Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students
Leadership I and IIFebruary 2011
Linda Wise
Chief Academic Officer
Building Relationships With Students, Staff,
and Families
Mamie Perkins
Chief of Staff
Linda Wise
Chief Academic Officer
Today’s OutcomesReceive updates on Race to the TopExplore best practices in Rigor,
Relevance, and Relationships by building intentional connections with students, staff, and families
Investigate how to leverage collaboration to increase parent and community engagement
Preview new materials and participate in a dialogue about how to engage families in the College and Career Advantage
Deepen understanding of how the cluster approach to positive student behavior and support can increase student achievement
Build relationships between and among DOI colleagues.
Enhance relationships between and among DOI colleagues
Educator Effectiveness
Academy
“Race to the Top”
When and Where?July 18 – 20, 2011Marriott’s Ridge High SchoolStaff members not on an extended
year contract will be paid a stipend of $125/day for their participation
Academies will run from 9:00am till 4:00pm each day.
Who?The principal, a Reading, English/Language Arts
staff member, a Mathematics staff member and a staff member representing Science, Technology, Engineering and Mathematic (STEM). o At all levels the STEM teacher should have
successful teaching experiences in at least one STEM area and embrace the concept and importance of STEM education.
Juliann Dibble will be coordinating the registration. Look for information on registration coming electronically in the near future.
Staff Members Responsibilities
Agree to:o Plan and organize, in collaboration with the
principal, professional development activities during the year that will assist staff members in developing a working knowledge of the Common Core State Curriculum Framework.
o Participate in online follow-up sessions** In the future, outcomes will include effective
use of Maryland’s Instructional Improvement System
Academy Format
Master Teachers will facilitate academy sessions which will group participants
by content and grade level.School principals will engage in
activities in collaboration with their teachers in addition to job-alike sessions.
Time will be provided for school team planning.
Master Teacher Information
“Race to the Top”
What do they do?
At the Educator Effectiveness Academies, the Master teachers
will lead content specific groups of approximately 25 teachers and
administrators through an in-depth examination of curriculum work completed during spring 2011.
Who Are They? Teachers from across the state. Required Qualifications:
o Successful teaching or co-teaching in Reading, English Language Arts, Math or STEM related field.
o Have a master’s degree or APCo Have understanding of MSDE Curriculum and
experience providing professional development
• Job Requirementso Attend all academy trainingso Facilitate a minimum of two Educator
Effectiveness Academies
What is expected of them?
Requirements
Attend all academy trainingsFacilitate a minimum of two Educator
Effectiveness AcademiesAssist in supporting a PLC among
Reading, English Language Arts, Math or STEM teachers in Maryland.
Attend post-academy focus group meetings as needed.
Application Process
Clarissa has sent you an e-mail with the application.Please encourage your superstars. We want Howard
County to have strong representation in the ranks of master teachers.
Principal endorsement is needed.Deadline for applications to be turned into Clarissa is
Feb. 22nd.
Systemic Expectations
Know your students and the differentiated supports in place to ensure their success
Ensure students receive exemplary instruction that prepares them for college and careers
Have a process in place for continuously monitoring student progress
Develop a relationship with students and their families
The Work of Family Engagement Systemic family engagement is designed as a core
component of educational goals such as school readiness, student achievement, and school turnaround.
Integrated family engagement refers to the practices of districts and schools to embed family engagement into their structures and processes, including training and professional development, teaching and learning, community collaboration, and the use of data for continuous improvement and accountability.
Sustainable family engagement efforts operate with adequate resources, including public–private partnerships, to ensure that meaningful and effective strategies—with the power to impact student learning and achievement—are in place.
Leadership and Relationships
The most important ingredient we put into any relationship is not what we say or what we do, but what we are.
- Stephen R. Covey
February Lead Design Team
Lisa Boarman, Coordinator, School Counselors
John DiPaula, Assistant Principal, RHHSTricia McCarthy, Assistant Principal, BBESKevin Mulroe, Assistant Principal, TRESTroy Todd, Principal, RBESVera Wilkins, Specialist, BSAP, Secondary
Programs
Jonathan DavisPrincipal
Bollman Bridge ES
Tricia McCarthy Assistant Principal Bollman Bridge ES
Rigor, Relevance & Relationships:
Connecting with Students, Staff & Families
Our Tasks Today
Attitude of optimismReflect on practices that workCommit to continuing the
discussion on building relationships
Learning Criteria for 21st Century Learners
International Center For Leadership in Education says:
o Students need a rigorous and relevant curriculum based on positive relationships
Opportunities for:o Foundation Learningo Stretch Learningo Personal Skill Developmento Learner Engagement
Let’s Take a Closer Look
Learner engagemento Motivated and committed to
learningo Sense of belonging and
accomplishmento Relationships with adults,
peers and family members that support learning.
It’s about Relationships
Listen to your students/staffAsk questions about their lives.The golden rule applies to everyone.Call them out….and don’t! Share your humanness
Table Discussions
Describe what you do to build a relationship with your students, staff, and community.
In what ways are these personal relationships linked to student engagement and performance?
Thinking about previous leadership meetings: How does relationship building impact exemplary instruction, presumed competence, formative assessments, and purposeful observations?
What are the implications for me as a leader?
Reflecting On Your Instructional Leadership
What percentage of your time are you actively engaged in conversation with someone and actively working at building a relationship with them?
What are you willing to do to make improved relationships a priority?
Commit to Engage
Take an Index CardWrite down the commitment you are willing to
make to strengthen the relationship with a student, staff member, family member and/or community partner.
Select a colleague, who is not at your table currently, with whom you will collaborate to ensure your progress and success.
Diane Martin
DirectorStudent, Family, and Community
Services
Department of Student, Family & Community
Services
To provide leadership for the acceleration of student achievement in partnership with staff, families and the
community through:
ADVOCACYCOLLABORATIONCOMMUNICATION ANDEDUCATION FORSTUDENTSUCCESS
DSFCS Mission Statement
Six Types of Family Involvement
Type 1 – ParentingType 2 – CommunicatingType 3 – VolunteeringType 4 – Learning At HomeType 5 – Decision MakingType 6 – Collaborating with the
Community
Academic Intervention, Beyond School Hours
Program
Led by Caroline WalkerProvides Beyond School Hours Programs
for all middle and high schools and summer programs at all elementary and middle schools
Provides outreach to families through family nights, positive phone calls, family orientation sessions, progress reports, and newsletters.
The Bridges 21st Century Program
Led by Marty Cifrese Provides students with
academic enrichment Offers literacy instruction
to families Gives parents access to
adult basic education and English Language Learning classes
The Black Student Achievement Program
Led by Patricia Branner-Pierce and Vera Wilkins
Seeks input and offers support to parents through county-wide and community-based parent information meetings
Partners with local organizations, agencies, fraternities, sororities and local churches to offer mentoring and support to families
Offers an extended year program each year for over five hundred students and families
It is open to all students.
The Family and Community Outreach Program
Led by Jean Lewis
Coordinates parent liaisons in selected schools to support the development of partnerships between home and school
Provides materials and resources to schools that are members of the National Network of Partnership Schools
Uses an action team approach to develop measurable family engagement activities connected to School Improvement goals.
Hispanic Achievement Program
Led by Elisa Montalvo
Provides professional development to 13 Hispanic achievement liaisons in supporting the schools in meeting goals 1 & 2 as it pertains to Hispanic students
Facilitates a parent academy in Spanish to recruit and support parents so as to increase family engagement.
Mathematics Engineering, & Science Achievement
(MESA) Program
Led by Dr. Harold Williams
Prepares students at 16 sites for the rigors of higher academic achievement
Encourages students to become involved in STEM fields by providing real-time hands on experiences.
Office of International Student Family Achievement
Program
Led by Dr. Florence Hu, Sung Kim and Claire Kang
Graduated 24 parents this winter from their International Parent Leadership Program (IPLP). These parents receive information and support on how to become leaders in their schools’ PTA, SIT, Booster Clubs and other leadership roles.
Registered over 1,000 students in the 2009-2010 school year. The Center is a one-stop shop for families to register for school, test student for placement, and receive pertinent information about the services our school system has to offer.
The Title I Program
Led by Caroline Walker
Is a federally funded program Title I schools engage in
significant family outreach, including Family Math & Reading Nights, MSA Nights, Mother Goose Programs, and creating take-home lessons and games.
Title I schools are also required to have parents review and provide feedback on the schools’ Family Involvement Plans and Compacts.
Concurrent Sessions
Using a Cluster Approach to Support Positive Student Behavior in School and in the Community Ballroom A
Engaging Parents in the College and Career Advantage Ballroom B
Increasing Parent and Community Engagement Through Collaboration Ballroom C
Building Relationships with Students, Staff, and Families to Ensure Exemplary Instruction for All Students
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