Why highlight professional development?
Professional development is a benefit of Title I. The professional learning experiences offered to Title I buildings are a critical component of supporting the goal of increasing student achievement. Opportunities for ongoing learning, dialogue, the sharing of ideas and reflection are important to continual support for teachers. Little will change in schools if what is offered is what has always been available.
As described by the National Staff Development Council a learning community includes members who are committed to ongoing learning and participation in learning experiences with the intent to transform teaching and learning at their school or in the district. The District #150 Title I office has embraced this concept of a learning community by initiating a comprehensive staff development effort. This effort will address the philosophy of the students’ learning environment including their background and how the values and backgrounds of teachers impact the classroom. Eighteen leaders from Title I schools will be receiving certification on the Framework for Understanding Poverty by Dr. Ruby Payne. This group will be available to provide the necessary ongoing learning experiences that are essential to the learning community.
A second focus for the schools will include Parent Involvement. A team of twenty two participated in an institute with diversity consultant, Samuel Betances. This resulted in the commitment of participants to work within their schools on enhancing family involvement. Visit the parent involvement link for more information.
In a report published by the Learning Alliance, the findings from their research to improve instruction and achievement in schools discussed the importance of identifying a new approach to professional development as one of seven findings. Title I has adopted a new approach to professional development. By creating a network of leaders within the district, the capacity to assist and support teachers increases.
We hope you will check this section for updates as we progress with promoting the District #150 Title I Learning Community.
District Facilitators/Trainers
Your online evaluation is here!! After your sessions, please ask your participants to submit their evaluation online. Click here for the evaluation site.
Culture of Poverty Contact Information
Information on Poverty
Overview of Homeless Children: Homeless Children Fact Sheet
For Administrators: Enrolling Homeless ChildrenFor Teachers: Educating Homeless Children
For Support Staff:
Secretaries and Enrolling Staff: Enrolling Homeless Children
School Nurses: What School Nurses Can Do to Help Homeless Students
Health Professionals:
What a School Health Professional Can Do to Help Homeless Students
Social Workers, Counselors, and Psychologists:
What Student Support Services Staff Can Do to Help Homeless Students
Communication Station
October 2008 Research
Having Their Say - Parents Describe Why and How They are Engaged in Their Children's Learning (pdf)
As we examine family and parent invovlement issues in research it's important to look for the significance of little things that make a big difference! Just because a parent or family member isn't available to visit or volunteer at school does not mean they do not want to be involved. Be creative and share strategies that involve parents at home and be sure to communicatie the suggestions to them.
12 Question Strategies that Minimize Classroom Management Problems
This article suggests 12 questioning techniques to use in class. Building meaning for students and challenging them to be active is key to classroom management.
October 2008 Resources
Save the Meeting Date Interactive PDF (pdf)
Research
The Generational Mix
As a person in a leadership role, it is important to understand our audiences when it comes to providing professional development and/or working in teams. Not only do adults learn new information differently but there are also generational issues to consider. The deeper our understanding of one another and why certain characteristics may surface in working styles, the better prepared we are to address them for the good of the cause.
Take a look at the Generational Leadership resource and see if you find some things to be helpful as you work together on teams or even as you prepare information to share for a presentation. Do you have any new, young teachers? How might they be more responsive? What are the various skills sets that each generation brings to the table? How might Generation Y and Silent Generation differ in their work styles?
Presenting information to Generation Y and assuming they have the background knowledge or the experience level a baby boomer has may result in a number of unanswered questions. As a presenter, this is why it is so important to offer group work or paired work - interaction! You all are familiar with various learning styles, remember they still exist as adults too. Mix it up, be creative and responsive to your generational audience.
Learn what is important to each generation within an organization and how each generation works best: Generational Viewpoints on Work (pdf)
Learn how each generation views organizational change, hierarchies, problems, etc.: Generational Viewpoints on Work-Related Issues (pdf)
Leading in the Second Half of Life
Often times, individuals holding leadership positions in education have started the second half of their life. At this point in their lives, these particular individuals may start having a different outlook on life in general. This new outlook can have an effect on their leadership style. In addition, if these leaders shift their focus in the direction the article suggests, they will be highly effective mentors.
A Call to Creativity
Currently in the world of education, schools have a lot of demands to meet. Not only are these demands plentiful, but some of them seem impossible. In his speech, Dennis Sparks calls school personnel to start dreaming big. When individuals start dreaming big, the seemingly unachievable becomes achievable. Read the summary of his speech below and see how it can apply to the leadership in your school.
A Call to Creativity - Summary and Application (pdf)
Why Students Drop Out
High school drop outs were asked why they dropped out of school and gave suggestions on what high schools can do to improve students' chances of completing school. These suggestions may be beneficial for educators to take into consideration in order to decrease their drop out rate and increase their graduation rate.
Why Students Drop Out - Summary (pdf)
Why Students Drop Out - Full Article (pdf)
The Silent Epidemic: Perspectives of High School Drop Out (Primary Source) (pdf)