Personalizing Rigorous and Relevant Learning For Each Learner

Each Learner Is Unique

Activity Reflection on High School Experience

Survey My Voice Quaglia Institute for Student Aspirations

Relationships

You can’t teach kids you don’t know….

The Gap Problems Achievement Gap Participation Gap

Personal Worth – belonging, heroes, sense of accomplishment Active Engagement – being involved, fun and exciting, curious, creative and adventurous Purpose – taking responsibility, confidence to take action, believing in self

HEROES: Heroes are the everyday people—teachers, friends, family—in a student’s life who inspire them to excel and to make positive changes in attitudes and lifestyles. SENSE OF ACCOMPLISHEMENT: The condition of Sense of Accomplishment recognizes effort, perseverance, and citizenship as signs of a student’s success. FUN & EXCITEMENT: The condition of Fun & Excitement is characterized by students being actively engaged and emotionally involved in their school work. SPIRIT OF ADVENTURE: The Spirit of Adventure is characterized by a student’s ability to take on positive, healthy challenges at school and home, with family and friends. CURIOSITY & CREATIVITY: The condition of Curiosity & Creativity is characterized by inquisitiveness, eagerness, and a strong desire to learn new or interesting things. LEADERSHIP & RESPONSIBILITY: The condition of Leadership & Responsibility means students are able to express their ideas and are willing to accept consequences for their actions. CONFIDENCE TO TAKE ACTION: Confidence to Take Action is the extent to which students believe in themselves. 8 Conditions That Make A Difference BELONGING: Belonging means that a student is a valued member of a community, while still maintaining his or her uniqueness.

Higher Academic Achievement Less Discipline Problems Fewer Absences and Tardies Lower Drop-out Rates Improved School Climate More Parental Involvement Increased Rates of Students Attending Postsecondary Institutions Nurturing the Conditions that enable students to dream about their future and to be motivated to set goals in the present to achieve those goals, results in:

64%School is a welcoming and friendly place. 51%I am proud of my school. 37%I know the goals my school is working on. 49%I enjoy being at school. 21%I have never been recognized for something positive at school. Selected Data—My Voice Survey (n ≈ 150,000) SCHOOL/CLASSES

46%School is boring. 58%At school I am encouraged to be creative. 38%Students council represents all students at school. 40%My classes help me understand what is happening in my everyday life. Selected Data—My Voice Survey (n ≈ 150,000) SCHOOL/CLASSES

46%Teachers care about my problems and feelings. 50%Teachers care about me as an individual. 49%Teachers care if I am absent from school. 50%If I have a problem, I have a teacher with whom I can talk. Selected Data—My Voice Survey (n ≈ 150,000) TEACHERS

66%I have a teacher who is a positive role model for me. 58%Teachers enjoy working with students. 39%Teachers have fun at school. 32%Teachers make school an exciting place to learn. Selected Data—My Voice Survey (n ≈ 150,000) TEACHERS

55%Teachers respect students. 41%Students respect teachers. 31%Students respect each other. Selected Data—My Voice Survey (n ≈ 150,000) RESPECT

Selected Data—My Voice Survey (n ≈ 150,000) 75%I push myself to do better academically. 67%I put forth my best effort at school. 55%I am excited to tell my friends when I get good grades. RESPONSIBILITY

93%My parents care about my education. 85%My parents think going to college is important. 60%My parents feel comfortable talking to my teachers. Selected Data—My Voice Survey (n ≈ 150,000) PARENTS

Relationships Building Supportive

Relationships Clearly Important ? How to Quantify? How to Develop?

Essential Relationships In Schools Learning Staff Professional Community

Relationship Framework International Center for Leadership in Education

Relationship Model 1.Known 2.Receptive 3.Reactive 4.Proactive 5.Sustained 6.Mutually Beneficial

Relationship Model - Student Support 1. Known Teachers get to know students and their families 2. Receptive Have frequent contact with students and show interest 3. Reactive Some positive support when requested, but sporadic 4. Proactive Support from individuals that take the initiative. 5. Sustained Fully supported from all individuals over time 6. Mutually Beneficial Mutually supportive learning community

In The Classroom Classroom Mgt. Relationship Building Rules Power Effectiveness Risk Taking Control Teacher Role Voice Mandated Without Question Passive and Quiet Discouraged Negative Punishment Absolute Attention Public Pronouncements Negotiated With Respect Engaged Encouraged Positive Reinforcement Source of Encouragement Private Conversations

Supportive Relationships Successful Practices Behaviors Initiatives Structures

Supportive Behaviors Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding “Put Downs” Displaying Student Work Writing Encouraging Notes Identifying Unique Talents

Supportive Behaviors cont’d. Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers

Supportive Initiatives Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program

Supportive Initiatives, cont’d. Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs

Supportive Structures Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community

Relationship Model - Staff Collaboration 1. Known Staff know each other personally, their interests, aspirations and challenges. 2. Receptive All exhibit behaviors of interest in others, have frequent contact and respect. 3. Reactive Staff work together consistently and eagerly helps when requested. 4. Proactive Commitment in teams, mentoring new teachers and ongoing prof. development. 5. Sustained Collaboration from all staff over a significant period of time. New staff are incorporated into the culture. 6. Mutually Beneficial Staff work as total community committed to each other and to school goals.

Best Practices for Building Staff Relationships Behaviors Activities Structures

Supportive Behaviors Showing Respect Being There Active Listening Frequent Contact Encouragement Avoiding “Put Downs” Writing Encouraging Notes Identifying Unique Talents and Strengths Celebrating Accomplishments Serving as a Role Model Using One-on-One Communication

Supportive Behaviors, cont’d. Encouraging Staff to Express Opinions/Ideas Using Positive Humor Praising Peers

Supportive Activities Beginning of the Year Social Activities Team Building Mentoring Instructional Coaching Rewards, Recognition, Incentives Demonstration Classrooms Character Education

Supportive Activities Peer Review Professional Development Travel Travel Family, Community, Business Partnerships Community Service Celebrations

Supportive Structures Small Learning Communities Clustered Classroom Buildings Grade Level Teams Team Teaching Building Leadership Teams Professional Learning Communities

Activity Which practice do you do best? Which practice could you work on or initiate to improve the quality of student/staff relationships in your school community?

Activity Personalization Survey p. 7

Relationship Framework Professional Relationships 0. Isolated Educators work with little interaction with others in the profession 2. Known Educators know many educators within their profession. They attend regional or state professional meeting 3. Receptive Educators make frequent contact with like professionals. They are willing to participate, share ideas, answer questions. Educators offer and seek help from others; present, write professionally, meet with others. 4. Reactive 5. Sustained There is ongoing collaborative and active involvement in professional organizations. 6. Mutually Beneficial Recognized as making significant contributions; professional relationships source of personal satisfaction.

Relationship Framework Community Relationships 0. Isolated A school may be strong or weak but functions independently from the community at large. 2. Known School staff knows families, community organizations, and community leaders. Staff are knowledgeable about local businesses. 3. Receptive Staff and administration exhibit openness to parents and community. Parents feel welcome in the school. 4. Reactive Parent requests responded to promptly. School activities include community service. Parents active in school. 5. Sustained There exists a long-term tradition of parent involvement and community partnerships. School success attributed to community part. 6. Mutually Beneficial Relationships at this level are mature and committed. They benefit both the school and community.

“In the years to come, your students may forget what you taught them. But they will always remember how you made them feel.”