The Month of March and Spring is Here

As the flowers start to blossom, let the well-being and academic success also blossom here in Konocti   

The buzz in the classrooms and throughout the hallways ought to be about the noticeable gains students are making in their behavior, academics, and social-emotional well-being. 

As I travel around, I hear and see students:
  • Describing their grade level concept (ie. figuring our proportions and ratios)
  • Reading interesting and grade-level passages and answering questions that demonstrate their comprehension
  • Being intrigued by viruses and bacteria that their own bodies carry.
As I work with the instructional coaches and site principals, I see their excitement as they learn more about what Great First Instruction is, and I feel their renewed commitment to Great First Instruction that caused Deep Student Learning.

Remember your site leaders and your central office leaders commit to:
** Supporting the ability to plan and delivery Good First Instruction 
** Ensuring and monitoring of Quality First Instruction and Deep Student Learning

What do your daily actions say about your knowledge, your abilities, and your core beliefs?

I want my knowledge, skill, and actions to convey this about my core values:
- Let's "do whatever it takes"
- All students can learn and can learn at high levels
- Make decisions based on current literature and action research
- It will take a collaborative and collective effort


The Month of Love and Learning Here in Konocti

February 2020

In wanting to make a difference, Konocti resumed the 2020 school year focussing on key instructional practices that can highly help us in achieving our goal every student making one year's gain or more.

Instructional Focus
1. Teacher Clarity
2. Teacher-student relationships
3. Formative Assessment practices
4. Effective Feedback

This school year, Konocti is particularly focused on all of the strategies or ways for formative assessment practices. Such strategies that fall under formative assessment practices:
let the teacher can monitor and check for learning throughout the daily lesson.
get more students more involved in their learning journey.
let the student process and practice which is needed to cement their learning let teachers know how their students are progressing.

Some examples of the formative assessment practices are the following:
the use of whiteboards
table talk
the use of the non-volunteer selection

The Leadership support: to support this instructional focus, the principals, instructional coaches, and I made a commitment to:
1. Plan and/or participate in the necessary professional learning
2. Ensure effective implementation of the above instructional practices and strategies

How: To fulfill these commitments, the principals, coaches, and I meet every month to review the instructional focus, identify the leadership supports, review evidence of a relation between the support and the level of instruction and the level of student growth and achievement.

Some of the leadership supports may be the following:
1. Site workshop
2. After school workshop
3. Site collaboration
4. Grade level and department collaboration
5. Visiting classrooms and giving feedback
6. Modeling a lesson
7. Team planning a lesson
8. Team teaching a lesson

Evidence to monitor the effectiveness of leadership support based on instructional improvement and student growth:
1. Observe classrooms
2. Observe using the district walk-thru guide
3. Interview students
4. Interview staff
5. Star Renaissance reading results
6. IAB results
7. Math results on common assessments
8. writing samples
9. Other student work samples
10.Video clips of class instruction
11. Professional Development Training Days

The purpose of the Professional Learning on January 29:

1. Since it always takes a group of people working together with a common purpose in an atmosphere of trust and collaboration to get extraordinary things done, Konocti has designed and offered this all-day staff development day on January 29.
2. Continue to gain knowledge, skill, and confidence.
3. Utilize the new knowledge and skill in our daily work.
4. Hold a greater impact on the well-being and academic success for all of our students.

As such, people gained some new knowledge in the morning sessions. I know I did. People shared the following:
1. We learned or were reminded of six strategies to use when teaching math (let kids show their understanding in a concrete way, using a pictorial, using symbols, using academic vocabulary). Now I will incorporate one of the six strategies in my daily and weekly lessons.
2. We learned and revisited teh way you read a text three times. Now I will incorporate different questions to serve the purpose for each read.
3. We looked at the new requirements of our program. Now I will look to incorporate some of the new skills into my daily and weekly instruction.
4. I saw how I can use close read to unpack word problems in math. Now I will look to dissect the word problem with students using the close read technique.
5. I was reminded about the use of showing students what success looks like, Now I will look to bring in models for the students, and draw step by step with the students.

I look forward to seeing the new learning being tried in our classrooms and at our school sites. I am confident the students will respond well.

The common goals and the common instructional pillars, the leadership and teacher support, the monitoring of instructional growth and student learning, is all done out of love!