It’s been a while since I last posted, which is because I’ve been swamped. My life could be seen as kind of dismal, I suppose, except that I’m excited by what I’m doing right now, so all the hard work and no time to play is all right, for the time being at least. I’m starting to get a bit burnt out, which is not good, but there’s a few spots of days off this month which I think will allow me to squeeze through it.
I’ve been keeping up with my ‘barefoot’ running regimen, and it’s helping me to keep more physically in tune, and also serves as precious decompression time. My feet have fully adapted, and it feels great! It took me all summer to get broken into it, but now it’s like butter.
I’ve realized that the school where I’ve been working, for all its many problems and dysfunctions, is actually the perfect place for me to hone my skills and grow as a professional. It’s a disorganized and often chaotic school, but everyone in the building means well and tries their best. Meaning that for all its dysfunctions, the place is ripe for change. All it takes is some applied pressure.
I’ve been talking on this blog for a long time about a holistic, whole systems design approach to change, and for the first time, I’m really getting to gain practical insight into that theory. I’m discovering that true power is about seeing opportunities in problems and seizing those opportunities to advocate for greater systemic change. Furthermore, true power is working in collaboration with different types of people and harnessing their skill sets as resources.
I may only be a second year teacher, but I have skill sets from my management experience that I’m beginning to draw more upon, now that I have had some space to grow into my current role. I’ve become the go-to-guy for attending workshops (simply because I’m willing to go to them, really), and as I’ve been going to all these different workshops (Common Core State Standards, Response to Intervention, Inquiry, Quality Review, Therapeutic Crisis Intervention, just to name a few), I’ve been thinking of ways for how to synthesize and apply the information in the school.
I want to accomplish these goals this year:
1) Begin tackling the Common Core State Standards in our school
2) Begin coordinating school-wide systems of academic interventions
3) Advocate for a PBIS system for behavior
5) Build emotional literacy in the building (understand student acting out behaviors, not simply punish them)
6) Implement the Response to Intervention model
7) Make the process of inquiry and using data authentic
My first strategy was to create a team of special education teachers. It was something I had put on my agenda since last year, but with all the other things going on, especially with my growing awareness of the Response to Intervention model, it made sense to finally get it put into place first thing this year. In tandem with that team, I came up with a short vision proposal and presented it to the principal, which included utilizing the inquiry team and the special education team to begin implementing school-wide interventions to move the school into the Response to Intervention framework, in addition towards implementing the Common Core State Standards. She agreed, and the plan I put in place has begun picking up steam.
I feel good about what is happening, because there are many points that are currently converging in the building: 1) the Common Core State Standards, which are getting rolled out statewide this year, have been examined and discussed school-wide already in an authentic, collaborative way; 2) technology, which many teachers have been highly resistant towards using last year, is now being increasingly used, such as our Google website for inputting team meeting minutes; 3) grade level teams now have discussed and implemented a team protocol, which will help to structure and build accountability for team meetings; 4) the special education teachers are already beginning to be viewed as leaders and pioneers; 5) I have successfully advocated for an assessment for reading to be used in the building that more accurately targets foundational deficiencies, which many of our students–especially students with IEPs–lack, and I subsequently designed and implemented the headers to be used in a tracking spreadsheet that is being created for our school (I had a timeline of about a week to do all of that, from advocacy to spreadsheet!); and 6) I was able to include lexile measure correlations on the spreadsheet, which will position our school to be ready for the Common Core State Standards use of lexile measures.
And this convergence all happened practically within one week! There is a momentum in the building that is exciting to see. Obviously, I am taking some credit for it (why not, I get to celebrate myself sometimes, don’t I?), but the reality is that I simply took the first steps towards putting it together. The actual implementation only has been able to occur because there are great people in the building who want to see things get better just as much as I do and who have been willing to step up and put themselves on the line to make it happen.
It remains to be seen whether this momentum is sustainable, but it’s a great start. I’m chugging along through my graduate work and if all goes according to plan, I should only have two classes left in the Spring semester. Here’s to making things happen.