June 3 , 2007

WHAT WE ARE LEARNING
Robert Sox, WCPSS Instructional Services - As teachers in the Wake County Public School System work to ensure that every child educated in our school system graduates on time, prepared for the future, individuals at each step of a child’s K-12 path must assess his or her role for ensuring that student’s success. What teacher doesn’t strive to ignite the flame of curiosity in every child? Catching that spark of interest and motivation in the eyes of students is powerful indeed, but this rapidly paced ever changing world presents many challenges.

With the uncertainty that the world presents, how can teachers ensure students are well prepared for the future they will encounter? Teachers achieve this by fostering skills that enable students to be curious, independent learners. Scaffolding this independence forms the core of effective classrooms. The complexity and speed of change in our world makes these tools for independent learning increasingly important - allowing students to find ways to follow their interests into libraries, discussions with parents, volunteer activities, internships or other methods of investgation.

MELINDA FOX IS A LITERACY TEACHER AT LEAD MINE ELEMENTARY SCHOOL
Fox has been teaching for nine years, five at Lead Mine. She is an instructional leader, helping her school strengthen its reading instruction and leading the Care Academy after-school program. At her church, she works with the Senior High Sunday School class and has been involved in mission trips during the summer.

Fox says there are many reasons a student might require the services of an after-school program such as the Care Academy. "For the elementary child, the benefits of having professional tutors review and practice what he has learned during the day is invaluable," said Fox. "The after-school program provides students with adult guidance and support rather than unsupervised television viewing or involvement in gangs or other dangerous activities."

Principal Gary Baird says the Care Academy is thriving under Fox's leadership. "The Care Academy is a program that combines the resources of Title I, the WCPSS Accelerated Learning Program and the YMCA to provide the students of Lead Mine who need extra help or assistance," said Baird. "As director she selects the teachers, monitors the YMCA assistants, and places the children in positions where they can be successful. She coordinates the transportation and deals with any discipline issues."

IN MY CLASSROOM
Student independence is a goal each teacher works for all year. As the 2006-07 school year draws to a conclusion, teachers reflect on which students will succeed in learning on an independent level. Have the students internalized the strategies needed to develop a love of reading and learning enough to continue during the summer months? A successful year should show more than improved EOG scores and passing to the next grade level. A successful year should reflect an enthusiasm for learning and reading. Parents are able to foster this independent learning during the summer through travel, camps, as well as visits to museums, parks and libraries. The strategies for independent learning have been modeled by the school staff at Lead Mine Elementary School through collaboration.

The staff at Lead Mine Elementary uses collaboration to develop a well rounded learning environment for the students. Classroom, literacy, and ESL teachers work in conjunction with specialists, parents and students to provide best practices for the student. This empowers the students and parents to take what the student has learned during the school year and continue learning at home and in the community during the summer months.

Our school has shown growth during the school year as Professional Learning Communities have become part of the collaboration effort. My Title I classes have become more focused and individualized as a result of this shared information. Educators have collaborated on classroom activities and concerns in order to differentiate and reinforce strategies needed by students to learn at their individual level. Student growth is monitored through Blue Diamond, Benchmarks, Success Maker and EOG scores.

The Title I small group setting enables the students to work at their own reading levels, while reinforcing what the students have learned in the classroom. Through collaboration with other teachers, specific reading strategies are taught and reviewed as needed by the student. During this time, students develop self confidence and independence in their reading.

The students are given the tools to become independent readers and learners. The true test of success is how they choose to use what they have learned as the summer approaches. Confidence and enjoyment of reading and learning is the foundation for an exciting summer of independent growth. Research shows “Students who spend time reading at home do better in school.” (Greany,1980; Heyns, 1978;Whalberg & Tsai, 1984). The learning process is a continuous cycle we can all continue throughout our lives. Do you have your summer reading list ready?

-wcpss-

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

Tell a friend about the School Connection and encourage them to sign up at
http://www.wcpss.net/online_newsletters/the_school_connection/