Each class at Pinehurst now has their own Shared Vision. The teachers guided the students on how to give input so each class came up with a Shared Vision a little differently than the class next to them. When you visit a classroom at Pinehurst that has a Shared Vision statement, you will notice how committed and invested the students are about following it. Because they helped develop the statement and they live by this each day, they know what is expected of them, and what to expect from each other. But most importantly, students have a shared purpose for why they come to school and know they have helped set their own personal goals for the school year.
By: Kimberly Kascak A Shared Vision for Pinehurst is complete with components from families, students and staff. After working at Pinehurst and creating a Shared Vision with the staff last year I saw the importance of a school-wide Shared Vision. As I went through the school year wishing we had input from students and families on the school-wide Shared Vision I made it my own mission that this would happen in the 2014-2015 school year. My first plan was to talk to families at Meet the Teacher night in August. We had a survey that asked parents what they felt was important in their child’s education and school life. We had an English version and a Spanish version (thanks to Ms. Osborne in the front office). I recruited Ms. Chaves from the front office to help me get the word out. She spoke to the Spanish speaking families and I spoke to the English speaking families. We stayed busy the whole night. I excitedly went home and tallied the results. The following few days were dedicated to getting input from students. They were able to provide feedback on a similar survey with iPads and Survey Monkey or with paper/pencil. Once again, I tallied the results. I presented the student and family results at the first faculty meeting of the school year. The goal for that meeting was to create a school-wide Shared Vision with input from all stakeholders. The teachers were in six groups. They studied the results and came up with six different Shared Visions for the school. After power voting on the school-wide Shared Vision the staff came up with: During time at Pinehurst, students will work towards becoming life-long learners in a warm and inviting environment that promotes individualized learning and collaboration. After power voting on the school-wide Shared Vision the staff came up with: During time at Pinehurst, students will work towards becoming life-long learners in a warm and inviting environment that promotes individualized learning and collaboration. To top off the Shared Vision event families signed the school wide Shared Vision that they had input in!
Each class at Pinehurst now has their own Shared Vision. The teachers guided the students on how to give input so each class came up with a Shared Vision a little differently than the class next to them. When you visit a classroom at Pinehurst that has a Shared Vision statement, you will notice how committed and invested the students are about following it. Because they helped develop the statement and they live by this each day, they know what is expected of them, and what to expect from each other. But most importantly, students have a shared purpose for why they come to school and know they have helped set their own personal goals for the school year.
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“EVERY CHILD DESERVES A CHAMPION - AN ADULT WHO WILL NEVER GIVE UP ON THEM, WHO UNDERSTANDS THE POWER OF CONNECTION, AND INSISTS THAT THEY BECOME THE BEST THAT THEY CAN POSSIBLY BE.” - DR. RITA PIERSON I remember the first time I watched Dr. Rita Pierson’s phenomenal Ted Talk “Every Child Deserves a Champion.” I was teaching at St. John’s High School and in the process of completing my Gifted and Talented certificate from the College of Charleston. The class was “Social and Emotional Development of Gifted and Talented Learners.” It was a “Wow!” moment from a “Wow!” class, and ever since then, she has been a powerful example of the type of educator I aim to be. She is greatly missed by many children and adults whose lives she directly or indirectly impacted.
In a recent professional growth training, we discussed a time when we experienced a shift in our instructional beliefs and practices. Watching Pierson’s talk, reading Carol Dweck’s Mindset, and entering this job as a personalized learning coach were huge, wonderful opportunities for my professional growth and each one completely changed my practice. For one, they sparked significant change in my teaching vocabulary. Instead of using the term “classroom management,” I now refer to this practice as “building climate and culture.” Instead of saying, “They can’t” or “I can’t,” I now say, “Not yet” or “I haven’t tried hard enough.” Yet the real shift is I now truly believe that nothing is more important both professionally and personally than developing relationships focused on growth. Little can be accomplished without it. A positive classroom climate and culture that focuses on relationships ensures that every child feels safe and supported to grow and learn. Additionally, it fosters the social and emotional development of our students. In order for every child to “have a champion,” we must be willing to build those relationships with our learners. We must understand who they are and ask them the appropriate questions to help them develop an idea of who they want to be. The framework for personalized learning requires us, as educators, to know our students and to have them collectively create their optimal learning environment. I believe wholeheartedly in the power of what personalized learning can do for our students, but I also know that it will never happen unless we create a climate and culture that supports student autonomy. I believe in the power of a shared vision, social contract, and standard operating procedures. I know from personal experiences the power of having and developing a growth mindset and setting goals. This skill is imperative for our students as they build their future. Yet none of this matters unless we are consciously and constantly checking in, monitoring, and most importantly, celebrating the environment, the learning, and the relationships being developed in the classroom. So, as we end the fourth week of this school year, I invite you to question: “What will help my students know that I am their champion?” “What can we do, as a class, to further build the optimal learning environment for all in the room?” “What can I do to consistently focus on maintaining that positive environment that fosters learning for my students?” and “What else can I do to make my students feel safe to grow and learn?” Then, ask “How?” Happy Friday to all, and I leave you with this quote from Dr. Rita Pierson: “Teachers don’t make a lot of money. They are usually not deemed worthy of news coverage unless there is a scandal or a strike. Most of the time, their major accomplishments are shared only with colleagues and family members and not the media. The celebration is often cut short by some catastrophe the next day. Yet, in spite of the highs and lows, I cannot think of another profession that brings both joy and challenge on a daily basis.” |
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