Adjustment. Journal of Leisure Research. 17(1). 56-71. Dedmond, R. (2006) Freshman Transition Programs: Long-Term and Comprehensive. Principal's Research Review. 1(4), 1-8. McCallmore, K. (2010) The Importance of Ninth Grade on Student Success in High School. Education. 130(3), 447-456. McIver D. J. (1990) Meeting the needs of young adolescents: Advisory groups, interdisciplinary teaching teams and school transition programs. Phi Delta Kappan, 71(6), 458–46. Nelid, R. (2008). Connecting Entrance and Departure: The Transition to Ninth Grade and High School Dropout. Education and Urban Society. 40(5), 543-569. Pescarella, E. (1980). Providing Freshmen Persistence and Voluntary Drop-out Decisions from a Theoretical Model. The Journal of Higher Education. 51(1). 69 – 75. Willens, M. (2013, Nov. 1). Ninth grade is the most important year of high school. The Atlantic. Retrieved online.

About the Author “The Leader in Me Joe Costal is the Supervisor of shows that the English, World Language and leadership we need to Reading at Oakcrest High School transform education in Mays Landing, NJ. He is also is not outside our the coordinator of the district’s schools, but within Freshman Transition Project. Joe taught English them and especially at Oakcrest for 10 years and has also taught in the children writing and leadership development at Richard themselves.” Stockton University and Saint Joseph’s. He is an – Sir Ken Robinson award-winning author and speaker. His book, The Self Aware Leader, is an ASD best-seller. Joe lives in Marmora with his wife and four kids. Follow the happenings of Oakcrest’s freshman transition program @OHSWelcome and connect with him @JoeCostal or [email protected].

Download the 1ST CHAPTER of The Leader in Me, at TheLeaderinMe.org/ book.

Educational Viewpoints -94- Spring 2016 Call Virco at 800-448-4726 or visit www.virco.com

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Educational Viewpoints -95- Spring 2016 Transformational Leadership – Growing While Serving By Anthony Scotto, Director of Curriculum and Instruction, Barnegat Township

The last few years in schools. NJPSA/FEA recognizes that Instruction. I have interacted with it is crucial to engage practitioners talented administrators from all education have certainly been that are current, active, and “trans- over the state. This interaction a challenge. However, it has also formational” in their thinking when has prompted me to reflect on my been a time to be transformational creating these development teams. own practice and district needs. For in our leadership. I have had the Once the teams have been formed it example, I have been able to enhance honor to be a part of two NJPSA/FEA is our charge to research, reflect, and the role of the School Improvement Development Teams for the NJ Lead- collaborate to create high quality/ Panel (SCiP) and create a district-wide ership Academy (NJLA) since 2014. best practice learning experiences for protocol to review assessment data. In series one, my development team our district and school leaders. In addition, I find myself having focused on educator effectiveness, Our goal has been to transform tasks deeper instructional conversations and in series two, my development with fellow central office colleagues team focused on assessment. of compliance into experiences of quality practice. This happens when and building leadership. Sharing my time and talent to create a development team recognizes the It has been an exciting two years. In “actionable” professional learning talent and expertise of the group, addition to meeting new colleagues experiences for administrative hears the voices of stakeholder and friends, my knowledge base has colleagues around the state has not involvement, and continually re- increased, my repertoire of leadership only been a rewarding experience, visits the goals of the academy strategies has expanded, and my but it has also helped me transform sessions (in this case, Educator desire to transform the quality of my own leadership abilities to Effectiveness and Assessment). teaching and learning has been benefit staff and students. Participating in two development renewed. Thank you NJPSA/FEA for The development teams reflect the teams has also refreshed my own allowing me to grow while serving stakeholder diversity that is needed leadership beliefs and practice to make a difference in this vocation to make effective changes in our as a Director of Curriculum and we call education!

About the Author Anthony Scotto is currently the Director of Curriculum and Instruction for the Barnegat Township School District in Ocean County. He earned his B.A. in Elementary Education/American Studies from Saint Peter’s College (University) and his M.A. in Administration/Supervision/ Curriculum Planning from Georgian Court University. Anthony has been in administration for 11 of his 21 years in education. Prior to becoming an administrator, he was an elementary and middle school teacher for 10 years. Anthony also serves on the Board of Directors for FEA and was recently appointed to serve on the Teacher Leader Advisory Board for the NJ Department of Education.

Educational Viewpoints -96- Spring 2016 “My mission is to provide the highest level of professionalism as a trusted financial representative for clients and their families. My goal is to help my clients protect and grow their wealth.”

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Using his extensive knowledge of investment and insurance products, Michael designs and implements creative strategies to help his clients manage all aspects of their financial plan. Michael’s area of expertise is in providing personalized financial planning services tailored to help meet his client’s specific financial goals and objectives. His main focus is in providing technical services in retirement planning, estate planning and business planning.

Michael has been involved in the financial planning industry since 1989. Prior to joining FinancialAdvisors of Delaware Valley, he spent thirteen years as a Senior Financial Advisor with John Hancock Financial Services. Michael is a graduate of The Pennsylvania State University with a Bachelors of Science degree in Economics. He is a CERTIFIED FINANCIAL PLANNERTM practitioner, has earned the Chartered Financial Consultant (ChFC®) designation and the Chartered Life Underwriter (CLU®) designation with the American College.

Michael is a Registered Representative and Financial Advisor of Princor Financial Services Corporation and Financial Representative with Principal Life Insurance Company.

He is a member of the National Association of Insurance and Financial Advisors (NAIFA) and the Financial Planning Association Media Participation Group, as well as a member of the Principal Agents Advisory Council and Principal Equity Advisor Council. He has achieved the prestigious Million Dollar Round Table (MDRT) Top of the Table, and is a lifetime qualifying member.

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Educational Viewpoints -97- Spring 2016 Have You Done All You Can Do to Prevent an Active Shooter Attack at Your School? By Rick Proctor, Police Sergeant, Union County

An active shooter can strike accepted theory that there are five dian teens and the American woman at any time, at any place. phases to an active shooter event — who were planning the attack, used Fantasy Phase, Planning Phase, the social media site, Tumblr, to dis- Mitigation and Prevention Preparation Phase, Approach Phase, cuss their plans. and Implementation Phase. Active There are two ways to deal with In April of 2014 a Minnesota teen shooters plan their attacks for the active shooter phenomenon — was arrested during the Preparation months as they go through each of Mitigation and Prevention. Mitigation Phase when a neighbor saw the teen these phases and it is during the first occurs as an active shooter attack is enter a storage unit and close the four phases that an attack can be taking place and is used to slow the door behind himself. The neighbor prevented. shooter down and to reduce casualties. of the storage facility found it to be As a part-time consultant, I spend a During the Fantasy Phase the shooter suspicious and notified the police. The lot of time training school officials may make online posts about his/ police located the teen in the storage on how to mitigate an attack. Pre- her desire to carry out an attack or unit with an arsenal of weapons, vention is used to prevent an active may tell a friend about their desire ammunition and homemade bombs shooter attack from occurring in to do so. It is said that in over 80% and he admitted to preparing for a the first place. As a full-time police of active shooter incidents that have Columbine-style attack on his school. officer, I work towards trying to occurred, someone other than the prevent the attack before it happens. shooter knew about it prior to the Developing a Respectful Preventing an active shooter from attack occurring but failed to report Working Relationship it. A recent active shooter incident attacking your school is not an easy Now that you understand the active in Charleston, South Carolina, task but there are steps that can be shooter attack is a planned event where a 21 year-old male shot and taken to show you are being pro- and not spontaneous, what can you killed nine people during a Bible active. Some of these steps require do during the months preceding the study group at the Emanuel African some investment and some won’t attack to try to prevent it? Build Methodist Episcopal Church, was cost a dime. capture rooms, buy bullet proof reportedly known about by a third glass or ballistic window film, arm party, prior to the attack occurring. External Threats your teachers? Although helpful in After the attack, a friend of the In order to prevent an active shooter mitigating the attack, none of these shooter came forward and reported attack, you must first understand options will prevent an attack. As the shooter told him he was going where the threat comes from. There educators and administrators, there to “hurt people in seven days,” are two types of threats — an are things you can do to prevent the and he did just that, exactly seven External Threat and an Internal External Threat, which won’t cost a days later. The friend of the shooter Threat. The External Threat is the dime but does require a little work. I thought enough of the threat to hide outsider who has chosen your have heard police officers from many the shooter’s .45 caliber handgun school as the target for his/her different areas claim the schools in but for whatever reason, did not attack. It’s anyone who is not their jurisdictions want nothing to report the threat to the police after authorized to walk freely and do with the police. If this is the case he returned the gun to the shooter. unchecked through the hallways in your district, you need to change of your school. The External Threat In February of 2015 an active shooter that immediately. The local police does not decide spontaneously to attack, which was planned for Val- department and the school district attack your school, rather it is a entine’s Day at a mall in Toronto, must develop a respectful working very prolonged and planned out Canada, was thwarted during the relationship and understanding that event. Dan Marcou, a retired police Planning Phase when the police were both entities must rely on each other Lieutenant and author, has a widely notified of the plan. The two Cana- to prevent an active shooter attack.

Educational Viewpoints -98- Spring 2016 No school wants this to happen in officers to supplement manpower, a school or in a school parking lot their school and no police department and therefore, there would be no ad- to write their reports. This initiative wants this to happen on their watch. ditional cost to the police department would serve the same purpose as Developing a respectful working or the school district. There are two the walthroughs, providing a visual relationship means the schools under- main benefits to this initiative — the police presence in and around the stand police presence and assistance is police officers learn the layout of the schools during the school day. The necessary in keeping the schools safe schools in case of any emergency; and officers have to write reports any- and the police understand the schools if a potential shooter is watching the way; they might as well do it in and belong to the schools and they are school during his/her Planning Phase, around the schools. welcomed “guests” when in the school he/she will see police officers are in Although these initiatives do need buildings. Some schools have School the schools every day and at various approval from the local police depart- Resource Officers (SROs) in their times of the day. This would make ment, if you were to develop a schools, some have unarmed security planning an attack on your schools relationship with your local police officers and some have both. Many very difficult and may deter the department, how could they say no school districts can’t afford either and shooter from attempting the attack when it requires little loss of man- therefore, should strive to work with in one of your schools. power and no additional costs? It the local police department to main- Another prevention initiative would could also be presented as a com- tain school safety by having police be placing spare laptops in the munity policing initiative because officers conduct a walkthrough of middle schools and high schools the kids get to see and become the schools throughout the day. There for police to use as report writ- familiar with the local police officers. would be no set time of day that an ing stations. Police officers who do A respectful relationship with the officer would do the walkthrough; not have a computer in their police local police department could he/she would just stop in when they vehicles could to go to the schools prevent an active shooter from were available to do so. It would not to write their reports and police an External Threat. be a permanent assignment so there officers who do have a computer in would be no need to hire extra police the vehicles, could park in front of

Educational Viewpoints -99- Spring 2016 Internal Threats for the students, staff and faculty. reason, there seems to be an increas- Being proactive and developing a ing number of American students The Internal Threat is the threat that positive school culture, by addressing with mental health issues but not a comes from those who are authorized bullying and other like issues, can be proportionately increasing number of to wander the hallways of your far more effective in preventing an programs and counselors to handle school unchecked — students, staff, act of violence than being reactive and the increasing numbers. Programs faculty, etc. To prevent an attack suspending or expelling students after that deal with mental health issues from an Internal Threat, teachers and the act of violence. Although most of and students’ inability to properly administrators need to pay attention us have dealt with bullying as kids, express disappointment are just as to behavioral changes and indicators for us, the bullying ended when we important as any other awareness of potential threats - see something went home at night. With access to program in the school. A little fund- say something. As a school security smart phones, computers and social ing for the right programs can go a liaison I have had the opportunity media, today’s kids deal with bullying long way to prevent an attack from to see homework assignments and around the clock. There is no escaping an Internal Threat. in-class assignments that have been it so any report of bullying, at school doodled on by the students. Doodles of or otherwise, should be dealt with Conclusion guns, knives, other weapons and even swiftly and sternly — zero tolerance. written threats. These types of doodles Always remember, there is no profile may mean nothing but they may be a Some initiatives to prevent an Internal for an active shooter. The shooter at potential shooter in the Fantasy Phase. Threat attack may require some Arapohoe High School was on the A written policy, mandating these investment, but the costs could be re- debate team and was working on his types of incidents be reported and directed from other current programs. Eagle Scout project. The shooter at investigated by the police, not decided Many schools run annual alcohol Marysville-Pilchuck High School was by a teacher, is a cost-free way of and drug awareness programs, safe a popular kid, on the football team potentially preventing an attack. driving initiative programs, safe sex and had just been voted Freshman awareness programs, etc. If your Homecoming Prince. Just because The local police depart- district runs these types of programs someone appears to be a good kid ment and the school on an annual basis, resulting in no doesn’t mean he’s not capable of funding for additional programs, becoming an Internal Threat. Report district must develop a encourage a biannual program series suspicious activity and behavior, respectful working rela- to add additional essential programs. then allow the police to figure it out. tionship and understand- American students today are inun- If you are the school official who dated with violence to the point they believes these types of attacks could ing that both entities have become desensitized to it. There never happen at your school, I will must rely on each other is violence in movies, on TV, in music, leave you with this to consider — in video games and on the streets. The Colorado State Legislature recent- to prevent an active There was violence present when we ly passed a law that will hold schools shooter attack. were growing up as well, like in the liable for an active shooter attack at Tom & Jerry cartoons, but it wasn’t a school. The bill is referred to as the Other Cost-free Initiatives anywhere near as graphic or con- Claire Davis Bill, named after the sole stant. To help combat the onslaught fatality of the December 13, 2013 Other cost-free initiatives to help of violence on today’s youth, pro- prevent an attack from an Internal shooting at Arapohoe High School in grams that teach kids how to deal Centennial, Colorado. If Colorado will Threat would be simply making with disappointment and personal zero tolerance policies on weapons, hold their schools liable, your state problems in a nonviolent manner are may do the same. Have you done threats and bullying. Such policies essential. Additionally, there need to are known to foster a respectful all you can do to prevent an active be early intervention programs for shooter attack at your school? learning and working environment mental health issues. For whatever

About the Author Rick Proctor is an active duty police Sergeant in Union County, NJ with more than 20 years of law enforcement experience and is currently assigned as the security liaison between his police department and the city schools. Rick founded VIAT Consulting, LLC to assist with the security needs of schools, businesses and houses of worship, outside of his police jurisdiction. Rick has contributed to several magazine articles regarding how to respond to an active shooter and has been a presenter at conventions in Atlantic City, Las Vegas and Ocean City, MD. For more information on VIAT Consulting, visit www.viatconsulting.com or contact Rick at [email protected].

Educational Viewpoints -100- Spring 2016 How Do I Support My Professional Learning Community to Increase Student Achievement?

How Do I... Align curriculum, instruction, and assessment to standards? Guide PLCs to help my teachers become more effective? Utilize assessment to affect change? Ensure that we have rigorous SGOs? Use evaluations to give teachers the right feedback? Improve communication with parents? Stop worrying about compliance and start leading my team? Promote the right climate and culture in my school?

The Answer is CAR - The Connected Action Roadmap

Take Your School Where It Needs to Go. The CAR process ensures that the conversations you have with your team will be meaningful and purposeful. CAR uses an easy-to-remember and easy-to-follow roadmap as a metaphor through the training: Principals and teachers as the drivers, assessment as the guideposts, PLCs as the vehicle, culture as the terrain, and student learning as the destination. Endorsed by the Partnership for Collaborative Professional Learning, CAR has been called the vision for teaching, leading, and learning in New Jersey schools by NJDOE Commissioner David Hespe.

To learn more about how you can bring CAR to your district, contact Jay Doolan or Linda Walko at (609) 860-1200, [email protected], or [email protected]. We can schedule an in-district training session where we come to your district and train your whole team. www.njpsa.org

Educational Viewpoints -101- Spring 2016 New Jersey Principals and Supervisors Association PRSRT STD 12 Centre Drive US POSTAGE PAID Trenton, NJ Monroe Township, NJ 08831 Permit No. 53