Late Start 5-4-17

This Thursday, May 4th, is our last Late Start of the year and is set aside for certified staff to work on their SLOs and PPGs.  For those staff that won't have data completed by Thursday, the time can be used for instructional planning (individual or collaborative) - and you'll have to use your common planning time to complete your SLO.  Reminder: SLOs are due Monday, May 15th, unless you've talked to me about extending the deadline to Friday, May 19th due to the F&P window.

Thursday's Schedule:
8:00-8:30:  Staff Meeting (End of Year updates)

8:30-10:30: Work time (individual and/or team)

Please let me know if you have any questions about your SLO or PPG.  I will be in the building Thursday morning and can meet with individuals or teams as needed.

Have a great week!
Sue

Please join the elementary principals on Thursday, May 4th for a Staff Celebration at Carbone's, as a Kick Off to Staff Appreciation Week (May 8-12).

Empathy

It's that time of year... the "to do" list continues to grow, students are harder to engage, our energy seems to be decreasing, and our patience is running thin.  I want to take a moment to remind you of the power of your work, the impact you have on students, and the appreciation I have for your commitment to kids.

As we near the end of the year, it's easy to get caught up in "getting through what needs to get done this year."  We started the year talking about our Emotional Intelligence, and I want to bring our thinking back to the social/emotional side of our work - specifically, empathy.  As I read this article, it made me think of all the things this staff does every day - and I want to affirm your work.  Here's some encouragement as the upcoming days get hectic!


From: Building Empathy in Classrooms and Schools

As educators, many of us begin each school year by celebrating individuals’ uniqueness, striving to understand differences, and setting goals for embracing the cultures of all learners. Then, the academic rush starts. Lesson plans need to be done. Grades pile up. Parent conferences begin. Student behavior disrupts our lessons and strains our patience. IEP, PLC, and faculty meetings fill our calendars.

With a full plate every day, what do we often dismiss first? Empathy—for our students, our colleagues, and ourselves. But without empathy, we cannot understand the diverse students and communities we serve. That lack of understanding may limit our focus to generalizations and assumptions. A mindset without intentional empathy narrows focus, and prevents us from accurately identifying the barriers to learning for our students. In turn, students come to be viewed as academic producers rather than social-emotional beings.

When a student seems upset, teachers should take the time, no matter how inconvenient, to demonstrate empathy by making eye contact, taking the student aside to speak privately, and maintaining respect in words and actions during conversation. In working with a student who is in an emotional state, we should remember that as adults, we usually have the coping mechanisms and experience to recognize and handle these emotions. Students may not, and we cannot expect that from them unless we expressly teach them these strategies.

Students watch teachers constantly, and our actions can unintentionally model empathetic (or unempathetic) behavior. By modeling the citizenship we want students to embody we can create the culture and climate that validates all, excludes none. 

In our educational roles, it is vitally important that we model how empathy has power to influence a variety of contexts and interactions. Investing in the well-being of both our students and our colleagues promotes a positive, empathic culture that makes classrooms and school a safe haven. If we want to make a lasting impact on our students and prepare them to for success in college, career, and citizenship, we must prioritize empathy as an essential mindset.

Additional information on the correlation between teacher empathy and student behavior:  Improving Teacher Empathy to Improve Student Behavior.

Thank you for all you do.  I continue to boast about Houlton, and the staff that creates the successful learning environment we are blessed to be a part of.  

Sue

Curiosity

Curiosity: The Force Within a Hungry Mind - Edutopia article

In a time of deep discussions about inquiry, personalized learning, student interest surveys, student engagement, and critical thinking, curiosity has continued to be an item of discussion.  

With our April Learner Quality focusing on CURIOSITY, I'm providing a quick overview -   

we will talk more about being curious at this week's Staff Meeting.

Most teachers understand that curiosity supercharges learning. But they also know that many students can achieve high grades without being curious -- by understanding the system of test-taking and dutifully doing their homework. Curious children often spend a great deal of time reading and acquiring knowledge because they sense a gap between what they know and what they want to know -- not because they are motivated by grades. In fact, when kids are in curiosity's grip, they often forget the immediate goals at hand because they are preoccupied with learning.

If you suspect that curious kids fare better in careers and life, you're right, and for a variety of reasons. Research suggests that intellectual curiosity has as big of an effect on performance as hard work. When put together, curiosity and hard work account for success just as much as intelligence. Another study found that people who were curious about a topic retained what they learned for longer periods of time. And even more impressive, research has linked curiosity to a wide range of important adaptive behaviors, including tolerance of anxiety and uncertainty, positive emotions, humor, playfulness, out-of-box thinking, and a noncritical attitude -- all attributes associated with healthy social outcomes.