The title of this chapter placed me in the proper mindset of the upcoming school year. The very first sentence speaks volumes:
You don't believe ALL your students can learn.
This statement was made by a principal towards a staff whose students had not performed at an optimal level.
The word those students was used often to describe the kids that attended Los Pen and it has been thrown around to describe our Carpenter kids as well.
The next phrase that stuck out to me was that from this day forward EVERY student will be academically successful. This is where our mission statement comes from:
Every student without exception or excuse, will be proficient or advanced in Science, Technology, English and Math.
We are beginning the development of the six exceptional systems and will start with a culture of universal achievement.
My question to you is what does a culture of universal achievement look like, feel like and sound like?
What will you do to change the those students label?
What was the highlight of chapter 1 for you?
What really spoke to me is the courage "to flout conventional thinking, roll up their sleeves, and begin the exhilarating and sometimes exhausting journey that eventually resulted in a school that knows no limits to the academic achievement of its students."
ReplyDeleteA culture of universal achievement starts with the staff and ends with the students. It is trying new things and analyzing the trends of successes and failures that result. It is sharing and discussing the results with peers and seeking constructive criticism, support, and sharing achievements with an open heart, knowing that it is for the students who it ultimately effects. They do see, hear, and feel what is around them. In being a community that has a common goal, and being passionate about that goal, our efforts are seen and our beliefs about the students will be adopted by them. This is demonstrated in our passing conversations, the looks we give each other and students, and the way we feel about there abilities to succeed. Being solution oriented and realizing student interests is a large part of this I believe. This year is going to be an "exhilarating and sometimes exhausting journey" that I am look forward to sharing with everyone.
I believe that every child can learn. That is not to say that I know how to teach every child, but my efforts in finding what it takes will not stop or slow down until we can reach them. I say "we" because I cannot do this alone. I will be a positive team member, and open to constructive criticism and sharing the joys of success and hard work to review what did not work to create effective learning environments. "Those" students are our students and believing in them as group will seep into their belief's of themselves. This is done already, it is our task to change it to a positive belief with matching results. I look forward to all the good times and growth.
Great way of putting it into words. I am pleased to see your effort to ensure ALL students learn and your willingness to accept that you may need assistance. Looking forward to special things happening this year!
DeleteFor me, this chapter started with a big "No he didn't!" :D I was completely blown away by the fact that the principal of Los Pen was bold enough to stand in front of a group of teachers and say the words, "You don't believe all your students can learn." As a teacher my first instinct was to be mad FOR the teachers in that cafeteria! I mean how dare he lump every teacher in to the same category, right! However, when I read further and really started looking at my own years of teaching, I realized I've made many of the same "if" statements the book mentioned. The highlight of the chapter for me, personally, was when the teachers took it on the chin and decided to make the changes that would be necessary to ensure ALL students would learn. They took nothing and together created a culture of universal achievement for the students of Los Pen.
ReplyDeleteWhat does a culture of universal achievement look like, feel like, and sound like? Administrator/teacher collaboration and cooperation...Willingness to push through the downs because the ups are around the corner...Goal setting for Administrators, teachers, and students...Understanding that nothing but one's personal best is expected from all stakeholders.
It disturbs me that any school would be labeled "that school". It disturbs me even more that the children at "that school" would be labeled "those students"! It's an unfortunate reality...especially for Carpenter Elementary. Since my introduction to No Excuses, I can say that I have let go of all of my "if" statements and adopted a No Excuses attitude for my students. In my classroom I wholeheartedly believe that every child is capable of learning without exception or excuse. I plan to hold tight to that belief and support Carpenter students, teachers, and Administrators in any way that I can. I also think it's important to be committed to pointing out all the GREAT things that will be happening at Carpenter when I'm in public. As my mother-in-law says, closed mouths often go unfed! If nobody else will ring Carpenter's bells, I most certainly will! :)
Thank you for this comment. It has been said that it takes a VILLAGE to raise a child and we will adopt the same belief about using the VILLAGE to teach a child. What happens here will change the world because our theme is One Goal: Defying the Odds! Looking forward to the cheerleader mentality as we will need that smile!
DeleteWhat does cultural of universal achievement – look like, feel like, and sound like. It looks like collaboration between principals, teachers, community, stakeholders, parents, and students. Respect, honesty, sharing and loyalty one to another. Being able to go to each other and come up with great learning tools for our students. Feels like a village of friends making a difference, and sounds like a peaceful and fun place to learn.
ReplyDeleteI will make sure “those students” label does not exist in my classroom or campus. I will show compassion for all students. We all are important and I will make sure the students know it. Everyone deserves the best we have to offer, and I plan on giving my best to all students.
This chapter is very important to the success of our children. Knowing what the problem is so the problem can be solved. I felt for the teachers and I understand their disbelief. As an educator you feel angry because you are giving it your all. Then for the principal to say, “You don’t believe all students can learn” is very heartbreaking. It is true but hard to take at times. I was glad to see that the teachers jumped right in and made a difference. The teachers began working together to make sure the students succeeded. It is great when you have a team that is willing to listen and do the work. The work of course is hard but the reward is great. When our students see that we have their interest at heart they will try harder. As long as the students have a safe environment; and can see the teacher cares for them, I know they will give it their all. That is what we need students that are willing to work, and teachers that are willing to work. The combination will be amazing and it can be done.
Your passion and commitment to make a differences is evident in your posting! Thanks in advance for being willing to do what it takes to make a difference and WELCOME home!
DeleteWhat does the a culture of universal achievement look like, feel like and sound like? To me, a culture of universal achievement looks like a campus where EVERY staff member believes ALL students can learn and the adults on the campus take responsibility for this becoming a reality. It feels and sounds like a campus where all staff members are actively involved in the process of turning our school around.
ReplyDeleteWhat will you do to change the those students' label? I believe in a proactive approach. Instead of waiting to hear others (i.e. community members, other campuses staff members) refer to our students as those students, I will take the initiative to let others know what innovative, amazing things are going on at Carpenter. This will take place at church, in the grocery store line, civic events, sporting events, etc. We must remember those students of today are the community leaders of tomorrow.
What was the highlight in Chapter 1 for me? "This is important only because it means that many Los Penasquitos students will now be the first in their families to attend college, leave behind lives of poverty, and have a fighting chance to grasp the American dream." Growing up part of the "working poor" class my sister and I are the first in my mother's family to graduate from college. I believe education gave me the power to achieve the American dream, and I want this opportunity for all my students.
I love the ALL statement and the fact that you plan on changing the conversation in the community! We must change the community via the school!
DeleteTo me, a culture of universal achievement happens when a campus fully believes and works unwaveringly towards the campus mission. Our campus mission states: Every student, without exception or excuse, will be proficient or advanced in Science, Technology, English and Math. To create a culture of universal achievement, our campus must fully believe that this can be achieved and commit to making it a reality. This will require hard work and sacrifice, but it can happen if we work together and not step of the path that will ultimately lead us to our goal.
ReplyDeleteI think that this “belief” that I spoke of is how we will change the “those students” label. We must first believe in our students…believe in their ability to obtain this campus mission and then continue to support them as they begin to believe it themselves. We must also believe in ourselves…believe in our ability as teachers, that we can provide our students what they need to achieve success. We must then believe in each other…believe that we each share the same common goal and that we are each doing our own personal best in order to reach this goal. It’s going to take trust, faith, and a lot of hard work!
“Understand this---I don’t have a clue how we’re going to do it. And neither do you. But together we’ll work, and work, and continue to work to find answers where no answers exist. Every day we’ll get better at educating these deserving students. We’re the only hope many of them have. Today, the revolution begins!” This speech that Jeff King made to his teachers was the highlight of the chapter for me. He was saying…yeah, I get that none of us have the answers, but we can’t stop searching for them. These kids deserve it. If we don’t man-up, who will? Let’s put our heads together and figure out how our students are going to learn. This is the same revolution that must take place at Carpenter!
I have enjoyed reading your post and look forward to finding the answers together! This conversation occurring in the summer has placed us ahead of the game! Using the Carpenter Mission statement was a GREAT touch as well! Together we can and will reach GREATNESS. What happens here will change the WORLD!!!
DeleteCulture of universal achievement looks like everyone on campus, teachers, admin, paras, & students, working together toward our vision. We clap for each other when it goes well & we pick each other up when things go wrong. We believe in each other & help each other. We never tear down. We ask for help when we don't know.
ReplyDeleteI will encourage our students to read. I will help teachers find the resources. I will give my all.
In chapter 1 "understand this-I don't have a clue how we're going to do it. And neither do you" stuck out to me. Admitting you don't know is half the battle. That was a very hard thing for me to admit when I first started teaching Deaf kids. But I quickly learned it did more harm to my students to muck along like I knew what I was doing verses admitting I didn't know & asking for help.
I agree! We must lean on each other to make it through this year. One will not do it alone. It will take the critical mass to make the moves that are needed!
DeleteWhat does a culture of universal achievement look like, feel like, and sound like? A culture of universal achievement looks like motivated educational leaders and teachers that are performing at a higher level, which will directly correlate with improved students’ accomplishments and motivation. A culture of universal achievement feels like a nurturing learning environment where students are motivated to learn and teachers are empowered to implement their ideas. As a result, teachers become more productive and satisfied. A culture of universal achievement sounds like all educational stakeholders effectively collaborating and communicating school wide goals that will encourage improved students’ success.
ReplyDeleteWhat will you do to change the those students’ labels? I will aid and assist all educational stakeholders with integrating technology in all areas of our school.
What was the highlight of Chapter one? The highlight for chapter one is when the teachers had a light bulb moment: “With a collective courage not previously seen at that school, those teachers agreed to work together to achieve academic excellence for every child.”
Universal achievement looks like students of all ages across the campus empowering each other, challenging one another, and celebrating successes no matter how big or small. To get to that level of achievement will take the entire campus and community alike. No excuses for anyone! If you say "I can't" enough times, it will become a part of every day reality. We need to change that statement to "I can!" Once you do that, you WILL!
ReplyDeleteI always tell my students that they can do and be anything they want. When they tell me that something is too hard, we work together to make it easier and work through the assignment. The key, I tell them, is finding just one thing that you know and build from there. It is all about the conversations you have with them and getting them to build their own confidence. We as teachers have to facilitate this mentality and make it a part of their daily thinking. Once they believe, the results will amaze!
The highlight for this chapter collaborating and working as a campus to achieve a similar goal:Success! On page 5, the statement that stands out is this: " But yesterday is yesterday, and today is today. From this moment on, we're going to expect that every student will be academically successful, even those kids who are the toughest to teach." If we have a universal language such as this and the mindset for every student by EVERYONE, it will make for a great year at Carpenter! I say bring it! I know there will be tough times and a long, hard journey but I am willing to do what needs to be done to see the other side. Students deserve nothing less than great from us.
A culture of universal achievement looks like a team of compassionate educators with ONE thing in common and that is helping change the lives of “our” students! Yes, our students! They will no longer be labeled due to their past experiences. We first have to believe in them, believe that they can learn no matter what their circumstances are.
ReplyDeleteI will lead by example to make sure our students are no longer labeled. I will help make sure that the environment makes parents and students feel comfortable, welcomed and loved when they walk through the door. I will ensure that each student is given equal opportunity to learn by stepping in and helping in any way possible.
The highlight of chapter one for me was:
“We’ll work, and work, and continue to work to find answers where no answers exist. Everyday we’ll get better at educating these deserving students. We’re the only hope many of them have”.
We can talk about what needs to be done to help our students succeed but we must be willing to WORK to make it happen.
A) What does culture of universal achievement look like, feel like, and sound like?
ReplyDeleteThe definition of “culture” is the characteristics of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts (per LiveScience.com) With that definition of culture, I believe the culture of universal achievement at Carpenter would look something like this: Positive academic postures within every classroom, students’ work proudly on display, both students and teachers engaged on the learning concept, and one would see both the administrators and teachers working together to help their students succeed.
B) What will you do to change the “those” students label?
C) What was the highlight of chapter 1 for you?
The highlight of this chapter for me was, once again, found out at the end of the chapter. “Knowing how to organize a school that creates exceptionally successful students is relatively simple. But doing the work is difficult. It requires teachers and a principal who are tenacious and courageous, who never waver in their commitment to disenfranchised children, and who refuse to give up when they experience inevitable, frustrating bumps in the road.” The authors’ choice of the adjective “tenacious” really caught my attention. So per dictionary.com it means holding fast; characterized by keeping a firm hold.
When I read this chapter I wondered how many people would be offended by it while I was sitting back thinking finally a perfect model for our campus. Last year when I heard Lopez speak I couldn't help but think his description was that of our school.
ReplyDeleteTo be honest without stepping on toes there is no reason Carpenter can not, should not and will not become as successful as Los Pen. For years we have had dedicated teachers who were and are committed to doing what they can to make our students successful, but were given no plan, no guidance and no support to back up the numerous plans we were given to implement.
I know there are teachers out there that resisted change but I honestly embrace it. I have seen numerous administrators come in with amazing visions but with no plan. It was as if telling a group of teachers to meet at the same destination but everyone took different routes, no one was there if someone was lost or ran out of gas, instead of seeing it as a road trip and journey together. Los Pen needed guidance and support and to be equipped with proven practices that were not only talked about but implemented and backed up.
All students can learn but they need various levels of support, have different learning styles, are motivated differently and take different amounts of time to grasp concepts, that need to be taught to mastery before moving on.
A culture of universal achievement looks like children smiling, laughing and enjoying learning. It looks like the kid who blurts out instead of raising his hand because for once he knows the answer or the student that runs up to you in the middle of a lesson because he has made a connection. It looks like teachers smiling and encouraging one another because they support one another and are working together. It is a classroom where all students can learn and where discipline is minimal not because there is none but because those problems have been redirected and those students want to be apart of the class. It is having a plan and knowing things will not change overnight but it doesn't matter because we aren't trying to change a system that failed we are starting a new journey with a new course that will be successful.
I have never labeled my students as those students and as an Ambassador last year for the school not many people referred to my students as those students in front of me; however, I would love to promote all the amazing things our students do achieve and accomplish that often get overlooked. We have started so many programs in the past that we didn't follow through with and it is quite sad to me. We need our students in the newspaper, we need to reach out to the community and to SFA and to the Sororities and Fraternities and get them involved.
As a former principal candidate the highlight for me was when he said that "their principal promised to be their biggest cheerleader, supporting them in their success and failures and protecting them from petty people inside and outside the district who felt it was their duty to quietly sabotage the work of creative teachers who dared to step outside the box." Visions are wonderful to have but without a plan and support are nothing more then words. Often times our biggest critics are those within the system and we as teachers must also challenge each other to protect ourselves and our colleagues from all the negative outside and inside voices that we will be faced with this year. We need to be cheerleaders for our students and each other.
A culture of universal achievement is where everyone is working for the same cause and striving to make a difference together. It feel like and sound like team work with one school, one voice and high expectations. I will change their label from those students to my students and help give them the tools needed to meet their goals.
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