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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By Kayela Wilkins Clark As we begin the second week of school, I pause and think of the many amazing things that occurred in our schools the first week. There is so much to celebrate! The Department of Personalized Learning is so proud of the hard work our teachers and students are doing! Hats off to you all! This past week in schools we saw the building of classroom climate and culture. Many teachers developed a Shared Vision and Code of Cooperation with their students. We like to think of the Shared Vision as the "Why" or "Purpose" for school. This is like the roof of the house. Supporting the roof are the walls. This is what we call the Code of Cooperation. Developed with student input, the code helps support the vision by providing structure. We like to the think of this as "how" we will achieve our vision. Additionally, in classrooms this past week, we saw teachers and students working alongside each other to craft and practice SOPs (Standard Operating Procedures). These SOPs promote both independence and efficiency within the classroom and include procedures such as morning arrival, lining up, and walking in the hallway. SOPs make up the internal support structure within the house. They are the "nuts and bolts" that make everything run smoothly. All of these processes together rest on the foundation for any successful classroom, the learning community. During these first few weeks of school, strengthening this foundation is our focus. We can't wait to see what fantastic things our teachers and students do this week! We look forward to a tremendous year full of growth and success! Let's kick it into high gear and personalize! iPersonalize...do you? By: Sterling DeVries Sterling DeVries is a second grade teacher at Angel Oak Elementary School. She is a Personalized Learning Department model classroom teacher at Angel Oak ES. Personalized learning has been an adventure this school year. I decided to dive right into the concept and I have been pleasantly surprised. First and foremost, I had to give up control of my classroom. I handed the learning over to my students and they ran with it! It began with the shared vision. My students shocked me with their investment in our class shared vision. They wrote it by themselves and they referred to it weekly if not daily. That was the starting point for me. After I witnessed the change in my class simply over a shared vision, I was hooked! Personalized learning is the way in which I wish I have always taught. My students are goal oriented and eager to master standards. We embrace differences and ideas. We have created a classroom family that supports one another. Giving up control and becoming a facilitator has been the most challenging aspect of personalized learning. I have to state again, the way my second graders responded to their personal goals, left me in awe. Each one of them had an intrinsic investment in their own learning.
Next school year I will begin with data binders and enable my students to track their accomplishments. I am excited about this new endeavor and look forward to my next group of personalized learners! By: Mark Connors @mconnors11 At our schools we are committed to giving our students voice in the classroom. We want to know what they are interested in, what they want to learn, what is on their minds and what they think are the best options to fix problems in their classroom. This voice gives the students more ownership over their learning and environment. We see this makes students want to participate in school more! Below are three examples of how we use student voice in the classroom and some student feedback on voice in their classroom. Parking Lots- Our classrooms employ "parking lots" to elicit student feedback. These boards provide students an opportunity to give the teacher feedback on the classroom environment, a particular lesson or a change that just happened. The key to the parking lot is the teacher taking time each week to read the responses to the class and validate what the students are saying. 5th Grade Student- "We have made many changes to our classroom based on our parking lot. I have never had a teacher use it before." Click to find out how to create your own classroom parking lot. Sticky Notes: We go through a lot of sticky notes at our schools! We use them to give each student a voice in any of our decision making processes. We often use the Affinity Process to see what our students think. Students use this process to create their shared vision and code of cooperation. It is no longer the teacher who creates the rules. Instead, teachers facilitate the student creation of rules. In the example, the students used their sticky notes to describe what respectful looks like, sounds like, and feels like! 4th Grade Student- "We used our sticky notes to create our shared vision. We use our shared vision every day to help us make decisions about the class." Technology: We use technology often as a tool to get student voice. Whether is is an Edmodo Poll, a Padlet wall or a simple survey (Google Survey,Survey Monkey) students and teachers have a variety of ways to communicate with each other to have a say in how their classroom is run. Students love using this technology and teachers love how quickly they receive student information. 3rd Grade Student- "I love when we get to fill out a poll online. It is so fun and easy." Which of these strategies will you try in your classroom to elicit student voice? Do you have another way you encourage student voice? Tell us about it in the comments!
Whats going on? Northwoods Middle School is focusing on building culture and climate with its teachers and students. Team Ohio State (four team model classrooms) is currently working on bridging the gap between classroom shared vision and code of cooperation with the current PBIS system. Using a common language in both the shared vision and code of cooperation has begun to strengthen the current PBIS system, as well as, assist in incorporating the shared vision and code of cooperation into everyday classroom routines. Check out this cool YouTube reference for making a shared vision and code of cooperation.http://youtu.be/8JLWV1Qqj3U
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AboutCharleston County School District (CCSD) is located in Charleston, South Carolina. Archives
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