THE THREE C'S: CULTURE,
COLLABORATION, &
CURRICULUM
Presented by Atkins Academic & Technology High
School Leadership Team
Joe Childers
Childers, Principal
Monta’ Ervin, Curriculum Coordinator
Sonya Rexrode, Learning Team Facilitator
How would you rate the Culture in
your school?
„ Rate your school using the rubric individually
„ Make notes as you go to be used for
discussion
School Culture:
Category
Teachers meet
weekly in
collaborative teams.
Teachers use data
to determine
instruction.
Teachers take
ownership for all
students
students’
successes/failures.
Teachers know how
to increase rigor in
their lessons.
Beginning
Progressing
Proficient
What does it look like?
„ 3 Clock Buddies:
„
„
„
Breakfast: Someone y
you don’t know
Lunch: Someone you know
Dinner: Someone like y
you (i.e.
(
administrator, teacher, support staff, etc.)
Breakfast:
How often do the teachers and/or
administrators in your building meet?
„ What do the meetings
g “look like?”
„ How do you know the meetings are
p
productive?
„
Culture
„
„
„
„
„
„
„
„
Collective ownership..."our
p
kids"
Advisory
STEM integration
g
High expectations
Teacher empowerment
SMOD for staff and students
Leadership...administrative team
Positive reinforcement...celebrate the little
things
Teacher Working Condition Survey
2011-12
„ Teacher Leadership
„ School Leadership
„ Time
„ Professional Development
„ Instructional Practices and Support
Teacher Leadership
School Leadership
School Leadership continued
Lunch:
„ How do you use data in your school to make
decisions?
„ What steps
p do yyou take beyond
y
a school
improvement plan with using data?
Collaboration
„
„
„
„
„
„
„
„
„
„
Common meeting
g time
Shared vision and norms
Data driven
S t protocols
Set
t
l
Active participation
Positive reinforcement
Teacher leadership
Environment built on trust and respect
"we are all in this together"
Everyone in the building is responsible for student
success
Time
Professional Development
Professional Development cont.
Dinner
„ What steps do you take to ensure that your
lessons are rigorous?
„ How do y
you determine the rigor
g in yyour
instruction?
„ Who takes ownership
p of students’ success
and failure in your school?
Curriculum
„
„
„
„
„
„
„
„
„
„
„
„
„
Learning Focused Strategies...common instructional framework
Data driven
Best practices based on research
Rigorous lessons...rigor/relevance framework
Common authentic performance tasks
Formative assessment
Balanced literacy...reading
y
g and writing
g across the curriculum
Standards unpacked
Real world
Problem based learning
g
Project based learning
Inquiry
Digital age kid
Instructional Practices and Support
Instructional Practices and Support Cont.
Student Survey Results 2011
2011-12
12
„
„
„
„
„
„
„
87% believe homework is important
p
at this school.
85% report that the school is neat and clean.
94% students believe in order to make a good grade,
they have to work hard.
62% agree that they receive special recognition for
academic achievement.
achievement
92% believe teachers have high expectations for
schoolwork.
91% report that they feel safe at school.
75% students believe that adults at this school treat them
with
ith respect.
t
Student Survey Continued
„
„
„
„
„
98% report that the principal visits the classroom.
91% believe an adult cares what happens to them at this school.
90% report that someone helps them in class when they have
trouble.
92% report that someone helps them after school when they have
trouble.
82% feel they are a part of this school.
„
61% off math
th classrooms
l
often
ft use examples
l from
f
jobs
j b and
d
careers.
„
76% of ELA classrooms often use examples from jobs and
careers.
careers
„
81% of science classrooms often use examples from jobs and
careers.
„
81% of social studies classrooms often use examples from jobs
and careers.
Student Survey Continued
„
93% report
p they
y have not been bullied on the bus.
„
„
„
„
„
„
Of those bullied, only 8 of the 16 reported it to an adult.
6 of these believe the adult did something about it and 2
reportt they
th were nott sure if something
thi was done.
d
71% report that one of more teachers has discussed
bullying
y g with them.
93% report they have not been the target of cyber
bullying ever.
97% report they have not been the target of cyber
bullying this school year.
47% report that one or more teachers have discussed
cyber bullying with the class.
Student Survey Continued
„
„
„
„
„
„
„
96% report
p they
yg
get the help
p they
y need when applying
pp y g
to college.
88% say the school provides opportunities to prepare
for the SAT.
64% participated in extracurricular activities at school.
91% believe that school work will have an impact on
my success later
l t in
i lif
life.
91% believe they are prepared academically for the
y
plans for next year.
89% believe they have the skills needed to enter the
workforce.
79% believe that the teachers’
teachers expectations affect
them a lot or somewhat.
Contact Us:
„ Joe Childers
„ jwchilders@wsfcs.k12.nc.us
„ Monta’ Ervin
„ lmervin@wsfcs.k12.nc.us
„ Sonya Rexrode
„ smrexrode@wsfcs.k12.nc.us
Atkins A&T High
Atki
Hi h School
S h l
3605 Old Greensboro Rd
Winston-Salem
Winston
Salem, NC 27101
(336) 703-6754
Single School Culture Contact
„ If you are interested in learning more about
Single School Culture and Learning Teams,
please contact…
„
„
„
„
Bud Harrelson
Winston-Salem/Forsyth County Schools
Program Manager for School Improvement
Race to the Top Coordinator
CHarrelson@wsfcs.k12.nc.us
THE THREE C'S: CULTURE, COLLABORATION, & CURRICULUM
Category
Teachers meet weekly in
collaborative teams.
Beginning
Progressing
Teachers use data to determine
instruction.
Teachers take ownership for all
students’ successes/failures.
Teachers know how to increase
rigor in their lessons.
Clock Buddies:
Breakfast (someone you do not know):
_______________________________________________
Lunch (someone you know):
_______________________________________________
Dinner (someone with a similar job):
_______________________________________________
Proficient
Notes:
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Resources:
How to Plan Rigorous Instruction by Robyn R. Jackson ISBN: 978-1-4166-1093-9
The Highly Engaged Classroom by Robert Marzano and Debra J. Pickering ISBN: 978-0-9822592-4-5
Instructional Strategies by International Center for Leadership in Education www.leadered.com
Using the Rigor/Relevance Framework for Planning and Instruction by International Center for Leadership in Education www.leadered.com
Learning Focused Strategies http://www.learningfocused.com/
Single School Culture. WSFCS. Bud Harrelson. Program Manager for School Improvement and Race to the Top Coordinator.
CHarrelson@wsfcs.k12.nc.us