Friday Reflections

It is hard to believe that we are now into our 3rd year of PERA/Student Growth.  When I think back to the beginning of this initiative, I remember the apprehension around not only the Type III assessments, but the reality that these assessments were going to be linked to teacher evaluation. Now in year 3, PERA seems like second nature.  In the beginning of the year, I held an evaluation meeting for meeting for the staff who would be evaluated this school year and, at that meeting, I suggested that we should focus on formulating meaningful Type III assessments.  I get that it’s easy to pull out last year’s assessment and use it this year, but unless the assessment reflects current classroom instruction, then we are just going through the motions for the sake of compliance. After our session on examining student work at our last institute day, looking at an assessment through this lens could prove to be a practice that not only improves student achievement, but improves teacher instruc

A few thoughts this week on reading… As I pass in and out and by classrooms, it is thrilling to see a few kids buried in their books – totally in a world an author has created – it’s also heartwarming to hear the sound of a teacher’s voice reading aloud a book – a passage – and reading with such expression in all the right spots.  Reading aloud is one of the oldest most valued practice in literacy.  Why not start class with a read aloud, followed by 10 minutes to write in journals – or just the ten minutes of reading – such a practice is creating a predictable structure everyone benefits from.   And, putting the read aloud into your schedule and sticking to it will ensure it doesn’t get scrapped.  Read alouds of good books, good passages creates community – part of the memory of being in Mrs. Brown’s third grade class.  And, don’t be afraid to scrap the book or passage if you don’t like it – or the kids aren’t into it.  I liked the words of Laura Varias  (ASCD journal):  “Don’t

A few disjointed thoughts from Tuesday’s institute day  regarding our examination of student work: Courtney and I met with second grade teachers.  We thought teacher participation and discussion was very good.   A teacher from Piper, Joe Schueller, student’s paper was selected, and he handled our analysis of his student’s response very well;  he offered insightful information about the student – what the student knows and can do and where he needs more help.  Our group was able to offer him what we thought his student knew as well as what misconceptions his student may have.  I’m not sure we took it to the next level – which would be “What would Joe could do next to help his student?”  “What feedback does his student need?” “What questions might Joe ask the student?” Overall the examination of student work is much more worthwhile than some institute day offerings.  Looking at student work is much more meaningful than Power School,  it is the work you are doing in your classroom

Last Friday our PTO sponsored and ran the annual Fall Festival – lots of work on the part of our great PTO.  The festival is an opportunity for our kids and their parents to come to school and experience school in a fun environment.  Irving is a community school – it sits in a neighborhood – a neighborhood of houses and apartments with families and, of course, kids. Last Friday with the coming together of neighborhood families, I was reminded of what Irving Elementary means for so many of our residents -our school gives families a sense of place and belonging.  Irving is a cherished landmark, and with the recent closing of so many Chicago schools, we know how fortunate we are to have our neighborhood school; Irving keeps the neighborhood healthy and alive. And, a special shout out to Elizabeth, Tyler, Michelle, Alex, Sydney, Trish, Jess, Rebecca, Kelly, Shauna, and Julie.  You were not required to attend, but you did!  Your presence told all that our students are taught by teachers