Admin Retreat Draft 1

2014 ADMINISTRATORS’ RETREATMark D. Benigni, Ed.D.

Professional Capital:Transforming Teaching in Every Schoolby Andy Hargreaves and Michael Fullan

“Good learning comes from good teaching. More and better learning and great achievement for everyone require being

able to find and keep more good teachers.”

–Professional Capital: Transforming Teaching in Every School

“Teaching like a pro is about improving as an individual, raising the performance of the team, and increasing quality

across the whole profession.”

–Professional Capital: Transforming Teaching in Every School

“Sustainable improvement can … never be done to or even for teachers. It can only ever be achieved by and with them.

–Professional Capital: Transforming Teaching in Every School

“If you want a high-performing school system, a competitive economy, and a cohesive society, we need the very best, most

highly qualified teachers who will have a deep and broad repertoire of knowledge and skill in the schools that don’t

have the luxury of screening out children.”

–Professional Capital: Transforming Teaching in Every School

“Trust and expertise work hand in hand to produce better results.”

–Professional Capital: Transforming Teaching in Every School

“In collaborative cultures, failure and uncertainty are not protected and defended, but instead are shared and

discussed with a view to gaining and support.”

–Professional Capital: Transforming Teaching in Every School

“Talk together, plan together, work together —that’s the simple key.”

–Professional Capital: Transforming Teaching in Every School

Teachers improve when they collaborate with and learn from other teachers. Schools also improve when they collaborate

with and learn from other schools.”

–Professional Capital: Transforming Teaching in Every School

“Teaching is a profession with shared purposes, collective responsibility, and mutual learning. Teaching is no longer a

job where you can hog the children all to yourself.”

–Professional Capital: Transforming Teaching in Every School

“Connect everything back to your students.”

–Professional Capital: Transforming Teaching in Every School

M E R I D E N P U B L I C S C H O O L S

Board of Education GoalsA R E A S O F F O C U S

Utilize after-school hours to allow high school students to earn credit

Successfully meet the requirements of the Nellie Mae Education Foundation grant and create Blended Learning environments at our high schools

Continue to incorporate technology in thoughtful ways that increase student learning and opportunities

Involve high schools in the League of Innovative Schools and research performance based assessments

• 200 Students Participating in Personalized Learning Experiences (PLEs)

• 250 Students Participating in Odysseyware Online Learning

Utilize after-school hours to allow high school students to earn credit

• High School Saturday Academy • Students earn lost credits • Activities include:

• Life Skills • Goal Setting • Career Exploration • Motivational Speakers • Visits from Community

Leaders

• After School Academy • 120 Students enrolled in credit

recovery

Utilize after-school hours to allow high school students to earn credit

Successfully meet the requirements of the Nellie Mae Education Foundation grant and create Blended Learning environments at our high schools

Continue to incorporate technology in thoughtful ways that increase student learning opportunities

Continue to incorporate technology in thoughtful ways that increase student learning opportunities

300 Devices

2011-2012 2012-2013 2013-2014

80 Devices

1400 Devices

2014–2015

2500 Devices

2010-2011

0 Devices

Involve high schools in the League of Innovative Schools and research performance based assessments

• Both Maloney and Platt High School Teams participating in League of Innovative Schools (LIS) meetings and workshops. Investigating mastery-based learning.

• Consortium Committee develops standard-based report cards for K - 5.

• Consortium Committee currently working on standard-based report cards for 6-8.

Ensure successful implementation of the new Pilot Teacher Evaluation Process

Increase in-school enrichment offerings

Create a roadway for successful Common Core State Standards implementation

Continue to provide support and professional development for principals and other leaders

Expand extended day elementary school model to other schools

Ensure that the State Alliance and Priority School District Consolidated Application is approved by State Department of Education and effectively implemented

Ensure Successful Implementation of the new Pilot Teacher Evaluation Process

Collaborative efforts in Meriden lead to successful Teacher Evaluation Rollout

Increase in-school enrichment offerings

Karate Yoga German Break Dancing

Scholars’ Research Carpentry Drama Lacrosse

Weather Hot Air Balloon Making Tennis World

Drumming

Floral Design Golf Magic Social Skills

The Solar System

Vision Awareness Technology Scrapbooking

Variety of Elementary Options

Increase in-school enrichment offerings

Increase in-school enrichment offerings

• Hired a teacher through Adult Education to support middle school enrichment

• Ensures students receive high quality, challenging enrichment experiences

Middle School

Increase in-school enrichment offerings

Solar PoweredSTEM Unit Forensics

Middle School

Create a roadway for successful Common Core State Standards implementation

• Grades K-2 - Reading and Math CCSS implementation including standard-based report cards in 2013-2014 ☑️Completed

• Grades 3,4,5 - Standard - based report cards in 2014-2015

• Grades 6-12 - Full CCSS implementation • In progress

Continue to provide support and professional development for principals and other leaders

Executive Coaching

Aspiring administrators and teacher leaders engage in targeted professional development on leadership provided with support

from the CT Association of Schools and district leadership.

Continue to provide support and professional development for principals and other leaders

Leadership Academy

Aspiring administrators and teacher leaders engage in targeted professional development on leadership provided with support

from the CT Association of Schools and district leadership.

Continue to provide support and professional development for principals and other leaders

Continue to provide support and professional development for principals and other leaders

New Teacher Induction

Three%Day)New)Teacher)Orienta1on)

District)Professional)Development)

Throughout)the)Year)

New)Teacher)Instruc1onal)

Observa1on)Walks)

Book)Studies)Interac1ve)Online)New)Teacher)

Discussion)Forum)

Continue to provide support and professional development for principals and other leaders

10% INCREASE

9% INCREASE

12% INCREASE

Teachers’ Perceptions of a “positive school

climate.”

Teachers’ Perceptions that “staff is supported

by administration.”

Teachers’ Perceptions that “administration treats all staff with

respect.”

Expand extended day elementary school model to other schools

Fully Implemented !

100 Additional Minutesper Day

Plan approved for implementation in

Fall 2014 !

100 Additional Minutesper Day

Ensure that the State Alliance and Priority School District Consolidated Application is approved by State Department of Education and effectively implemented

Consolidated application has been submitted and approval pending

Positive Feedback Provided

Initiatives in Operation

Share Data Team process with BOE and general public

Continue to implement Positive Behavioral Intervention Systems across the district

Share the work of the Family-School Liaison Team with the Board of Education and general public

Monitor high school construction projects to minimize student and staff disruption

Share Data Team process with Board of Education and general public

• Process shared with: • Visitors from

Massachusetts and VermontApril 28, 2014

• Board of Education April 22, 2014

• Visitors from Iowa March 26, 2014

• Available to general public on meridenk12.org

Continue to implement PBIS across the district

Defining PBIS for our students, staff, families, and community

Dr. Farrell and her team from UCONN work with the district team, as well as our schools Tiered Level of support based on student needs PBIS Rooms in Secondary Schools

Share the work of the Family-School Liaison Team (FSL) with the Board of Education and general public

FSL Presented to the Board of Education on October 1, 2013

FSL publications in Meriden Record-Journal

Creating Public Awareness

Marketing

School and Community Events

Utilization of FSL tracking tool to provide support for students and families

Presentation Available for Download at meridenk12.org

Monitor high school construction projects to minimize student and staff disruption

2013 - 2014

Achieving Our Mission

• Programs Include: • High School Credit

Diploma • GED®

• Spanish GED® • ABE • ESL • Citizenship

• Enrollment: • 2012 - 2013: 560 • 2013 - 2014: 627

Special Education Reform

STARS Classes

Sensory Room at Hanover

STEP Classes

Sensory Room at Franklin

Community Classroom Collaborative at the YMCA

STARS Classes - HanoverS E N S O R Y R O O M

Praise for the STARS Program

STUDENT: Adrian

“The Stars program at Hanover has been a blessing!! It is a great starting foundation for children like my son. It is comforting and rewarding for us parents to see and know that our children are in the care of amazing and talented staff members that take pride in seeing our children achieve and accomplish their goals. I absolutely love the added incentives like the “Family Fun Nights”, in which I’m sure it takes a lot of planning and coordination to make these events fun and creative for our children! Also, the swimming program at the YMCA, (talk about our kids being in their element)…they have fun while learning social and motor skills, increasing their attention span and self care. The sensory room and the playground is like a wonderland where our kids can meet their sensory needs as well as stimulate their minds. We have become a little community as the parents and staff members work together in making a difference!!!”

STEPS Classes - FranklinS E N S O R Y R O O M

Adaptive Learning EnvironmentsF R A N K L I N - S T E P S

Adaptive Learning EnvironmentsS H E R M A N - E I P

Community Classroom Collaborative at the YMCA

Vocational training for students 18 to 21 years old

Allows students to begin experiencing adult activities while having the support of the school system

Central Registration

At the Meriden Health Department

Central Registration

260 Total2013 - 2014 Registrations

430 Total2014 - 2015 Kindergarten Registrationsas of 4/15/14

T W O S T A F F M E M B E R S H A V E T A K E N I N :

Maintaining andUpgrading Facilities

N E W G Y M R E D E S I G N A T N A T H A N H A L E

Maintaining andUpgrading Facilities

R E D E S I G N E D M E D I A C E N T E R S

Barry

Pulaski

Sherman On The Way

State-of-the-ArtTechnology Centers:

Barry

Pulaski

Sherman In Progress

Maintaining andUpgrading Facilities

New Computer Labs:

Franklin Hale Hanover Hooker Putnam Sherman Lincoln Washington

Maintaining andUpgrading Facilities

Infrastructure Enhancements

Leaders in the Field

Implementation of College-and Career-Ready Standards

Transition from SchoolHouse to Community School

Treating Social-EmotionalAt-Risk Students (AERA)

National Presentations

Lessons from AFT Labor Management

The Data That Matters: Makinga Difference for your Schools

2013 & 2014 ISTE Conferences

Teacher-Driven Expanded Learning Time

The Effects of the Patient Protection and Affordable Care Act on Schools

Time for Teachers: Leveraging Expanded Time

More Collaboration + More Time = More Learning

Statewide PresentationsTurning Data into Action, Connecticut Council for Education Reform Best Practices Forum, New Haven, Connecticut 2014.

Mandate Relief, State of Connecticut Education Mandates Relief Task Force, Hartford, Connecticut, 2014.

Utilizing Data to Improve Student Achievement, UCONN/CAPSS Educational Leadership Cohort, West Hartford, Connecticut, 2013 and 2014.

Closing Gaps in Meriden, State of Connecticut Interagency Council for Closing the Achievement Gaps: Chronic Attendance, Hartford, Connecticut, 2013.

The Education System, Connecticut Association of Schools (CAS), Southbury, Connecticut, 2013.

Leadership Panel and Extended Time Breakout Session, Connecticut Council for Education Reform, New Haven, Connecticut, 2013

Alliance District Convening, Leveraging Resources to Support Students, CT State Department of Education, Hartford, Connecticut, 2013

Alliance District Convening - Utilizing Teacher Evaluation Leads to Professional Growth - CT State Department of Education, CT State Department of Education, Hartford, Connecticut, 2013

VOL. 37, NO. 4 | WINTER 2013–2014www.aft.org /ae

How Not to Go It AloneWAYS COLLABORATION CAN STRENGTHEN EDUCATION

AMERICAN EDUCATOR | WINTER 2013–2014 29

Moving MeridenIn Connecticut, a Road Map for Union-District Relations

B J D

In the 1990s, the relationship between the Meriden Public Schools and the local teachers’ union, the Meriden Federa-tion of Teachers, was frosty with a lack of trust. e union spent much of its time elding concerns from teachers who

believed principals were not treating them as professionals. Teachers did not have a voice in instructional matters. Teachers and principals could not even resolve administrative issues like scheduling and lunch duty assignments.

To help teachers navigate this uncomfortable climate, the union president at the time deployed two assistants to meet with teachers in their schools. roughout the district, the assistants were known as “Doom” and “Gloom”; their presence in schools always signaled a problem. When the duo scheduled their visits,

the teachers would instruct them not to come in through the front door. Nervous teachers feared that the principal would see them and gure there was an issue. So to avoid any confrontation, the teachers let the assistants in through the back door. Relations between teachers and principals were so strained that the pair performed their clandestine operations several times each month.

For the most part, the district’s central o ce administrators did not visit schools to get to know teachers and did not involve themselves in building issues, says Erin Benham, the current president of the Meriden Federation of Teachers (MFT).

Benham has taught in the district for 34 years. For several of those years, she was the union assistant known as “Doom.” She laughs now when recounting this part of her career because things have so dramatically changed. No doubt she wasn’t laugh-ing back then.

In the last ve years, the union and the district have built a strong labor-management partnership whose focus on supporting teachers has resulted in a steady increase in student achievement. Today, it’s fair to say that Benham belongs to another dynamic

Jennifer Dubin is the assistant editor of American Educator. Previously, she was a journalist with the Chronicle of Higher Education. To read more of her work, visit American Educator’s authors index at www.aft.org/newspubs/periodicals/ae/author.cfm. IL

LUST

RATI

ON

S BY

ING

O F

AST

Key Leadership Positions

Dr. Mark Benigni, Superintendent of Schools

American Association of School Administrators (AASA) Governing Board Member

Co-Chair of the Connecticut Association of Urban Superintendents

CAPSS, Connecticut Association of Public School Superintendents, Board of Directors

Robert Angeli, Associate Superintendent for Instruction

CAPSS, Connecticut Association of Public School Superintendents, Board of Directors

Thomas Giard, Assistant Superintendent for Personnel and Staff Development

President – CT Association of School Personnel Administrators (CASPA)

Member – CSDE Taskforce on Minority Teacher Recruitment

Dr. Miguel Cardona, Performance Evaluation Specialist

CT Legislative Achievement Gap Task Force, Co-Chairman

United Way- Board of Directors

Dr. Alvin Larson - Research and Evaluation Specialist

Member - U.S. Department of Education, Center for Education Statistics National Forum

Susan Maffe, Director of Food Services

Executive Board for the School Nutrition Association of Connecticut (SNACT) Member

Member - State Task Force on Childhood Obesity

Erin Benham - Literacy Coordinator, Lincoln Middle School

Vice President - AFT CT Executive Committee

Dr. Anne Jellison, Principal of Israel PutnamElementary School

President of the Meriden Association of School Administrators

Chair of the Connecticut Association for School Administrators

Member of the Governor's Common Core Task Force

Key Leadership Positions

AFT National Trainers for CCSS:

Anita Gennaro

Kari Baransky

CCSS Teacher Ambassadors:

Krista Romeo

Anita Gennaro

Susan Axon

Sandra Polacheck

Heidi Popielarczyk

Janine Malave

Daisy Torres

Jason Gonzalez

Key Leadership Positions

Dream Team members will translate proven teaching methods and classroom expertise into high quality Common Core resources for use by Connecticut teachers.

Competitive process, 97 teachers selected, Meriden awarded 6 slots where they will serve as “teacher leaders” for the state.

CT Teacher Rubric Revision Advisors:

Dave Levenduski Katie Lopez

For Immediate Release: April 16, 2014 Contact: Kelly Donnelly 860.713.6525

97 TEACHERS SELECTED FOR ‘CONNECTICUT DREAM TEAM’

Teachers to ParƟcipate in Common Core Professional Development

(Harƞord, CT)– The State Department of EducĂƟŽŶ (SDE) today announced that 97 teachers from 86 schools across ConnecƟcut will take part in TeachFest ConnecƟcut, an intensive professional learning session on the Common Core State Standards, where they will develop high-quality resources to be shared with fellow teachers. The ‘ConnecƟĐƵt Dream Team’ will conƟnue working with their peers in the weeks following TeachFest and later serve as teacher leaders at a larger event this summer. ParƟĐipants teach a wide spectrum of diīĞrent grade levels, with 60 specializing in English language arts and 37 in mathemĂƟcs. “TeachFest will provide teachers with the opportunity to collaborate and innovate as they develop high-quality Common Core resources to be shared with their colleagues. ParƟĐŝpants will also serve as teacher leaders in future Common Core-related events and acƟviƟes. We thank and congratulate the teachers who have volunteered and been selected for the ConnecƟĐƵt Dream Team,” State Department of EducĂƟŽŶ�Commissioner Stefan Pryor said. “This is a new and exciƟng element of our growing array of Common Core supports for teachers and school leaders. We are grateful to Governor Malloy and the General Assembly for providing the resources that enable us to provide these criƟcal supports for educators.” TeachFest ConnecƟcut represents one of the professional development opportuniƟes supported by the State Department of EducĂƟŽŶ�regarding the implementaƟon of the Common Core State Standards. The ConnecƟcut Dream Team will Įrst convene in Harƞord from April 25-27 for TeachFest ConnecƟcut, a celebrĂƟŽŶ�of teaching and an intensive, structured working session facilitated by LearnZillion. A provider of digital curriculum and professional development for the Common Core, LearnZillion developed this innovĂƟve model. “ConnecƟĐƵt teachers’ response to this opportunity has been wonderful,” said Eric Westendorf, CEO of LearnZillion. “We’re excited to support the SDE’s commitment to teachers by sharing our high-energy, rigorous and pracƟĐĂů approach to developing excepƟŽŶĂl instrucƟŽŶĂl pracƟĐe with the ConnecƟĐƵt Dream Team.” Following TeachFest, the ConnecƟĐƵt Dream Team members will return to their 86 elementary, middle and high schools to conƟnue working with peers and content coaches in facilitated online

Fallon Wagner Mary Jean Giannetti

Mary Lou Woods Kari Baransky

Andrew Hutchinson Josh Egan

Planning for Continued Success

Expansion of Blended Learning environments

School Improvement Grant at John Barry School

Opening of new wings at high schools

Increase district-provided mobile devices

Increase digital content

Expansion of in-district SPED programs

Revising ELL programming

Pre-K to K alignment

Continuation of security measures

Continuation of CCSS Implementation

Implementation of district-wide Teacher Evaluation

Support for new administrators

Continue to Increase AP/ECE enrollment and students in higher level classes

Continue to increase partnerships with families and community providers

“Providing all of our students with a chance for a better life.” - Dr. Mark Benigni

M E R I D E N P U B L I C S C H O O L S

COURAGE

So,What Is

COURAGE?

Administrators’Retreat 2014

From Leadership Isn’t For Cowards

by Mike Staver

“You do not lead an organization, department, or group, and your people do not follow strategic plans, fancy goals, or year-end

reports. They follow a person.”

August 2014 - Administrators’ Retreat

August 2014 - Administrators’ Retreat

“Your followers deserve a leader who will openly accept the presence of obstacles,

challenges, and even tragedies, but deny their power and refuse to succumb, even if most people believe they mean certain defeat.”

August 2014 - Administrators’ Retreat

“It's what you do with the data and information you analyze that makes you a good leader.”

August 2014 - Administrators’ Retreat

“Courageous and healthy people take responsibility for their contributions to their failures and more readily share the credit for

their successes.”

August 2014 - Administrators’ Retreat

“Stand up in front of your direct reports and own up to something you did that you

shouldn't have, or something you didn't do that you should have. Want to build loyalty? Own

your mistakes.”

August 2014 - Administrators’ Retreat

“Leadership is influencing others to achieve results beyond those that they believe are

possible.”

August 2014 - Administrators’ Retreat

“Your job is not to eliminate problems;your job is to solve them.”

August 2014 - Administrators’ Retreat

“Do not tolerate mistreatment of others by your reports. Confront it more strongly than you

confront failure to meet results.”

August 2014 - Administrators’ Retreat

“Do not allow yourself or your people to accept the status quo.”

August 2014 - Administrators’ Retreat

“You don't just observe what's happening; you care about the effect it's having on your

people.”