Good to Great

Four positions for which we are planning promise to catapult our school forward, adding significant services to students and enabling us to support very good teachers to become great and great teachers to become even greater.

Positions:

Enrichment Specialist: An enrichment specialist whose role will be to support teachers to design enrichment experiences for students will join our department of student services. This educator will work directly with students who, based on assessment, demonstrate the need for enrichment or acceleration exceeding grade-level learning. The enrichment specialist will be able to teach students in their classrooms and, as needed, pull students out of class to provide an enriched curriculum. In addition, our enrichment specialist will serve as a coach to teachers, assisting us to design enrichment experiences that will challenge and nurture the talents and passions of all our students.

Singapore Math Coach: As we implement a Singapore math curriculum in the school, we will benefit from the “gold standard” of professional learning in curriculum implementation for our teachers – an outside expert providing five days of intensive training for teachers as well as a workshop for parents, alongside a full-time in-house coach to provide ongoing professional learning and training for our teachers.

Library/Media Specialist: Leading the process of shifting our magnificent library into a twenty-first century library/media center is vital to our efforts to prepare our students for success in our rapidly changing media-rich world. We will be welcoming a library/media specialist to our faculty who will support our students to develop research and media literacy skills. Our library and media specialist will also coach our classroom teachers in more skillful integration of research, media, and literacy skills into educational experiences in the classroom.

Educational Technology Coach: Technology in the twenty-first century can no longer be relegated to a lab, but must be infused within classroom experiences. An educational technology coach will provide students with a comprehensive technology curriculum in the lab, but even more significantly, will support teachers to infuse daily learning experiences with technology in order to enhance and improve the quality of learning at our school.

Coaching Team:

What do the four positions described above share? You got it! Each of these positions includes some form of instructional coaching for our teachers. Our enrichment specialist, Singapore math coach, library/media specialist, and educational technology coach will join Ann Berlstein, our science coach, and Hadassah Wrightman, our Hebrew coach to form a coaching team. Jen Gensior, Chair of our Student Support Department, will also work with coaches and will be providing additional instructional coaching support to our faculty in literacy and learning strategies.

These instructional coaches or “teachers of teachers” will enable us to support very good and great teachers to become even greater. That commitment to the ongoing learning of teachers, not via outside workshops but through job-embedded learning experiences and collaboration among peers, is at the essence of what distinguishes the very best schools today.

Over the course of the next several months you will learn more about our curriculum enhancements, our hiring processes, and our instructional coaching team. You’ll have opportunities to meet our instructional coaches and gain greater insight into our commitment to continue to improve the quality of learning for our students. Please share with us your questions, insights, and ideas.

Applying Science and Math in the Real World

“We don’t have science anymore,” one of our fourth graders nonchalantly explained to me as he jotted notes on a clipboard rating the appropriateness of various areas on our campus to plant tulips for Journey North, an international citizen science project collecting data on climate change. 

“Really?” I queried. “But what are we doing now?”

“We’re figuring out the best location to plant tulips,” he replied.

“And why are we doing that?” I questioned.

“To help scientists learn about climate change,” he confidently answered.

“Isn’t that science?” I asked.

“Not really,” he answered.

That brief dialogue has remained with me for the past month, the most potent of a series of conversations and queries, mostly with parents, but sometimes with students as well, about our science program.  There’s also been much conversation about Singapore Math, coming soon to our school. To engage actively in this vital dialogue about science and math, we invite you to an important science/math curriculum evening, December 14 at 7:30 p.m. Come learn about how we are restructuring our science and math programs to ensure rigor, depth, creativity, and critical thinking.

As a preview to our conversation on December 14, let me share with you our primary goals:

• to prepare all of our children to have the conceptual framework and skills they will need to excel in middle and high school science and math courses, and
• to gain understanding of the vital issues in science and math our children will face in the real world, in their daily lives as well as in college, graduate programs and the ever-changing workplace

How do we reach those goals? In science, we have designed a program with strong units providing the fundamental knowledge and critical skills Lower School students need in both biological and physical science.  These units are learned primarily in the classrooms with the general studies teachers, supported by our science specialist, Ann Berlstein.

Mrs. Berlstein brings science to life through hands-on learning experiences in our in-door science lab as well as our outdoor labs — walking trails, the butterfly garden, and the vegetable garden.  She also infuses our classrooms with science centers and investigative learning experiences.

Science is no longer a “special.”  In the past labs were not necessarily connected to our classroom studies. Now, they are vital components of our science units. In addition, as with Journey North, students engage as participants in pressing scientific  concerns of our day.

In math, we will be implementing Singapore Math, a curriculum we have chosen because of its intensive focus on the skills and conceptual understandings necessary for success in higher level math. A faculty task force is currently designing the most effective ways for us to implement this method.

For us, as a mission- and values-driven school, the goal of science and math classes in general, and for academics more broadly, is not for students to collect good grades (as much as we are proud of our students’ good grades) but rather to prepare our children for lives of contribution and meaning.

We look forward to seeing you at our math and science curriculum night – December 14 at 7:30 p.m.  In the meantime, don’t hesitate to share your insights and questions so we can better design the evening to address your interests.

The Power of “We”

Community! Collaboration! Connection! Energy! Ideas! Action!

The school year begins with the power of “we” – our community working together to enrich the intellectual and spiritual lives of our children.

What’s in store for our school this year?  A dynamic PTO with new and returning leadership to strengthen the bond between our families and school.  New community action groups with parents and teachers dedicated to enhancing Jewish life, gemilut chesed (social action), Israeli culture and health & wellness.  Family curriculum nights where students and parents playfully learn together.  Refined and strengthened Student Services to better meet the needs of all learners, whether in enrichment or support.  Expanded science program with more fully integrated classroom and lab studies, using our indoor and outdoor labs, trails, and gardens.  An exciting balanced literacy program to enhance reading and writing skills in English and Hebrew.  Technology plan to build skills and encourage creativity, while teaching our students to become responsible, safe digital citizens.  A facelift for our walls with bright banners and colorful pictures expressing our mission and core values to reinforce who we are as a school and community.

And looking ahead to 2012-2013, we are designing our new library-media center and planning and training for the introduction of Singapore Math.

Join us! Become more engaged with our Schechter Westchester community.  By bringing together our ideas, talents, passion and time, the power of “We” will make a wonderful difference in the lives of our children and our families!

Literacy Pronoun Watch: The only pronoun used in the writing of this blog entry is “we”; there is no “I,” “you,” “he,” “she,” or “them.” With tremendous room for the individual, together we are greater than alone; united we will offer so much to our children and our community. That is the power of “we.”

Family Programming Of The People, By The People, For The People, Shall Not Perish From Our School

Our K-2 Family Math Night was truly an evening “of the people, by the people, for the people.”

We weren’t affirming the core American values of human equality and representative democracy as was Abraham Lincoln when he profoundly uttered these now famous words (of the people, by the people, for the people) in the Gettysburg address, but we were most definitely affirming some of our school’s core values: Talmud Torah (love of learning), kehilah (community), and gemilut chesed (social action).

Creative communal collaboration as a celebration of our core values is an idea whose time at our school has come. Simple on the surface, and yet a profound and meaningful shift in the way we relate to each other within our school community; parents, teachers, and yes, students, can and must collaborate creatively to develop meaningful programs and together live our core values.

The first ever K-2 Family Math Night wasn’t only about the math.

Why, yes, our youngest students and their parents enjoyed math games together that stimulated critical thinking and creative problem solving skills. And, yes, our fifth grade students took on a vitally significant leadership role by facilitating each of the math booths.  And, indeed, there was a social, community-building relaxed feel for parents and students alike as our gym was transformed into a math carnival with the festive theme of “math around the world.”  And, true there were the expected bumps; it was very hot – we know air conditioning is on our “wish list” and we’re working on cooling the main building.  But most of all, Family Math Night was a meaningful expression of core values which permeated the evening: a passion for learning (Talmud Torah), a celebration of community (kehilah) and an opportunity for all to donate new or gently used children’s books to St. Jude Children’s Research Hospital (gemilut chesed).

The public face of math night was substantive and fun. But, even more potent was the conversation and planning that led us to the evening. It’s that behind the scenes story that has the potential to offer you the greatest insight into our school’s continuing development as a value-driven community.

Math Night was truly born last fall, when the PTO made calls to just about every parent in the school touching base, inviting involvement, checking on how things at school were going for their children, and asking for input into what could be improved. Parents responded with thoughtful, insightful observations and suggestions. Many conversations ensued with PTO leaders, with parents amenable to sharing input directly, and ultimately, with a huge number of individual parents in one-on-one (or two-on-one when both parents attended) parent-principal conferences.

We turned listening into dialogue and began actively setting goals. An engaged cadre of parents stepped forward with wisdom and commitment, ready not only to recommend projects, but to volunteer their time. We together committed to one of our school’s most central tenets: “To learn and to teach; to observe/participate and to act.” We are learning and teaching through open, meaningful conversation. We are participating and acting through collaborative, creative program development.

Action is enticing. It’s also time-consuming. While many faculty members and parents were involved in Family Math Night; as was our entire fifth grade (the stars of the evening!), in truth there wasn’t yet sufficient parent participation in the program development, planning, and implementation. Amy Federman, chair of Family Math Night, spearheaded the event and brought together a committed, although still relatively small, parent committee. Ray Bello came through for the school tremendously in providing many resources for the evening and galvanizing us around a book collection for St. Jude.  Doris Richman, our math coach, coordinated faculty members and prepared our fifth graders for the evening.

It was a great beginning!  At the same time, it was only a beginning.  We’d love more Jewish holiday family events, literacy evenings celebrating reading and writing in both Hebrew and English, science Sunday programs using our lab and our outdoor trails and gardens, family social action (gemilut chesed) programs and more Family Math Nights – starting with a third through fifth grade Family Math Night next fall. But, to pull these events off successfully, we need even greater parent engagement. We need your ideas, suggestions, input, and also, your time.

I feel quite a bit like Uncle Sam, with finger pointed stating “Uncle Sam, or rather Uncle Schechter, needs you.”  The listening feedback loop is stronger than ever; with numerous accessible, open venues for you to share your ideas. Opportunities for meaningful dialogue will continue to expand. The next steps lie with parents. To reach our shared aspirations for our children; our school will need for all of us, including our parents, to offer our knowledge, skills, passions, and time.

Please engage actively with our school. Write in and share your ideas and insights. Tell us ways in which we can together expand and improve programming for our children.  Commit to working on at least one program next year. We not only welcome and value your active participation; we need it.

What’s on my mind… What’s on yours?

It’s been far too long since I’ve written.  It’s not for lack of information to share; paradoxically, it’s because Schechter Westchester has been so busy.

For us at school, we’re gearing up – at once preparing for the upcoming academic year while remaining fully present in this year, attentive to our students, and ready to use each and every precious day to support their learning and their personal growth. Spring is by no means a time for winding down.

There is so much I want to share it’s hard to know where to begin. Topics on my mind include class placement and hiring new teachers – this possibly tops the list of activities that are demanding my attention at this time of year. There is also much ado about important curricular innovations in each discipline and in overall approach, the fruits of which you will begin to see as early as next fall.  A group of teachers has been meeting to discuss academic excellence and the role of homework in supporting classroom learning. We’re entrenched in conversations about a strengthened and deepened focus on gemilut chesed (social action) and reflecting on more deeply infusing our curriculum and programming with core Jewish values.

What peeks your curiosity about our school work?  What topics would you like to learn more about?

Here are two homework assignments: one for me, one for you:

• My assignment is to write more regularly.
• Your assignment: Take the poll! It’s right on this blog and tell me what’s on your mind.

Post your questions and comments, and offer your insights and perspectives.  Don’t be shy! Our dialogue and new insight into these areas can help you better understand the Schechter Westchester experience.

Take the poll now!

School Without the Students: What Teachers Accomplished on Professional Development Day

Children cheer and parents wonder.   Why do we need a day off for professional development?

Last Monday, as children enjoyed a long weekend and parents rearranged childcare, teachers took giant strides in an ongoing and innovative curriculum review.  We looked at each subject area, considered state and national standards, and using the most current educational research available, determined which features of our curriculum reflect the best in education today. We also determined which features we can work on to improve the quality of the education we give the children.

As we explore new and richer ways of bringing science, social studies, and Chumash into the classroom, we are placing more emphasis on the essential core skills that go beyond subject areas. We are reviewing proven methods of teaching literacy in both language arts and Hebrew. We are considering several ways to bolster our math curriculum so that students will achieve even greater success.  In all areas, we are finding creative approaches to support learning with educational technology.

Your children have already begun to see the fruits of our efforts in subtle ways.  New tactics and approaches are being used in classrooms. You will see more obvious innovation next year as we roll out new units in each subject area.  Over the next several months, look for entries in this blog that will be full of specific details about our progress.

Getting Technical During Professional Day

Don’t hesitate to share with me your questions and areas of interest.  I look forward to a continuing dialogue with you.