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School Context and Demographics
The following plans are made for a school that is one of seven junior high schools in a suburban school district. It serves 849 students who are in grades 7 through 9. The school is divided into pods with four classrooms and a computer lab. The number of students per classroom varies between 25 and 30 students. In addition, the students are assigned to grade level-teams consisting of three or four teachers. The teams consist of the core classes: Language Arts, Social Studies, and Science. The school has a very good reputation for high academics and achievement as well as strong parent support. It also houses three highly successful district programs: special education transition program, English language learners program, and the Quest program.
The school has interventions in place to help student who need extra help or time to do work such as our Homework Lunch and After-School Study Hour. Students have opportunities to participate in a many athletic and activities programs. In addition to choosing from a wide variety of after-school sports, there are clubs like Yearbook, National Honor Society, and Math Team.
The students have a wide range of cultural and socio-economic background. According to the Washington Report Card for the school year 2010-2011, the population is predominantly white (61%). Other ethnicities include: Asian (26%), Hispanic (9%), African American (2%). Male students comprise 53% of the student body while female students comprise 47% of the student body. 10.65% of the students are in Special education, 3.36% are in ELL, and 13.9% are on free or reduced lunch.
The staff is highly trained, competent, focused, and very experienced. 55% percent of the teachers have at least a Master’s degree.
Exhibit 1 & 2, Type A: Educator Learner
Exhibit 1, Type A: 105 Minute Periods Book Group
Perception Goals:
Schoolwide Perception Goals: We are working to improve rigor and engagement in our school so that schoolwork is meaningful for all students. When the staff takes the Nine Characteristics Survey this spring, we want to see 100% of our staff agree mostly or completely that “schoolwork is meaningful for students”.
Identify the Perception Data used to assess your SMART Goal:
In the 2011 survey, there were 2 people who didn’t agree at all that schoolwork is meaningful and 12 who agreed slightly. If student achievement is our primary purpose in school, we need to do a better job of ensuring that what we ask students to do is always meaningful and beneficial.
Planning, Engagement, Analysis:
Based on the data collected from the Nine Characteristics Survey, it is clear that the teachers at this school need more training around strategies to increase the engagement of their students and the vigor of their work in an effort to make schoolwork meaningful for all students. Next year, as we transition to a middle school, we believe that this may become increasingly difficult in the 105 minute class periods that we will be working with. After identifying this problem, a group of teachers formed a learning team around the idea of 105 minutes and we were asked to provide strategies to the staff that they can use to increase engagement and authenticity in these extended blocks (105 Min Learning Team Initial Notes).
After forming the group, we decided to start by forming a book group (Zepeda, 2012, p. 191). Resources that we needed included books, time to meet, a facilitator, and two release days. We went through the steps to get the book group approved by SPU(). Our book group was called “Preparing for Block Scheduling in a Middle School Setting”. We choose to read Tools for Teaching in the Block and Teaching in the Block. Teaching in the Block gave an overview and rationale for using the block schedule. Tool for Teaching in the Block provided us with lots of strategies, graphic organizers, and planning tools to make sure that the long periods are engaging and meaningful for our students. We met every two weeks for about an hour and a half to two hours to discuss the reading and also begin to create our toolbox of strategies that we planned to present to the staff.
We then set up a visit to a middle school with similar demographics to us that had been using a block schedule for two years. We each visited two classes of our choice and then met with a group of teachers, counselors, and administrators to learn more about the block schedule, their implementation process, and strategies that they use to keep kids engaged and make the work meaningful (Preparing for the Block Schedule Handout). It was very helpful to see other teachers use this schedule effectively. We were able to take great notes that we would later look back on as a team (Fink, 2011, p. 97).
We requested a release day and were given half of a release day to work in the front office to debrief about our school visit and plan for our presentation (Fink, 2011, p.129). This meeting was very productive. We divided into groups of two and created slides for our presentation the following week (Release Day Notes-Planning).
We presented to the staff on a LEAP Day about the strategies that we had compiled for teaching in the block and increasing engagement and vigor in the longer time period. We also presented the portal site that we had created to house collaborative documents and we explained to other teachers how they could add to the site.
We look forward to trying some of these strategies in our classes next school year and we will continue to work together to troubleshoot and think of new strategies (105 Minute Presentation and Toolbox). We look forward to seeing the results of the Nine Characteristics Survey next year and we hope that more people will agree that students are engaged and they schoolwork is meaningful. The effectiveness of our work will be evaluated through the results of the 9 Characteristic Survey next year and engagement of students in our classrooms.
Timeline:
April, 2011: Took 9 Characteristics Survey
September 14, 2011: Joined 105 Minutes Learning Team
September 28, 2011: First meeting; decided to do a book group and visit a school with block periods
November 30, 2011: Began book group
December 14, 2012: Book Group Meeting
January 11, 2012: Book Group Meeting
January 25, 2012: Book Group Meeting
February 15, 2012: Revisited purpose and goals for teams as a staff
March 14, 2012: Visited middle school with similar demographics and block schedule
April 10, 2012: Debriefed middle school visit and planned for presentation
April, 2012: Took 9 Characteristics Survey again
April 18, 2012: Presented engagement strategies for 105 minute periods to staff at staff meeting
September 1, 2012: Begin to implement our strategies
September 2012: Continue to collaborate and talk about strategies to improve engagement and authenticity of our students’ work.
Exhibit 2, Type A: Introduction to World Languages
Department Goal:
World Language SMART Goal: By the end of the 2011-2012 school year, French 1 students will be able to participate in a dialogue or presentation of at least 8 sentences in the target language using accurate grammar, vocabulary, and pronunciation based on a common prompt and rubric.
Planning, Engagement, Analysis:
As we look forward to having a middle school next year and think about how we can engage these students around World Language, one of the Spanish teachers and I proposed to create a class entitled “Exploratory World Language” for sixth and seventh graders. In the plan for our middle school, World Language will only be offered to eighth grade students. We believe that introducing students to language and culture at a young age would be very beneficial and believe that this class is very relevant for this age group.
The Spanish teacher and I wrote a course description and presented to it the Principal and Vice Principal. This course would introduce students to French and Spanish language and culture. We would focus on the spoken aspect of the language. This earlier exposure is better for approximation of native accent. Research shows that learning a language benefits students’ cognitive and creative abilities in addition to their linguistic abilities ( http://www.actfl.org/i4a/pages/index.cfm?pageid=4724). The Principal told us that we could put it in the course catalog and see how many students signed up. We were unsure of what the result would be.
At the beginning of April, we received the numbers for this class. We found out that 142 students signed up for this class. We were very excited. The Spanish teacher and I met and created a document of our ideas for the course. We included the topics that we would include, ideas for the format, and benefits and realities.
We envision team teaching this class to some decree. I would have 30 students for the first quarter and together we would “visit” French countries around the world. The Spanish teacher would have 30 students during the same period and we would switch after the first quarter. The class would last one semester with one quarter devoted to each language. This schedule would also give us the flexibility to do cultural events together and divide the time in different ways. We would plan everything together so that our classes would flow fluidly together.
We requested a meeting with the Principal and Vice Principal to talk more about our ideas (Meeting Request). When they got to the point in planning that they wanted our input, they invited it. Their concern was that there will be a 1.0 Spanish position, a 0.4 French position, a 0.5 World Language Position, and a 0.2 Japanese position. We envisioned the class slightly differently than they had assumed so we presented the document we had created and explained our ideas (Meeting Notes).
At this point we do not know exactly how it will work out. The next steps include planning the curriculum and continuing to stay in the loop on scheduling for next year. Resources that we need include a common period, which is very important for the success of this class, and some materials to get our class started since we will not have a curriculum. The results of this collaboration will be seen through the implementation of our “Exploratory World Languages” class next year.
Timeline:
January, 2012: Presented proposal for “Exploratory World Language” course to Principal
February, 2012: “Introduction to World Languages” was included in the course catalog
April 16, 2012: We received the numbers of those who signed up; 142 students signed up for our course
April 17, 2012: We worked collaboratively to create our vision for the class.
April 17, 2012: We requested a meeting with the Principal and Vice Principal
April 25, 2012: We met with the Principal and Vice Principal to present our ideas and hear their ideas and scheduling concerns.
May, 2012: Get schedule, Plan curriculum
June-August, 2012: Continue to work throughout the summer to plan for this class.
September, 2012: Implement in our classrooms, continue to plan and work collaboratively.
Exhibit 3 & 4, Type B: Community Involvement
Exhibit 3, Type B: Cooking Demonstration
Perception Goals:
Schoolwide Perception Goal: We are working to improve rigor and engagement in our school so that schoolwork is meaningful for all students. When the staff takes the Nine Characteristics Survey this spring, we want to see 100% of our staff agree mostly or completely that “schoolwork is meaningful for students”.
Identify the Perception Data used to assess your SMART Goal:
In the 2011 survey, there were 2 people who didn’t agree at all that schoolwork is meaningful and 12 who agreed slightly. If student achievement is our primary purpose in school, we need to do a better job of ensuring that what we ask students to do is always meaningful and beneficial.
Planning, Engagement, Analysis:
In my French classes, I strive to increase engagement and rigor by engaging my students in real world applications of what we are learning about. While we were learning about food and restaurant vocabulary, I invited one of the owners of the restaurant Joule in Seattle to come in and do a cooking demonstration in my class. My husband and I are partners with the chefs in their other restaurant, Revel. These restaurants are Korean French fusion. I used this experience to open my students’ eyes to the influence of French around the world and give them an example of the cultural differences in the kitchen based on culinary training. Experiences like this increase the engagement of students and show them a true connection between the classroom and the outside world.
In order to do the cooking demonstration, I needed permission from the administration, time, and a space ein addition to money in the French budget to pay the guest for materials and time. I got the visit approved by the Principal after explaining the learning targets and how this visit would relate to what is going on in my classroom. I then worked with Rachel, one of the owners of Joule and Revel, to find a day that worked for both of us. Rachel coordinated the ingredients and tools that she needed for the demonstration. I worked with her to decide on the compensation that she would receive and filled out a “Consultant Payment” form. Once it was approved, I worked closely with Rachel to plan the content that she would cover and the way that I would weave her visit into what we were doing in class (Planning). She had been trained in a French culinary school so she talked about the cutting techniques and the culture of a French kitchen. She discussed how she found her way into her profession and what she loves about her job. I found that the students were especially interested in what had led her to cooking and her journey as an entrepreneur.
After she finished describing her job, she did a cooking demonstration, creating a Mornay sauce that the kids were able to use to create Croque Monsieur sandwiches. The kids loved it! It was a great way to bring the community into the classroom. I evaluated the student learning and involvement through observing my students during the demonstration and through a group discussion afterwards.
After the demonstration, I posted the recipe on my Communicator site and many of my students brought what they had learned home, impressing their parents with Croque Monsieur sandwiches over Thanksgiving break.
It was amazing to see that a conversation that I had on a walk in Vancouver, BC would turn into an experience that my students are still talking about leading up to the last day of school. It was quite a valuable experience to go through the planning process with someone who is not a teacher. I collaborated with Rachel to decide on learning targets, the objectives of the visit and cooking demonstration and how I would weave what was done with Rachel back into the classroom. The learning targets centered around culinary culture and French food and resturant vocabulary. It was interesting to hear her ideas from an external perspective. The kids appreciated the diversity of activity and enjoyed interacting with a community member at school.
Timeline:
July 31, 2011: Began talking to Rachel about doing a cooking demonstration on trip to Vancouver.
October 12, 2011: Talked to Rachel again about doing a cooking demonstration
October 14, 2011: Presented idea of cooking demonstration to Principal
October 20, 2011: Got cooking demonstration added to building use calendar
October 18-23, 2011: Exchanged emails with Rachel deciding on details for demonstration
November 1, 2011: Began food unit
November 15, 2011: Filled out “Consultant Payment” form
November 16, 2011: Cooking Demonstration
Exhibit 4 , Type B: French Field Trip to the Seattle Art Museum
Perception Goals:
Schoolwide Perception Goals: We are working to improve rigor and engagement in our school so that schoolwork is meaningful for all students. When the staff takes the Nine Characteristics Survey this spring, we want to see 100% of our staff agree mostly or completely that “schoolwork is meaningful for students”.
Identify the Perception Data used to assess your SMART Goal:
In the 2011 survey, there were 2 people who didn’t agree at all that schoolwork is meaningful and 12 who agreed slightly. If student achievement is our primary purpose in school, we need to do a better job of ensuring that what we ask students to do is always meaningful and beneficial.
Planning, Engagement, Analysis:
The French textbook that the district has adopted takes a tour around the world to different French speaking countries. In connection with the unit on Polynesia, I planned a field trip to go to the Gauguin exhibit at the Seattle Art Museum. Trips like this increase the engagement of students and show them a true connection between the classroom and the outside world. I planned this in connection with the docents at the art museum and I was able to get parents involved as chaperones. It took coordination as I worked to plan with these two groups.
Before presenting the trip to the students, I did a lot of work to get the trip off the ground. Resources that I needed included permission from the principal, parent volunteers to chaperone, and a unit of study leading up to the trip. First, I presented the idea to the Principal, explaining the connection to the curriculum and what my students would leave tour with. Once she signed off on it, I researched options for tours and worked with the docents at the museum to decide which tour option was best for my students. Scheduling was tricky because I was trying to bring 150 students on one day, which would fill up all four tours of the day. It was important to work closely with the lead school group scheduler and docent at the museum to get the tour lined up (Inquiry Email). I then reserved buses for that day. I also worked with the attendance office to get the code ready for students to pay there, and I worked with the counselors to ensure that all students can attend the field trip even if their family cannot afford the fee.
In the classroom, I began by handing out an informational packet to all of my students about the upcoming field trip. I also sent an email to all parents describing the field trip that we would be going on and asking for interested volunteers. Many parents emailed me quickly, indicating that they wanted to get involved.
I continued to work with the parents leading up to the field trip to confirm that schedules were aligned and to create groups of students. I ended up with 17 chaperones, which was wonderful. They each received a packet with information about the field trip.
I talked with the lead docent on the phone and explained the educational goals of the trip and she explained what the tour would be like and expectations that my students were expected to abide by (Follow up after Phone Call).
When the day finally came, all of the planning paid off. It was good to know where each student was at all times and through the communication with the museum docents and the parents, the expectations were well communicated, making everything go smoothly. I was excited to see that when the docents asked if the students knew anything about Polyesnesia every students’ hands went up thanks to the prior knowledge building that we had done prior to the visit. The trip was a huge success. The kids really enjoyed the trip and the docents were impressed with my students’ behavior. I was able to evaluate the impact on student learning by observing their attentiveness, questions, and responses in the museum as well as through their reflections after the museum visit.
I found that through collaboration with an outside professional, I was able to make this learning experience even more meaningful for my students. The docent and I worked together to decide on the learning targets that would be taught leading up to and during the trip. Planning learning targets and curriculum with a professional in another field is a great experience because it forces you to view the learning through a different lens. As an expert on art and art history, the docent helped me figure out the most important background knowledge to teach my students and we worked together to figure out how we would tie these themes throughout the students’ experience at the museum and beyond back in my classroom.
I found that through collaboration with an outside professional, I was able to make this learning experience even more meaningful for my students. The docent and I worked together to decide on the learning targets that would be taught leading up to and during the trip. Planning learning targets and curriculum with a professional in another field is a great experience because it forces you to view the learning through a different lens. As an expert on art and art history, the docent helped me figure out the most important background knowledge to teach my students and we worked together to figure out how we would tie these themes throughout the students’ experience at the museum and beyond back in my classroom.
Timeline:
January, 2012: Researched Gauguin and Polynesia exhibit at the Seattle Art Museum
January 27, 2012: Inquired about tours to Seattle Art Museum
January 27, 2012: Received tour confirmation from museum
January 30, 2012: Submitted field trip request form
January 31, 2012: Reserved buses
February 21, 2012: Passed out information packets to students and sent out email to parents
February 21, 2012: Began to receive emails back from parents who were interested in chaperoning
February 21-March 30, 2012: Emailed back and forth with parents about upcoming field trip
February 22-March 12: Accepted receipts and permission slips for the field trip
February 28, 2012: Send out an email to the staff informing them about the field trip
March 20, 2012: Talked with lead docent from museum on the phone
March 20, 2012: Sent invoice to office manager
March 30, 2012: French Field Trip to the Seattle Art Museum
Elise Phillips's bPortfolio 