As Days Go By...

Most of you that know me know that for me to take a day falls under the category of fairly significant. Through no choice of my own...except for the fact that my get up and go...got up and went... for a bit...I took a couple of days to help me get my feet back in gear. It is times like these that I am often reminded of the saying: Don't do as I do...Do as I say. During those brief three days...normal/sane individuals would have slept and rested. I did rest and I did sleep but I also did some reflecting. The reflecting took me to my computer which in turn took me on a type of scavenger hunt. I gazed over the mammoth quantity of folders housed on my computers hard drive. I remember glaring at the folders and attempting to count them as one might count ceiling tiles or the pin-point holes in those ceiling tiles of a doctor's office. Then I refocused and realized that no matter what stage of our lives we are in days frequently unfold at such a brisk pace. I believe we are blessed to have periods of reflection. They allow one to remember to steady the pace and stay true to what you value in your heart and soul.


Come on...put on your
walking shoes and let's take a stroll together and see just how some of our Days Go By...always with the face of a child imprinting our path.


(CCL) Collaborative Coaching and Learning Cycle...now referred to as
(CLC) Collaborative Learning Cycle
CLC consists of three main components:
Inquiry: teachers read and discuss professional materials using various reading protocols
Lab Sites:teachers analyze workshop teaching practices in action, and follow-up, where teachers have the opportunity to incorporate what they have learned into their own instructional practices. This is what I refer to as the trenches!
The Lab Site, in turn, has three components:
Pre-conference: Teachers and coach meet before the demonstration lesson and review the focus of the lesson.
Demonstrations: A teacher, coach, or administrator demonstrates a teaching practice based on the lesson designed by the group.
Debrief: Teachers analyze their observations based on the Course of Study for the lesson focus and determine if revisions are necessary based on student work and the flow of the lesson.

The primary focus of CLC is always on the lesson not the teacher. This format provides teachers with the opportunity to work and grow together in a collaborative spirit that supports a safe and productive environment. The time and focus on a specific course of study enables teachers to dig deep into the learning process. This in turn impacts both professional growth and opportunities for students to see what success looks like and to know how success feels.

Documentation and lesson design study are integral components of CLC. Documentation is inclusive of but not limited to the following forms that are completed collaboratively by the group.

Course of Study
Focus Fro Pre-Conference - Demonstration Note-Taking Guide
Debrief
Reflections
End-Of-Cycle Report
The above forms of documentation as well as a comprehensive review of information contained above may be viewed by clicking on the link below. The article is titled:
Plain Talk About CCL: Learning in a Lab Site

Following the completion of each CLC Cycle participants are charged with determining and implementing their Off Cycle Course of Study.

To date Alimacani has conducted the following CLC Sessions:
1st Grade: Writer's Workshop: Report of Information
3rd Grade: Writer's Workshop: Narrative Writing
4th & 5th Grade: Report of Information

Alimacani is currently working on three CLC Sessions that utilize a grade level as well as a cross grade level approach:

Model Literacy Leads are focusing on incorporating the basal without compromising Readers Workshop










Math Lead Teachers are focusing on what writing looks like in math and sub-strands taught during Math Investigations

Science teachers are meeting to take a look at what writing looks like in science as well as the flow of the 5 E's in lesson design.

It should be noted that the term Lead Teacher referes to those professionals that have completed a comprehensive Standards-Based review that utilizes the Implementation Rubric. The Rubric along with classroom visitations, questions, artifacts, data, and conversations are part of the norm. The expectation is for all lead teachers to be fully vested in Best-Teaching/Standards-Based-Workshop Model Practices. These practices are implemented in their classrooms on a daily basis...it is just like breathing or honey drizzling smoothly from the tip of a spoon onto an anxious tastebud.

Early Dismissal Sessions
This year Alimacani is embarking on an exciting journey with our Early Dismissal Sessions. We believe that by drilling down and providing time for each grade levels to collaborate we will distill purposeful instructional strategies that impact student achievement. Focus will be placed on analyzing data coupled with (LASW) Looking At Student Work to drive instruction. This is indeed a remarkable time for our Professional Learning Communities.

We have established Lead Teachers for each content area and they will work with the Leadership Team to develop agendas that focus on The Way of Work at Alimacani. All topics are based on analysis of data that is specific to each content area. We have designed an alternating format so that our K-2 teachers who teach all content areas will have the opportunity to meet for each of their content areas. Just as in a classroom of students, staff members are working at diverse levels. It is vital for us to differentiate professional learning opportunities for our staff just as we are held accountable for providing differentiated instruction for our students.

One of the numerous tasks of a School Instructional Coach is to plan, provide, and participate in each school's professional development opportunities. I count myself blessed to work side-by-side and often on the shoulders of remarkable professionals. Gradual release of responsiblity builds capacity within a school and provides for diverse and meaningful learning. I am humbled and appreciative as we embrace challenges and view them with a lense of opportunity.

Click on the PowerPoint link below: Professional Learning Communities to view agendas, exit sheets, artifacts, and work products from just a few of our Professional Learning Communities.

Professional Learning Communities

View SlideShare presentation or Upload your own.

Faculty Meetings:
Faculty Meetings are held monthly and take part after an Early Dismissal Professional Learning Community Session. The staff returns to a common area and continues The Way of Work. This is a time for Celebrations to be shared, administration to distribute district news as well as news for the good of the school, committees share updates, programs are reviewed, and Q's & A's are addressed. We are currently receiving hands-on sessions that revolve around Foundations. This is a district initiative that focuses on providing Safe and Civil Schools for staff and learners. Randy Sprick’s Safe and Civil Schools’ (Foundations) work will pave the way for our school to participate in CHAMPs which is a positive, proactive classroom management training initiative that unfolds following Foundations training. Alimacani is currently in our second year of Foundations training.

The above sessions are just one leg of our stroll. Classroom teachers, Grade Levels, Vertical Teams, Book Study Groups, and so many more grops meet before school, after school, and we are even known to meet during our lunch in an effort to plan and provide continuous growth opportunities for each member of the Alimacani Family.

Now, aren't you glad you put on those walking shoes and took that stroll? Go ahead...take those shoes off and rest those puppies!