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January 10, 2007 |
The Classroom Connection is a monthly electronic newsletter with information about classroom instruction and the link between the WCPSS Instruction Services staff and classroom teachers. We hope you find this interesting and informative.
WHAT WE ARE LEARNING
Richard Murphy, WCPSS Instructional Services: This is an exciting time for middle schools. Through collaborative meetings and formative assessments, practices are being put in place that will bring out the best in students. In collaborative meetings, teachers have the opportunity to learn from each other and discover everyone has something useful to share towards enhancing students’ experiences in the classroom. By analyzing formative assessment data, teachers are able to differentiate for their students so that all students successfully grasp the standard course of study. Decision making, and therefore classroom instruction, is becoming truly data driven. It is the teachers in their collaborative efforts that take that data and allow it to impact their classroom through engaging activities and real world experiences.
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Mr. McArdle was a finalist for Wake County Teacher of the Year last year. He has been a teacher for seven years, the last three at Holly Ridge. He is a National Board Certified teacher. He is the school's social studies chair, character education liaison and PTA/staff liaison. At Holly Ridge, he led a collection of school supplies for Liberia. At East Garner Middle School, he was the sponsoring teacher for the IBM Mentorplace program in which IBM employees served as e-mentors for students.
McArdle has a cadre of three leaders elected by fellow students for each of his social studies classes. "The class officers handle all the daily routines, such as checking agendas or collecting and passing out papers," said McArdle. "The class officers meet on a regular basis to develop and implement strategies to improve both the total class performance and individual student performance. The class all compete in a quarter-long contest based on academic performance and the captains receive bonus grades for their time and effort."
IN MY CLASSROOM
Before teaching, I worked in various management positions. Not long into the teaching profession did I come to learn, many of the management skills learned in my previous career fit perfectly in my new career as a middle school teacher and soccer coach. As a result I started a program to develop leadership qualities in students by allowing them to assume the responsibilities and challenges of leadership. Initially, the program was limited to handling small chores such as handing graded papers back and stamping agendas. However, as time progressed I quickly saw the real potential of what I was doing and the amazing abilities and talents that our students have.
Consequently, the following year I enhanced the program by detailing the democratic process for nominating and electing class officers; a job description; and a set of expectations based on the practices of good leadership. At the end of the first quarter, each of my classes elected a Class Captain and two Co-Captains who were elected for the following quarter. This allowed a total of three terms per school year. The elections are held after candidate speeches, using a secret ballot and election officials. Additionally, the job duties expanded to include developing seating charts; arranging peer mentor/tutoring; planning and teaching a lesson or review session; class meetings; and developing action plans to meet the goals I set for each class.
After a few years, I realized that our students were still not reaching their full potential in leadership skills. As a result, I brought the leadership opportunity to a whole team level. Initially, I involved students in doing small tasks such as decorating the team area or preparing flyers to announce team events. This, in turn evolved into what is now called the Trailblazer Leadership Council (TLC), the Trailblazers being the grade level team I am part of. The students again are nominated by their peers across the team and an election is held—allowing two to three TLC representatives from each of the team’s core teacher’s first block class.
The TLC members act as a liaison between the team’s students and the teachers. The TLC maintains a suggestion box, team academic and event calendar, birthday list, and information center for the team. Additionally, the TLC assists in planning the quarter team Academic Honors Celebrations—which at times include a team talent show and/or a project showcase of skits, dances, fashions shows, and multi-media presentations. The TLC also helps maintain the appearance of the team pod and decorates for special themes, as well as developing a “study buddy” program which provides a time for student to student tutoring.
The program continues to grow and the students take pride in the celebration of their earned successes. Many of the students have gone on to be leaders in student government, clubs, and sports.
The Classroom Connection is published electronically monthly for everyone interested in the Wake County Public School System. Is what you read in this edition helpful? What information would you like to see in future editions? Contact me by calling 850-1829 or e-mailing bposton@wcpss.net.
Bill Poston
Wake County Public School System
Communications Department
3600 Wake Forest Road
Raleigh, North Carolina 27611
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