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1 MAKING MEANING in MIDDLE SCHOOL MUSIC: CREATING A CLIMATE FOR ENHANCED ACHIEVEMENT Presented at Annual Conference of New York State Staff Development.

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Presentation on theme: "1 MAKING MEANING in MIDDLE SCHOOL MUSIC: CREATING A CLIMATE FOR ENHANCED ACHIEVEMENT Presented at Annual Conference of New York State Staff Development."— Presentation transcript:


2 1 MAKING MEANING in MIDDLE SCHOOL MUSIC: CREATING A CLIMATE FOR ENHANCED ACHIEVEMENT Presented at Annual Conference of New York State Staff Development Council (NYSSDC) Syracuse, NY Co-Presenters: Joan Mallory, Dion Harrigan & Stuart Knapp Nyack College, Nyack, NY 10960 Phone: 845. 675.4547 Fax: 845.358.0874 May 7, 2009

3 2 Presentation Outline SECTIONPRESENTERTIME (min.) IntroductionStuart 5 FiddlerJoan30 MS Advisor/Advisee &Dion20 Service Learning Learning ClimateStuart10 Music & MathJoan50 MS ITO & Coop. GroupsDion10 Music & Science`Joan40 SummaryStuart 5 Q & AJoan, Dion, Stuart10 180

4 3 Presentation Goals To share the Top Ten components of Exemplary Middle Schools To provide ideas on how to integrate music into service-learning projects To help participants develop Advisor- Advisee & Service-Learning ideas To gain insights and ideas from each other

5 4 Advocacy & Alliances Through Advisories Definition: ADVISORY Organized group w/1 adult & approx. 12 students Meets at least 1x daily 1st 20 min. of day collaborate on projects at school or outings away from school every student & staff in school is an advisory member powerful outward & visible sign of schools commitment to caring about & being responsive to its students

6 5 Goals of an Advisory Advocacy Academic guidance & support No child slips through the cracks Belonging Be there for your students Communication students & adults at school connect w/adults in home Activities Administration Ownership Most students just want someone to ask them about themselves Recognition Make recognition & celebration come to every student frequently Citizenship Students need & value opportunities to do things that are worthwhile in the sight of others

7 6 How to keep a daily assignment notebook & monthly calendar Review schedules for tests, due dates, & help sessions How to take notes Proofreading & peer editors Studying for tests Mnemonic devices Studying & doing homework together General study skills Recognizing differences in standards of schoolwork Personal health & wellness Decision-making Important advisory topics

8 7 Classrm & hallway bulletin boards/display cases Writing for school newspaper Big/little buddy Performing play/skit Hosting visitors Advisory team sponsors: poetry contest, dress-up day, talent show, hat day, pep rally, holiday celebration Recognition event Sponsoring a spirit award for the Advisory-of-the-Month Advisory Projects

9 8 Top Middle School Components 1.A staff which is knowledgeable and committed to the early adolescent. 2. Interdisciplinary team organization. 3. An advisor/advisee program. 4. An Exploratory program. 5. A curriculum based on the needs and characteristics of early adolescents. 6. A wide variety of instructional strategies. 7. A flexible master block schedule. 8.An emphasis on heterogeneous groupings with opportunities to group and and re-group students within the block. 9. The inclusion and collaborative model of special education. 10. A principal who is knowledgeable about and committed to middle school philosophy, programs, practices, and kids! (This We Believe, 1995; Turning Points, 1989)

10 9 Service Learning Defined A method by which young people learn and develop through active participation in thoughtfully organized service experiences.

11 10 Rationale Connection to the community Career opportunities Integration of curriculum Success for at-risk students Meaningful, real world experiences

12 11 Service Themes Music Child CareThe EnvironmentSocial Services Elderly

13 12 Figure 1. 9 Context-Setting Characteristics (after Purkey & Smith, 1985) CHARACTERISTICFUNCTIONAL DEFINITION 1A. School-site Mgt.autonomy from central office 1B. Democratic decision- making invited participation of parents & staff 2. Leadership behavior resulting in the facilitation of change 3. Staff stability infrequent transfer of staff; high level of employee consistency 4.Curric. articulation and organization coordinated planned curriculum which increases % of students engaged learning time

14 13 9. District support district office recognizes efforts of school staff and provides needed resources 8. Maximized learning time more of school day & class periods are disruption & interruption-free 7. School-wide recognition of academic success publicly honoring student academic effort, improvement and achievement in moving toward standard of excellence encourages students to adopt similar values 6.Parent involvement and support welcoming parent input & support for homework, Attendance & discipline impacts positively on student motivation & performance 5. Staff Development ongoing; links staff concerns to schools needs CHARACTERISTICFUNCTIONAL DEFINITION

15 14 FIGURE 1.2CLIMATE AND CULTURE- SETTING CHARACTERISTICS 10. Collaborative planning & collegial relationships, 11. Sense of community, CHARACTERISTIC FUNCTIONAL DEFINITION working together; dissolving barriers separating staff, administration & departments blending ideas, feelings & beliefs; seeking common agreements which coalesce into consensus; feelings of collective solidarity & bonding;

16 15 rules are mutually agreed, fairly& consistently enforced. 13. Order and discipline, energy of staff & students is channeled toward mutually shared purposes 12. Clear goals & high expectations commonly shared, FIGURE 1.2CLIMATE AND CULTURE- SETTING CHARACTERISTICS (Cont.) CHARACTERISTIC FUNCTIONAL DEFINITION

17 16 Climate The way people behave, respond, react, given a goal target or direction. The surface level of a culture (Sun, 2007). Culture 1. What people believe, their values, attitudes, and convictions. The deeper level e.g. values that are reflected in goals, laws, curriculum delivery. (Sun, 2007). Defining (Distinguishing) Climate & Culture

18 17 OUT-OF SCHOOL CONDITIONS Federal State Local Community TRANSFORMATIONAL LEADERSHIP · Vision-building · Providing individual support · Providing Intellectual support · High Performance · Contingent reward IN-SCHOOL CONDITIONS · School goals · Culture · Programs & Instruction · Policies & Organization · Resources Teachers Commitment to Change Personal goals Context beliefs Capacity beliefs FIGURE 3. A Model to Explain Teacher Commitment to Change Source: Leithwood, K., Jantzi, D., & Fernandez, A. 1994, p. 80. (In Murphy & Louis, Eds.)

19 18 Interdisciplinary & Inter-thematic Curricular Designs Interdisciplinary Instruction defined: More than 1 teacher working cooperatively to develop & create educational opportunities Interdisciplinary Curriculum defined: more than 1 discipline examining a central theme, issue, topic or problem

20 19 Characteristics of Core Curriculum Model Investigating issues more important than right answers Students become problem-solvers (groups) Students needs & interests are core curriculum Students turn- from issues of latest fads & fashions to deeper concerns/issues of substance

21 20 Student-centered Themes Self-identity Human relationships Environment Wealth/poverty War/peace Cultural diversity Racism Freedom/independence

22 21 Summary & Conclusions This presentation has attempted to share several key factors which recent research has shown to directly influence student performance for Middle Schoolers. It would seem that these factors also might benefit students at other age/grade/achievement levels. On behalf of your presenters- Joan Mallory, Dion Harrigan & Stuart Knapp Thank you for entering the discussion today!

23 22 REFERENCES Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39(1/2), 9- 34. Barker, B. (2007). The leadership paradox: Can school leaders transform student outcomes? School Effectiveness and School Improvement. 18 (1), 21-43. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21 st century. Washington, DC.

24 23 Creemers, B. P. M. (2002). From school effectiveness and school improvement to effective school improvement: background theoretical analysis and outline of the empirical study. Educational Research and Evaluation, 8 (4), 343-362. Fruen, L. (2001), Enriching the curriculum. Science Teacher.68(1), 8. Leithwood, K., Jantzi, D., & Fernandez, A. (19994). Transformational leadership and teachers commitment to change. In Murphy, J. & Louis, K. (Eds.), Reshaping the principalship: Insights from transformational reform efforts. Thousand Oaks, CA: Corwin Press, Inc. Hoy, W. & Miskel, C. (1991). Educational administration: Theory, research and practice, 4e. Educational Administration Quarterly, 22.

25 24 Nat. Middle School Assn. (1995). This we believe: Developmentally responsive middle level schools. Columbus, OH Papanastasiou, C. (2008). A residual analysis of effective schools and effective teaching in mathematics. S tudies in Educational Evaluation, 34(1), 24-30. Purkey, S. & Smith, M. (1985). School reform: The district policy implications of the effective schools literature. The Elementary School Journal, 85(3), 353-389.

26 25 Scheffel, D., Shaw, J. & Shaw, R. (2008). The efficacy of a supplemental multisensory reading program for first- grade students. Reading Improvement. 45(3), 139-152. Sun, H., Creemers, B., deJong, R. (2007). Contextual factors and effective school improvement. School Effectiveness and School Improvement, 18(1), 93-122. Wikely, F., Stoll, L., Murillo, J., & deJong, R. (2005). Evaluating effective school improvement: Case studies of programmes in eight European countries and their contribution to the effective school improvement model. School Effectiveness and School Improvement, 16, 387-405.

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