News from the land of Chelle
A banner week, my friends!
I had my first meeting as department head. The previous week, I had contacted the APs to determine if they had anything they'd like me to address. Other than the curriculum fair (of which I am now a member of THAT committee. How the fuck?), there was nothing but the things I needed to address.
So, knowing that we're moving to the PLC model of collaboration, I started the meeting with a few minutes for sharing best practices. What was something interesting happening in everyone's classrooms? What activities were proving interesting and successful with the students? What projects were going on? Nearly half the department had something to contribute to the discussion. Wheeee!
I'd been discussing with the reading coach about getting her into different classrooms to observe what teachers are doing in their rooms - mostly to facilitate collaboration and communication within the department. Most of the teachers were receptive to that idea.
I discussed the curriculum fair, as my AP wanted me to do, and there was discussion about how the English department could benefit from a larger presence at the fair, so I think I'm going to get a few more teacher volunteers to attend. Yay!
Then the Principal had his stuff to go over - state assessment data, writing samples from the FSA, and our school-wide book study, The Fundamental Five.
I thought it went rather well! Afterwards, I had a couple of teachers thank me for a productive and focused meeting. And several told me that they liked the idea of starting with the interesting stuff in the classrooms. It gives us a chance to pat our own backs and share fun stuff with each other. The atmosphere was much more congenial, and negative attitudes were left outside the door - the first time in a long time that has happened. Further, when I went to the principal to sign up for my formal observation slot, he made a point to mention how good a job I did as the group leader, keeping everything focused and moving along, without stepping on people's toes. go me!
I've entered the 'released' phase of teaching for the year. I've been teaching students all year how to interact with the text, ask questions, define vocabulary, note interesting passages. So this week, after walking them through Nature and Self-Reliance, I let them go with Walden. I made them read and take notes first. Then after twenty minutes of reading, I had them get into groups to discuss their notes. I have discovered this: while their discussions are spot on and really deep and academic, their written responses tend to leave all that understanding out. Iknow they understand the piece, because I hear it in their conversations, and in their answers to me. I just wish that understanding would transfer through their writing. Need to work on making that happen.
Tomorrow, we have our 11th grade intervention meeting, disucssing our at risk kids and possible alternative placements. Then I have a meeting with the AP about our accreditation. I'm movin' and shakin' y'all. Watch me, watch me!
Finally, I have started writing for fun again. Not actual narrative - at this point it's the beginning of a plan, but it's narrative! And it's fannish, not original, but it's CREATIVE! God, it felt good to get back on that horse.
I had my first meeting as department head. The previous week, I had contacted the APs to determine if they had anything they'd like me to address. Other than the curriculum fair (of which I am now a member of THAT committee. How the fuck?), there was nothing but the things I needed to address.
So, knowing that we're moving to the PLC model of collaboration, I started the meeting with a few minutes for sharing best practices. What was something interesting happening in everyone's classrooms? What activities were proving interesting and successful with the students? What projects were going on? Nearly half the department had something to contribute to the discussion. Wheeee!
I'd been discussing with the reading coach about getting her into different classrooms to observe what teachers are doing in their rooms - mostly to facilitate collaboration and communication within the department. Most of the teachers were receptive to that idea.
I discussed the curriculum fair, as my AP wanted me to do, and there was discussion about how the English department could benefit from a larger presence at the fair, so I think I'm going to get a few more teacher volunteers to attend. Yay!
Then the Principal had his stuff to go over - state assessment data, writing samples from the FSA, and our school-wide book study, The Fundamental Five.
I thought it went rather well! Afterwards, I had a couple of teachers thank me for a productive and focused meeting. And several told me that they liked the idea of starting with the interesting stuff in the classrooms. It gives us a chance to pat our own backs and share fun stuff with each other. The atmosphere was much more congenial, and negative attitudes were left outside the door - the first time in a long time that has happened. Further, when I went to the principal to sign up for my formal observation slot, he made a point to mention how good a job I did as the group leader, keeping everything focused and moving along, without stepping on people's toes. go me!
I've entered the 'released' phase of teaching for the year. I've been teaching students all year how to interact with the text, ask questions, define vocabulary, note interesting passages. So this week, after walking them through Nature and Self-Reliance, I let them go with Walden. I made them read and take notes first. Then after twenty minutes of reading, I had them get into groups to discuss their notes. I have discovered this: while their discussions are spot on and really deep and academic, their written responses tend to leave all that understanding out. Iknow they understand the piece, because I hear it in their conversations, and in their answers to me. I just wish that understanding would transfer through their writing. Need to work on making that happen.
Tomorrow, we have our 11th grade intervention meeting, disucssing our at risk kids and possible alternative placements. Then I have a meeting with the AP about our accreditation. I'm movin' and shakin' y'all. Watch me, watch me!
Finally, I have started writing for fun again. Not actual narrative - at this point it's the beginning of a plan, but it's narrative! And it's fannish, not original, but it's CREATIVE! God, it felt good to get back on that horse.