presentations

This is the second weekend in a row that I heard a presentation on RTI. RTI in my school is in the infant stage, especially at the high school. It was nice to her the process of the 3 tier system explained again. It is something that is almost a thought of fear to most veteran teachers when we begin to learn the process of RTI. The 3 tier system seems to make a road map to be followed and schools shouldn't have much difficulty implementing it if they are making a good effort. I know we have seen our share of changes over the years, but this change makes sense. Ever since the creation of the inclusion teachers have been trying to make their classrooms more effective for all learners. This process fosters colaboration among staff and will do what's best for every student.

Paying non-certified

I did not know that uncertified staff who coach or supervise are supposed to get overtime if those hours exceed 40 for the week. We have many uncertified staff who take tickets at games, work the concession stand, or run the clock at games. They get paid a flat amount for each event. Unless they work multiple games in a week, I would bet that what they get paid is more than what they would get as overtime pay. I wonder if it matters how the pay for these extra hours is put on the books.

Interviews

I found our discussions about interviews intriguing! I find it interesting that each school interviews candidates differently example, in our district some schools used the traditional interview where we all sit in a circle and take turns asking questions. A few of our elementary buildings interviewed candidates and asked the top 4 to teach a lesson with students in front of the interview team. This worked well except for the leading candidate. She had a great lesson until the last 15 minutes where she completely lost control of the room. Another method that I do not believe has been tried is including critical incidence situations. I would like to do more research to see if one method or style produces better candidates!

Presentations

Although we have done presentations in many of the other classes, I feel that these were the most beneficial. I liked the fact that we were able to choose any topic as long as it related to Human Resources. This allowed us to choose a topic where we were knowledgable or a topic we wanted to know more about. As an observer, I learned a lot about a variety of topics in a day! What a great way to share our knowledge!

ADA

I found learning about the Americans with Disabilities Act to be interesting and valuable. Prior to this class, I had heard of the ADA, but was unaware of specific details about it. Many people seem to have a misconception that it forces employers to hire disabled people and if they don't, they're breaking the law and will be sued. I agree that employers should provide reasonable accommodations to employees with disabilities. I also feel that employees must be able to perform essential job functions, especially in the teaching field. If a teacher can't perform essential job functions, the education of students is likely to suffer. I liked the example the book gave demonstrating how an employee must be able to perform essential job functions.

Co-teaching

I liked the presentation on co-teaching, as it is something that I have always been interested in doing, but have not had the opportunity to do yet. I definitely feel it is important to consider personalities and teaching styles when deciding to co-teach a class, and that an administrator should not have teachers co-teach without discussing it with each of them first. I can see how teaming a special education teacher and a regular classroom teacher could create an environment where students view the special education teacher as some sort of an aide, since the special education teacher would probably have more knowledge of how to assist special education students and would do so more. It would be important for the co-teachers to explain to the class from the beginning the unique co-teaching situation. I also found it interesting that co-teachers haven't been evaluated as co-teachers. If I was an administrator, I would want to evaluate each co-teaching situation to see if it was effective.

changing culture

Kim's presentation on school culture was very interesting. Several of the school districts I work with announce they are professional learning communities but as an observer I don't see that. I think it is the buzz word so some administrations think if they say it--they are instantly PLC's. I don't think they know that as the administrator they must buy into the PLC concept and work with their staff to create the change of culture. It isn't just saying it but it is actually changing the thought process of everyone involved.

Coaching evals

I really enjoyed all of the presentations last weekend! It would be great to have the ppt of all of them. I never really thought about evaluating coaches, but after listening to the presentations I definitely see a need. My son-in-law coaches girl's sports in Iowa and I know he feels he is constantly evaluated--- by the parents not the administration. He has had to complete several accredited classes to continue coaching.

evaluation of coaches

I'll bet I wasn't the only one of us surprised this weekend by how little formal evaluation of coaches is actually done in our districts. It surprise me, I guess, because sports and sporting events seem to be the most important part of our schools in the minds of many parents. I live and work in small towns that have been working on school consolidations for years, and it always seems that details like sports mascot and head coach assignments are the number one concern of the voters. Athletic Director Paxson sounded like he had a good handle on evaluations, with his several categories and measurable employee behaviors. Those research presentations certainly gave us something to think about. Coaches work with our students in the most removed places; late nights, out of town, far removed from any district support. We assume quality and competence in our coaches because we need to believe it, but who really knows our non-teacher coaches?
Dr. Closen, these research presentations are a terrific component of the course. They deliver great things to think about and let the students exchange ideas and experiences.

induction too

I felt the same way listening to any discussion of formal induction. I have worked in a number of positions as a teacher for special education cooperatives, and the induction has been very inadequate. Special ed coops establish student class roles that are cobbled together from local school districts. Then they look to "rent" a room from some school. That program home can change frequently. So I show up to a district to teach, but I am not a teacher in that district. I've never been treated badly as an outsider, but I sure have been overlooked. The situation is not a good one: most of the students assigned to this classroom don't live here, the teacher assigned to the room isn't employed locally. Good luck.
The point it, I don't have to repeat mistakes. As a building administrator, there will be many things I can do to help support new teachers in my building

Induction Programs

The presentation on teacher induction programs was interesting to me. My induction to teaching was being led down a hallway to an empty classroom with a couple of stacks of books a week before school started. I was helped by the fact that I subbed in the building before, but even with that, I remember thinking many times during my first month of how helpful some sort of program for new teachers would be. I do think this would be harder for smaller school districts such as mine to implement since they may only have one or two new teachers a year. As an administrator, I would want to be careful no to overlook the seemingly insignificant type of information new teachers need to know, such as how to check school e-mail, setting up your voicemail message, how to fill out and pass around homework request forms for absent students, what to do with the white, yellow, and pink referral forms, and so on. I recall this type of stuff taking up an inordinate amount of time when I started teaching. A good induction program can reduce the amount of time it takes to figure those things out, allowing more time to focus on teaching.

Professional Development

Tonight we had one of our late nights for professional development. We are still working on the RtI process in regards to disaggregating data. I know that we have a ways to go, but after listening to the class discussions, I cannot help but look at these meetings in a different light. I look around the room while someone is talking to the group, and am amused by the number of people who are paying no attention at all. It is not that the presentations do not apply to them, it is just that many people are burned out on the RtI process.

I was very intrigued to hear Dale's presentation on the behavior side of RtI. I had not really thought about that side of things because we really do not have the issues that other schools have. We all have behavior concerns, but we do not have them to the point of bringing in a consultant.

In regards to coaches and stipends. It always amazes me to hear the differences between coaches stipends in between school districts. I know that we have a weak union, and therefore do not have the best contract in the world, but I am still taken back by gap between two districts that are less than 20 miles apart.

What a Weekend!

I can't wait to get a copy of all the power point presentations we listened to this past weekend. There are so many things that need to be done in my district, and probably every district, and listening to my peers empowers me to continue with my administrative degree in order to help make a difference. I'd like to think I can accomplish "things" being a teacher, but it's not as much as being an administrator.
One of the first things I did when I returned to school on Tuesday was ask the athletic director if there was an evaluation system in place for our coaches. He said he was in the process of getting one going, but there hasn't been anything to his knowledge. I found this topic to be especially interesting because it's something I don't consider top priority, and I never really thought about it before. Coaches and teams travel all over the state and their behavior reflects on the school. Evaluating coaches should be taken seriously in all districts.
Also, I appreciate the info on portfolios. Good to know especially since I'll be completing my internship next fall. Thanks to everyone!!

Presentations

I thought Dale’s presentation about the behavior side of RtI was very interesting. I especially liked the emphasis on “real data” regarding a student’s behavior…not just a teacher’s recollection and summary of how the student behaves. I agree that teachers in the later grades are not used to teaching behavior, and I can see how a few incidents (that may not occur very often) can lead to assumptions about a child’s behavior. The daily chart and calendar showing the hotspots of bad behavior would be much more useful in correcting/limiting the problem.

FLSA

It appeared that many of us were surprised by the FLSA requirements. The Fair Labor Standards Act conversation seemed to be a new topic for most of the class. The additional overtime costs are not paid in my district and I am sure that the people involved are oblivious as well. Certainly valuable information to know when becoming a building principal.

Coaching

I particularly enjoyed the conversations involving coaching. I have coached for 7 years and have never been evaluated. The evaluation of coaches has not even been a topic of conversation in my district. Also, the percentage pay was unfamiliar to me. Our Jr. High head coaches (volleyball, girls/boys basketball, girls/boys track) are paid $1540. That was the “magic number” 7 years ago when I started and it is still the “magic number” today.

Presentations

Listening to the various presentations that were given I realized that there are many ways to accomplish positive student achievement.  The presentations that addressed student lead conferences, co-teaching, and induction could be beneficial to many school districts and easy to implement.  I know I left this class with some great ideas to share with my co-workers.   School's are all different and their are various ways to do things but the most important aspect and what all schools must achieve is student progress.  

Teacher Portfolios

All of the presentations were very interesting to hear throughout the second and third weekends of class. However, the presentation regarding teacher portfolios was extremely helpful to me. I was able to gain information about different templates and components for establishing portfolios. Also, the information for the internship and location for the files on the WIU site was extremely beneficial so I can begin to plan for my internship experiences in the near future.

Evaluating Coaches

I liked both of the presentations of evaluating coaches. This is something that I've never had to do or think about. I felt that criteria other than wins and losses are important to consider, seeing how it's not realistic to expect every coach to have a perfect season every year. I'd much rather have a losing coach who effectively teaches valuable lessons that can carry over into students' academic and personal lives than a winning coach who smacks kids into bleachers at basketball games. Both presentations gave me important aspects of coaching to consider when evaluating coaches.

Learning Experience

I really enjoyed hearing the presentations. I get the most out of classes in which my peers are presenting. I guess it is more of a connection for me in addition to the professor.

Unfortunately I have heard enough about Moline (j/k), however , I love to hear what other districts are doing. I do not always want to compare it to my school, but I have heard a lot of great ideas that could truly benefit my school culture.

I was particularly interested to hear that schools are still team teaching. I know that it was a popular thing for a while, but I was not aware of areas still doing it. I have not heard much about it anymore, let alone positive research that supports it. I would really love to try it, however, I can be a control freak sometimes and am not sure how I would handle it. I believe that anyone who is involved with the team teaching situation, really learns a lot about themselves and their strengths and weaknesses. I would tend to believe that the two teachers involved would learn more about themselves as a person rather than as a teacher.