In this season of reflection and celebration, we want to take a minute to put our teachers front and center. We know. You’ve heard it all before.
We think our teachers are among the very best. We cannot say it enough.
This time out, though, we are going to defer to researchers from MIT, Columbia, Michigan, and Berkeley. A recent op-ed piece in the New York Times (“Schools that Work,” 11/6/16) summarized findings from comprehensive studies that measured the impact of Boston-area charter schools recognized as “high expectations, high support” schools. These schools are reported to have a couple of things in common—many of which should sound familiar:
- They invest in teachers. All else in the budget comes in as a distant second.
- They run longer school days, relative to the other schools around them, and in doing so leverage extended contact between teachers and kids (and not always in the traditional classroom).
- They expect students to do well and back that expectation up with sufficient and differentiated instructional support, meeting kids where they are and making a path forward.
- They position teachers themselves as learners who benefit from and respond to feedback offered by peers and administrators who are frequent visitors to the classroom.
As CSD gets deeper and deeper into our five year accreditation renewal process, we have been spending significant time, both as an admin team and also as a school, reflecting on best practices in education, more specifically on how our current CSD practices impact the students we serve. This type of deep reflection affords us the opportunity to revisit our school’s mission and vision and determine our strengths as well as our areas for growth. It also begs us to answer the question, “Why are we doing what we are doing?” This morning during a CSD Lottery Open House, we alluded to something Dr. Boyer once said in one of his very eloquent public speeches. He was referring to the importance of intrinsic motivation and commented that sadly in our schools, students often shift from asking “Why?” to asking “Will this be on the test?” somewhere around the fourth grade. The first time I heard this it stopped me in my tracks, partly because it made me so sad and partly because I knew from my own personal experiences as an educator that it was true. So my response to Dr. Boyer’s observation is the most obvious one – “Why?” Continue reading
Help start the conversation on Tuesday, October 4.
In the morning Parent Advisory meeting at 9:00 a.m. in the 8th Grade Spanish Room at the High School:
Our October 4th meeting will focus on the topic of bullying. To stimulate discussion around this important topic, we ask that parents read the following article: Rude Vs. Mean Vs. Bullying: Defining the Differences.
OR in our first Parent Book Study of the year at 7:00 p.m. in the middle school media center. – Words Can Never Hurt Me: Helping Kids Handle Teasing, Bullying, and Put Downs by Sally Ogden.
Please use the sign-up genius link if you would like to join us!
Order the book
Lately, I’ve been thinking a lot about habits. Like many educators I use the summer to take stock and reset. Think of August 1 as our New Year’s Eve. Many of us head into the school year, determined to begin anew or recommit to habits that we know equip us better for learning and instruction. I’m sticking to a new routine that allows me to take 10,000 steps a day, both because the practice makes me healthier and because the quiet reflection makes me more effective as a leader. Internship and independent study students will meet several times this year with me as a class because learning flourishes in the spaces where we connect. I am finding ways to share poetry at the start of every week with students because a sustained commitment to the arts requires more than mere words.
Similarly, the Admin Team as a whole has undertaken some resolutions for the new school year. Each of us is setting aside time in the week to be at each other’s campuses–in classrooms with kids and teachers. We’re taking on direct instruction and mentoring responsibilities that allow us to build connections with students and walk the walk with our talented teaching staff. And we’re determined to find a way to engage our entire school community in experiences and conversations that broaden our sense of each other and the perspectives that we hold about the world around us. Continue reading
Over the past school year, we five started to notice a curious thing. High school students bestowed by fiat the title of “Principal” on their Spanish teacher. They routinely referred to two teachers in particular as “admin” and started going to the two of them for issues about which they might previously have reached out to Connie or Joy. Staff and parents alike began noting and commenting upon the presence or absence of one or the other of us five on each of the two campuses. It all had a little bit the feel of a horserace.
We get it. It’s human nature to want to know what’s up. Is someone’s star rising? Is another person’s star falling? In the absence of clarity we perhaps should have been quicker to provide, we suppose it shouldn’t be surprising that the reductive place all the speculation seemed to be headed was to laying odds. Is Joy leaving? What about the other four of us? Are we getting ready for some big reveal that recasts who’s in charge at either or both schools? Are there “promotions” in the works? Continue reading
Before you get started reading, let us try hard not to let the opening sentences chase you off this post! Please believe that we never, ever judge you or your kids by their missteps. We, too, are parents to two high schoolers. It’s a full time job helping kids navigate the very precarious waters in the safe harbor they’re getting ready to leave. It’s uncomfortable to see our kids run aground occasionally–even worse to think that others are watching from the safety of their own decks. We are all in this journey together and we know as well as anyone that all of our kids will make mistakes. They are supposed to!
We’ll be honest. Every year, we hit that place where it’s rough-going as leaders. We’re at it, so this break comes at exactly the right time to help us re-center. We, like our students, need time to recharge and get ready for the sprint to the end of our school year so that we can end at our best!
We work every day to ensure that CSD is a safe place. Despite all that we do, we know we are not immune to the troubles and challenges of the world all around us. Our kids have good, true souls, and yet we stumble over the implied racism of casual language and popular culture. Their characters are sound, but we nonetheless confront age-old issues like underage drinking, academic dishonesty, and bullying. And while technology brings so many wonderful opportunities to our lives and our education, it also brings new challenges for us as educators and parents and certainly new opportunities for giant mistakes for our children. Affluence and abundance surround us but nothing insulates our students from struggles with emotional well-being. Continue reading
Once upon a time, in a land not so far away, a very special CSD tradition was born. The year was 2001. Picture a quaint little learning cottage (aka – trailer) at the Lake Norman Baptist Church filled with 18 bright-eyed little people. As is the case for most of the elementary school years, sacred and secular holidays are cause for great excitement and celebration. These small milestones mark the passage of time, and through their celebrations, we close out old chapters and begin new ones. For teachers and students, Valentine’s Day is such a Holiday – a little bite of fun sandwiched in-between the post-Christmas/Hanukkah lag and the longing of a deeply desired Spring. As Mrs. Tomko (formerly known as Miss Dearmin) began to ponder how she would celebrate this holiday with her students, she reflected on her own experiences as a child. And the story goes like this… Continue reading
Sometimes, it helps to focus on what you’re shooting for.
Perhaps nowhere is that a more apt assertion than when it comes to working with teenagers. The easiest answers are, of course, that we want them to graduate. As our day-to-day work as parents and educators nears its end, it’s fair to say we want some certainty that these kids of ours are going to be okay. We search for signals that we’ve given the burgeoning adults all around us all of the tools they’ll need to be safe, happy, and productive. Continue reading
December 15, 2015
To Our CSD Community,
As we head into the Winter Break, we find that we have lots on our minds. All of those many thoughts and concerns begin and end with the children this school community is meant to serve. The world throws an awful lot at them in the relatively short time they walk it as kids, and the last few months have been no exception. It’s difficult for us as educators and parents not to feel a little battered by the violence and need that seems to crowd in, no matter how hard we work to shelter children from it.
And yet we must not let tragedy and fear overtake us even as we acknowledge it. As adults we owe it to our kids to respond in ways that carry us past fear and isolation. To do otherwise is to reject all that we know about the trust and security that comes from strong communities. Without it we labor under the mistaken conviction that we are best protected by hunkering down, fencing ourselves off, and seeing every person as the “other” who may harm us.
As we read the newspapers and watch the news, we’re often asked to stare down events
so tragic that they can paralyze us with fear. I find myself searching for meaning and even looking for someone to blame for the dearth of good answers to the challenges we see all around us. I don’t know about you, but the emotional roller coaster wears me down. I find myself stumbling a bit as I try to ascribe purpose to the events around me.
When I see tragedy, I can’t help but view it through the lens of education. For every lost adult I see on the news, I see the face of a child failed by a system that too often puts the needs of the grown-ups in front those of the kids. That’s why the commitment we’ve made here at CSD to never, ever fail a child is both our sincerest hope and our most daunting task. The weight it carries can truly be staggering.
Rather than surrendering to this feeling of hopelessness, let me suggest another route as we approach this Thanksgiving holiday:
Reflect instead upon the goodness that surrounds us and celebrate with gratitude.
I’ll start: Continue reading