LeadChange: Daily Gratitude

I read a timely article about gratitude this morning from LeadChange. The highlights of the article are:

• Gratitude is a conscious choice.  It doesn't just happen.
• Gratitude not only makes us feel happier, it is a significant cause of positive outcomes.
• Gratitude makes us better leaders.
• Gratitude motivates us to work harder.
• Gratitude drives your purpose.  

Gratitude is a conscious and willful action. You have to be aware of what you have in life for which you should be grateful. Once you have identified all your blessings, then remember and renew your gratitude for each one daily. Thankfulness is the sun in the morning fog—gratitude will burn away any doubts you have about your purpose in life.

To read the entire article, click here.  

Showing someone gratitude is the same as showing them respect; this is highly regarded in business and in any relationship.  

Administrator Collaborative

For the past five years, TCS administrators and teacher leaders have met throughout the year as the TCS Administrator Collaborative.  We started the Administrator Collaborative so that administrators in our district would have the opportunity to learn together and from each other.  We wanted leaders throughout the district to have time to share their ideas with one another and to be able to ask questions of their colleagues.  It is important, actually critical, for leaders to continue to learn on a daily basis.  That learning doesn’t happen unless it is intentional and planned.  Leaders get busy and often put their own learning on a back burner. 

Five years ago, I don’t believe we had a common language or shared vision for high-quality instruction.  Walkthroughs with feedback that included evidence without judgement were not common.  Peer observations were rare.  Today, all of these things take place routinely in our schools and departments because we have discussed, read, practiced, and learned together.  Through our collaboration, we have instituted important expectations for teachers and administrators through our TCS Educator Effectiveness.  As we finish up our fifth year of Administrator Collaborative, take a look back at our learning.

Purpose of Administrator Collaborative
To improve student learning
To improve teacher practice
To implement an evaluation model that aligns with instructional focuses and guides stakeholders in shared understanding of a research based, K-12, Educator Effectiveness model

Year 1 Walkthroughs and Collaboration
To share data from each school
To share ways we are facilitating professional growth
To share walkthrough updates from each school
To read and discuss Engaging Teachers in Classroom Walkthroughs
To discuss rationale for involving teachers as leaders in walkthroughs
To develop procedures and a protocol for walkthroughs
To discuss creating a school culture that supports walkthroughs

Year 2 Developing a Collaborative Culture
Read and discuss Cultures Built to Last, Systemic PLCs at Work
Create a collaborative culture in schools with a focus on learning
Understand why systemwide reform is most effective
Review and revise district Strategic Plan and Professional Development Plan
Share ways we are facilitating professional growth
Develop procedures and a protocol for walkthroughs
Share walkthrough updates and data from each school

Year 3 Implementing TCS Educator Effectiveness
Implement TCS Educator Effectiveness
Read and discuss Leading with Focus

Year 4 Looking Closely at Instruction
Read, discuss, and share strategies from Learning That Lasts by Ron Berger.
Develop a clear understanding of the TCS Educator Effectiveness Plan
Share ways we are facilitating professional growth and building expertise of the TCS Nine Indicators for Effective Educators
Participate in classroom walkthroughs with debriefing discussions to improve practice
Share walkthrough updates and data from each school

Year 5 Making the Most of Observations, Walkthroughs, and Feedback
Participants join colleagues in walkthroughs at various schools focusing on specific best practices (content knowledge, well-managed classroom, rigor and relevance, learning targets, positive classroom environment, formative assessments, academic discourse, active engagement, etc.)
After the walkthroughs, participants discuss their walkthrough data and compile appropriate feedback to be given to teachers.

Notice the purpose of the Administrator Collaborative.  Our goal was always the same - improve teaching and learning.  That must remain a priority for a school system.  Our purpose is to educate.  Improving teaching and learning is hard work, not for the faint of heart, nor for anyone afraid of getting down in the messy work of learning.  I am proud that together, this group worked and learned in order to achieve that goal.  Teaching and learning has improved, and it must continue to improve every year. 

TCS Administrators Collaborate and Learn

TCS Administrator Collaborative met during two sessions August 29 to collaborate and grow as leaders.  The group includes principals, assistant principals, academic coaches and central office personnel.

Objectives of the Collaborative Meetings:
To improve student learning
To improve teacher practice
To provide administrator collaboration
To provide technology resources and support
To develop learning communities in schools that are aligned with the district and state
To use disaggregated student data to determine professional development needs

Learning Targets for the Day:
I can observe a lesson, noting Educator Effectiveness indicators.
I can collaborate with colleagues to provide meaningful, useful feedback to teachers.
I can discuss key concepts and implementation ideas from my book selection.
I can explain the Administrator Effectiveness process.

The leaders observed videoes of an AP Lang lesson and a second grade reading lesson.  The observers completed an observation worksheet independently and then debriefed with the group about each video.  A discussion followed about what meaningful feedback looks like.

Participants are involved in one of four book studies that will span the year.  Each group met and discussed a portion of their book, and then shared key information with the whole group that could be implemented in our schools.  The books include:

Extreme Ownership - How Navy Seals Lead and Win (Willink and Babin)
How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition (Tomlinson)
Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise (Fink and Markholt)
Peer Coaching to Enrich Professional Practice, School Culture, and Student Learning (Robbins)

TCS Administrative Mentor Program

Trussville City Schools is proud to announce a new leadership development program designed to provide experience and mentoring for aspiring principals and assistant principals.

TCS has a well established teacher mentoring program that provides support to first year teachers in our district.  It is a natural "next step" for the district to provide an administrator mentoring program. Experts consistently emphasize the value of mentorships in administrator induction programs.  The Southern Regional Education Board (SREB) describes high-quality mentors as “the key” to improving training for aspiring principals in an effective manner.

Magnolia Principal, Dr. Autumm Jeter, will serve as the Central Office Liaison for the administrative mentorship program.  The goal of the program is to develop administrators within Trussville City Schools for the role of Principal and/or Assistant Principal. Participants will shadow and work alongside an experienced principal within Trussville City Schools to gain first-hand knowledge and experience to carry out the duties of a school-level principal or assistant principal.  Mentorship Program Goals include instructional, management, finance, discipline, and culture.

TCS Admins Collaborate to Learn

Principals, assistant principals, central office administrators, academic coaches, and teacher leaders met February 7 for the TCS Administrator Collaborative.  Objectives of the Collaborative Meetings are to:

• Read, discuss, and share strategies from Learning That Lasts by Ron Berger
• Develop a clear understanding of the TCS Educator Effectiveness Plan
• Share ways we are facilitating professional growth and building expertise of the TCS Nine Indicators for Effective Educators
• Participate in classroom walkthroughs with debriefing discussions to improve practice
• Share walkthrough updates and data from each school
• Determine Professional Development Needs and develop the TCS Professional Development Plan

The purpose of this professional study is:

• To improve student learning
• To improve teacher practice
• To implement an evaluation model that aligns with instructional focuses and guides stakeholders in shared understanding of a research based, K-12, Educator Effectiveness model

The Learning Targets for February 7 were:

I can establish a math growth mindset culture in my school/district.

I can internalize my role in leading the shift in mathematics instruction in my school/ district.

I can recognize effective instructional practices in the learning of mathematics.  

I can reflect and update the district’s continuous improvement plan and professional development plan.

TCS Administrator Collaborative Meets to Learn Together

TCS administrators met October 4 at HTHS to learn together through a shared book study of Learning That Lasts by Ron Berger.  The group is also carefully studying the indicators of effective instruction through discussion of the TCS Plan for Educator Effectiveness.  A makeup session was held October 6 for those unable to attend October 4. 

TCS Principals Collaborate with Area Colleagues

Principals and curriculum directors from Trussville, Homewood, Mt. Brook, and Vestavia are collaborating to share ideas and to read and discuss Learning That Lasts by Ron Berger.  ACTNow (Administrative Collaborative Team New Opportunities for Working Together) provides a platform for principals and directors to discuss current issues and to brainstorm solutions, enhancing instructional leadership. Throughout the 17-18 school year, the group will rotate meeting locations. The group met at the Mt. Brook Board of Education Wednesday, September 20.  Each district will host the group and facilitate the discussion of the book.  Additionally, the group may participate in school visits and discussions of current topics.

ACTNow Holds Inaugural Meeting

Curriculum and instruction directors, along with principals from area districts, met July 17 at a local restaurant to reconnect and network.  This inaugural meeting marked the beginning of a series of meetings for these leaders from Trussville, Homewood, Mt. Brook, and Vestavia to share ideas and to read and discuss Learning That Lasts by Ron Berger.  ACTNow (Administrative Collaborative Team New Opportunities for Working Together) will provide a platform for principals and directors to discuss current issues and to brainstorm solutions, enhancing instructional leadership. Throughout the 17-18 school year, the group will rotate meeting locations.  Each district will host the group and facilitate the discussion of the book.  Additionally, the group may participate in school visits and discussions of current topics.  The next meeting is September 20 at Mt. Brook.

TCS Math Coaches Present at UNA

TCS math coaches, Jana Walls and Lisa Lothspeich, were asked by the University of North Alabama Regional Inservice Center to present at their annual Professional Development for Teachers and Administrators, June 15.  

During their three hour session, Jana and Lisa shared best practices for developing and assessing multiplication fact fluency.  They demonstrated strategies for introducing the facts, expanding conceptual knowledge, facilitating connections, and the methods for building fact fluency.  

TCS Administrators Reflect on 16-17 and Prepare for 17-18

TCS administrators and leaders met June 7 to reflect on the 16-17 school year and to think ahead to 17-18.

Learning Targets

1. I can reflect and share top three initiatives or highlights from each school or department.
2. I can reflect on 16-17 data and share with district colleagues.
1. Attendance/Discipline
2. Performance Series/STAR
3. Other
3. I can reflect and revise Educator Effectiveness.
4. I can reflect on and revise the District Continuous Improvement Plan.

The first part of the day focused on data reflection. Mandi Logan and Kathy Burgin gave an attendance summary for unexcused absences. The data shows that new procedures that were put in place positively affected unexcused absences. Hal Riddle gave an update on discipline data for the district. Each School shared academic data and highlights of 16-17.

The administrators reflected on Educator Effectiveness for 16-17, answering what went well and what needed to be changed.

The group revised the district Continuous Improvement Plan, reflecting and discussing the progress made toward achieving the nine goals and needed improvements.

Administrators Collaborate to Learn

Administrators throughout TCS met February 1 at HTHS to collaborate to learn with and from one another.  Objectives for the day were:

• To discuss Chapter 3 of Leading with Focus
• To review Family Involvement Survey Data
• To discuss plans for 2017 Registration

Learning Targets were:

• I can apply strategies from Chapter 3 to TCS in order to provide successful, focused leadership.
• I can identify issues from the Family Involvement Survey that affect student achievement and determine strategies that will increase family involvement and lead to increased student achievement.

The focus of the Administrative Collaborative this year has been a book study of Mike Schmoker's Leading with Focus.  At this meeting participants read and discussed information about five schools who put steps in place to focus, seriously focus, on curriculum, instruction, and literacy.  The results were amazing turnarounds in student achievement.

• Brockton High School
• Mather Elementary School
• Adlai Stevenson High School
• Flowing Wells K-12
• Orange Grove Middle School

Focusing on one of the five schools, groups answered the following questions:

• What did the leaders and schools referenced in the book do in order to become highly effective? 
• What takeaways from the book apply to our schools and/or district?
• What changes will you make to apply what you’ve learned in Chapter 3?   

Administrators looked at a summary of the recent Family Involvement Survey responses, and discussed the following:

• What data is most important?
• What issues require immediate attention?

Mandi Logan and Kathy Burgin updated administrators on the registration process and timeline for 17-18.