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Learning from Elementary: Secondary S.T.A.T. Teachers Reflect on Lighthouse School Learning Walk

1/26/2015

 
After leaving each classroom, STAT teachers excitedly discuss how each activity promotes cognitive engagement, encourages the exploration of content, and allows for student choice.  It is encouraging to see in how many forms learning occur: books, paper and pencil activities, BCPS lesson tiles, manipulatives, digital resources, questioning, discussion and direct instruction. Sometimes the entire class learns together, then breaks into small groups.  Other times, students choose to work independently or with a partner. No matter the format, the teacher is integral in scaffolding the learning plan for children so they may access and meet the lesson’s rigorous learning targets.

Each classroom learning space tells a unique story of the learning the students are engaged in. The space is purposefully designed to encourage access to instructional materials and allow personalized learning for all students. In numerous classrooms, visitors would hear, “Find a place to work that is best for you,” or see students rise from their seats without prompting to retrieve materials to augment their learning experience. Teacher and student-created word walls and anchor charts that reflect the current unit of study, pepper the walls and provide a resource that students can always turn to to clarify and build upon their understanding on enduring concepts. Displayed student work resonates of authentic and relevant topics with a choice of products that allows for creative expression. Innovative stations and furniture arrangements encourage collaboration and comfort. Students sit on pillows at low tables, stretch out on colorful rugs, and research on their devices in cozy bean bag chairs. 

All of the STAT teacher visitors busily snap photos, ask questions, and take copious notes to capture the environment that is clearly a student learning space rather that a teaching space.        

STAT teachers on the learning walks are inspired by the transformation of space, but truly motivated by the apparent shift in student thinking.  The learner-centered environments create self-directed learners that routinely use collaboration and communication to facilitate their learning.  One enthusiastic group of STAT teachers coin these students as “collaboratively independent.” Students habitually choose activities that best meet their needs, but do not hesitate to help their fellow classmates.  They even earnestly call over visitors to explain what they are learning and why. Youngsters are thinking critically and analyzing deeply.  Rigor is not lost with the high level of engagement occurring in these purposeful instructional settings.
Submitted by Christine Roberts - S.T.A.T. Teacher, Dumbarton Middle & 
Maggie Toolin - S.T.A.T. Teacher, Perry Hall High

The Lighthouse schools have opened their doors and the STAT teachers couldn't be more excited to conduct collaborative learning walks! STAT teachers from elementary, middle, and high schools are making the rounds to experience firsthand the innovations that define these schools so they can begin to imagine the pedagogical and digital transformation in their own schools.

When entering a classroom, it is often tough to spot the teacher!  Teachers are redefining traditional roles and adopting a "teacher as facilitator" approach. By acting as a facilitator, educators are found at kidney bean shaped tables reinforcing core content with a small group of students or even sitting on a rug among their students as one pupil presents to their peers, while other small groups of students explore content using manipulatives or digital tools.  It is evident that this type of teaching takes a deep commitment to advanced planning and collaboration with colleagues.  In teams, educators craft meaningful lessons that encourage students to explore and construct their own knowledge through a variety of purposeful learning experiences that vary in structure and product.  What does not vary is the learning outcomes and high expectations for all children.

Throughout a lesson, students are grouped in a myriad of ways rooted in formative assessment data and learning preferences.  This approach allows for flexible grouping where students are not confined to one grouping structure, but instead shift seamlessly between constantly evolving combinations of students to ensure personalized instruction.  Between activities, one teacher quickly accesses BCPS One to review her students’ level of mastery on a particular assignment from the lesson tiles feature and adjusts her groups as necessary for the subsequent activity. Every student is deliberately placed based on their personal learning needs within seconds!
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As the learning walks wrapped up and the STAT teachers reconvene to debrief and discuss the experience with the Lighthouse school leadership, one take-away was evident: The school environment and culture is purposefully cultivated and does not happen overnight. Leadership touts the importance of ongoing job-embedded professional learning opportunities coupled with an open doors, open minds attitude.  When teachers are asked how they do it, they eagerly emphasized the value of procedures, routines, high expectations and a growth mindset.  

Phones packed with pictures, pages of notes and ideas, and huge grins, STAT teachers leave the Lighthouse schools with a sense of urgency to spread the word in their home schools and continue their work in the transformation teaching and learning.

Serendipity

1/6/2015

 
Submitted by Yvonne Barhight
Principal, Hawthorne Elementary 

Going into this journey, I had preconceived ideas about which teachers would thrive with the addition of technology and additional professional development and which ones would struggle.  As I reflect on the change in teacher practice after only five months of the implementation of STAT, I am pleasantly surprised by the results.

To be honest, the change in teachers has had serendipitous effects.  I am surprised with the level of engagement by teachers specifically from some of the teachers that I least expected it.  Many “developing” teachers have grabbed hold of the new learning, thrived, and become leaders. They have been energized and rejuvenated as result of the technology and professional development.  Many of the once reluctant teachers are now willing to try new innovative practices and are meeting with success.

When planning for instruction, teachers are considering which of the best practices to employ in order to meet the standards. They are making decisions about instruction which may or may not include technology. They are thinking through- what’s the best way for students to learn this- tech is one of the options. Teachers are keeping the needs of the students at the center of their planning. Technology is providing them with resources that they have not had access to previously to meet the students’ needs.

One of our developing teachers, shared her insights regarding some of her students who are introverts.  This young teacher has embraced technology in all content areas and is especially thrilled with its benefits in writing. She is amazed at how the use of the computer has given her “quiet students” a voice. Using the app Lego Storybuilder, students are able to tell their story and are encouraged and motivated to keep writing.

How has the STAT initiative changed teachers? Without question, it has helped them to revisit the why and how of instruction in light of the 21st century learners sitting in front of them. This journey has been transformational both for the teachers and the students. Powerful.

Traditional Faculty Meetings NO MORE!

11/26/2014

 
Submitted by Doug Elmendorf
Principal, Chase Elementary
This post originally appeared in EdTechReview

While we have known, for years, that the dreaded Monday afternoon faculty meeting is a less than ideal environment for heavy duty staff development, we have still pretended that this is the only time that we can get everyone together to enhance the professional capacity of our teachers . . . until now. 

We decided to leverage the newness of our Lighthouse status to abolish the traditional faculty meeting – forever.  Chase was selected to be a Baltimore County Public Schools (BCPS) Lighthouse School, which means that during the 2014-2015 school-year it is one of the first schools in the system to receive individual digital learning devices for students; implement one-to-one personalized and blended learning; and create an innovative, comprehensive digital learning culture.

This year, we are also celebrating the 75th anniversary of our school.  I can only assume that, in every one of those 75 years, traditional faculty meetings were held at least once per month. As much as I like traditions, this is one that, quite frankly, needs to take the same exit as the desks in rows phenomenon that has long plagued our classrooms. We talk about differentiating, personalizing and customizing instruction but then demand that teachers of all stripes meet at the same time for the exact same amount of time on the same exact Monday every month.  Silly?  Exactly. 
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At Chase, we use ½ day grade level planning sessions, a menu of before/after school PD sessions based on teacher identified needs, and instructional walkthroughs, among other differentiated environments, to deliver differentiated PD that takes teachers’ voices and choices into account. So, what about that one Monday per month??  We have filled the void with what we call the Digital Chasedown. Inspired by the ISTE Ignite sessions that have been popular at the annual conferences, the Digital Chasedown is a high impact, energetic session in which an individual has exactly 3 minutes to present a “cool tool” or best practice. The 3 minute time limit assures that only the most important information is shared and that many presenters can share during one session.  Teachers can then follow-up with the presenters if they are interested in learning more about the ideas for their instructional programs. 

So, on the day that I am writing this article, the following tools were presented in 21 minutes – plickers.com, wonderopolis.org, readingbear.org, animoto.com, musictheory.net, symbaloo.com, and nearpod.com. Of course, we played the “Feel-Good Classic Soul” Amazon.com Playlist in between each presentation (http://amzn.to/1uSQIGR) to keep the momentum going!  Sure beats the “Feel Bad Classic Lull” we’ve had in the past! 

While I enjoyed my nap times as a teacher in traditional faculty meetings, I am glad that on at least one Monday per month I am able to chase down the most exciting things happening in our school to help prepare our students for their lives in colleges and careers.

Quarter One: A Relentless Quest for Growth

11/17/2014

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Submitted by David Proudfoot
Principal, Edmondson Heights Elementary

As we think about the transformation of teaching and learning, it is important to stop and celebrate the wins. At this point in our journey, we have taken time to acknowledge our work related to enhancing the learning environment so that it is more student-centered. During the first quarter of school, we focused on the physical space of the learning environment, specifically in looking at providing students with different types of spaces for learning, instructional resources, and evidence of student learning around the room. Our teachers have embraced the idea of creating environments that support student learning and have relentlessly demonstrate growth during the first 8 weeks of the school year.

In terms of the physical space, we started off the year by designing spaces that reflect student choice and flexibility for teaching and learning. It was a big deal for our students to be able to have a say in where they worked around the room. Pairing this work with our work developing content knowledge for Common Core Standards in reading and math has allowed for us to design student-centered learning spaces that deliberately support rigorous learning outcomes. We have been able to enhance the physical space in terms of providing visual resources that support student’s independent thinking and learning. When one walks in our classrooms now, they would see evidence of anchor charts and resources that contain teacher and student input. These visual resources serve as evidence that our teachers are using the curriculum with fidelity which allows for our students to have access to complex texts.

Also, one would also see evidence of small group instruction. Focusing on the physical space has allowed for us to discuss the ways that we are providing small group instruction each day to our students. The idea of space has set the stage for talking about small group areas as well as areas around the room (for students not meeting in the group) to engage in purposeful independent learning or application of skills. The space allows for our students to have choice and flexibility in where and how they work independently. 
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Starting off our work with a focus on space has allowed for us to engage in conversations about learning in a non-threatening manner for the teacher. Examining the physical space allows for us to create an environment that drives what the teacher is doing and what the students are doing in a learner-centered environment. 

Our teachers have expressed an interest in supporting each other at this stage by providing feedback and celebrating each other’s work. In response, we have implemented instructional walk-throughs during grade level meetings. The purpose of the walk-throughs is for our teachers to visit the classrooms of their colleagues to collect evidence in how the physical space supports student-centered learning. We use the Learner-Centered Professional Development Tool to identify look-fors and set a purpose for the type of evidence that is being collected. The top part of the tool is folded back, so that the focus is on the physical space and what the students are doing. This practice supports the idea that Team Edmondson Heights is committed to walking the walk of being a professional learning community. 

As a member of Team Edmondson Heights Elementary, I am very proud and honored to work with learners that are committed to professional growth. Each day, our teachers are demonstrating that they are learning and applying knowledge to enhance the physical space of our classroom environments to support all of our learners. Quarter One has been a great chapter in our journey and we are very excited to see our momentum continue into Quarter Two! 

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Transformations at Hawthorne Elementary

11/13/2014

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Submitted by Yvonne Barhight
Principal, Hawthorne Elementary

The transformation in teaching and learning as a result of students having devices has exceeded my expectations. Our informal data show an increase in student engagement, students taking ownership of their learning, and differentiation for our learners. Our formative data show that students are meeting their daily objectives, completing more work at grade level standards, and are taking more pride in their work.  In addition, the behavior referral data have improved significantly. During the first quarter of 2013-2014 in grades 1, 2, and 3 we had 19 referrals for disruption, noncompliance, defiance, or fighting. In 2014-2015 during the first quarter in grade 1, 2, and 3 we had 3 referrals for noncompliance and disrespect; an 84% decrease in behavior referrals!  Impressive! 
There are many factors contributing to these remarkable positive results in grades 1, 2, and 3. Teachers have created student centered environments providing students with more personal choices. Teachers have focused on building a community of learners within their classrooms. As a result, they have established solid respectful relationships with their students and students in turn are being more respectful to one another. As the research clearly supports, once the instruction is engaging and relevant, student engagement will increase. With increased engagement, there will be a decrease in behavior issues and more importantly an increase in student learning.  

I am so proud of our teachers and staff for putting the research into action. I look forward to seeing our students reach their potentials. The opportunities are endless!
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Joppa View Teachers Reflect On Classroom Changes

11/11/2014

 
Submitted by Kerry Flanigan
Assistant Principal, Joppa View Elementary

Teachers at Joppa View Elementary have transformed their classrooms into learner-centered environments. Several teachers took a moment to reflect on how these changes have affected their teaching style and students' learning. 
Maryann Nietubicz
Emily Pfeifer
Kellie Price
Heidi Womack

One-to-One on Day One - First Day of a 1:1 Device Environment for Elementary Kids

10/7/2014

 
Submitted by Doug Elmendorf
Principal, Chase Elementary
This post originally appeared in EdTechReview

“We finally get to have a computer or device for ourselves” is what one of our third grade students said when interviewed by our school system’s TV station. It was not only the first day of school for students at Chase Elementary, it was also the first day of a 1:1 device environment for all students in grades 1-3.

At the end of the 2013-2014 school year, our school was one of ten Lighthouse Schools selected to “pilot interactive and blended instruction as a model demonstration site” as part of the Students and Teachers Accessing Tomorrow (S.T.A.T.) initiative (www.bcps.org). While our primary foci in this initiative are curriculum and pedagogy, on day one, all eyes were on 6-8 year old children and the HP Revolves that each of them received a few hours after summer break came to an end.  Despite the TV cameras, boom mics, and temps over 90 degrees in classrooms, our first day in a 1:1 environment was quite successful.  Success, in this case, was demonstrated by students’ ability to log on to and manipulate their devices to participate in meaningful learning activities.  This initial positive and rewarding experience was important as it propelled us forward in our effort to provide learner-centered instructional environments for ALL students in our schoolhouse.  We attribute our success to three essential factors.

Teachers understood WHY we are doing this – We have laid the groundwork and explored the “why” behind this initiative before it was ever introduced.  At Chase, teachers understand that we aren’t going to help students prepare for jobs of tomorrow by teaching with methods of yesterday.

High quality technical assistance was available – The school district’s leadership had the foresight to make sure high quality technical experts were in place to troubleshoot device concerns, when they came about, in a manner that was quick, effective and built the capacity of our staff to troubleshoot their own issues in the future.

Our parents and community partners “get it” – Monthly “Coffee & Conversation” meetings with parents, ongoing communication via social media outlets, newsletters, and face-to-face meetings have helped parents to understand the “why” behind this initiative, much like our teachers have as described in #1. 

The following video, produced by BCPS-TV, shows how all of our stakeholders embraced this essential move forward in providing our students with the skills necessary to be successful in the 21st century.  http://vimeo.com/105134212

Here are some of the glimpses:
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Twitter Chat with Chase Principal Doug Elmendorf

9/3/2014

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Join Chase Elementary Principal Doug Elmendorf on September 17 at 7:30pm  as he moderates a Twitter chat on student-centered learning.
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Student Choice and Voice

8/26/2014

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Submitted by Maralee Clark
Principal, New Northwest Area ES (under construction)
This post originally appeared in TLC with Team Clark

Our Groundbreaking Ceremony is tomorrow! It will be a fabulous opportunity to thank everyone who contributed along the way to make sure our community has a PreKindergarten through Grade 5 elementary school to relieve the overcrowding in the northwest area of Baltimore County. Since our new community school building is designed with student-centered learning environments supporting our 1:1 personalized digital learning initiative, I had the opportunity to visit a school district in North Carolina that successfully navigated their way through digital transformation. Mooresville Graded School District’s Summer Connection was inspiring for me on so many levels. Sheer joy radiated from every MGSD staff member as I walked in the door, participated in learning sessions and chatted with their teachers. The MGSD administrators and teachers are role models for their district’s slogan “Every Child Every Day!” that is emblazoned on staff shirts proudly worn on a regular basis. Their wisdom and willingness to share their digital conversion journey has helped me to focus on what really matters – building relationships with students. Fostering innovation by setting the tone for student choice and student voice will create the cultural shift naturally. 

Mooresville’s website is www.mgsd.k12.nc.us. Use your twitter account to check out #mgsd14 and @MGSDschools.

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Hawthorne's Learning Environments

8/26/2014

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Submitted by Yvonne Barhight
Principal, Hawthorne Elementary 

Hawthorne Elementary teachers have been hard at work setting up learner-centered environments. Check out the creative spaces teachers have been preparing for opening day . . .
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