happy, involved
Carrie, groovy glasses...Dena
Hi Carrie. Isn't this fun! Sue

I'm digging the psychedelic-alien-sumo-wrestler thing. -Steve
Nice avatar. Very Creative-Catherine L.

The bookmarks can be useful to help students find particular websites related to an assignment. I like the wikispaces for collaboration with teachers and students. I could have a lot of fun with this. The wiki is personalized and fun to manipulate. Carrie

I am starting my own social ikeepbookmarks


Survey Monkey can be useful in various situations. It is free and relatively easy to use. It can be limiting, but for a quick survey, I like it. I could see using is in a 5th grade classroom to create a survey and then graph the results. It could be fun. Thank you for sharing survey monkey with us.

This class has been very informational. Many uses have been presented and explored in this technology component of the program. I have enjoyed sharing on wiki spaces, learning about survey monkey and the ikeepbookmarks just to name a few. It will interesting to see how well I can follow up and use what has been inttoduced in the classroom. Fortunately, I have a few technologically inspired students to help me along the way. I am lucky to work in a district that has provided each teacher with a smartboard and a bank of computers. I can't wait to use survey monkey in the graphing unit. I have been introduced to some great ways to use the technology.

reflection: learning culture
Carrie Haskin, Tier 1, March 28, 2008
The Courage to Teach, Palmer
The role of the instructional leader as discussed by Palmer is to, “Teach beyond technique.” He explains that good teaching comes from the identity and integrity of the teaching. It is when we stop teaching from within that we lose our drive, desire and overall effectiveness with students. Good teaching comes from the heart. Palmer explains that good teachers share the trait of a strong personal identity which is infused in their work. “Bad teachers,” separate or distance themselves from the subjects they teach. A “Good Teacher has a capacity for connectedness.” Good teachers weave connections between the subject they are teaching, personal experiences, and the background and interest of the students they are engaged with.
In this chapter, the heart of the teacher is stressed, not the teaching technique. It struck home in the section of the chapter when Palmer discussed a mentor teacher, thinking back to our favorite teachers and those who had a lasting impression on us has had a major impact on why I went into the teaching profession to begin with. Then Palmer discusses, what I would term, a step beyond, being able to be mentored. The possibly of becoming a mentor to someone else would be the ultimate compliment or achievement in teaching. If we truly teach from the heart, our excitement for learning becomes contagious, no matter our teaching style.
As an administrator wanting to create a culture where teachers are engaged in personal analysis, willing to collaborate and develop their skills and expertise, I would help to foster a time when teachers could be together. This however is not enough. Not only does time have to be put aside, but there must be facilitation of how the time is spent and conversation and resources utilized. The administrator must strive to develop a safe environment when teacher’s perspectives are honored and resources are provided to encourage teachers to reach within and teach from the heart. This can be extremely difficult in a time of high accountability and standards–based instruction, but if the learning culture is created and honored, the results would be powerful and long lasting.

Great job! I agree being a mentor to another teacher is a huge compliment. If we teach from the heart our excitement can be contagious. At times that excitement can be a threat to some teachers. Unfortunately, those are the same teachers than can damage the spirit of everyone around them. We have to remember that each one of us can be a change agent for those around us. We have the ability to influence and that ability should be taken very seriously. I also agree on setting aside time for teachers to collaborate and work on their teaching. It is so easy to say and so difficult to do. Let's hope we can follow our own advice when the time comes and find time to make this work at our schools.

Carrie Haskin
4-18-08 -Tier 1 – Homework

Planning Conversation Map
Cognitive Coaching Interview with a, “Trusted Friend” and fellow first grade teacher. I have written the responses as they were discussed with me during the interview.

Clarify Goals
The goal of this lesson is to build toward improving language convention skills by 20% over the next 6 weeks. This goal is connected to Language Convention Standard 1.6. The first grade team analyzed their third quarter benchmark scores and this was the area with the biggest gap in student achievement across the grade level. Additionally, this goal aligns itself with our current goal of improving our writing scores as well as my topic for my Master’s degree project. Language conventions are an important component of writing and can be a focus of writing lessons.
A long range goal is to create a common writing rubric assessment(s) for our grade level.
Success Indicators
When I reach my goal is will be evident in my students’ writing as well as in their daily sentence style book. Proper us of language conventions will be obvious in how my students record in their science note books, writing journals and on quizzes.
Anticipate Strategies, Approaches and Decisions
Some of the strategies I plan to utilize are to build on the story sentence shows from the Writing Alive program. Instead of simply acting out the sentence, I will follow up with not only rewriting and labeling the sentence, but changing it to be more personal. If I can personalize the sentence, add meaning to the writing or relate it to their own experience it will be more interesting than using the prewritten sentences in the program. In thinking about it, by personalizing the sentence, as we do in our math word problems, I could raise the interest level and enhance student learning.
I think this lesson will go pretty well if I am aware of student involvement, timing and flow of the lesson. If I get bogged down on a particular area of the lesson, I could lose interest and student engagement.
The best thing that can happen with this lesson is there is a carry over to my students’ writing and test taking. They become aware of the writing conventions and continue to use these skills in their overall writing and not just in isolation. I anticipate this skill will need to be reinforced throughout the year.
It is extremely beneficial for me to continue to talk with my teammates on the lessons they are working on with their students to reinforce this skill. We have agreed to share our handouts related to this standard in our homework and to share successes in writings. We are doing guided reading as a grade level and will create activities and worksheets addressing the specific skills relating to punctuation and First Grade Standard 1.6.
Personal Learning Focus and Processes for Self-Assessment
The focus of my personal learning will be to be more aware of my students needs. I want to try to speak less. To have them learn more from each other. To be more of a facilitator or guide as we are in our cognitively guided math instruction.
Reflection on Coaching Process and Explore Refinements
This process helped me to focus my thinking on more specific writing conventions and to come up with ways to supplement what I am doing in the classroom. It helped me realize I have to devote more time to this area of learning and to tap the resources of my peers to enhance my lessons. Just reflecting on some of the questions asked in our conversation, my thinking has been redirected. Some of the other teachers have used the daily sentence styling book more than I have and their scores are higher on this standard as scored on the district benchmark. I am going to talk to the other teachers to find out if there are other strategies and resources used in addition the sentence styling book. Because of this conversation, I am thinking more about this standard and how I can improve my students learning, usage and understanding. Additionally, it reminds me that I want to continue to work with my grade level on developing a common writing assessment or assessments.

Carrie Haskin, 5-2-08, Tier 1
Management of the School in the Service of Teaching and Learning
Scenarios for Classroom Management
1. As a principal, I would let Mrs. White know how valued she is as a professional. I’d ask her when a good time would be for us to meet to discuss how I could best support her in beginning the class on time. I’d point out how aware we both were of the need to utilizing each instructional minute. I would point out how some teachers prefer to set up for their lessons the night before, while others come in before class to ensure that everything is in place to begin teaching as soon as their students are settled. I’d let her know I’d be happy to help her out if there were any organizational resources she needed, but that instruction needed to begin right at the beginning of the class period.

2. As the principal, I’d let the middle school teacher know how much I appreciate her trying to thoroughly cover the subject area and how difficult I know it is to teach within such a confined time period. However, when her students are late leaving her class, it creates a problem for the teacher of the next class throwing off his teaching schedule. Additionally, I’d ask her to remember when she was in school and how difficult it was for us to get from class to class. We need to support our students who are trying to get their next class on time. The tardies and detentions are a problem that have come to my attention. I’d let her know how much I appreciate her teaching skills, but ask, “How can we help to ensure that our students are released on time.” If the teacher does not have any suggestions, I would recommend a timer or perhaps asking a student to help remind her of the time two or three minutes before the period is over.

3. The discussion would begin by asking Mr. Brown why he thinks the students are answering the questions incorrectly. Does he think they really do not know the answers, are they unprepared, perhaps need more support. We would try to find out where the break down is in understanding. I would provide support to Mr. Brown in trying various strategies. Perhaps the students could respond on a white board, or do a partner share. Perhaps they just need a little more time, or should be directed to their notebooks or books for possible solutions. We would work together to try to find out what the problem is, and then go on to brainstorm possible solutions. I would hope that I could be a resource to turn this problem around. The goal is for students and teachers to succeed.

4. I’d talk to Ms. Jones and find out what details of was going on with specific students. I’d work with Ms. Jones to come up with a discipline plan that we both thought was fair and reasonable. I’d follow through with the students, talk to their parents if Ms. Jones and I thought it was appropriate. If appropriate, I would meet with the student’s parents. Ms. Jones and I would come up with some strategies she could use when she was frustrated. Ideas may include sending the students to another class for a few minutes while she gets the rest of the class on task. She could have a sign, when students new they needed to stop the behavior. A lot would depend on the specific problem and the age of the student.

5. I would commend the teacher on her outstanding classroom management techniques. I’d ask her how she thought she could be even more effective. I’d ask her how I could help her to even take it up a notch further. Perhaps she would want to go to a workshop on classroom management. Maybe share some of her techniques and those that she found of interest at the workshop. I’d ask her if there was anyone she would like to observe and offer to cover her class if she wanted to visit another classroom or site. As the principal, I would try to be a resource while keeping the conversation very positive.

Carrie Haskin, Tier 1, 5-2-08

Management of the School in the Service of Teaching and Learning
Homework – Gail Richards – Review of the Safe School Plan

  • When child abuse is suspected or apparent there is a discussion with the person having knowledge of the abuse and a school administrator. At this time plans are developed to verbally report the abuse to the police department or to Child Protective Services in a timely manner. Then, a written “Suspected Child Abuse Report” is completed within the required three days. Considerable effort is made to maintain confidentiality.

  • Disaster response procedures and the disaster plan include procedures to follow in case of a fire, earthquake, or red alert. The school safety plan outlines what to do in an emergency for setting up a triage, is specific in establishing a control center, supervision, search and rescue team, first aid team, student release team and fire, utility and damage assessment team.

  • Suspension and expulsion polices are followed when a student’s presence causes a danger to persons or property or threatens to disrupt the instructional process. Prior to suspending a student a school conference is held in a timely manner with the student and an administrator to discuss the offense. Parents are notified of the offense in a timely manner.

  • Each September and February, all teachers are given a list of enrolled students who have one or more suspensions of a serious or violent nature. The suspensions lists are provided to teachers using a routing sheet. The teachers sign the routing sheet indication their review of the suspension data.

  • Sexual harassment of any student or employee by another person is prohibited. Students are to immediately report incidents of sexual harassment to an administrator or teacher. The district’s sexual harassment policy must be posted in a prominent location near the principal’s office. The staff, students, and parents must be notified of the sexual harassment policy at the beginning of each school year or at the time of enrollment.

  • Students are prohibited from wearing gang-related apparel. A list of specific gang related apparel is stated. In the final analysis, the principal’s evaluation shall prevail.

  • Students enter and leave the school site through gates located at the front, side and back of the campus. These gates are locked during the instructional day, but unlocked at dismissal time and after hours. All visitors must check in at eh office and given a “visitors badge” to be worn while on campus. Students must leave the campus in an orderly fashion. A parent drop-off/pick up area is in the parking lot. This area is to be supervised by staff.

  • Students and staff share the responsibility of maintaining a safe climate that promotes and encourages learning. Students have a right to know the guidelines for their expected behavior. Students follow school wide rules. The school rules:
Be Safe Be Courteous and Kind Be Respectful

  • Other strategies and programs related to maintaining a safe and orderly environment include school site council, drug and alcohol prevention education, student recognition programs, student support programs, truancy prevention program, crisis response plan, parent education support programs, community partnerships and the peaceful playground program.

  • Rules and procedures on school discipline are broken down into school wide rules, school wide rewards, school wide consequences, campus rules, general rules, cafeteria rules, and bicycle rules. School discipline is outlined as, “A Cooperative Effort. The responsibilities of the child, parent and school staff are outlined.