tag:blogger.com,1999:blog-39246758763500113912024-02-06T21:07:55.448-08:00Nicole Hamilton's Library of LearningThe best part about learning something new is being able to share your learning with others!nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.comBlogger169125tag:blogger.com,1999:blog-3924675876350011391.post-3398399699606584712019-07-26T08:36:00.003-07:002019-07-26T09:11:50.507-07:00A Balancing Act<span style="font-family: "arial" , "helvetica" , sans-serif;">We have all heard of the analogy of Life and Juggling Balls. My recent mentor used the analogy to explain the role of a Principal. As an administrator you are constantly juggling far too many balls in the air. It is easy to think how can I possibly keep these all in the air - the numerous requests, support and demands from students, staff, parents, Supervisors, and email are just a few of the jobs to balance. The list could go on for miles. Now look at the demands and tasks and separate them into glass balls and rubber balls. If you drop glass balls there is sure to be a devastating outcome as the ball shatters into millions of pieces. Taking more time to clean up then to have completed in the first place. When you drop the rubber ball it will eventually bounce back. The next time you are feeling overwhelmed by the number of tasks and demands that face you in your career determine which ones are glass and which ones are rubber! What can you let go of by passing on to someone else.</span><br />
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<img alt="The concept of flexibility, on the other hand,
helps you to reign in the juggling act by helping
you to prioritise whatâs ..." src="https://image.slidesharecdn.com/2017-04-01-14howtoachieveworkstudyfamilylifeflexibility-170807041030/95/how-to-achieve-workstudyfamilylife-flexibility-6-638.jpg?cb=1502079110" /></div>
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<a href="https://www.slideshare.net/usqedu/how-to-achieve-workstudyfamilylife-flexibility">https://www.slideshare.net/usqedu/how-to-achieve-workstudyfamilylife-flexibility</a></div>
nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-16435404223676339272019-07-26T04:27:00.000-07:002019-07-26T07:32:09.920-07:00Shout Out!<br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Richard Byrne</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I wanted to take a minute to do a shout out for Richard Byrne's <a href="https://www.youtube.com/user/rbyrnetech/featured" target="_blank">Practical Ed Tech Tips</a>. I can spend hours watching his you tube videos for tips and tricks. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Just recently I wanted to import my blog into a google site and found a quick tutorial on Byrne's channel. </span><br />
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<a href="https://www.freetech4teachers.com/">https://www.freetech4teachers.com/</a><br />
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<br />nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-86047984293974993382019-07-15T12:55:00.001-07:002019-07-15T12:55:22.806-07:00New FSL Teachers<span style="font-family: Verdana, sans-serif;"><br /></span>
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<span style="font-family: Verdana, sans-serif;">The FSL teacher</span><br />
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<span style="font-family: Verdana, sans-serif;">When you have core French teachers in your school do they feel included in Staff PD? Do they play a role in Collaborative Inquires? As a leader do you struggle to provide instructional leadership for new FSL teachers?</span><br />
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<span style="font-family: Verdana, sans-serif;">Across Ontario school boards are facing the crises of FSL teacher shortages and Principals are dealing with a revolving door of new teachers. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Moving forward I am working on a <span style="background-color: white; font-size: 16px;"> </span><span style="background-color: white; font-size: 16px;">professional learning plan for new French teachers in my building.</span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; font-size: 16px;"><br /></span></span>
<span style="font-family: Verdana, sans-serif;"><span style="background-color: white; font-size: 16px;">Of course for all new teachers there are procedures to share to welcome them to the building:</span></span><br />
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<li><span style="font-family: Verdana, sans-serif;"><span style="background-color: white;">Staff handbook (I am working on a digital version on google drive)</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="background-color: white;">Staff Calendar and Email</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="background-color: white;">Tour of the building, timetable, supervision schedule and keys to the school</span></span></li>
<li><span style="font-family: Verdana, sans-serif;"><span style="background-color: white;">School Improvement Plan</span></span> </li>
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<span style="font-family: Verdana, sans-serif;">For FSL teachers I would also include the following resources</span><br />
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<li><span style="font-family: Verdana, sans-serif;">New FSL Teacher Handbook </span></li>
<li>Including Students with Special Needs in FSL Programs</li>
<li>Welcoming ELL's into FSL Programs</li>
<li style="margin-bottom: 0px;">Listening to Learn: A Differentiated Approach to Teach Listening in Core, Extended & French Immersion</li>
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<span style="font-family: Lato, Helvetica Neue, Helvetica, Arial, sans-serif;">Since we run collaborative inquires during staff meetings it is important to think about how the FSL teacher fits into the groups. </span></div>
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<span style="font-family: Lato, Helvetica Neue, Helvetica, Arial, sans-serif;">Food for thought:</span></div>
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<span style="font-family: Lato, Helvetica Neue, Helvetica, Arial, sans-serif;">How does the staff view FSL teachers in the school? </span></div>
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<span style="font-family: Lato, Helvetica Neue, Helvetica, Arial, sans-serif;">How do FSL teachers collaborate with other FSL teachers? </span></div>
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<span style="font-family: Lato, Helvetica Neue, Helvetica, Arial, sans-serif;">What resources are available in the school to support FSL teachers? </span></div>
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<span style="font-family: Lato, Helvetica Neue, Helvetica, Arial, sans-serif;">What resources are available in the board to support FSL teachers?</span></div>
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Teacher Resources:<br />
Ontario New FSL Teacher Handbook:<br />
<a href="https://sites.google.com/teltgafe.com/fsl-handbook/home?authuser">https://sites.google.com/teltgafe.com/fsl-handbook/home?authuser</a><br />
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Resources for new teachers can be found at this site:<br />
<a href="https://transformingfsl.ca/en/resources/">https://transformingfsl.ca/en/resources/</a><br />
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Instructional Leaders:<br />
<a href="https://sites.google.com/teltgafe.com/cefr-ontario/home">https://sites.google.com/teltgafe.com/cefr-ontario/home</a> <span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> A </span><span style="color: #212121; font-family: Arial; font-size: 11.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">website that shares professional learning materials from CEFR provincial initiatives with Ontario's English-language school boards, to support effective planning, instruction and assessment in </span><span style="color: #212121; font-family: Arial; font-size: 11.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">French as a Second Language (FSL)</span><span style="color: #212121; font-family: Arial; font-size: 11.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> programs.</span><br />
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-46206651439357386292019-07-12T06:34:00.000-07:002019-07-12T06:34:00.194-07:00What are the components of an effective Collaborative Inquiry? <br />
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What are the components of an effective Collaborative Inquiry? </h3>
An effective collaborative inquiry should stem from an urgent student learning need. When brainstorming student learning needs best practice is to come to the table with evidence based on data, observations and conferencing with students.<br />
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In the "Facilitators Guide" Donohoo outlines how to "Frame the Problem" with your team. Her approach is easy to follow, allows for everyone to have a voice and provides examples.<br />
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Once you have the problem you are looking to solve you want to develop an inquiry question. The "Question" is what guides the inquiry (the actions, data and evidence). When developing the question it has to be explorative and promote discovery, begin with the words how or what, and specify the focus of your team's inquiry.<br />
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Donohoo suggests using a sentence stem when creating a question for a collaborative inquiry:<br />
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What is the impact of .... (classroom practice/ teacher action) On .... (Student Learning)<br />
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Here are some examples taken from the "Facilitators Guide"<br />
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1. What is the impact of using exit cards with my students?<br />
2. How can we work with teachers to help students achieve success in their written work through student led conferences?<br />
3. How can 'Self Assessment Matrixes' be used to improve the self regulation skills of adolescents?<br />
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Next the team must determine a story line that will connect their preferred future with specific strategies that will be used to improve teaching and learning. These are framed as If...Then statements.<br />
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Example:<br />
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If teachers use exit cards at the end of a science lesson then teachers will be able to determine student learning and next steps.<br />
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It is important to determine what evidence will be collected in order to answer the inquiry question.<br />
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Donohoo sorts the type of data into four types: Student Learning Data, Demographic Data, Perceptual Data, and School Process Data.<br />
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In my experience working in collaboraive inquiries it is not as important to dwell on the type of data as it is to determine what evidence will be collected, how it will be collected and by when.<br />
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Getting this information in writing and agreed upon by the team helps to keep everyone on track as it is easy to walk away from a group meeting, return to the classroom and continue as normal.<br />
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Setting dates to come back together as a team and report on how things are going is critical as well as providing time for this to happen. We have used staff meetings to work on collaborative inquires.<br />
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The research for Collaborative Inquiry comes from the following resources:<br />
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<br />nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-89903245245964565612018-09-03T15:37:00.000-07:002018-09-03T15:37:05.828-07:00Why morning meetings?I have been looking into the concept of morning meetings. Being tribes trained a lifetime ago makes me familiar with the idea of community circles but the morning meeting that comes from Responsive Classroom has 4 distinct components:<br />
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1. Greeting<br />
2. Sharing<br />
3. Group Activity<br />
4. Morning Message<br />
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The morning meeting was created with the intention of spending 20-30 minutes in a circle each morning.<br />
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So, the question I have been pondering is can I dedicate 20-30 min of the day to morning meeting? Will the outcome be worth it? Will students benefit from the time we spend in morning meeting?<br />
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One of the pros of morning meeting is the goal of merging academic, social and emotional learning and the reinforcement of sense of belonging. Especially in a time where we see an increase in student difficulty with self regulation, emotional well being and increase use of technology.<br />
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My gut says try it and analyze the results to see if students are meeting the intended goals. nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-7736598079223091962018-08-28T03:47:00.005-07:002018-08-28T03:47:48.994-07:00Tar Heel Reader - Easy to Read books<br />
<span style="font-family: Arial, Helvetica, sans-serif;">I was introduced to this website at a conference: Tar Heel Reader. T</span><span style="font-family: Arial, Helvetica, sans-serif;">he best news is that access to the website is completely free! Who doesn't love free resources. </span><span style="font-family: Arial, Helvetica, sans-serif;"> I would suggest pre-reading the selection of books you would like your students to access. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.blogger.com/%C2%A0https://tarheelreader.org/%C2%A0" target="_blank"> https://tarheelreader.org/ </a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">You have to email for a registration code if you would like to be able to write a book.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">You can access books written in a variety of languages. I chose French books and found that I would have to be fluent in French to ensure the pronouns were correct before allowing students to read the text. However I was thinking I could publish my own books. </span><span style="font-family: Arial, Helvetica, sans-serif;">I could see using this for social stories!</span><br />
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<span style="font-family: Helmet, Freesans, Arial, Helvetica, Verdana, sans-serif;">Excerpt</span><span style="background-color: white; font-family: Helmet, Freesans, Arial, Helvetica, Verdana, sans-serif;"> taken from website: "Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. <a class="onlineOnly" href="https://tarheelreader.org/accessing-tar-heel-reader/" style="-webkit-tap-highlight-color: rgb(86, 160, 211); background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0033ff; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">Click here to learn more about alternative access methods.</a>"</span></div>
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<span style="background-color: white;">"You may write your own books using pictures from the huge collection at <a class="onlineOnly" href="http://flickr.com/" style="-webkit-tap-highlight-color: rgb(86, 160, 211); background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #0033ff; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">Flickr</a> or pictures you upload. All books should be complete, edited, and revised to the best of your ability before publishing them to the site. While you are working on them, please save them as drafts."</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Here is a sample page from the book "Busses"</span></div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-69991150894245404032018-08-16T17:09:00.001-07:002018-08-16T17:09:13.021-07:00Digital Meanderings: #EpicPals<a href="http://malchowsreflections.blogspot.com/p/epicpals.html?spref=bl">Digital Meanderings: #EpicPals</a>: EpicPals is a collaborative reading project that utilizes Epic! Books for Kids, Padlet, and Flipgrid. I can't wait to try this in the classroom. Great resource for teachers and Epic is free for educators - Bonus!<br /><br />
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<br />nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-20143050666467935382018-08-05T14:50:00.000-07:002018-08-05T15:03:26.963-07:00Caring and Safe Schools in Ontario<div style="background-color: white; color: #2d3b45; margin-bottom: 12px; margin-top: 12px;">
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><b>What do you want to know more about to create a caring and safe school?</b></span></div>
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<span style="font-family: arial, helvetica, sans-serif;">I am always looking at ways to learn how </span><span style="color: #231f20;"><span style="font-family: Arial, Helvetica, sans-serif;">to identify the range of needs of students in my school and determine how those needs influence student behaviour. </span></span><br />
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<span style="color: #231f20;"><span style="font-family: Arial, Helvetica, sans-serif;">If, like me you are seeking to understand student behaviour in the learning environment it will be helpful to keep in mind the following facts:</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">✦ <span style="font-weight: 700;">Behaviour occurs in a context.<br />
</span>✦ <span style="font-weight: 700;">Behaviour is learned.<br />
</span>✦ <span style="font-weight: 700;">Behaviour serves a function for the individual. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">✦ </span><span style="font-family: Arial, Helvetica, sans-serif; font-weight: 700;">Behaviour can be changed over time.</span><br />
<span style="font-style: oblique;"><span style="font-family: Arial, Helvetica, sans-serif;">(Surrey Place Centre, 2008, p. 7) </span></span><br />
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The challenge is being able to identify the cause of the behaviour. It is easy to identify what the student is doing (yelling out in class instead of raising his/her hand) but if we focus only on what the student is doing and try to stop that behaviour it is possible the another behaviour will arise. The key is determining the function the behaviour serves for the student. Thinking in context of Ross Greene, kids do well if they can, it is our job to figure out what the student is trying to communicate through the behaviour. Think in terms of gardening we know that in order to eradicate the weed we must pull out the root otherwise the weed will grow back. </div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">The challenge within a school of numerous educators is defining behaviour. The defining characteristics of challenging behaviour will differ from individual to individual depending on an educators cultural background, childhood experience, relationship with the student, and classroom and school policies. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Aside from personal schema one must also consider mitigating factors. Below is a diagram from "Safe and Caring School" that suggests different needs and types of conditions affecting student behaviour. </span></div>
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Some behaviour effectively meets the needs of the student, reflects the student’s interaction with the environment, and is understood and considered appropriate by others. Other behaviour may be ineffective but may occur because it is a student’s best available strategy for interacting with the environment and having his or her needs met.</div>
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So know that we know there can be a variety of factors affecting student behaviour how can we become more understanding and gain knowledge to be able to support students.</div>
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<b>Student and Parental Voice:</b></div>
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Allow our students to do the the talking and the sharing. Learning from the student can be very effective. We have used student surveys to ask students what they need to be successful and what they feel when they are stressed out.</div>
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<b>School Team Meetings:</b></div>
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Observation and data can help to determine the underlying cause of the behaviour. Discussion and having more heads look at the situation can be helpful when reflecting on possible scenarios.</div>
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<b>Guest Speakers/Experts:</b></div>
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Bring in an expert in different fields to talk to staff about student needs and conditions that affect student behaviour. Your special education consultant, Mental Health Lead, and Government agencies (CMHA) may be willing to come in and speak about a topic.</div>
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<b>Websites:</b></div>
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There is a plethora of information on the Internet that can be used to share information with staff.</div>
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<b>Student Profiles:</b></div>
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Creating student profiles and sharing those profiles amongst staff can help others to reflect on student behaviour and the cause of the behaviour.</div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-20592512211607880592018-08-01T17:44:00.003-07:002018-08-01T17:44:49.952-07:00Progressive Discipline<br />
<h2>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;"><u>Progressive Discipline</u></span></span></h2>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;">Policy/Program Memorandum No. 145 describes
progressive discipline as the use of “a continuum of prevention programs, interventions, supports and consequences to address inappropriate student behaviour and
to build upon strategies that foster positive behaviours. </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;">When inappropriate behaviour occurs, disciplinary measures should be applied within a framework that
shifts the focus from one that is solely punitive to one that is both corrective </span><span style="color: #231f20;">and supportive. Schools should utilize a range of interventions, supports, </span><span style="color: #231f20;">and consequences that are developmentally appropriate and include learning
opportunities for reinforcing positive behaviour while helping students to make
good choices” (Ontario Ministry of Education, 2009g, p. 3). </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;"><a href="http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdf">http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdf</a></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #231f20;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b>School leaders and staff have two responsibilities:</b></span><br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Assess student behaviour and the effectiveness of existing supports and interventions and</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Develop a response that takes account of mitigating circumstances and other factors that may have influenced the behaviour.</span></li>
</ul>
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<strong style="background-color: white; color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;">What are Mitigating Circumstances? </strong><br />
<span style="color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;"><br /></span>
<span style="color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;">Factors, identified in Ontario Regulation 472/07, “Suspension and Expulsion of Pupils”, that must be taken into account by a principal when considering whether to suspend or expel a student. The absence of risk to others in the school and/or the student’s inability to control his or her behaviour or understand the consequences of the behaviour are examples of mitigating factors. </span></div>
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<span style="color: black; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: small;">The goal of any school is to have a disciplinary system that maintains a safe and violence-free school, but still protects the human rights of all of our students. The introduction of the Mitigating Factors Regulation protects the rights of our students in need. </span><span style="color: black; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: small;">A principal must consider the following factors when looking at the misbehaviour. </span><br />
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<ul>
<li>D<span style="color: black; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: small;">oes the student have the ability to control the behaviour? </span></li>
<li><span style="color: black; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: small;">Does the student have the ability to understand the foreseeable consequences of the behaviour? </span></li>
<li><span style="color: black; font-family: "Open Sans", Arial, Helvetica, sans-serif; font-size: small;">Does the continuing presence of the child in the school create an unacceptable level of risk to the safety of any other person?</span></li>
</ul>
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<span style="font-family: Arial, Helvetica, sans-serif;">Making decisions regarding student discipline is not easy or taken lightly by any administrator. My number one question that I ask myself before making a decision regarding discipline is "What is going to change their behaviour?" Suspension is not my go to for discipline simply because most of the time suspending a student is not going to change the behaviour. Of course there is board policy that must be followed and sometimes you don't have a choice whether to suspend. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Reducing the number of suspension does not always make you the favourite with staff. My response to that is lack of understanding. If you want someone to be on your side they need to know and understand your decision making. The following activities below will promote discussion, reflection and questions regarding progressive discipline. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This poster (available at the link below) is a visual representation of students' view of bias-free discipline and would be a great graphic to start a conversation with staff about progressive discipline, mitigating factors and caring and safe schools.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSWdUwELPrZQWGMDa96PMj-mQT4u3BEEjMQD4SEYJtu1nqXYkM3Aj8Pp941kPo4VDR63yPZfm-21rm6ce6WV4xhQhQW4PfWJ9c7aebNuKYUlXfvQFua9OoLbPbLY7VVci7UBfbWLq5t0XX/s1600/Progressive+Discipline.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1036" data-original-width="1600" height="412" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSWdUwELPrZQWGMDa96PMj-mQT4u3BEEjMQD4SEYJtu1nqXYkM3Aj8Pp941kPo4VDR63yPZfm-21rm6ce6WV4xhQhQW4PfWJ9c7aebNuKYUlXfvQFua9OoLbPbLY7VVci7UBfbWLq5t0XX/s640/Progressive+Discipline.jpg" width="640" /></a></div>
<a href="http://www.edu.gov.on.ca/eng/policyfunding/SupportPoster.pdf">http://www.edu.gov.on.ca/eng/policyfunding/SupportPoster.pdf</a><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The case study below taken from the ministry guide "Supporting Bias Free Progressive Discipline at School" can be used at a staff meeting to promote reflection, discussion and review of current policies and practices in regards to discipline.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Daniel, a Grade 8 student, has been having difficulty paying attention in class. He has stopped
doing his homework on a consistent basis, and his grades have dropped considerably. His
homeroom teacher brought Daniel to a meeting of the in-school resource team, and Daniel is
now on a waiting list for a formal assessment. Recently, Daniel started to yell out in class. The
principal has met with Daniel on several occasions, but the homeroom teacher reports that his
classroom behaviour has not improved. The principal is concerned that Daniel’s outbursts may
have something to do with an underlying learning disorder.
On Friday, Daniel swore at the homeroom teacher and threw his books in his direction. The principal
suspended Daniel for two days. Daniel’s parents are not pleased and believe that the principal
does not know how to manage teachers who simply do not understand their son. They plan to
appeal the suspension and no longer want Daniel to be formally assessed.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"> Questions for consideration:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">1. What are the issues in this scenario? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">2. What information and what mitigating and other factors, should the principal have
considered when Daniel swore at the homeroom teacher? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">3. What information might the principal have considered previously that would have
warranted providing early interventions? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">4. What preventive measures could have helped Daniel?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">5. What supports and interventions would you consider for Daniel and his family? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">6. How would you respond to the parents? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">7. What action is needed to improve existing practices in order to prevent similar incidents
in the future? </span><br />
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Here are suggestions for school and system leaders to promote progressive discipline. Handout: <a href="http://www.edu.gov.on.ca/eng/policyfunding/SupportPlacemat.pdf">http://www.edu.gov.on.ca/eng/policyfunding/SupportPlacemat.pdf</a></div>
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Review:</div>
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Review policies and practices related to progressive discipline to identify and remove,
or prevent, bias and discriminatory barriers</div>
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<div style="color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;">
Review various types of data for evidence of the effect (positive or adverse) that
progressive disciplinary practices are having on students, including students
identified in the Code, and determine ways to achieve more positive effects</div>
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<br /></div>
<div style="color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;">
Develop/Refine:</div>
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Collaborate with staff, students, parents, and community members to address perceived biases and stereotypes</div>
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Expand knowledge among members of the school community and guide them in the development and
implementation of a bias-free approach to progressive discipline</div>
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Promote positive peer interaction, healthy relationships, and a positive school climate </div>
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Act:</div>
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Engage members of the school community in actively supporting positive
student behaviour</div>
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Establish with staff the practice of taking into account mitigating and other factors
when responding to inappropriate student behaviour</div>
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Apply policies and practices consistently and equitably, taking into account that equity
does not mean treating people the same without regard for individual differences</div>
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<div style="color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;">
Below is a four page handout that can be shared with staff. Be aware that some of the links no longer work.</div>
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<div style="color: #2d3b45; font-family: latoweb, "helvetica neue", helvetica, arial, sans-serif; font-size: 16px;">
Progressive Discipline: Part of Ontario’s
approach to making
schools safe places to learn.</div>
<span style="color: #2d3b45; font-family: latoweb, helvetica neue, helvetica, arial, sans-serif;"><a href="http://www.edu.gov.on.ca/eng/safeschools/discipline.pdf">http://www.edu.gov.on.ca/eng/safeschools/discipline.pdf</a></span><br />
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-4686133690801687332018-07-30T08:20:00.000-07:002018-07-30T08:20:38.875-07:00Kids can Learn<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Key learning from Shared Solutions and Learning for All.</span><br />
<br />
<ol>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Conflict can be avoided with effective communication and a positive community.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Collective Teacher Efficacy is the number one influence related to student achievement. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Positive Relationships improves student learning.</span></li>
</ol>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">What do they all have in common?</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">The deeply held belief that all students can learn despite their circumstances!</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Just to confirm there is a lot of staff that might say superficially that they believe that all students can learn but to truly be of that opinion you have to understand that if the student is not learning it is because the adult has put up barriers.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">What? Did I hear that correctly? The teacher has put up barriers causing the student not to learn. Let's dissect what it means for the education system to put up barriers. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">If all kids <b>can</b> learn then why do we end up sitting in meetings to discuss the students who are struggling to learn? If we are a strong believer of the statement, then the meeting will be focused on what the teacher needs to do to adjust the learning environment instead of what the child is doing to stop themselves from learning.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When the conversation shifts to the student's choices and inability to want to learn then the problem lies in the belief of the staff and not in the children. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Think about a recent team meeting you have sat in. What statements do you hear during those meetings? Do they sound like the following?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">He doesn't do his homework.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The parents are not helping her at home.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">She doesn't practice reading at night like I suggested.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The parents have asked for homework and it never comes back completed.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">He is never paying attention in class.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I'm constantly telling her to stop talking and to listen.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">She never puts in effort to complete her work.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The message in these statements are the same - the student is not learning because they are choosing not to participate in their learning. If that is the argument being made then can we justify the belief that all students can learn?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The statements above absolve the teacher of their responsibility for student learning. The message is that the student is choosing not to learn and it's not my fault they are failing.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">In contrast, a teacher who truly believes that all children can learn will use the meeting to ask what am I doing to stop the learning and what can I do next. I have done everything I can and I'm here to get more ideas. The focus shifts from the student choosing not to learn to the adult wanting to break down barriers in the learning environment so that the child can learn. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">How can administrators build a positive community whereby the core value "All children can learn" is put into practice?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white;">Provide an engaging and safe space to take risks. A positive community of co-learners is built over time by fostering relationships where educators "feel safe to be vulnerable" and take risks as they learn.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white;">Have high expectations for all learners that includes yourself. Staff need to know you believe in their potential.</span></span></div>
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<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;">Staff need to see themselves as co-learners and be willing to:</span></span></div>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">exchange learning and insights within and between roles</span></li>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">engage in focused conversations about learning</span></li>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">ask thoughtful questions and reflect on current practice</span></li>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">come to common understandings about instructional and collaborative practices</span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">References:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/math_classroom.html">http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/math_classroom.html</a></span></div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-46305654048207778212018-07-29T14:56:00.003-07:002018-07-29T14:56:39.475-07:00Learning profiles and how they help with challenging behaviour<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">Teachers that have the most success with behavioural students are able to establish a relationship with the student. So how to you develop a relationship with a student in your class that is particularly challenging?</span><br />
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<li><span style="font-family: Arial, Helvetica, sans-serif;">Find ways to interact with the student one-on-one. I learned really quick to never discipline or call a student out for their behaviour in front of their peers. The same applies to building a relationship with a student. It can be difficult in a group setting to make a connection with a student. Invite the student to play a game of cards, have lunch together, join a club you are running etc. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Find ways to connect to the student through one of their interests. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Be a good listener. Do not judge or point out the negative.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Show the student that you believe in them and that you like them despite the behaviours they demonstrate</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Be consistent </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Show interest in their personal life, empathize, listen and offer support</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Bottom line in order to develop a relationship the student must be able to trust you and they need to know that you have their best interest at heart.</span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">Developing learning profiles for students in your class will be especially helpful in getting to know your students and what they need to succeed. Also, if the student does not know how to advocate for their needs or what they need to succeed then you can support the student in their learning journey.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; font-size: 18px;">" The more we understand our students, the </span><a href="http://openingpaths.org/blog/2014/03/formative-assessment-cycle/" style="-webkit-font-smoothing: antialiased; background-color: white; box-sizing: border-box; color: #00a7e1; cursor: pointer; font-size: 18px; font-weight: 700; text-decoration-line: none; word-wrap: break-word;">more efficient we can ensure their learning successes</a><span style="background-color: white; color: #333333; font-size: 18px;">." McCarthy. When we have in-depth understanding for how our students learn, there is a major impact on diagnosing student needs and planning effective supports. When a student can see that you are advocating for their needs, helping them to succeed and giving them an equitable opportunity to succeed, your relationship with that student will grow. When students are constantly in a learning environment that is above their zone of development the student is going to be frustrated and could present challenging behaviour. Thus in learning about your students' needs and differentiating the learning experiences in your classroom you are in fact killing two birds with one stone: building relationships and diminishing unwanted behaviour.</span></span><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">I came across an excellent site with activities to use with students to create learning profiles. </span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.livebinders.com/play/play?id=475167#anchor%C2%A0" target="_blank">http://www.livebinders.com/play/play?id=475167#anchor </a></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">The website was referenced in the article "Welcome to Learner Profiles" at <a href="https://edpd593finalproject.weebly.com/">https://edpd593finalproject.weebly.com/</a></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://edpd593finalproject.weebly.com/"><br /></a></span><span style="font-family: Arial, Helvetica, sans-serif;">John McCarthy posted strategies for collecting learning profiles on his blog: <a href="http://openingpaths.org/blog/differentiation-learning-preferences/">http://openingpaths.org/blog/differentiation-learning-preferences/</a></span><br />
<br /><br /><br />nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-18530866123232736042018-07-29T13:55:00.000-07:002018-07-29T13:55:50.382-07:00Poverty and Education<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<span style="font-family: Arial, Helvetica, sans-serif;">In education it is important that we help our staff understand culturally relevant pedagogy. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Ask yourself are marginalized students over-represented in your school's special education program? </span><span style="font-family: Arial, Helvetica, sans-serif;">I have noticed a disparity in our community for families living below the poverty line as well as equity of access to support children with special needs. It is difficult for families to access counselling, psycho-educational reports, occupational therapy and speech therapy without the means to seek private organizations.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">At the school board level we have a poverty committee to address helping staff to understand the challenges that marginalized groups face daily. We are hosting a poverty challenge beginning with senior staff and then hopefully reaching all staff that work with children directly or indirectly. The poverty challenge is a chance for staff to walk in the shoes of someone living below the poverty line.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">“We can’t sit here and think we know (about poverty) when we don’t,” said Martine Creasor, a caseworker with Lambton County’s social planning and program support department.</span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-weight: 700; white-space: pre-wrap;">“We have to educate ourselves about what it is they’re dealing with, and then we become part of the solution.”</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-weight: 700; white-space: pre-wrap;"><br /></span></span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">The idea is that if there is more understanding about the causes and circumstances around poverty and the hoops people need to jump through just to get to the services meant to help them, there will be more empathy and support to develop strategies to help our students living in poverty.</span></span></div>
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<span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span><span style="font-family: Arial, Helvetica, sans-serif;">In Guelph, <span style="white-space: pre-wrap;">Circles Guelph Wellington consists of t</span><span style="white-space: pre-wrap;">hree innovative programs</span><span style="white-space: pre-wrap;">:</span></span><span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre-wrap;"><br /></span></span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">- Bridges out of Poverty educates people from the middle or upper classes about what it means to live in poverty;</span></span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">- Getting Ahead is a program that helps people of low income learn about their own strengths and the resources available to them and;</span></span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">- Circles brings people from both programs together, creating relationships across economic boundaries and helping people move from poverty to sustainability.</span></span></div>
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<span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
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<span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: transparent; font-family: Arial, Helvetica, sans-serif; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;">Bridges offers training and is available to talk to school staff about the </span><span style="font-family: Arial, Helvetica, sans-serif;">social and economic impact that poverty has on individuals and the community. Participants of the training are invited to look at poverty differently. </span><span style="font-family: Arial, Helvetica, sans-serif;">This framework recognizes that individual choices can lead to poverty. Equally important, it recognizes there are other contributing circumstances that individuals have no control over. The Bridges model is built on the proven concepts that everyone in a community has a role to play in poverty reduction.</span></span></div>
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<span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">This would be an excellent resources to bring into the school for a staff meeting.</span></span></div>
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<a href="http://circlesgw.ca/bridges-out-of-poverty/" style="text-decoration-line: none;"><span style="font-family: Arial; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">http</span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">://circlesgw.ca/bridges-out-of-poverty/</span></a></div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-48051854904327710382018-07-23T13:22:00.000-07:002018-07-23T13:22:32.463-07:00Anxiety in School <span style="font-family: Arial, Helvetica, sans-serif;">At the school mental health assist website you can find a tutorial series created to support educators in building understanding and knowledge of mental health and wellness in school.</span><br />
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<span style="color: #444444;">https://smh-assist.ca/online-learning</span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigfLmNllet6Ek7pqs-UOhkl5PC_V-WGn-97iNGy5kwquTcnVDPTZzxDGCgkMKOxKQ_ucFpGmpro5QkQo347xWEiZPPRWw3bSeemcEat55tw3RG86qUkZvOR0tR3ZIdKduYeFitNj-cQ-hy/s1600/Screen+Shot+2018-07-23+at+3.40.22+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="789" data-original-width="1600" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigfLmNllet6Ek7pqs-UOhkl5PC_V-WGn-97iNGy5kwquTcnVDPTZzxDGCgkMKOxKQ_ucFpGmpro5QkQo347xWEiZPPRWw3bSeemcEat55tw3RG86qUkZvOR0tR3ZIdKduYeFitNj-cQ-hy/s640/Screen+Shot+2018-07-23+at+3.40.22+PM.png" width="640" /></a></div>
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T<span style="font-family: Arial, Helvetica, sans-serif; white-space: pre-wrap;">utorial #2 focuses on Recognizing and Responding to Anxiety in the Classroom</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; white-space: pre-wrap;">There is a video, information sheet and PDF slideshow of the information presented. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; white-space: pre-wrap;">This is a great resource to use with school staff if you are a school administrator or creating professional development for staff. </span><br />
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">There are four sections in the tutorial:</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">What is Anxiety</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Signs and Symptoms</span></span></div>
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<span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Classroom Strategies</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="white-space: pre-wrap;">Staff could be divided into four groups, assigned a section and prepare a brief presentation of the key findings to staff. Follow-up with a group discussion on what is being done in your school to support student mental health specifically anxiety in each tier. Have each group draw a triangle and record what they feel has the biggest impact in each tier. As the school leader I would collect information, reflect and determine next steps.</span></span></div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-16135672139057296762018-07-23T07:16:00.000-07:002018-07-23T07:16:29.441-07:00Inclusive Change <span style="font-family: "arial" , "helvetica" , sans-serif;">What does the word Change mean to you? </span><br />
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<img alt="Related image" height="282" src="https://www.pchalliance.org/sites/pchalliance/files/Change-Photo.jpg" width="400" /></div>
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<span style="color: purple;"><b><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">"Change is easy to propose, hard to implement, and especially hard to sustain."</span></span> </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">Andy Hargreaves</span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Andy Hargreaves wrote an article on one of the most important areas of leadership theory and practice, educational change and its impact upon teachers. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is important to remember - Change and Emotion are inseparable! There is no human change without emotions and there is no emotion that does not embody a momentary process of change.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Change is inevitable in the career of a teacher and can be natural (ending of a school year) or imposed (new leadership).</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Andy summarizes educational change as an external change that is unwanted, imposed, repetitious and sometimes repellant, compared with more professionally positive, self directed change (p.294).</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Teachers' emotional response to external mandated change vs. self initiated change:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">External Mandated Change:</span><br />
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Emotional response is negative</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Associated with government reform or legislation</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Forced upon teachers</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Implemented poorly</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Tight time scale</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Insufficient resources</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Teachers that respond positively to mandated change are more likely to be female, younger, do not teach mainstream subjects and in innovative schools.</span></li>
</ul>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Self Initiated Change:</span></div>
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Emotional response is positive</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Fulfills teacher's purpose</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">High school teachers more likely to become involved in change that benefits their students outside of the classroom</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Elementary teachers more likely to become involved when it involves other colleagues and changes on improving teaching and learning within the classroom. </span></li>
</ul>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">More often than not self initiated change comes form mandated change so how do leaders elicit a positive emotional response to a mandated change?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Andy concludes that it is less important whether the source of change is external or internal then the way it is implemented. Teachers want to see how it will benefit students, they want change to be flexible and to have proper support.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a leader if you are trying to implement change in an elementary school:</span><br />
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<ol>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Ensure that you are allowing staff to work together.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">The focus relates to improving teaching and learning for students within the classroom</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Invest time and money into the initiative (release time, resources).</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Allow for professional flexibility so that teachers professional judgement, passion and purpose can be included in the change process. </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Ensure that you have the commitment of your teachers before moving forward with any agenda.</span></li>
</ol>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One problem that I can see arise when trying to implement change is the rotation of leadership. What is the desirable length of time for a leader to be at a school so that staff do not feel that the leadership and change initiatives are a revolving door and they can essentially wait it out until the next leader comes in. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">http://andyhargreaves.weebly.com/video.html</span></div>
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<span style="background-color: white;"><span style="color: purple; font-family: "arial" , "helvetica" , sans-serif;"><b>"Improvement is about doing something better; innovation is about doing something new." Andy Hargreaves</b></span></span></div>
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<br />nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-13325944657571931342018-07-17T15:26:00.001-07:002018-07-17T15:26:31.859-07:00Bringing Aboriginal Perspectives into the Classroom<h2>
<span style="font-family: Arial, Helvetica, sans-serif;">Just reminded of this resource today...</span></h2>
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Aboriginal Education Strategy</h1>
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Practical teaching strategies for the elementary classroom</h2>
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Download these professionally developed teaching strategies, designed to help Ontario teachers bring Aboriginal perspectives into the classroom.</div>
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<span style="font-family: Verdana, Helvetica, Arial, sans-serif;"><span style="font-size: 12px;"><a href="http://www.edu.gov.on.ca/eng/aboriginal/elemStrategies.html">http://www.edu.gov.on.ca/eng/aboriginal/elemStrategies.html</a></span></span></div>
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<span style="font-family: Verdana, Helvetica, Arial, sans-serif;">Aboriginal Perspectives: The Guide to the Teacher's Toolkit (Online Version)</span></div>
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<span style="font-family: Verdana, Helvetica, Arial, sans-serif;"><a href="http://www.edu.gov.on.ca/eng/aboriginal/Guide_Toolkit2009.pdf">http://www.edu.gov.on.ca/eng/aboriginal/Guide_Toolkit2009.pdf</a></span></div>
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<span style="font-family: Verdana, Helvetica, Arial, sans-serif;">First Nations and Treaties Map of Ontario Information for Educators</span></div>
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<span style="font-family: Verdana, Helvetica, Arial, sans-serif;"><a href="https://www.edugains.ca/resourcesCurrImpl/OntCurriculum/InfoEducatorsTreaties.pdf">https://www.edugains.ca/resourcesCurrImpl/OntCurriculum/InfoEducatorsTreaties.pdf</a></span></div>
nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-87438969965490971632018-07-17T14:50:00.002-07:002018-07-17T15:00:40.460-07:00Communication and Building Relationships<div style="background-color: white; color: #2d3b45; font-family: LatoWeb, "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 16px; margin-bottom: 12px; margin-top: 12px;">
I was given the task to research one article on communication and/or building relationships within schools and communities. So I naturally went to twitter and searched communication and building relationships and came across a post referencing Frank Sonnenberg's article <a href="http://www.franksonnenbergonline.com/posters/building-bridges-were-in-this-together/?utm_content=buffer3b3b1&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer" target="_blank">"Building Bridges: We're in This Together."</a> He lists 46 ways to enhance communication, improve relationships and foster teamwork between people.</div>
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I took the 46 suggestions and divided them according to the Personal Leadership Resources in the OLF. That was a much harder task then I imagined as I struggled to place to fit the suggestion into one category. There is a lot of overlap and great conversation to be had when determining if the skill is social, psychological or cognitive resource. </div>
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Here is what I ended up with:</div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-66124767098279144642018-07-16T07:42:00.002-07:002018-07-16T07:42:36.330-07:00TRUST is Essential to Building Relationships<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.goodtherapy.org/blog/psychpedia/trauma" style="border: 0px; box-sizing: border-box; color: #007ab9; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;" target="_blank"></a>
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<a href="http://lifeschool.co.in/wp-content/uploads/2017/09/150433163480138.jpg" imageanchor="1"><span style="font-family: Arial, Helvetica, sans-serif;"><img alt="Image result for empathy empathy put yourself in their shoes" border="0" src="https://lifeschool.co.in/wp-content/uploads/2017/09/150433163480138.jpg" /></span></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Put yourself in the shoes of an at risk, vulnerable youth and any of the statements below could be true:</span><br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">There is sometimes food to eat and other times the fridge is bare</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">You don't have running shoes that fit you for gym class</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Your gaurdian could not afford to purchase the medication you rely on to reduce your anxiety</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Your older brother was up all night partying with his friends and because of that you didn't get much sleep</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">You waited up until your dad got home from his night shift because you wanted to see him</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Your parents were fighting before you left for school </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">You have watched your parent or sibling doing drugs</span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">What is one area that these students have in common MISTRUST. Rightly so, as an infant and child you need to trust that someone is going to feed you, love you, and provide your basic needs. When an infant/child has experienced trauma, loss or endured periods of time when their basic needs were not being met it can lead to mistrust of adults and peers. <span style="color: #333333;">Mistrust is a valid response to feeling betrayed, abandoned or experiencing traumatic life events.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><img alt="Image result for trust" height="217" src="https://www.mcpheeandrewartha.com.au/wp-content/uploads/2016/10/trust.jpg" width="320" /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">What improves student learning - positive relationships. What is at the essence of relationships - Trust!</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><img alt="Related image" src="https://m.blog.hu/na/narciszkertesz/image/trust-quotes-1.jpg" /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Trust is the choice to be vulnerable and the ability to take risks in another person.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Creating a culture of trust in your school is essential for effective leadership and learning for ALL.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">When a parent asks "Tell me about my child's learning?" or "What next?" They need to able to trust you as the teacher or administrator and know that you have the their child's best interest at the forefront of the decisions being made.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In Davis' Ted Talk he speaks of three drivers of trust:</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">1. Ability - does the person do what they say they are going to do. Does the person have the ability to do what they say they are going to do?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">2. Benevolence - Do they care about me? If they really care about me it is more likely to trust in the person.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Integrity - having a set of values and living those values that other people agree with. Saying you are going to do something and doing it!</span><br />
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/s9FBK4eprmA/0.jpg" src="https://www.youtube.com/embed/s9FBK4eprmA?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When you are trying to build trust with students, parents of special needs students or staff in your school it is important that leaders build the perception of their ability benevolence and integrity.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">How are some ways you can do that?</span><br />
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">By making promises you know you can keep!</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">If you give your word that it will happen you better ensure it does!</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Do your best to live up to your commitments and be on time for your meetings!</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Show you care by asking questions, listening and celebrating!</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Continue your professional learning especially in Special Education so you know what you are talking about!</span></li>
</ul>
</div>
nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-79394104861441751782018-07-15T17:32:00.002-07:002018-07-15T17:32:57.493-07:00Why Collaborative Professional Learning?<br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Why Collaborative Professional Learning? </span></h2>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">John Hattie would argue that Collective Teacher Efficacy is the number one influence related to student achievement. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Learning For All states that, "Every student's learning experience can be improved when there is a shared commitment to high expectations for every student and when educators are engaged in a collaborative problem solving process that is focused on student learning."</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">So a better question to ask is Why Not?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What leader doesn't want educators working collaboratively in a culture of learning to ensure learning for ALL students and their own professional learning. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a leader myself I want that for my school and myself!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img alt="collective-teacher-efficacy-1-57-effect-size-john-hattie-visible-learning" height="628" src="https://visible-learning.org/wp-content/uploads/2018/02/collective-teacher-efficacy-1-57-effect-size-john-hattie-visible-learning.jpg" width="640" /></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are Three Big Ideas Guiding Professional Learning Communities:</span></h3>
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<ol>
<li>A commitment to ensure learning for all students</li>
<li>A culture of collaboration </li>
<li>A focus on results</li>
</ol>
<span style="font-weight: normal;">(Learning For All, 54)</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As educators we have probably, at one time or another, participated in a professional learning community. This is not new in education. PLC's were defined by Dufour in 2004. Overtime different names have been used like Collaborative Inquiries but the essence remains the same. One thing is clear from the research on professional learning and that is a PLC is not a book club. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So why do some people love them and some people hate them? </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Have you ever been a part of a PLC or CLI that has not gone well? or you just wanted it to be over? I have been in both situations.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I wanted to look at what makes PLC's successful and other's unsuccessful. I found this article in Education World, <a href="https://www.educationworld.com/a_admin/professional-learning-community-pitfalls-best-practices.shtml">Why Don't Professional Learning Communities Work</a>. From what I understand a PLC can fall apart before it even begins.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here are two things you want to avoid as best as possible:</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Assigning groups to work together</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Mandating the topic of discussion</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the classroom, we assign groups to work together all the time to encourage collaboration, problem solving, team work, and conflict resolution. As the teacher, you know which groups you may need to mediate. You need to teach students how to cooperate and have respect for one another this is part of the purpose for the group work. As a leader wanting to implement PLC's ask yourself is the purpose to teach staff how to get along or to improve student learning because if it is the first one PLC's are not the vehicle to use. For PLC's to be effective, educators must have a shared goal and work together to monitor, track and analyse data to meet their goal hence the "not a book club" comment. When we force individuals to work together we are assuming that everyone has the same initiative and is on board with the collective goal. Assuming everyone is going to be on board is a mistake. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So, how can you mitigate the fact that not everyone is going to buy into PLC's and work collaboratively?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There has to be groundwork laid prior to a school jumping into professional learning communities. Although PLC's are going to strengthen the school community there needs to be conversation and excitement so that Administrators do not "assign" the task of forming PLC's.</span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask yourself:</span><br />
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<ol>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Is there a school wide focus on student learning and instructional improvement?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Has there been open discussion i</span><span style="font-family: "arial" , "helvetica" , sans-serif;">nvolving the entire school community, that includes constructive sharing of questions, doubts, concerns and affirmations?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Is there a belief that student learning needs to be a whole school approach?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Is there common beliefs as to school vision and reform?</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If these are happening, then you can move forward to build staff excitement around the concept of staff PLC's and allow the organization to come about organically. Let staff build the groups and determine what is important for them to discuss. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Now I know that will be hard because administrators usually have a mandate like improving math instruction. But telling staff what they are going to talk about is likely not going to work out. I have been in mandated PLC's that fell flat when the topic and group members were assigned. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Lastly, you need to build in time for teachers to meet and money to support the learning.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For more reading on PLC's check out:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Educational Leadership: (2004) "</span><span style="background-color: white; color: #303030; font-family: "open sans" , "arial" , "helvetica" , sans-serif;">What Is a Professional Learning Community?"</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://visible-learning.org/wp-content/uploads/2018/02/collective-teacher-efficacy-1-57-effect-size-john-hattie-visible-learning.jpg">https://visible-learning.org/wp-content/uploads/2018/02/collective-teacher-efficacy-1-57-effect-size-john-hattie-visible-learning.jpg</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Capacity Building Series: (2007) Professional Learning Communities: A Model for Ontario School. </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf">http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
Education World: Best Practices for Professional Learning Communities<br />
<a href="https://www.educationworld.com/a_admin/best-practices-for-professional-learning-communities.shtml">https://www.educationworld.com/a_admin/best-practices-for-professional-learning-communities.shtml</a><br />
<br />
Professional Learning Communities Beginning the Conversation.<br />
<a href="http://sharedlearning.edublogs.org/category/professional-learning-communities/">http://sharedlearning.edublogs.org/category/professional-learning-communities/</a><br />
<br />
Professional Learning Communities Fact Sheet<br />
<a href="https://www.ece.gov.nt.ca/sites/ece/files/resources/plc_fact_sheet_-_final.pdf">https://www.ece.gov.nt.ca/sites/ece/files/resources/plc_fact_sheet_-_final.pdf</a>nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-49474226130863468072018-07-15T13:53:00.000-07:002018-07-15T13:53:28.796-07:00Conflict<span style="font-family: "arial" , "helvetica" , sans-serif;">Conflict is a normal part of human relationships and can have a positive outcome if conflict stems from a need for change. Conflict occurs when someone decides that the current conditions are unacceptable and need to be changed.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img alt="Image result for conflict" height="275" src="https://cdn-images-1.medium.com/max/1600/0*W3u_9vsp2Q-rgrG2.jpg" width="320" /></span></div>
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As an administrator preventing and resolving conflict is an everyday task. One important myth to dispel particularly with primary and junior students is the notion that "conflict" is bullying. There is a very clear distinction between the two that is often misunderstood by students.<br />
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<img alt="Related image" height="369" src="https://pbs.twimg.com/media/B9GqmyOIMAAsgaO.jpg" width="640" /><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">There are three common responses to conflict:</span><br />
<ol>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Avoidance - taking a break to cool off can be a good response especially when emotions are heated however avoiding the conflict forever hoping it will go away is not productive.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Confrontation - acting on the belief that one side is right. A win-lose situation.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Acquiescence - giving into the other side.</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Special Education and Conflict</span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Conflict can occur in special education at the planning stage, throughout the implementation of a student's program or as a result of a poor relationship between parties ie. parent and teacher, teacher and student, teacher and administrator etc.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When conflict arises it is important that the parent speak to the Teacher or Special Education first before moving on to the Principal/Vice Principal.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At any level (Teacher, Principal, SO) successful conflict resolution begins with both parties have a clear understanding of the problem.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Using the key strategies of active listening (explore, restate, clarify and summarize) will help parties understand the issues at the heart of the conflict. I'm going to post this in my office in September!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" data-original-height="1068" data-original-width="850" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmaXQXcvlCoCYSRu0Cu7t_I4kYyqZ5gHWpewZOtZsBohDRGslhLCNqYdRLWxqrDIPdaPG8fpYkbRUMmVUCrjUw-SItNkLF27fG5ooUwBzOFy6gQkbLYf9-F70xgzmTV6DbOwK1M2px7t1N/s400/Screen+Shot+2018-07-13+at+10.36.56+AM.png" width="317" /><a href="http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf" target="_blank">Shared Solutions</a> p.29</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Conflict Resolution can only occur when emotions can be put to the side in order to come to a solution in the best interest of the student. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Principals of Conflict Resolution:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">1. Clear understanding of issues or concerns</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2. Student focused</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">3. Mutual Respect and Respect for Diversity</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">4. Accessibility</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">5. Balance of Power</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">6. Fairness</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">7. Transparency</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here is a list of strategies that can prevent conflict from occurring or help in the resolution stage:</span></div>
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Positive School Community</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Effective Communication</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Take notes at meetings and share with all parties ensure their is a section for follow-up with who is assigned to each task and a date for when the task will be completed</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Book a follow-up meeting before ending a parent meeting</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Believing that a solution can be found in the best interest of the student</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Accepting that there is more than one way to solve a problem</span></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuz6w0-N0NEJ2PSgk2FnrA8bmzvHoxBvbhEV6gdGqJaMn-bUGA1FRleGz5V8puS2jvidBC0HKBQKgRaV4saiAeHaggUjA8NtqlvEWTuxQcGuWpAZATKyKuQi1WXo2KY6q2G_uV3L3pRdz0/s1600/Screen+Shot+2018-07-15+at+4.41.40+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="612" data-original-width="1116" height="350" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuz6w0-N0NEJ2PSgk2FnrA8bmzvHoxBvbhEV6gdGqJaMn-bUGA1FRleGz5V8puS2jvidBC0HKBQKgRaV4saiAeHaggUjA8NtqlvEWTuxQcGuWpAZATKyKuQi1WXo2KY6q2G_uV3L3pRdz0/s640/Screen+Shot+2018-07-15+at+4.41.40+PM.png" width="640" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here is another quick tip sheet that could hang in my office: </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1F8jEjqtooNWClRvbM5NNedu214on65u8FkE4ebxFLr4PD-xmK_4NnXNt1ZRw2a2YdPorgOkLG2_QKPclHtTvGYuLyH_qhr5esM8k0FJtSA5z1iDqWMGQQOTL52zH8jcjsMst9RKowZ46/s1600/Screen+Shot+2018-07-15+at+4.42.59+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1148" data-original-width="1186" height="617" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1F8jEjqtooNWClRvbM5NNedu214on65u8FkE4ebxFLr4PD-xmK_4NnXNt1ZRw2a2YdPorgOkLG2_QKPclHtTvGYuLyH_qhr5esM8k0FJtSA5z1iDqWMGQQOTL52zH8jcjsMst9RKowZ46/s640/Screen+Shot+2018-07-15+at+4.42.59+PM.png" width="640" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For more information on conflict and effective strategies check out Shared Solutions:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf">http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf</a></span></div>
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nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-54366399950103915302018-07-12T14:29:00.001-07:002018-07-12T14:29:38.009-07:00Check it Out<div style="font-family: Calibri, Arial, Helvetica, sans-serif; font-size: 16px;">
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I can not take credit for the finding the following websites and apps. A staff member I had the pleasure to work with this year attended the ETFO workshop for Technology and shared her learning so now I'm sharing it with you. </div>
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<br />Websites to check out:<br /><a href="https://www.getepic.com/" target="_blank">https://www.getepic.com/</a> - Netflix but for books! (There is a cost)</div>
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<a href="https://mathbeforebed.com/" target="_blank">https://mathbeforebed.com/</a> - Great for number talks</div>
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<a href="http://www.estimation180.com/" target="_blank">http://www.estimation180.com/</a> - Number Talks!</div>
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<a href="https://www.nytimes.com/video/360-video" target="_blank">https://www.nytimes.com/video/360-video</a> - 360 videos, really good for social studies etc. There are videos of refugee camps as well which could support discussions</div>
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<a href="https://padlet.com/" target="_blank">https://padlet.com/</a> - Collaborative board maker. Haven used it, but it has come up a lot (free)</div>
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<a href="https://wonderopolis.org/" target="_blank">https://wonderopolis.org/</a> - tons of articles, great for inquiry. Has a reading tool for students that cannot read independently</div>
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<a href="http://www.gamingedus.org/" target="_blank">http://www.gamingedus.org/</a> - whole site dedicated to game based learning (Minecraft, Breakout etc)</div>
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<a href="https://quizizz.com/" target="_blank">https://quizizz.com/</a> - make and play online quizzes. Like Kahoot, but you can assign as homework, and there is a meme maker</div>
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Apps:</div>
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Blippar- use the app to focus on an object, and it will pop up information about it. I used it in the woods with my class to identify plants. Some worked, some didnt. Still interesting.</div>
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Hyperdocs- Student driven learning in Google Docs. Tasks given in the doc, students follow the directions, and create various products. Check out this website <a href="https://hyperdocs.co/" target="_blank">https://hyperdocs.co/</a> for more information. There is even a ¨Teachers Give Teachers¨ page where you can search up subject specific hyperdocs.</div>
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Finally, here is the link to a Google doc that gives you every app/site that could be used to Hook, Explore, Explain, Apply, Share, Reflect, and Extend learning:<br /><a href="https://docs.google.com/document/d/1V_eZE7rDrv8g0v3q3ST1XelyF7znXzHGfnRjy1Pha4A/edit?usp=sharing" target="_blank">https://docs.google.com/document/d/1V_eZE7rDrv8g0v3q3ST1XelyF7znXzHGfnRjy1Pha4A/edit?usp=sharing</a> </div>
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I hope you can find some use for any of these. Enjoy and happy summer!</div>
nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-76587822548512073852018-07-12T14:02:00.001-07:002018-07-12T14:06:29.469-07:00Transition Planning - Grade to Grade<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre;">I gave this set of questions to teachers when they were meeting to discuss</span><span style="font-family: arial; font-size: 12pt; font-weight: 700; white-space: pre;"> students </span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre;">Student Name: _____________________________________</span></div>
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<li style="white-space: pre;">What is her relative strength? </li>
<li style="white-space: pre;">What is his interest/hobby/passion?</li>
<li style="white-space: pre;">What do you see as her next step for Reading/Writing on the IEP?</li>
<li><span style="white-space: pre;">Why did you pick this math goal on the IEP? </span></li>
<li><span style="white-space: pre;">What does he need to understand in math to close gaps in understanding?</span></li>
<li><span style="white-space: pre;">What was her number one struggle when it came to behaviour?</span></li>
<li><span style="white-space: pre;">What updates would you make to his behaviour plan? Safety Plan?</span></li>
<li><span style="white-space: pre;">If I were to take one fact away today what would be the most important thing to </span>remember to set the student up for success in September? </li>
<li>How do you connect with the parents? </li>
<li>Is outside agencies involved with the family or the student?</li>
<li>What area did you see the most growth in this year and why do you think that was? </li>
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<br />nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-54651537852206205062018-07-11T18:07:00.000-07:002018-07-12T14:30:24.811-07:00Ross Greene - Children do Well if they Can<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">I have read two of Dr Greene's books, "The Explosive Child" and "Lost at School" and have been a participant of one of Greene's workshops. What I value most about his work is his token slogan:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you have the attitude that kids do well if they want to then the reason the kid is not doing well is because they don't want to. With this philosophy then in order to change behaviour you need the student to want to do well and you focus on making him want to do well. How do you do that? Reward good behaviour! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Ross Greene asks, "What human being does not want to do well?" <span style="background-color: white; color: #111111; white-space: pre-wrap;">Doing well is always </span><b style="color: #111111; white-space: pre-wrap;">preferable</b><span style="background-color: white; color: #111111; white-space: pre-wrap;"> to not doing well. If a kid could do well why wouldn't they? What if you take away the element of choosing to do well or not do well and look instead at what is in the child's way of doing well. You main role changes to figuring out the problem (what is getting in the way) instead of rewarding good behaviour and punishing the bad.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; color: #373737;">The Ross Greene model is based on the premise that challenging behaviour occurs </span><em style="background-color: white; color: #373737;">when the expectations being placed on a kid exceed the kid’s capacity to respond adaptively, a</em><span style="background-color: white; color: #373737;">nd that some kids are lacking the </span><em style="background-color: white; color: #373737;">skills</em><span style="background-color: white; color: #373737;"> to handle certain demands and expectations.</span></span></div>
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<span style="background-color: white; color: #111111; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">If you believe a kid is challenging because of lagging skills and unsolved problems, then rewarding and punishing may not be the ideal approach.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPN2oExucKD43NscGVtkOUELPOTHuon1pnRkTBkljloDSWHyJd4YmeYj3qNdrxzzAc3HijyYPXH87qV08dcBHbrivqbGaNWHs6QzQDO2y578kYGw7oQqIArC8gDoBczk0VIfcAgOUrIp64/s1600/Screen+Shot+2018-07-11+at+8.44.22+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1143" data-original-width="1600" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPN2oExucKD43NscGVtkOUELPOTHuon1pnRkTBkljloDSWHyJd4YmeYj3qNdrxzzAc3HijyYPXH87qV08dcBHbrivqbGaNWHs6QzQDO2y578kYGw7oQqIArC8gDoBczk0VIfcAgOUrIp64/s400/Screen+Shot+2018-07-11+at+8.44.22+PM.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We use Dr Greene's Assessment of Lagging Skills when discussing a vulnerable student. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Fillable ALSUP</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.livesinthebalance.org/sites/default/files/ALSUP%20060417.pdf">https://www.livesinthebalance.org/sites/default/files/ALSUP%20060417.pdf</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">ALSUP Guide</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.livesinthebalance.org/sites/default/files/ALSUP%20Guide%20060417.pdf">https://www.livesinthebalance.org/sites/default/files/ALSUP%20Guide%20060417.pdf</a></span><br />
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<span style="color: #111111; font-family: "roboto" , "arial" , sans-serif;"><span style="background-color: white; font-size: 14px; white-space: pre-wrap;">Today I was fortunate to see another version of the ALSUP created and used by an administrator in another school board and I loved the adaptations made.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I like how it has the added column to show an example and the frequency is expanded. I will be using this in my next school meeting for sure!</span><br />
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<span style="background-color: white; color: #111111; font-family: "roboto" , "arial" , sans-serif; font-size: 14px; white-space: pre-wrap;">Ross Greene's Website</span><br />
<span style="background-color: white; font-size: 14px; white-space: pre-wrap;"><span style="color: #111111; font-family: "roboto" , "arial" , sans-serif;"><a href="https://www.livesinthebalance.org/about-cps">https://www.livesinthebalance.org/about-cps</a></span></span><br />
<span style="background-color: white; font-size: 14px; white-space: pre-wrap;"><span style="color: #111111; font-family: "roboto" , "arial" , sans-serif;"><br /></span></span>nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-16775135740661811052018-07-10T18:32:00.001-07:002018-07-12T14:31:31.916-07:00Supporting Staff to Meet the Needs of ALL Learners<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>A child with challenging behaviour can make any teacher or parent feel completely inadequate.</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">An ongoing challenge for administrators is supporting staff to meet the needs of behaviour students in the classroom. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is important to know how teachers in your school feel about having a child with behaviour challenges?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"This child does not belong here!”</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> “I do not have the training to deal with him.” </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">“Nothing I do works!”</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> “I can never complete an activity” </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">“I have no time to give the other children the
attention they deserve.”</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> “I worry about what the other children are
learning!” </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">“I worry about the safety of the other children!” </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">“He never shows remorse.”</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> “I can’t predict what he will do next, his behaviour
comes out of no where.” </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">“He’
s only 4, I think we are expecting too much of
him.”</span><br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">The administrator needs to enhance staff capacity to provide the best behavioural supports for All children by:</span></b><br />
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• <span style="font-family: "arial" , "helvetica" , sans-serif;">Creating an atmosphere of trust </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">• Understanding the teacher’s and family’s reality </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">• Role modeling ways of dealing effectively with the child and
his/her family </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">• Providing physical, emotional and informational support </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">• Creating a team that works together </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">• Believing in the educators’ and family’s ability to succeed</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Exceptionality: Behaviour</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The ministry defines a behaviour exceptionality as a learning disorder characterized by specific behaviour problems that adversely affect educational performance. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #012d6a;"><span style="white-space: pre;"><br /></span></span><span style="white-space: pre;">Students can present external and internal behaviours such as the ones listed below:</span><span style="color: #012d6a;"><span style="white-space: pre;"><br /></span></span><span style="white-space: pre-wrap;"><br /></span></span><br />
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<span id="docs-internal-guid-edbf7e7b-86a4-34b9-9569-c25dd7f0099f"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Externalizing</span></span></span></div>
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<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;">Defiance</li>
<li>Aggressive Behaviours</li>
<li>Stealing</li>
<li>Challenging authority</li>
<li>low self-esteem that may masquerade as “toughness”</li>
<li>initiating fights or displaying physical violence/cruelty</li>
<li>unwillingness to compromise</li>
<li>persistent testing of limits (by ignoring, arguing, not accepting blame) </li>
<li>persistent hostile mood</li>
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<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;">Anxiety/Mood</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;">Withdrawn</li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="white-space: pre-wrap;">The Teacher Gateway to Special Education (OTF) has a vast amount of resources that can be used to support students with special education needs.</span><span style="background-color: white;">This site serves as a collection of resources for teachers to easily access and implement with their students.</span></span></div>
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<span style="white-space: pre-wrap;"><a href="https://www.teachspeced.ca/?q=node/691" target="_blank"><span style="font-family: "arial" , "helvetica" , sans-serif;"> https://www.teachspeced.ca/?q=node/691</span></a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is definitely a website administrators need to remember to share with staff. Especially before IEP are due as there are instructional, assessment and environmental accommodations listed under each exceptionality that can be used as a reference for teachers. </span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">All students can learn with the use of specific strategies that meet each student’s unique learning needs. Often it comes down to programming to meet student needs that can result in a positive change in a student's behaviour. </span></span></div>
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Successful interventions require:</div>
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<li style="box-sizing: border-box; font-size: 1em; line-height: 1.5rem; margin: 0.2em 0px 0.5em;">strong staff-student relationships</li>
<li style="box-sizing: border-box; font-size: 1em; line-height: 1.5rem; margin: 0.2em 0px 0.5em;">an understanding of the underlying factors influencing behaviour</li>
<li style="box-sizing: border-box; font-size: 1em; line-height: 1.5rem; margin: 0.2em 0px 0.5em;">an understanding of the immediate triggers for its occurrence.</li>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Before the team can begin to plan for student success information needs to be gathered. An individual student profile as referenced in "Learning For All" would provide the necessary information to plan with the student at the forefront. A student profile can point the way to greater precision and personalization in instruction and assessment. </span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The following framework is something I have used when discussing vulnerable students. For the student being discussed the questions were answered in each category.</span></span></div>
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<span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Attitudes Beliefs and Well Being</span></span></div>
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<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">How does the student feel when in the classroom? Do they feel welcome? Comfortable? Safe?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">Does the student have positive relationships in the class (kids/staff)?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">What things does the student get excited about? What motivates them?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">What have you tried to help increase student well being?</li>
</ol>
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<span style="white-space: pre;"><br /></span><b><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="white-space: pre;">Universal Design</span></span></b><br />
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<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">What tools in the classroom does this student use when dysregulated?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">Tell me how the classroom design, supports and teaching strategies reflect the IEP?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">How does the student integrate feedback into their work?</li>
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<span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Assessment to inform Learning</span></span></div>
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<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">Can the student tell you what they are learning and why they are learning it when you are conferencing with them?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">What does this student do when they are confused? What strategies have you developed together?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">How are they progressing in their goals? How will you know when they have been met?</li>
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<span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Students and Class Profiles</span></span><br />
<span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<ol style="margin-bottom: 0pt; margin-top: 0pt;">
<li>What trends have you noticed about when and where the behaviour/challenges are happening? Why is it happening?</li>
<li>Do we have ABC data to help us understand why this is happening?</li>
<li dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;">What should we try next based on this information?</li>
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<b>Resources:</b></div>
<div style="background-color: white; box-sizing: border-box; color: #0b0c0c; font-family: Vic, Arial, sans-serif; font-size: 16.2667px; line-height: 1.5rem; margin-bottom: 1.5em; margin-top: 0.2em;">
<a href="https://www.earlychildhoodwebinars.com/wp-content/uploads/2014/12/Slides-Best-Practice-for-Managing-Out-of-Control-Children-12.3.2014.pdf" style="font-size: 16.2667px;" target="_blank">Working with Children with Challenging Behaviour: A Team Approach</a></div>
</div>
<div>
"When Students Act Out: Six practices for supporting students with challenging behaviors" </div>
<div>
<a href="https://www.naesp.org/sites/default/files/JohnstonSnyderWooleyhand_MA15.pdf">https://www.naesp.org/sites/default/files/JohnstonSnyderWooleyhand_MA15.pdf</a></div>
</span></div>
nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-42628697057895147662018-07-10T13:29:00.006-07:002018-07-12T14:30:50.985-07:00Learning about Your School<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">As a new Principal at a school you want to collect as much information as you can from a number of people including the Principal leaving the school, Vice Principal, OA, Staff, School Council Members, Students, Families etc. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Below are a variety of ways that you can go about collecting information.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>School House Activity</b> </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">1. Staff work in small groups through this
activity to represent through words and pictures the school climate.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">Recreate the simple one room
school house on chart paper or create your own graphic of the school.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">Identify the six areas of that
school as per the instructions below:</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: x-small;"><span style="color: #595959;"><br /></span></span><span lang="EN-CA" style="font-size: 11pt;">Foundation </span><span lang="EN-CA" style="font-size: 11pt;">- the 4 most important underlying beliefs /
ideas / values that the school is built on.<br /> <o:p></o:p></span><span lang="EN-CA" style="font-size: 11pt;">Walls </span><span lang="EN-CA" style="font-size: 11pt;">- the 2 or 3 visible characteristics of the school that are
supported by the foundation beliefs.<br /> <o:p></o:p></span><span lang="EN-CA" style="font-size: 11pt;">Front Door </span><span lang="EN-CA" style="font-size: 11pt;">- something that the school does to make all people
feel welcome, especially families who have children with special needs. <br /><o:p></o:p></span><span lang="EN-CA" style="font-size: 11pt;">Windows </span><span lang="EN-CA" style="font-size: 11pt;">- some of the activities or events that take place in the school
that promote equity and inclusion<br /><o:p></o:p></span><span lang="EN-CA" style="font-size: 11pt;">Roof </span><span lang="EN-CA" style="font-size: 11pt;">- 1 or 2 large projects at the school that touch on or cover
several aspects of the school and what it values.<br /> <o:p></o:p></span><span lang="EN-CA">Bell </span><span lang="EN-CA">- one
thing that draws attention to the school from the outside.<br /><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Take this same activity and use it to understand the learners in your building. You can have staff work in pairs or groups and choose one learner to depict. This could be a way to illustrate your most vulnerable students so that all staff can understand the learner.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br />Identify five areas of the student as per the instructions below:</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br />Head: What is the student's voice? How does the student describe him/herself as a learner.<br />Eyes/Ears/Mouth: What are the sensory needs you have noticed?<br />Heart - What are the family circumstances that could be affecting his/her learning?<br />Legs - What physical challenges are in the way of his/her learning?<br />Arms - What behaviours are in the way of his/her learning?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Placement Activity</b> for staff to share information about the school staff, students and community. Comments can be both positive or negative. On a large chart paper have staff put the name of the school in the middle and then separate the page into three areas. Ask staff to tell you what they think you should know about each category as a new administrator to the building.</span></div>
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<a href="https://docs.google.com/drawings/d/e/2PACX-1vQO52nAYUz3b7Qjk3NvmvQvqSxY43n7_u1u2HYMX-rUGXaZOH58OyEUzBhJRZyzGylWy7eZV_8ESExK/pub?w=960&h=720" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" data-original-height="600" data-original-width="800" height="480" src="https://docs.google.com/drawings/d/e/2PACX-1vQO52nAYUz3b7Qjk3NvmvQvqSxY43n7_u1u2HYMX-rUGXaZOH58OyEUzBhJRZyzGylWy7eZV_8ESExK/pub?w=960&h=720" width="640" /></span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Staff are given Post it Notes to reflect on the PD they have attended or been apart of in the past 2-3 years that have moved their practice forward in each of the three areas: Math, Guided Instruction and Classroom Management. You could use any columns that you wish depending on board and school priorities. Alternatively you could use an exit ticket asking staff what questions or further learning do they still want in one of the three areas?<a href="https://docs.google.com/drawings/d/e/2PACX-1vQx8AZELMDwN8su5vPevmFynsQikGh1oggdCjTy0M6GWSSbbKf7_xBUYOuIeLgmdm9bJYn-I-ZZkWWT/pub?w=960&h=720" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="800" height="480" src="https://docs.google.com/drawings/d/e/2PACX-1vQx8AZELMDwN8su5vPevmFynsQikGh1oggdCjTy0M6GWSSbbKf7_xBUYOuIeLgmdm9bJYn-I-ZZkWWT/pub?w=960&h=720" width="640" /></a></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Send home a parent survey</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Now this one does kill a lot of trees if you have to do a paper copy so if you have a community that will be able to fill out a google form electronically that would be an excellent way to save paper and easier to collate your results.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Dear Parents and Guardians:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> Last year, my first year at MWPS I conducted a survey of parents/guardians about their views of the
school. The response was amazing!! I used the information that was gathered to help inform our school
improvement plan and to focus the energies of various groups including the School Council. I would really
appreciate you taking the time once again to complete the survey. Please send a paper copy of the survey
to the office with your child by September 8th. Thank you! </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> Name(s) of your children who attend our school ___________________________________________ </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">1) What is great about ___ Public School? (Feel free to be specific.)
_________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2) Name one thing you would love to see happen at ___ Public School. Is there anything
you would like to do to help support this change?
______________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________ </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">3) Is there anything else you would like me to know?
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Student Interviews:</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Pick a few questions to ask all students in the school. Set up a time and a place and ask one teacher at time to send students down to speak with you. You could do this in the front hall of the school. As the student returns to class another student is sent down. Start with two kids so your not waiting. For older students you could use a google form again but that takes away from meeting the students. I never was able to use this strategy in our school as we had 580 students and it was a busy place.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Sample Question: What do you love about our school? </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Start/Stop/Continue - </b>this is a classic form used at the end of the school year to determine what has been going this year, what needs to stop and what staff would like to start to have happen in the school. </span>nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0tag:blogger.com,1999:blog-3924675876350011391.post-60011409490625593442018-07-10T07:40:00.001-07:002018-07-12T14:31:19.604-07:00Growth Mindset and Change Theory<br />
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Growth Mindset and Change Theory</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Resources</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The School Principal as Leader Guiding Schools to Better Teaching and Learning</span></div>
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<a href="http://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf"><span style="font-family: "arial" , "helvetica" , sans-serif;">http://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf</span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Developing Growth Mindset in Teachers and Staff</span></div>
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<a href="https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff"><span style="font-family: "arial" , "helvetica" , sans-serif;">https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff</span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Four Paths One Goal (p.20)</span></div>
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<a href="http://www.principals.ca/documents/637096_OPC_Final_72dpi.pdf"><span style="font-family: "arial" , "helvetica" , sans-serif;">http://www.principals.ca/documents/637096_OPC_Final_72dpi.pdf</span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Key Points to Create Change </b></span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Model the expectations</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Develop a school culture and vision that you can all share (Collective Efficacy)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Clear and shared vision of your goal and what it looks like for all students</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Spread the leadership -You need a team</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Build Trust and Relationships allowing mistakes to happen - validation and reinforcement </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Create a Sense of Urgency -use data, hard facts, anecdotal comments, policy</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRzUzwoC-YSFNUPG8J65G8PHTF4CUHkFC-IHZXCEvR-5_aTI_TZqQYl9O9NEJHb8vYjMhd7ENd30RJmKaCttR4ijHaXaQx1yCEMbaRNuK0JMi69SyWhe6pN272X5zoJT-bvF97xufZ7Zq4/s1600/IMG_9694.jpg" imageanchor="1"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRzUzwoC-YSFNUPG8J65G8PHTF4CUHkFC-IHZXCEvR-5_aTI_TZqQYl9O9NEJHb8vYjMhd7ENd30RJmKaCttR4ijHaXaQx1yCEMbaRNuK0JMi69SyWhe6pN272X5zoJT-bvF97xufZ7Zq4/s320/IMG_9694.jpg" width="240" /></a></span></div>
nhamiltonhttp://www.blogger.com/profile/06154836140196932229noreply@blogger.com0