www.EffectiveK12Schools.com

Sometimes I Am the Most Hated Person at School

graduateI admit it. Sometimes I am the most hated person at school… but let me explain. I am the attendance dean at an alternative high school and middle school. Most students who come to us do so because they are behind on credits due to failed courses. They may also have issues such as drugs, alcohol, emotional disorders, violent behavior, teen pregnancy, and excessive absences. My job is to keep these students in school. That means I am fighting an uphill battle with students who already don’t want to be at school. Attendance is one of the biggest factors that impacts student achievement, and I do not take my job lightly.

This past year I implemented strategies to help improve attendance at our school:

  1.  I attend every new student orientation and meet with the students and parents. During this orientation I explain the attendance expectations, consequences for lack of attendance, and stress the importance of us acting like a team.
  2.  Students are placed on attendance contracts. If they break their contract, they must face the consequences. There is no one-size-fits-all, the interventions must be customized for each student.
  3. If a parent does not call the absence in by mid-day, I call the parent. I always explain that it’s not to harass the parent, but instead to find out if the student is okay. If a student is truant, I want the parent to know as early as possible.
  4. I meet with parents and students regularly. Both students and parents have my direct phone number. This is especially important for non-English speaking parents. These parents do not typically feel comfortable calling the attendance line because they feel self-conscious. If they call me, they know I will make it an easy experience by using our language line. They know that I will call back and meet with a moment’s notice.
  5. I follow-through. If I say I am going to do something, I do.
  6. I travel to all classrooms with my PowerPoint about attendance policies. I answer questions and I explain the expectations. If a student doesn’t understand the rule, how can they follow it?
  7.  I communicate with all staff. One student may  sleep in because he just doesn’t want to come. Another might have been up until 5 AM working and then overslept because he’s exhausted from working 30 hours a week and going to school. Each student has a different story.
  8. Students who have perfect attendance for one week, receive an award. Their photos hang on the wall next to my office. Their names are announced every Monday.
  9. If a student needs to talk, I just let them. It’s okay if a meeting that should only take one minute ends up being a 45-minute conversation. These students have a lot to say.
  10.  I know EVERY student’s name. I say “hello” and “good morning” every day to each student I see. I think EVERY teacher, EVERY staff member should  greet EVERY student they see. When students feel they are loved, cared about, and missed, they are more likely to want to come back.

I consider it a personal victory when I see changes. Don’t get me wrong, it takes a team. We celebrate progress with high-fives and squeals. Our truancy has decreased. Instead of students thinking they are going to be late to school, so why bother going at all? – We have students who now think, “I’m going to be late to school but I gotta’ hurry up!” Parents call and check that their child is at school. Staff members ask questions about why students are absent and how they can help the students.

Is every student in school everyday? Nope, but we celebrate the small victories.

The other day I asked a student how he was doing. “Truthfully,” he said, “I wasn’t going to come to school today. But then I realized if I didn’t show up you’d call so I figured I might as well just come.” I said that it made me happy he came and it was okay if he hated me for making him come to school. “That’s okay,” he said, “I know you’re just trying to get me here so I can finish and get my diploma.”

Baby steps. It’s okay if they hate me, just as long as they walk across the stage and get that diploma.

What strategies do you use to help students with attendance problems?

—-Stephanie Scott  http://effectivek12schools.com—-

Is Your School an Effective School?

Man and Child Having fun in the park.

The basic belief of the Effective Schools Movement is that all students can learn, regardless of socioeconomic status or race. Schools are in control of enough variables to increase and sustain student achievement (Lezotte, 1991). The all students can learn movement depends on seven different correlates working interdependently to improve student achievement, including:

  • frequent and continuous monitoring of data
  • strong instructional leadership
  • a culture of high expectations
  • a safe and orderly environment
  • a clear and focused mission
  • opportunity to learn and time on task
  • positive home-school relationships

In my own school, the mission is very closely aligned with the Correlates of Effective Schools: All students can learn. All means all! In my current position as the attendance dean at an alternative middle and high school, I place heavy importance on creating positive home-school relationships. It always seems as though teachers are hesitant to contact parents. It can be especially intimidating when it’s necessary to use language line to help translate for non-English speaking parents. Parents are our greatest allies! They want to work as a team to get their child the best education possible. Through this blog I will often explore strategies for developing positive  home-school relationships. I hope you will contribute ideas that you have found to be successful.

Is your school doing everything it can to ensure that these correlates are met? Which correlate do you find is especially difficult for schools to improve upon? 

—-Stephanie Scott  http://effectivek12schools.com—-

Reference

Lezotte, L. (1991). Revolutionary and evolutionary: The effective schools movement. Okemos, MI: Effective Schools, Ltd. Retrieved from http://www.edutopia.org/pdfs/edutopia.org-closing-achievement-gap-lezotte-article.pdf

What Traits Does an Effective Leader Need?

Apple on DeskA leader who challenges the status quo must seek innovative ideas for improving the school and take risks despite the threat of failure (Kouzes & Posner, 2012). Challenging the status quo is necessary for positive change (Marzano, 2006). Humility and learning from one’s mistakes are essential characteristics of an effective principal. These traits are especially important when a responsible risk fails. A strong principal positively impacts all aspects of the school.

There are other characteristics that may help the principal be an effective leader:

  • being flexible
  • thinking on one’s feet
  • listening genuinely to others ideas and feelings
  • inspiring others to join the mission
  • exhibiting trustworthiness

What other characteristics do you think are necessary for an effective principal? 

—-Stephanie Scott  http://effectivek12schools.com—-

References

Kouzes, J. M., and Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations. San Francisco: Jossey-Bass Publishers. Available from http://www.amazon.com/Leadership-Challenge-Extraordinary-Things-Organizations/dp/0470651725/ref=sr_1_2?s=books&ie=UTF8&qid=1345057723&sr=1-2&keywords=the+leadership+challenge

Marzano, R. (2006, April). What Works in Schools. Speech presented at School Improvement Conference Michigan Department of Education, Lansing, MI. Retrieved from http://michigan.gov/documents/What_Works_in_Schools_Marzano_cover__handouts_157021_7.pdf

Leadership Styles: Transactional, Transformational, & Servant

Directional sign with Work Life

Leadership greatly impacts the effectiveness of an organization. Some of the best leaders demonstrate flexibility and exhibit different leadership styles based on the context of the situation. Often, leaders assume different leadership styles in their personal and professional lives. Three styles common in any organization include transactional, transformational, and servant leadership.

Transactional Leadership

The transactional leader assumes the role of a manager. Their efforts are centered on organization and production (Pepper, 2010). Furthermore, the focus is not placed on the good of the worker, but the level of organizational effectiveness. The transactional leadership model emphasizes the role of punishment and an exchange of incentives for efforts. The rewards are typically extrinsic. Think of the transactional leader as the typical manager whose main focus is ensuring that every cog is in place.

Transformational Leadership

A transformational leader is one who empowers, inspires, and invites others to join him in committing to a shared vision (Lezotte & Snyder, 2011). The characteristics of a transformational leader include high levels of enthusiasm, celebrating successes of others, and encouraging creativity (Leonard, 2008). The rewards are intrinsic. Think of the transformational leader as a cheerleader. He or she supports you and encourages you to take responsible risks to better yourself and the organization.

Servant Leadership

Servant leadership begins with the desire to serve others and the aspirations to lead (Greenleaf, 2008). In addition, servant leadership involves shared decision-making and helping others to be the best they can be. According to Spears and Lawrence (2002), “Servant leadership is about getting people to a higher level by leading at a higher level” (p. xi). Rather than being served, it focuses on serving others (Ebener & O’ Connell, 2010). Furthermore, the servant leader model requires the leader to work to surpass his interests for the good of the whole organization. Servant leaders act with humility, celebrate the successes of others, and empower others to make decisions for their good and that of the organization (Ebener & O’Connell). A servant leader exhibits the characteristics of (a) listening to others; (b) showing empathy; (c) healing; (d) being aware of others’ needs; (e) building consensus; (f) using foresight; (g) being a positive model; (g) committing to the positive growth of the organization and its members; (h) building a community (Spears, 2004). Think of the servant leader as a coach who is on the sidelines. The servant leader is not in it for the glory; he or she is more concerned about the good of the organization and its people.

Think about the leader in your own building and his or her typical actions. Under which style of leadership does this leader’s characteristics fall? Which type of leader do you think you act most like in your personal and/or professional life?

—-Stephanie Scott http://effectivek12schools.com—-

 References

Ebener, D. & O’Connell, D. (2010). How might servant leadership work? Nonprofit Management & Leadership, 20(3), 315-335. Retrieved from http://www.servantleadershipmodels.com/Nonprofit_Mgt_and_Leadership_article.pdf

Greenleaf, R. (2008). The servant as leader. Westfield, IN: The Greenleaf Center for Servant Leadership.

Leonard, A. (2008). What’s your leadership style? Campus Activities Programming, 41(2), 20-23Retrieved from Education Research Complete database.

Lezotte, L. & Snyder, K. (2011). What effective schools do: Re-envisioning the correlates. Bloomington, IN: Solution Tree Press.

Pepper, K. (2010). Effective principals skillfully balance leadership styles to facilitate student success: A focus for the reauthorization of ESEA. Planning and Changing, 41(1/2), 42-56. Retrieved from http://planningandchanging.illinoisstate.edu/recentarticles/volume41.shtml

Spears, L. & Lawrence M. (2002). Focus on leadership: Servant leadership for the twenty-first century. New York: NY: John Wiley & Sons, Inc.

Mission Impossible, No Way!

direction

Before schools can even begin the continuous improvement process, they have to establish direction for all stakeholders. Creating a mission is the first step. The mission statement is a sign of the school’s integrity. Effective schools embrace clearly defined missions shared by all members of the staff.

A shared mission is one in which everyone understands the direction the school is moving (Lezotte, 1991). High-performing schools infuse an achievement based mission statement throughout all aspects of the school (Slade, Jones, Wiesman, Alexander, & Saenz, 2008). Specifically, these statements address concepts such as challenge, academic success, and citizenship. For example, an academically focused mission may state that the school will focus on providing outstanding instruction in a challenging environment.

A strong mission focuses on specific results and includes definitive benchmarks (Slade et al., 2008). In addition, the mission statement should not include exact criteria for measuring success but instead provide a framework in which stakeholders can produce results. A strong mission should address goals, priorities, procedures for assessment, and accountability measures (Lezotte, 1991).

My school’s mission is “All students can learn. All means all. No excuses.” What is your school’s mission?  Do you feel the staff knows and focuses instruction toward that mission?

—-Stephanie Scott  http://effectivek12schools.com—-

 References

Lezotte, L. (1991). Revolutionary and evolutionary: The effective schools movement. Okemos, MI: Effective Schools Products. Retrieved from http://www.edutopia.org/pdfs/edutopia.org-closing-achievement-gap-lezotte-article.pdf

Slade, J., Jones, C., Wiesman, K., Alexander, J., & Saenz, T. (2008). School mission statements and school performance: A mixed research investigation. New Horizons in Education, 56(2), 17-27. Retrieved from http://www.eric.ed.gov/PDFS/EJ832903.pdf

The Importance of Being Physically Active

Think recess and P.E. class aren’t important?

Screen Shot 2013-09-02 at 10.28.19 PM Hispanic youths typically lack access to opportunities and resources for becoming more physically active and this lack of physical activity negatively impacts their academic achievement (Basch, 2011b). Typically, students with low grades are more likely to drop out (Bowers, 2010). In 2009, the dropout rate for Hispanic students was 14.7% which was more than double the rate for Caucasian students at 6.9%  (United States Census Bureau, 2010b). We must find creative ways to provide students with physical activities, such as:

  • walking clubs
  • donations of fitness equipment (treadmills, stationary bikes, etc.)
  • quarterly field days as incentives for positive behavior and attendance
  • Wii or Xbox fitness games during lunch
  • school-wide choreographed dances to well-known music such as “Thriller”
  • staff vs. students games
  •  yoga class (This is also great for teaching patience and focus.)

The ideas are endless, but we must serve as role models for students. If we get involved in the physical activities, we set a positive example and show students we care about their health too. What are some cheap, creative strategies you’ve initiated in your schools to get kids moving?

—-Stephanie Scott http://effectivek12schools.com—-

References

Basch, C. (2011b). Physical activity and the achievement gap among urban minority youth. The Journal of School Health, 81(10), 626-634. doi:10.1111/j.1746-1561.2011.00637.x

U.S. Census Bureau. (2010b). High school dropouts by age, race, and Hispanic origin: 1980-2009. Retrieved from http://www.census.gov/compendia/statab/2012/tables/12s0272.pdf