Cab

Cab Calloway School of the Arts

21st Century Leadership Academy 2010-2011

Tools of Enga﻿gement Essential Question:

How do educators influence states for learning?
 * This year, the Building Leadership Teams (BLTs) will use the Leadership Academy wiki to create a timeline of the journey through the Tools of Engagement. For each session of the Leadership Academy, BLTs will __reflect__ on how they applied the concepts from the previous month, then __predict__ how they will use the concepts from the current month.**


 * For each block, teams may include a narrative description, a hyperlink, links to documents, links to images, or other items that illustrate the work being done in the school. The timeline is a personal account of each school's journey. Therefore, each BLT is encouraged to include whatever evidence or artifacts that will make the timeline unique.**


 * At the final Leadership Academy (May 9, 2011), schools will share their completed timelines with one another. They will offer feedback and borrow ideas to plan for the 2011-2012 school year.**


 * For instructions on how to use the timeline, please visit the Sample Timeline page.**

**2010-2011 Red Clay Leadership Academy** **Timeline Journey Planning Tool** (Faculty meeting agenda) || * Time (couldn't find enough to fit everything in) || || The video loaded and then froze during the staff meeting. || || Teachers at this school have experience and enthusiasm for thier job. We need to affirm their strengths and skills as we introduce this content. In many cases, what we're presenting is familiar to teachers, even if they know it by another name. || So – this is what we did today for our faculty meeting on Transition States – and it worked really well. Using the attached (advance organizer)–
 * Bon Voyage!**
 * Dates || Theme || What events in your school address this month’s theme? || How does this relate to the month’s theme? || What evidence or artifacts will you include in the timeline? || What challenges did you experience in addressing this month’s theme? ||
 * Aug 30-Sept 27 reflection || CHAMPS || * Back-To-School night
 * Ice Cream Social
 * Faculty meeting--walk/talk || * Starting year off with champion mindset
 * Contributed to "I can" attitude
 * Building community--both students and parents
 * Faculty inservice Olympic activities helped all staff build relationships and new staff feel a part of the school community.
 * Ice Cream Social gave new students a chance to meet each other and their teachers. Built relationships and community to prepare them for the new school year. || [[file:backtoschoolopenhouse.pdf]](Program for Back To School Open House)
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || * Faculty meeting turnaround of content
 * Distribute list of "states" to faculty and ask them to identify student states for one day
 * Model "chalk talk" in faculty meeting
 * "Exchange of states" grab bag
 * Back to School Open House
 * Parent conferences || * It's all about states! || * Take photos at faculty meeting
 * Teacher "states" lists
 * "Exchange of states" negative states cards || * Time for communication and preparation for next meeting ||
 * Sept 28-Oct 25 reflection ||  || The bulleted list above worked. We ran out of time for the "Exchange of states" grab bag. ||   || [[image:Cab-faculty-states.gif width="171" height="125" align="center" caption="Faculty in a state (or two or three)"]]
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || * Faculty meeting turnaround of content
 * Discussion of "Arousal States"
 * EQ discussion
 * Showstoppers performances
 * Best Buddies events
 * Mentoring program || * Moving students into arousal states
 * Showstoppers involves almost all students and showcases their skills and talents
 * Best Buddies involves middle and high school students, demonstrates student involvement in the world beyond themselves.
 * Mentoring program purpose is to develop strong community ties among students and staff. || * Photos of staff meetings
 * Photos/vidoes of teachers' classrooms ||  ||
 * Oct 26-Dec 6 reflection ||  ||   || * Teachers focused on posting in the classroom the GLEs and essential questions for every lesson
 * Staff met by mentoring teams to plan activities by grade level. (Mentoring curriculum is adapted from "Navigation 101" developed by State of Washington DOE).
 * Woohoo! We all take pride that Joey Masiello was named Delaware's Teacher of the Year! || [[file:Cab-states-turnaround.pdf]] (Faculty meeting turnaround: "Arousal states/States of healthy concern")
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || * Choral concerts
 * Band concerts
 * Studio Workshops
 * Mentoring sessions || Many performances in December mean teachers are often helping students transition--from a performance to an academic classroom and vice versa. ||  || One challenge may be to keep this material feeling fresh. This month's topic covers ground that is quite familiar to most of us. ||
 * Dec 7-Jan 31 reflection ||  ||   ||   || [[file:Transition States Summary.pdf]]


 * 1) Did an activity in which everyone found a partner (pick any one you want – we did walk seven steps, touch a chair, find the shoulder nearest to you to find your partner.)
 * 2) Every team read silently for 3 minutes through page 1. (It’s ok to highlight, make notes, etc. on your sheets; also, if you finish your individual reading early, preview the second sheet.)
 * 3) After three minutes, partner A takes one minute to summarize the main points of the reading to partner B.
 * 4) After partner A shares for one minute, partner B fills in any “gaps” or points that partner A missed that are important, or just clarifies points that need additional comment.
 * 5) Then the two of them complete the second sheet together. We gave them the option of completing it together, or each of them completing their own sheet and turning it in as they exit ticket, as they may do very different transition activities from one another in their classrooms based on what they teach. (Most partners filled it out together.)

We did not do any large group summary after that – but we are doing that by summarizing their handouts submitted for all staff in a written document summary. ||  || We used this handout to model and practice various reflection activities in our turnaround faculty meeting.. ||  || Staff reflected on the year, listing successes and goals for next year.
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || * mentoring sessions--academic reflections
 * service projects
 * reading period || * Students receive report cards and reflect on ways to improve next marking period
 * Best Buddies, NJHS, NHS and other clubs collect shoes, hats, coats, funds, etc. for various charities.
 * teachers can use time during an extended period for "free reading" || [[file:well-being_activities (2).pdf]]
 * Feb 1-Feb 28 reflection ||  ||   ||   || [[file:reflectionexitticket.pdf]]



media type="file" key="science test.mp3" align="center" width="240" height="20" Teachers encourage self-reflection to improve student performance on tests.

||  || of this school. ||  ||   || [|"Hairspray" review in Stage Magazine]
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || * performances
 * Student of the Month bulletin board
 * NHS/NJHS inductions
 * classroom celebrations || Celebration is a strength
 * Mar 1-May 9 reflection ||  ||   ||   || [[image:hairspraycast1.JPG width="200" height="132" align="center"]]

[|Dean's Weekly Memo ofen includes "Kudos"]

media type="file" key="IMG_4743.wmv" align="center" width="300" height="300"

Performing musicians offer master classes and concerts for students. ||  ||

C.H.A.M.P.S. - Examples of Implementation Leadership Academy 2009 -2010 **Essential Question:** ==How can each learner’s Academic Success Operating System be built, supported and influenced? ==
 * **March 2010:** **Sequencing** ||
 * Objectives:


 * Experience and discuss examples of Component 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics** ||

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: || Ensure a specific sequence in the class so that students are better able to focus, having a "mindset" created in advance. ||
 * In my class, we use sequencing strategies to choose responses to test questions. It's a test taking strategy I teach to students. || Multi-step unit projects reinforce skills students need for sequencing. Students solve many problems in a variety of ways, and that is encouraged in my classroom. ||
 * || Provide opportunities for my students to build their own sequences to produce specific products. ||
 * || In my class, students have to find sequences in order to better understand the construction of the musical pieces we sing. ||
 * || We create cause and effect flow charts with explanations (chronology and analysis). ||


 * **January 2010:** **Processing** ||
 * Objectives:


 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible ||

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || Teacher as a facilitator, allowing students to do the "processing" together. ||
 * || I use a think, pair ,share as a processing tool. ||
 * || In my class, the smartboard is a tool we use for processing, both during class, and then afterwards when notes are posted to the website for all students to access, review, etc. ||


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**December:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Memory ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 4, **Memory.**
 * Discuss Examples of Implementation including: Rich Repetition, Emotions, Glucose/Oxygen, and Representation. ||

Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || We use the "wall words" song to learn our vocabulary. We use rich repetition in learning Greek and Latin roots; these are targeted over and over again as new words are introduced during the year that connect to that root. || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || In our poetry units, emotion often plays an important role. This is also true with many of our writing assignments. In my music classes, we often connect an emotion to a movement or piece of music we are performing. I ask students to visualize what the piece feels like, what color it might represent, etc. || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || In my class, as a closure activity, students earn a "treat" when they respond correctly to a closure question. || Internal memory tools forremembering new facts by associating withpreviously learned information. || We use a KWL chart when addressing a new topic - learn what students already know, identify important points that want or need to be learned, and review afterwards as to what was learned. This is also a visual tool for students. || Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Emotion:
 * Glucose/Oxygen:
 * Representation:
 * Other –


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**November:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Attention ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 3, **Attention.**
 * Discuss Examples of Implementation including: Making Meaning, Sensory Connections, Priming, and Movement. ||

................................................................. || Examples ............................................................................................................................................................. || Please Describe || 1.2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Make a connection to the real world - ex. "Have you ever had an experience of....."2. Retelling the content with a partner3.4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Use of colored paper, or colored markers to enhance a lesson2.3.4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Preface a part of a lesson with a comment such as, "Later we'll be......."2. Use of a warm up that leads into the lesson content of the day3.4. ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Use of the overhead clap2. Use of the "Woosh" - energy exchange3. Use of manipulatives4. Activities with movement that help students make connections ||
 * Other –


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**October:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Hope ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 2, **Hope.**
 * Discuss Examples of Implementation including: Positive Affirmations, Student Choice, Social Status, and Goal Setting. ||

................................................................. || Examples ............................................................................................................................................................. || Please Describe || 1.2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Positive Affirmations:** communicate highexpectations, utilize simple accommodations, and foster a feeling of well-being for all students. || 1. Utilization of the "YOU ARE AMAZING" notes.2. Initiation of the Cab Champs - bulletin board monthly display, student certificate3. "One a Day" - goal for each staff member - call or email home about one student per day (positive)4. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Student-led Parent/Advisor Conferences - April 22, 20102.3.4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Advisory Meetings, every other week; promote sense of community.2. Name that Hallway Contest - School Spirit Participation3.4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Student Goal Setting - part of the advisory program; review quarterly as a part of the report card distribution process.2.3.4. ||
 * Other –

==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">How can a learner’s Academic Success Operating System be built, supported and influenced? ==


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**September:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Champion Mindset – “Can Do” ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 1, Champion Mindset
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Discuss Examples of Implementation including: rituals, student work, student choice and “can do” communication ||

................................................................. || Examples ............................................................................................................................................................. || – Build community. They are 100% predictable, simple to do, engage everyone, solve a recurring problem, & always end in a positive state. || 1. School-wide Spirit Days - last Friday of each month2. Develop our School Wide Advisory Program - focus on building relationships3. Weekly "Dean's Memo" - communication with our school community4. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Begin a Student Leadership Council meeting - student/administration monthly2. Hallway Naming - student ownership, school pride.3.4. || – Current quality artifacts representing the majority of the students is displayed. || 1. Display samples of student work in the hallways - "This week we are..."2. Capture the "Aha" moments - post them, share them with colleagues!3.4. || – Written and/or verbal words of encouragement and reinforcement. || 1. **//You Are Amazing//** notes - admin to staff, staff to staff, staff to student, admin to student 2. Student Recognition on announcements 3. Re-instate the **//Student of the Month//** Bulletin Board4. || Please Describe || 1. Specific staff development focus - team building2. Monthly Faculty Meetings - sponsored by teams focusing on building relationships3. Faculty opportunities for building relationships - at least one per team throughout school year 4. Administration Visibility - visit at least one class per day ||
 * Characteristic
 * Rituals
 * Student Choice
 * Student Work
 * “Can Do” Comments and Communications
 * Other –

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">2008-2009

VISION: At Cab Calloway School, our vision is to work toward the integration of technology into all classrooms. We hope to set up learning in a way that students collaborate with other constituents beyond the walls of Cab Calloway. We want our students to be problem solvers, creative thinkers, and productive global citizens, contributing to the world overall. We want all teachers to be facilitators of global learning. We want to develop a network of international contacts.

As initial steps:

1. Establish two additional computer labs for student/teacher use. (These labs should facilitate our vision.) RIght now we really only have one lab and it is housed in the library which is way oversubscribed. We need two additional labs that are free for sign up that should be supplied with the most up to date technology. 2. Evaluate the current use of our Smartboards. Develop a plan for increased proficiency and use by and for students. 3. How can we make our classrooms connected, so that we collaborate from class to class. 4. We need to address storage on our network. Our students create images, video, narrative, etc. but they can not save to MY DOCUMENTS. They have to do their entire project on a flash drive, or save to desktop and email it to themselves. 5. Post our E-Pal needs. Then make the connections. 6. We need to evaluate our current technology usage, and then develop a plan for next steps in terms of technology purchases.


 * **GOAL** |||||| Essential Question: // How does a building leadership team promote and model data driven, differentiated 21st century lessons? // ||  ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Explore banks of potential lesson plans that are already developed as differentiated lessons - perhaps by subject, content. || Hotlist of websites for teachers to explore || Julie - talk with District Instructional Tech team || before the next session - 3/2/09 ||  ||   ||
 * Share a lesson or two with the faculty that utlizes technology as an instructional tool; one that is differentiated based on the data; then brainstorm ways to incorporate similar ideas perhaps even one time during the marking period. || Actual lessons that meet the criteria || Erin Sullivan?; Linda Emerick?; Craig Ford? Ed Killheffer? Reese Rigby? Steve Beam? Rich Hanel? || for the March faculty meeting - ||  ||   ||
 * || Essential Question: How can we use technology to promote time for instructional collaboration among our staff and students. ||  ||   ||   ||   ||
 * Share with faculty our goals for moving forward with technology usage - collaboration, competition, cooperation.

Share the video at the next faculty meeting as a means of beginning the dialogue - (Vicki) || Record of discussion - perhaps on a google doc or a wiki || Calloway Leadership Team || 03/18/2009 ||  ||   || 2. 3-2-1 information for district created in Google Docs - to share successes, etc. at years end PD || leadership team ||  ||   ||   || [|Technology Quotes]
 * Get all staff to create a Google account to use during the end of year inservice day || 1. Everyone will have a Google account
 * || EssentialQuestion: How can 21st Century leaders develop and deliver assessments to identify needs? ||  ||   ||   ||   ||
 * Plan for Data Day || agenda for Data Day || building leadership team || May BLT meeting ||  ||   ||
 * Take Loti survey || LoTi rsults || Julie, BLT || April faculty meeting ||  ||   ||
 * Assess teacher use of SMART boards || analysis of SMART Board use in building || Julie, Mary, Vicki? || May? ||  ||   ||

Cab Calloway Notes Page