SJE Book Study

Chapter is 6 is pages 198-225.

Part 1

I can honestly say that nearly every teacher I’ve worked with worked relentlessly.  For me, this characteristic should always be coupled with working relentlessly on the right things!

Consider the enormous amount of decisions a teacher must make and act on during the school year, with what structures and how often should we evaluate our work to make sure we are focused on the right things?  How does a classroom teacher put himself/herself in the driver seat with regard to this question?

(right things could= correct curriculum focus, high expectations, fulfillment of school mission/vision, kid friendly, etc)

Part 2

Comment on, “Resisting the Soft Bigotry of Low Expectations.”  Yet another example of that fine-line we often tread.

OR

Comment on the table titled, “Highly Effective Teachers vs Less Effective Teachers” found on page 224.  Its interesting the book never compares High Effective teachers to “bad” teachers.  Those “Less Effective Teachers” always possess characteristics that are well intentioned and probably very common among teachers.

Part 3

Ideas for using this book as PLC discussion or other form of PD throughout the year?  Would this be a valuable use of time or kicking a dead horse?

The information from this chapter transcends multiple careers as to what characterizes success. Those mindsets of “highly effective teachers” described in this chapter, in my opinion are the same mindsets that successful individuals in other sectors possess.  Chapter 5 is 173 – 194.

Please respond to the following quotes:

1)  “The moment you think of yourself as great, your slide toward mediocrity will have already begun.(pg. 175)”

Supposing SJE’s  Spring 2010 CSAP data is encouraging, what can our staff take from this quote?

2) ” Not all teachers are masters of all methods and resources, but most teachers have an area of strength to learn from. (pg 180)”

How can we continue with our PLC culture and continue your learning from colleague’s strengths.  What type of structures need to be in place to make this happen.

Sorry for the late post.  This is a a great chapter.  There is a lot of information that seems like common sense, yet we often assume and rarely talk about.  There is a good mix of philosophical information in, “Key Elements of Effective Execution,” and practical information in, “What effective Execution Looks Like in the Classroom.”

Part 1

Respond to one of the teacher vignettes.  What in this teacher’s story do you relate to or aspire to?

Part 2:

Is it possible for an individual teacher to possess/coordinate all of the elements of ,”What effective Execution Looks Like in the Classroom (page 152).”  What ideas do you have for fostering these elements on a building-wide scale?

Consider the Three Forms of Classroom Plans (pg 119).

This chapter is pgs. 108-139.  Please respond by July 2nd.

Part 1

Please write a brief reflection on the three forms of Plans and how they compare/contrast to what you/we did last year.

Part 2

Which part of the Classroom Plans do you feel you as an individual teacher or SJE should be aspiring toward?

This chapter is pages 54 – 104.  Please respond by June 23.

As you read, keep this question in the back of your mind:  How can we more deeply invest families in the mission and work we are doing at SJE? (treat this question as rhetorical or not, your choice)

While reading this chapter, pay special attention to Key Elements of Investment, Communicating With Families, and Strategies for Investing Students (pages 72 – 101).  Agree, Argue, or Aspire with one concept/point made in one of these sections.

Using the information gained from the book and your own experiences, complete the Invest students, families, and other …. rubric at the back of the book.  This rubric is also on the website if you’d rather print it.  Please comment on what you feel your/SJE’s level of proficiency is with regard to this rubric.  Assign yourself a score based on this past year using 0-4 point scale, record and keep this score to yourself for later reflection.

As I read and re-read this chapter, many of the exemplars illustrated in the book are already taking place on some level at SJE.  Still, there are areas where we can improve.  Its affirming to see many of the practices we have in place are illustrations of success in this book and around the country!

Please respond by June 12th.  Chapter 1 is 35 Pages, page 16 – 51.

There are three parts to this Chapter’s Response.  Please respond to all parts.

1)  Choose between: Measurable Outcomes in Other Sectors, Common Pitfalls for Teachers Engaging Learning Standards, or Research on the Self-fulfilling Prophecy of High Expectations.  Write a brief reflection on one of these sections.

2)  Choose 1 concept/topic/point from chapter 1 that you feel applies to you personally and/or SJE.  Agree, aspire, or argue the concept/topic/point the author is making.

3) Consider: The Qualities of Effective Big Goals in Action, Conclusion: Key Ideas and Next Questions, and The Teaching as Leadership Framework from the book’s website (www.teachingasleadership.org).  What are some of the items that you will need in the fall in order to set a Big Goal for yourself and your students?

Choose 1 quote from the introduction (pages 1-14) and type it in as a comment to this post.  Please explain why you chose this quote.  What does the quote mean for you as a teacher and us as a school/staff?