Tag: @gcouros

Collaboration, Leadership, Relationships , , , , ,

How are YOU Part of the Story?

by Bruce Mellesmoen October 28, 2018

You can accomplish anything in life, provided you do not mind who gets the credit

-Harry S. Truman

I’m currently into the early stages of Good to Great by Jim Collins, and one of the overarching themes has been the importance of being willing to let others take the credit when things go well. As I read this, I immediately thought about Trace and Ellen and the success they’ve experienced with the senior girls soccer program. When speaking with them, they never talk about the work they have done. As coaches, they speak about the team, the way the girls work together, the way they support each other, the way they push each other to become better, and the way they have grown together. Our senior girls soccer program has gone from good to great. Trace and Ellen accomplished a great feat, and neither of them were concerned about getting the credit. 

I think about our adult learning, and how proud I am of the work we are all doing. The learning is not restricted to just our teachers, it’s all hands on deck. It is evident that the EAs, our custodial staff, and our admin assistants are a part of our learning. Their finger prints are all over our growth and their impact is especially evident with our most vulnerable and reluctant learners. Key to this learning is the work of our learning facilitators, Steve and Shantel. While they are vital to our growth, they will be the first to point to the impact Brenda has had on them as learning leaders, and how she continues to play a role in their work. While their impact is immense, none of them will stand up and say, “for it is I that has caused this learning to occur”. Even just writing that seems so absurd, which is a testament to their humility.

Our soccer program and our adult learning are  just two examples, and there are so many more I could include, such as:

  • our early learning program, especially the growth in our literacy skills in the early years
  • our ever-evolving athletics program that is reaching more student athletes every year
  • our student leadership program that is continuing to flourish under our teacher leadership
  • our programming for students who struggle with the regular content
  • the evolution of our parental engagement

I’m sure I’m missing other examples, and my apologies to those I may have overlooked.

These programs do not grow through good luck, they require the leadership that you provide. Hopefully as you are reading this you are reflecting on your role in the growth that is happening at Waldheim School. Hopefully you are thinking about how you are part of our story. I’d invite you to contemplate the following questions:

  1. Are the kids who happened to be born between 1999 and 2013 coming to their school, or are they coming to your class?
  2. Do you believe that just because something worked yesterday does not mean it will necessarily work tomorrow? Do you feel you have the flexibility to deal with that?
  3. Are you a school teacher, or a classroom teacher? (I need to credit @gcorous with that question from his book, The Innovator’s Mindset)
  4. Are you a change agent, and how do you model this for your students and peers?
  5. In relation to #4, what are you learning about this year, and how is it impacting you, your students, and your colleagues?

When I think about the great programs that are occurring in our school (and in our school division as a whole), I think about the quiet leaders that working to make this happen. I think about how Trace and Ellen would answer those 5 questions as they relate to their soccer program, and I’m pretty sure I know what they’d say. As Steve, Shantel, and Jesse discussed at our last PD day together, one of the greatest impacts to student learning, based on John Hattie’s work (found here), is collective teacher efficacy. As we continue to strive for greatness as a school, think about your role and remember, you are an important member of the team, and your gifts are needed.

Here’s what is on the horizon this week:

Monday:

  • Brenda is hosting two new PSSD SERTs for the morning
  • All teacher staff meeting after school (agenda)

Tuesday:

  • Bruce away (partial am only)

Wednesday:

  • Halloween sock-hop (see Brittney’s email from earlier this week)

Thursday:

  • Post-Halloween sugar crash 🙂

Friday:

  • 7 – 12 progress reports due to the office
  • Sr. girls volleyball playoffs here (after school)

As always, create a great week!

 283 total views

Environment, Feedback, MPSC, Relationships , , ,

Let’s Go for Coffee

by Bruce Mellesmoen September 9, 2018

Anyone who knows me, knows how much I love a good cup of coffee. It can be iced or hot, black or fancied up, I just love the whole coffee experience. This was one of the pleasant surprises when I began working in Waldheim, the wonderful coffee shop, Departures. It has become a favorite place for me to pop in for a cappuccino or a latte, and while it would be easier and cheaper for me to simply brew a cup at work, there are a couple things that keep me going back. The two things that bring me back day after day are the art and the atmosphere, and recently I was thinking about what great teachers are doing in their rooms that are similar to what’s happening at Departures.

First, the art. I have an espresso maker at home, and buy good coffee, usually from Starbucks or McQuarries Tea and Coffee Merchants. When I’m craving a good cup of coffee, I dig out my maker, the coffee, the milk, and some flavoring syrup. I load up the portafilter, tamp it down, and begin to brew. After the shots are pulled, I begin steaming some milk, making sure to create some foam for the top. Once this is all done, I put it all together, and sit down to enjoy my creation. Every time I make a coffee this way I think to myself, “well, it’s okay, but it’s no Departures”. While the baristas at Depatures or Starbucks are using machines that are much higher quality, I believe it’s something more than that. It’s the art that they bring to their creations, and it’s an art that has been learned and honed over many, many pulls. It’s the same way I feel when I get to watch the incredible work that is going on in our classrooms. There is an art to the way Glen moves effortlessly through the shop that makes every student feel like they are important to him. There is an art to the way Steve captures every student with his combination of wisdom and wit. There is an art to the way Trace makes every athlete in his gym classes feel like they can do it. There is an art to the way our teachers and EAs do what they do. As you think about yourself as an artist, who have and continue to be your mentors? Who do you think you are impacting?

Second, the atmosphere. There are many coffee shops from franchises like Starbucks to local shops like City Perks, and while they all try to bring their own unique twist to this industry, they also all have things in common. Coffee shops are more than a place to quickly grab a cup to go, they are places where people go to meet friends, to work, to read, or just to relax. It would seem strange to go to a coffee shop today and not have access to free Wi-Fi while sitting in a comfortable chair with a plug-in handy. It would seem strange if there were no music playing and no art hanging on the walls. And of course, it would seem very strange if there were no friendly, knowledgeable baristas there to greet us and share their art with us. It’s the same way I feel when I get to walk into your incredible classrooms. The way Sharlene has made her room a safe, caring place for kids to explore and wonder. The way Katie and Cara have created environments that are like the fertile ground of a garden, just waiting for the kids to plant their seeds of learning on the walls to share with others. The way Ellen spends hours making what could be a sterile science lab into a place where the kids feel welcome and are encouraged to wonder. The way Joanne and Brenda take their smaller canvases and create beautiful spaces for some of our most vulnerable students to feel safe. The way Jamie and her crew work tirelessly to make sure the school is safe, tidy, and inviting. As you think about your room, what have you been intentional of as you’ve tried to create an atmosphere suited to bringing MPSC to life? How will you know if your ‘customers’ are satisfied?

My friend, George Couros (@gcouros) often speaks about his incredible parents, and how they created a thriving restaurant business in Humboldt by keeping things like this in mind. They created a successful business by caring about their customers and serving great food. How can you use the model of a successful coffee shop or restaurant to make your students’ learning experiences the best they can be? 

Look at your learning space with 21st century eyes: Does it work for what we know about learning today, or just for what we know about learning in the past?
Sir Ken Robinson
The Third Teacher (2010)

…now I’m craving a coffee!

Here’s what lies ahead this week

Monday:

  • K – 4 staff meeting (agenda)
  • Classroom visits: listening to the learning

Tuesday:

  • Grade 8 bike trip
  • Bruce & Jesse at ALT, Steve acting admin

Wednesday:

  • Classroom visits: listening to the learning

Thursday:

  • Classroom visits: listening to the learning
  • Meet the Family BBQ (4:30 – 6:30)

Friday:

  • Classroom visits: listening to the learning

As always, create a great week!

 419 total views

MPSC, Relationships, Side by Side Learning

They May Still Need Training Wheels. Apr. 23-27

by Bruce Mellesmoen April 22, 2018

Well, I just counted them again, and I have all 4 kids, none of them blew away in this wicked wind! It was fun to watch them get back on their bikes and wiggle carts in front of the house, they had a blast and love being outside. While they were playing it gave me a chance to do a bit of tidying up of the yard, but there is still a lot to do. Hopefully you found a way to enjoy the better weather. Two really cool things to share from the weekend. First, my 7-year old, Eva, had a friend over on Saturday, and Eva was making muffins. It was quite a mess, and to be honest, they seemed more like scones than muffins, but they went good with a coffee. What was cool was listening to her explaining to her friend how to measure out things like flour and sugar, and how only she could put the muffins in the oven. I didn’t record my wife teaching Eva, but I’m sure it sounded very similar. #side-by-side! The second cool thing was watching my 11-year old, Bobby, help my 4-year old, Charlie with his bike. Last summer, Charlie was still in the age of training wheels, and after watching his twin sister rip up the sidewalk on two wheels, he’s determined to get his two-wheeler going. Bobby was trying to give him tips, trying to help by holding his seat, and trying to help by cheering him on. Alas, it didn’t work, and Charlie found comfort on his other bike (a tricycle), which allowed him to be a part of the game they were playing.

Dunning sisters learning together.

This makes me think of the learning that has been going on in our school. Sometimes kids are ready, and can move to that independent stage where they can teach others, like Eva and her so-called muffins. Others are not ready, no matter how much we cheer them on and help balance them, they just need a little more time with their training wheels. This past week there were so many examples of side-by-side learning going on in and out of Waldheim School. The play, Annie, was an incredible success, and Joanne could attest to the side-by-side learning that was going on during rehearsals leading up to the performance. As I watched and enjoyed the acting, I was struck by how effective the music and lighting were.

Don’t worry, they got this covered!

Behind the scenes was an interesting crew helping bring the magic to life, there were veterans from grade 12, who had been running sound and music for years teaching the next generation of kids in grade 8, 9, and 10. Lots of #side-by-side! There were also many examples on staff last week of collaborative learning. Brenda and Steve were hard at work helping teachers, the EAs worked feverishly on their presentation during their EA meeting, and David and Brittney were able to spend a whole afternoon planning together on Friday. All of this in the name of what’s best for our students. Hats off to all of you and your efforts! All this side-by-side reminded me of a blog post from my friend, George (@gcouros), who wrote about a conversation he had with a group of leaders. He talked about the impact that performance has on people. If you have time, have a look at the post.

Here’s what lies ahead on this busy week:

Monday:

  • Staff meeting (Leah, Shantel, Brenda presenting)
  • Bruce & Jesse presenting at PSSD AGM at Division Office (5:30 pm)

Tuesday:

  • Classroom visits: What would you like us to notice?

Wednesday:

  • Lockdown (am ~ details to be sent out prior)
  • Assembly (1:00 ~ note: part of assembly will include cheque presentation from Affinity Credit Union)

Thursday:

  • Hold and Secure (am ~ details to be sent out prior)
  • Classroom visits: What would you like us to notice?

Friday:

  • Classroom visits: What would you like us to notice?

As always, create a great week!

 228 total views

Feedback, Innovation, Side by Side Learning , ,

What Will You Hear? March 19 – 23

by Bruce Mellesmoen March 18, 2018

Last week Brittney and Amy hosted a Read-a-thon for the students in their classes, and the result of opening the doors and inviting the community in created an incredible buzz in their wing of the building. As I walked around, there were kids with parents and grandparents sitting side-by-side enjoying a good book. They were on the couches, at tables, on the floor, in the hallways, they were everywhere! And while the group was free to move about as they wanted, it was not chaos, rather it was a relaxed atmosphere where kids and adults were fully engaged in the activity. As I watched, I wondered:

  • what are the parents learning about their kids as readers?
  • what are the kids learning about their parents as learners?
  • what are Brittney and Amy learning about their students as they strive to meet the goal of developing a deep understanding of every student in their class?
  • what are other teachers in the building learning about risk taking?

This week we have another opportunity to invite our families into the school as we open our doors for our parent/student/teacher conferences. When I think about the way we have typically conducted these conferences, I wonder  if there are more opportunities for #Innovation as my friend George Corous (@gcouros) would ask. Do these conferences need to be a time for parents to sit and hear from you, or is there an opportunity for more side-by-side-by-side learning to occur? One such innovation that we will see is in how Leah is going set up learning stations for the parents, basing these on her students’ #GeniusHour creations. What she is doing is taking the typical parent/teacher interview and flipping it on it’s ear, allowing the students to lead the conversation through a celebration of their work. Another unique approach to sharing student learning that I’ve seen is how Sharlene has used #FreshGrade to showcase the work her students are doing as readers, as writers, as mathematicians, as wonderers.  This article may offer you more ideas or things to try for your time together with parents. As you prepare for Wednesday and Thursday, I’d invite you think about:

  • evidence…how do you know your students as learners, and how can you share this with their parents?
  • voice…will you drive the discussion, or will you facilitate a discussion between parent(s) and student?
  • goal…how can the time we are sharing be as valuable as possible to the success of each learner?
  • feedback…how will you know if the parent(s) have a deeper understanding of their child as a learner?

Here’s what lies ahead this week:

Monday:

  • staff meeting, an opportunity to learn alongside Katharine, Marla, and Cara
  • classroom visits: what does side-by-side learning look like, sound like?

Tuesday:

  • classroom visits: what does side-by-side learning look like, sound like?

Wednesday:

  • classroom visits: what does side-by-side learning look like, sound like?
  • P/T Conferences (supper provided)

Thursday:

  • grade 6 basketball tournaments (girls to Stobart with Jesse, boys hosting here with Bruce)
  • P/T Conferences (supper provided)

Friday:

  • Day in lieu

 175 total views

Feedback, Master Teaching, Relationships

December 11 – 15

by Bruce Mellesmoen December 10, 2017

Whew, what a weekend! Bobby had his 11th birthday party on Friday night, and it was quite the party at the Shaw Centre. The kids had fun eating pizza, posing in the Lego photo booth, and then of course, swimming! I’m quite certain there were some tired kids on the way back to Martensville, with this big kid being the most tired. Saturday was a great day as I was able to get some one on one time with Maggie as we ventured out for a coffee and a quick oil change on the SUV, at 4 years old, she is so fascinated with the little things in life. The weekend ended with the kids taking part in my niece’s annual Christmas cookie decorating afternoon. She has hosted this for years, and my kids really enjoy playing with the other kids. Of course, the highlight for them is snacking on the special decorations while they create their unique creations.

My friend George Couros (@gcouros) had a great post on Twitter today which really had me thinking about the stages of my career and how comfortable I felt in the classroom when I discovered balance. When you look at this quote and reflect on your daily work with your students, can you identify when you wear different hats? Do you feel comfortable wearing these hats, or are there certain ones that you feel “safer” in?

When I reflect on my time teaching grade 5 in Langham, I had the opportunity to teach ELA, math, social studies, science, health, and phys ed. I felt very reluctant to step away from being being the sage on the stage during ELA, and I think it was that I did not feel confident enough in my own ability to see learning if I did not set it up in a way that I controlled everything that was happening. My science class was a stark contrast to my ELA, however, as I loved to turn the kids loose as they investigated different properties in an effort to answer different scientific questions. Unlike ELA, I was much more confident with the science curriculum. The point is, I was aware of my strengths and the areas I needed to grow in so I could develop a more enjoyable learning environment for the kids. By tapping into other experts I continued to work on my ELA, and to a lesser extent, my social studies, and was quite happy with what I had developed over the years.

Today I was excited to see the results from the survey (OurSCHOOL) the students completed in November, and upon my first, quick perusal, the results seem very positive. I am going to spend more time looking into what our kids had to say, and would like to invite all of the staff at the next staff meeting to have a look, and discuss the feedback. Before you get a chance to have a look, what do you predict will be the sentiments of our students? What areas of growth do you think the kids have identified? I’m sure it will be great food for thought!

Finally, I read an article that I just had to share. It talks about learning to love those students who may be tough to like. It resonated so loudly with me for two reasons. The first is that I know I was a tough kid to like for some teachers as I was growing up. I recall being asked to sit in the hallway on a couple occasions because I was too worried about getting laughs from my peers than from learning what the teacher was trying to teach me. The second is that I have had the pleasure of working with many of these students over the years. One student I taught in my very first year was a challenging grade 9 student who was very uninterested in my industrial arts course (it likely did not help that I had no clue what I was doing at that time). During the course of the year we would butt heads on a regular basis, and in the end I know neither of us enjoyed working together. Little did I know, he felt like I never gave up on him. We spoke years later at a social event, and he apologized for being such a pain (his words) and thanked me for always giving him a fresh chance everyday. He said he appreciated that I tried to make class interesting and fun and that he regretted not being a better student. I was shocked. We had a good chuckle over it, and today he is a successful educator in a different division. Is there a student you are having trouble “liking” right now? If so, what are you doing about it?

Here’s what lies ahead as we enter the final two weeks before our Christmas break:

Monday:

  • Bruce in a team meeting 9:00 – 10:45 (library closed)
  • Career fair expo in the gym (as discussed at our last staff meeting)

Tuesday:

  • Classroom visits: question for students, “what has been the coolest thing you’ve learned this year?”

Wednesday:

  • Classroom visits: question for students, “what has been the coolest thing you’ve learned this year?”

Thursday:

  • Grade 8 toy sale (see Trace for more details)
  • Classroom visits: question for students, “what has been the coolest thing you’ve learned this year?”

Friday:

  • Bruce at Laird to watch Christmas concert final rehearsal
  • Classroom visits: question for students, “what has been the coolest thing you’ve learned this year?”

As always, create a great week!

 216 total views

Assessment, Side by Side Learning

Sept. 18th – 22nd

by Bruce Mellesmoen September 17, 2017

As I am sitting down to write this week’s edition of On the Horizon, my 7 year old daughter, Eva, is busy working away on one of her birthday gifts. She received a sewing kit from her auntie, and in it are all the materials for her to create her own little stuffed owl. It’s pretty cute, but it also requires a lot of side-by-side learning. This is one of those moments when I’m in a little over my head, as I am not a master at sewing, not even close! What I have noticed, however, is that she is much more able to solve her own problems as she continues to struggle with her kid-safe needle and thread. This whole activity is a perfect microcosm of what learning should be, a kid engaged in an activity that interests her (she’d have given up on Lego long ago), is stretching her (it even says it’s for 8+), and has a clearly defined product. My role has gone from helping her set up and demonstrating how to pull the needle and thread through, to a cheerleader on the side.

So, what mark should she get?

My friend, George Couros (@gcouros), posted a link to this article by Bill Ferriter. In it Ferriter talks about the good old, SWBAT acronym, and for those of you relatively new to the profession, SWBAT stands for students will be able to. When I was teaching math, all of my lesson plans would contain SWBAT, and to be honest, it was pretty easy to come up with these objectives, especially for my senior level math classes. While it was easy to create a statement to put on the board (i.e. students will be able to identify the numerical coefficients from a quadratic equation and use the quadratic formula to solve the equation), it wasn’t always easy to measure what they had learned. In the end, I was focusing on what was measurable, not what was meaningful.This brings me back to Eva’s sewing activity. How do I measure what she has learned, and how do I share this with her mom who is currently at work and not seeing the process? I could count the number of errors she has made, but will that be an accurate measurement? I could record how long it took her, and then ask her to complete another one, but will that be an accurate measurement? I could find out if any other kids her age have sewn an owl kit like this and set them side by side and see which one looks better, but will that be an accurate measurement? The funny thing is that’s how I used to measure learning when I was teaching other subjects, like grade 5 social studies, or senior psychology, and as I reflect, I am sure I wasn’t always measuring what was important. As Eva was working, I asked her, “Eva, what are you learning?” Her response was, “I’m not learning, I’m just sewing”. Interesting. I bet if I had given her a sheet of addition questions or a spelling list she’d be able to formulate a different answer to that question. Has she already been trained to think that if it isn’t readily measurable it’s not really learning? If so, that makes me a little sad.

As we continue along our learning journey this year, keep asking yourself, “am I measuring what’s measurable or what’s meaningful?”

Maybe the smile is all the measurement I need.

 

Here’s what lies ahead this week:

Monday:

  • Jon Yellowlees is popping out for a visit
  • Cross country meet in Langham
  • Class visits

Tuesday:

  • SCC meeting 5:00 pm
  • Class visits

Wednesday:

  • EA PD meeting 8:00 am (library)
  • IA magazine sale fundraiser kickoff (9:00ish ~ library)
  • School pictures (in the gym)
  • Holly Kruger at school to meet with various teachers
  • Class visits

Thursday:

  • Meet the teacher BBQ
  • Class visits (am) / BBQ set up (pm)

Friday:

  • Classroom visits

As always, create a great week!

 327 total views

For the week of, Master Teaching, Relationships, Relevance, Side by Side Learning

June 5th – 9th

by Bruce Mellesmoen June 4, 2017

A touch windy, but wow, was that a beautiful weekend! The weather was perfect to be outside, and we took full advantage both days. On Saturday, we took part in the annual Martensville  Buster Days Pancake Breakfast. We have been doing this every year since moving to Martensville, and it is so cool to be able to share the experience with the kids, who gobble down their pancakes and sausage as fast as they can so they can get a look at the model train exhibit. From there we ventured downtown, found a prime spot and waited for the parade, another huge hit with the kids. Sunday was another great day to be with family, as we went for a picnic at the University (beside Innovation Place), and then wandered over to Grandma’s house for some dessert, and some shade. While we were there the kids were put to work, pulling weeds and planting flowers.

Grandma teaching Maggie how to plant flowers.

As I watched my two youngest planting marigolds with my mom, I was reminded of something George Couros (@gcouros) spoke about at CAP2017. He talked about how it’s sometimes necessary to be the “sage on the stage”, that we can’t always leave the learning to the students to discover all on their own. My mom and dad were always so proud of their flower gardens in Watrous, and were always in contention for yard of the year, as that was an annual award that was presented in our home town. It was wonderful to see our kids learning from their grandma, she gave them clear instructions and helped them navigate the soil, helped them press the flower into the dirt with just the right touch, and then apply just enough water. As I watched I was guilty of thinking about school and how we balance when to lead and when to step aside and let the kids explore on their own. When you think about the skill building that goes on in your class, when do you need to be the “sage on the stage” and when do you need to be the “guide by their side”? This also made me think of this very popular video of a girl learning how to ski jump, it’s a fun video.

We have a shortened week ahead, however we all know it will be no less busy. On Monday you have a full prep day, this is your time to use as you wish. I will be in and out of meetings all day, so if you see my door closed, it’s likely that I’m in with someone. I’m very excited to say that Jesse Reis will be joining us for part of the day, hopefully you will get a chance to meet him and introduce yourself to our new VP. On Thursday our 4, 5, and 6 qualifiers will be heading over to Hepburn for the annual WHHRLS track meet, that should be a great day!

Here is what lies ahead for the week:

Monday:

  • Prep Day
  • I’m in meetings at 9:00, 10:30, and 1:30

Tuesday:

  • Bruce, David, and Jesse at ALT

Wednesday:

  • Bruce in transition meetings with Joanne

Thursday:

  • Katharine, Dwayne, and Bruce at WHHRLS all day

Friday:

  • Bruce in transition meetings with Joanne

As always, create a great week!

 

 369 total views

For the week of ,

March 27th – 31st

by Bruce Mellesmoen March 26, 2017

People will always be the problem

And people will always be the solution

-Jimmy Casas

And so the conference started, and already I was forced into serious reflection. Could it be that simple? Could it be true that people will always be both the problem, and the solution? From that moment on, I vowed to be as intentional as possible, taking in every word each presenter spoke and absorbing as much information as possible from my colleagues, regardless if I had worked with them for years or had just met them over breakfast. As I wrestled with the notion that people are the problem and the solution, I started to wonder, when am I part of the problem, and when am I part of the solution. It became obvious that while the statement is simple, the complexity lives in what we do every hour of every day with our students. When you think of the problems in your class, ask yourself, what are you doing to be a part of the solution? Jimmy Casas (@casas_jimmy) asked us a question about what we want to see in our schools, do we want to see average or do we want to see excellence? As you reflect on your students, do you want them to be average or excellent? He went on to ask the tough question after that, if we know there is average in our school, what are we doing about it? We can be part of the problem, or part of the solution, it’s our choice. There was so much more that I took from the time I spent in Prince Albert, and hopefully over the next few weeks we will have an opportunity to discuss some of these things.

Going from interviews directly to the conference this weekend, I was forced to think about how we communicate with our parents. Corinne does a great job letting people know what events are going on and when they need to have forms and/or cash submitted to the school. We also do a wonderful job of sharing the big picture of what we are doing through our school newsletter and class newsletters. Where I feel I am coming up short as a school leader is sharing the day to day things that are happening in and around our building. Every day I see multiple examples of excellence in our building. From motors being torn apart and rebuilt, to high end cake decorating, to innovative math and science lessons, to empowering sharing time, to hilarious games of line tag, there are multiple things happening all the time! The keynote speaker, George Couros (@gcouros) took some time during one of his sessions to critique our website after I had questioned why there was so little traffic. While he was brutally honest, I believe his words were, “your website is boring”, his meaning was loud and clear. We compete with so many different mediums everyday, and if there is no reason to spend the time going to our website, why would we expect people to? One commitment I am going to make is to be more diligent in capturing images and videos of the great things going on and sharing them on Twitter with the hashtag #WaldheimSchool. I invite you to do the same thing by taking the time to snap a picture or take a video and share it out.

Lastly, I want to thank all of you for your tremendous work at the parent/teacher conferences last week. These are a great opportunity to connect with our parents, and while it is only for 15 minutes, it is a chance to engage in a learning conversation to help our students along the path towards excellence. As you look all the way back to last week, and I know it seems like a long time, what were some things that stood out to you? You had your list of interviews prior to Wednesday and Thursday night, and if you are like me, you would have likely tried to anticipate what each interview would be like. Were there any interviews that did not go how you imagined? How many interviews did go as you had imagined? Now that you have that informal data in your head, what does that say about how well you know your students and their parents? As you reflect on your interviews, what will you do different next time?

So, with all that being said, here’s what lies ahead this week:

Monday:

  • David away all day

Tuesday:

  • K – 3 gym blast (pm)
  • 4 – 12 ski trip (all day)

Wednesday:

  • Tom’s last day 🙁

Thursday:

  • Staff meeting (8:00 am)

Friday:

  • Business as usual.

 

As always, create a great week!

 251 total views