Musings on CITES Conference '09

[Glen Westbroek]

Thoughts on the CITES Instructional Leadership in the 21st Century Conference I attended this week. The Keynote Speaker was Erik Weihenmayer (who is the only blind person to summit the highest peak on all seven continents.) One of the most important concepts he said, which stayed with me, was “The greatest things in the world cannot be seen or touched, they must be felt in the heart.”

Other sessions I attended included:

• Jennifer James “The Human Face of Technological Change: How the World is Changing Education” The basic concept was that mankind has always tried to control its destiny. As you look at how your school is trying to control its destiny – look at your bulletin boards and at what is in your trophy cases. This tells you what is valued at your school.

• Ruby Payne “A Framework for Understanding Poverty” Concepts I remembered: There are hidden rules that are learned by experience. At school, some students learn they broke a rule by the way a teacher looks at them. In addition, it is important to help students learn to accept responsibility for their behaviors. She role-played a situation where a student took 25 minutes to go to the bathroom. There were various scenarios on how the teacher might react. She asked for a volunteer from the audience to play the part of the 8th grade student. In my ignorance, I volunteered to act the part of the student. Later comments indicated I might understand the mentality and behavior of 8th grade students. She also reminded us that many students in poverty see there are only TWO choices for grades “A” and “F”. They think their peers (strong influence in their lives) will give up on them if they get an “A”. We were challenged to help them see ways to success by focusing on:
1. Explaining to these students how an education gives them power and control. This is VERY important to individuals in the poverty segment of society.
2. As teachers, we should help students see how an education will help keep them from being cheated. This may be their ONLY reason to learn math.
3. Students who are in a poverty situation need to be challenged to be tougher and stronger. The example of Michael Jordon was given. During a basketball game, he was pushed hard up against the stands. He could have gotten angry and pushed, shoved, or fought. Instead, he ignored the aggressor and “won” by winning the game. Challenge these students to show how tough and strong they are by ignoring others trying to provoke them into a fight.

• Annette Breaux “How to Impact Student Achievement and Make a Difference” We were reminded that we are role models for our students (but actions speak louder than words.) Teachers should also have clear rules and not change them based on situations. Probably the most important thing is to help students learn that you care about them individually. One major way to show this caring is to greet each student at the door. (Example greetings are: nice shirt, glad you are back, do you feel better, great hair today, or something else that says you paid attention.)

• Stevan Kukic “Conquering the Conundrum: Better Results NOW for ALL Students!” Conundrum of Fidelity of Implementation. Do not face the paradox of non-evidence-based implementation of evidence-based programs. Don’t perseverate on demographic issues over which we do not have control. Successful work in schools comes by discussing things together. Be simple ... Find the core of the idea & teach it.

• Pam Robbins “Peer Coaching in the Context of PLCs” Coaching is a confidential process where two or ore colleagues work together to implement programs, materials, curriculum, or instructional strategies. Goal is to improve student learning.

• Todd Whitaker “What Great Teachers Do Differently” In a great teacher’s classroom - the teacher determines what students will do next (The teacher learns he/she can ignore things that are less important.) We were challenged to do the following 10 days out of 10 days in your classroom.
1. TREAT all people as if they are GOOD
2. ACT as if you like every student.
3. NEVER argue with a student.
4. NEVER yell at any student or your class.
5. NEVER use scarcasm.

• Rick Smith “Conscious Classroom Management: Bringing Out the Best” We were challenged to create positive connections with students and to make our lessons correlate with real life experiences. One of my favorite concepts was when he reminded us of “Student Lawyers.” (These are the students who try to argue how/why a friend should not be in trouble.) He posted a sign saying time for student lawyers to argue cases is on Fridays at 4:30 PM. (I’m not sure I look forward to staying that late on a Friday myself.)

[Glen Westbroek]

I agree with your evaluation of the topic of focus for most school leadership teams. As a member of our curriculum leadership team, I look forward to further discussions on the topic when we return from spring break next week. (First meeting is Monday after school - we'll see if it is cancelled or if the topic is brought up - WHO, ME?)

[Sharon Betts]

Interesting - I find that often a school's leadership teams will "talk about changing paradigms" and "teaching for the future" until it comes time for the teacher PD time and dedication. At that point, many other topics become more important. But, this is an avenue I want to research a bit more. It would seem like a great way to spread the wealth of knowledge.

[Glen Westbroek]

I sat next to two Kindergarten teachers who said they do Peer Coaching at their school. They LOVE it. I'm not sure how if this could be implemented this at my middle school. It requires teachers spend time observing one another and providing feedback on what is observed. If it fit within a school's plan, I think it could be valuable.

[Sharon Betts]

What a great post and reflection on the conference. I am very impressed with the caliber of presenters. I would also like to know more about the Peer Coaching program. Is this something that you would recommend?