1. Is failure a real and regularly option and experience for kids at your school?
Failure is not an option at our school. There are technically no "F" grade. They are given an "Incomplete" to fix within a timeframe. Some students mindset are that they are failures and were told, but with the support and goals of the school, we are allowing them to see past that. 2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives? Students are given an opportunity to clear their incomplete. This is called AR, academic recovery. Students are given two weeks to clear their grades, turn in missing assignments and complete a competency. If they pass that two week window, an administrator steps in to coordinate lunch and after school recovery time. It does not always work, but students typically demonstrate grit to finish their work. 3. What conditions exist that make it to late to learn and reach competency in your school? Can you give an example? Motivation! Students sometimes take advantage of this system. There are some students who wait till the last minute to demonstrate competency on a topic, but what are they really "learning" when the material was covered a month ago. It is upsetting to see students choose this, but it is clearly telling us that we need to put stronger systems in place for those who need motivation. 4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in you school if you were the school leader? I would not allow students to earn a D or F on assignments. They would get Incompletes and have to redo the assignment. Teachers and staff would hold Academic Recovery periods, which would allow students to study and complete work. Additionally, I would have the teachers and staff on board with the policy of "it is never too late to learn." Since the classroom is where the learning takes place, I would need the staff to be in compliance with this belief and create the culture of learning in their rooms, hallways and common areas. 5. What can you do in your present position to create “never to late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence? I hold office hours for students to come in out of class to work on assignments that are not completed. I also have competency retakes so that students can retake a test to earn a passing or higher score. I also talk with my students about what it means to be a life-time learner. 6. Commit to 5 things you are willing to do this semester that will make your school a increase learning opportunities: 1. Office Hours during lunch 2. Evaluating their full assignment (what is demonstrating learning and what is busy work) 3. Giving retake exams and competency 4. Holding circles addressing the culture and belief of "it's never too late to learn" in the class with students 5. Not marking an assignment down for being late, either they learned it or they need to show that learned it at a later time 1. What role does school play in building students’ agency and identity?
Schools play significant roles in building students' agency and identity. We have the most interaction with the students during the day. What teachers, staff and peers say will build or destroy students' agency and identity. Additionally, what students hear the most will play in a role in how they see themselves. This can be positive and negative. If we say, "you're the bad kid" they think that. They will behave that way because they feel like that is their identity. However, if we say, "You worked very hard on this project and earned an A," this will build self-driven, hard-working students. What is being said at school matters in how students see themselves. 2. How aware are you and your colleagues of the impact our choice of words have on developing students’ agency and identity? Can you give examples? HSHMC is very lucky to have read the book, Choice Words, years back. Since then, we have had professional development on our words with the students. It now has blended with Restorative Practices, so we might as a staff revisit this idea soon. As a staff collectively we more often than not encourage students to work hard and be proud of grit. When students work hard to earn a passing grade, (not just an A) we celebrate that grit. However, there are times when some staff and teachers use sarcasm to redirect students and that can be viewed as negative. We are trying to move away from sarcasm, but it is hard because "joking" and "sarcasm" can be blurred together and makes it hard to stop one and not the other. 3. What would you do, if anything, to make using choice words a more conscious and accountable school wide practice if you were the school leader? As a leader I would provide "sentence frames" for all the classrooms to make sure teachers and staff know how to use choice words in building agency. Additionally, since HSHMC read the book,"Choice Words" as a staff, it would be beneficial for all members of the staff to have a meaning conversation about making choice words a part of the culture. Also, I would encourage staff and teachers to have more positive conversations with students. This would take place at least once a week and with a variety of students. 4. What could you do, if anything, to make the use of choice words a more conscious and accountable personal practice as well as one embraced by others on your site? Are those things within your sphere of influence? I need to be aware of how a praise a student and redirect students in the classroom. SInce I work very closely with the other 10th grade teachers, I can watch them use choice words in their classes. Also, since I am a head coach of two sports at the school, I beed to be more conscious of what I am saying to my student athletes. How I speak to my student athletes on the field and in the classroom should not be that different. I need to build agency in both environments and require that my assistant coaches do the same. 5. Commit to 5 things you are willing to do this semester that will make your school choose words wisely? 1. Do not use sarcasm 2. Tell my students what "Choice Words" mean 3.Meet with students to build agency at least once a week 4. Informal conversations in class (one-on-one) about who they think they are as students 5. Circles (community build during this time) 1. When it comes to the concept of Do No Harm, I believe...
That it is the basis for creating a safe community and environment. It applies to all stakeholders. Students and staff can thrive in a community where there is no harm to self, others or the environment. 2. Future sphere of influence, as the school leader, how would my beliefs be reflected in discipline policies and practices? As I have grown as a professional, I have learned about Restorative Practices. Prior to this practice, I believed in the punishment system. Students did something wrong, they got punished, but nothing was learned. Parents were not even involved at times. When I think about the stakeholders, I imagine meaningful conversations taking place with all those that were affected. This can be teachers, administration team, students, staff and parents. I imagine case by case decisions being made for students so each young adult can continue to become a success person. It is not a blanket, quick fix kit, but something that all people, all stakeholders invest in. The staff would all see the effects of Restorative Practices and be trained in it. 3. Current sphere of influence, how would my beliefs be reflected in program practices and initiatives? As a teacher, I would increase my conversations with students. This would take place in the class both formally and informally. Checking in with students and seeing how their weekend was and what they are planning to do is a great way for me to see where my students are emotionally. Additionally, formal circles create community and establish class identity. I will also talk with students one-to-one, to ensure that student voice is heard and my re-direction is followed-up with reason. 4. Future sphere of influence, how would my beliefs be reflected in our professional development as a community of learners? It is important that all staff members support "Do no harm." To create an environment of students that believe this, it must first start with a staff that live it. Professional development would be conducted around Restorative Practices and circles. Staff meetings would also incorporate many of the practices so that everyone know what it looks like and feels like. 5. Is the concept of teaching students to “first do no harm” integrated into the culture of your school (or workplace)? I am lucky enough to work at HSHMC! It is a wonderful school where the administration team and and founders have built the culture of the school on this pillar. I see this pillar everyday, literally, as I walk into the school. I assess my decisions as I talk with students and address their behavior. When I speak to students, I make sure that I am not hurting them, but empowering them with knowledge of how to make better choices. Students also remind students of this pillar. I hear, "Do no harm," as I walk down the hallway. Students are advocates for themselves in making a healthy environment where they can be successful learners. 6. How does your answer to the previous prompt sit with you? I am proud of my school. We continue to push to move from good to great. We are not perfect, but we care about the students and their learning. 7. Current sphere of influence: Commit to 5 things you are willing to do this semester that will make your school a more positive restorative place: My commitments are:
1. How is the challenge of making stakeholders feel welcome to your school (or place of work) connected to your school mission?
Students, parents and teachers are part of the school's mission. These groups are also the stakeholders and it is clear that they must be a focus point when creating a welcoming place. Even though our mission is based on creating a meaningful environment for these stakeholders, staff must be on board to creating and meeting this steps to ensure that. There are some areas where we must address our weakness in order to reach all groups. 2. What did you do to assess which stakeholder group (or subgroup) could be more effectively welcomed? And what did you find? Our school is always looking to move from good to great. Informal and formal questionnaires told us that parents are a group that we can better target to feel more welcomed. Parent groups are very low if not present. Plus, as a staff we reflected on all the in house business we take care of with the students, that information is not being passed to the parents. Additionally, through data analysis of attendance, we noticed that there are certain students that are consistently absent. We feel as if that group also needs attention and we must make a point to let them know that their absence was noticed. Parents! Students that are consistently absent! 3. Future Sphere of Influence: What would you do to improve welcoming this group if you were the school leader? More parent nights and groups. I would create back to school nights where parents can continue to form relationships with the teachers and staff. Additionally, I would form groups based on what the parents want. There is high Muslim population, are we addressing the needs of their students. Could there be an advisory group. Also, the PTA is led and taught by parents. We need to get parents that have time to invest into the school and our student population. Students that are consistently absent will get a call home saying that we miss them. Check in with parents on how things are going. Send home letters that have teacher signatures on it saying that “We miss you.” Possibly include data about attendance and success, but present it in a positive manner, not to shame them. 4. Current Sphere of Influence: What can you do in your present position to enhance welcoming these stakeholders? As a classroom teacher, there are many things that I can do. First, I can write letters home to parents congratulating student success. Parents will then start to get to know me through personal contact. I can commit to calling parents to tell them how great their student is performing academically or demonstrating grit. Additionally, I can invite parents to events at school or class presentations. Some of the honor students teach lessons and it would be great to have parents notified and invited. Current Sphere of Influence: Commit to 5 things you are willing to do this semester that will make your school a more welcoming place:
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