New NCAS Standards Packet

My principal asked me to create a "packet" for an AH credit.  Basically, a checklist of what a student needed to complete in order to receive an AH credit.  So, I reviewed the National Core Art Standards and came up with the basic criteria.  As an artist, the standards fit really well into what is expected of  you in College courses and your basic "best practices" as an artist.  That's also what I kept in mind when constructing this packet checklist.  So here it is.....

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This at least gives you an idea.....

With these standards in mind, you basically have 2 artworks, 1 research paper and 1 whole class activity to determine evaluation criteria.  The 2 artworks select from subject matter (a) social, cultural, political issue and (b) an extension of subject matter in another discipline.

The steps you take in order to create an artwork match the new standards, but also are exactly what you would be doing in a college class.  You sketch to generate ideas, you conduct an artistic investigation of subject matter, inspiration and media, you make an artwork, you clean up and respect the materials and environment, you have a mid crit with a peer/mentor, and you write an artist statement.  The research paper includes the responding to and connecting with an art exhibition criteria.  You do this process twice with different subject matter, and you have completed your HS credit for AH.  

So far, it's super easy to manage, students can work at their own pace, you can scaffold the student at whatever level they are on and students feel respected b/c you aren't talking at them, you are talking with them regarding something that they want to make.  So far, it works.  Of course this is for high school or independent study/individualized programs.  Elementary and Middle are a little more defined (especially in the current standards) but can also be detailed to the point where classes can pick an issue and a media they want to pursue, then you support them in their development and curiosity.  Something that also killed me in an art class was the teacher picks one media, one picture to make and then the students have to copy you.  That's not critical thinking, that's not 21st century, that's producing little robots.  And being an artist, is NOT being a robot!  We behead, paint the robot and then write an artist statement stating it's in the name Economic Crisis!

Sketchbooks

To an artist, the sketchbook is like their Bible and best friend.  From play, to research, to thoughts and ideas, it is an outlet.  For most, it is a very cherished item.  As an art teacher, I think it is important for students to have something of their own, to cherish, and be able to have something that can be a positive and constructive outlet for them.  Whether you make your own, buy one from a store or improvise with another "book", making it your own is crucial.  For my first project with my classes this semester, we are "creating" our own sketchbooks and learning about artistic investigations.  I say "creating" because I am giving the menu options to the students to create one from scratch, buy one to use an older binder or folder.  However, they do need to personalize it with an artwork on the front cover (at least the front cover for now).

My goal with these sketchbooks is that they will utilize these books during upcoming projects, practice taking notes and sketches in them, and understand the artistic investigative process when creating an artwork.  

Here are a few visuals for examples:

old folder and store bought

hand-made and composition book

personalized old binder

Here are a couple websites and videos that I plan on sharing with my students as well:

http://www.marcjohns.com/blog/2013/01/i-make-my-own-sketchbooks.html

http://www.cbsnews.com/news/the-higher-purpose-of-doodling/

Also, here is my Rubric and criteria for an artistic investigation.  I want to make a "I mustache you" poster with these items on it so students can check themselves per project.

Here is my weekly planning for my Sketchbook week using my weekly planner.

Weekly Planning Template

Whenever I go to the "Teacher Store" and look at planning notebooks, they are all pretty basic and semi-expensive.  $15 for sheets of paper that I could easily create and print myself and keep in a binder.  Which is exactly what I did!  However, mine has a twist.  I incorporated some TPGES into the template.  (1) The B M E stand for Beginning, Middle and End of a lesson per hour; i.e. the intro, the application and practice, then the closer.  (2) The see-hear-do in the Notes section reminds me of different learning styles to incorporate.  Students need to see exemplar models using a variety of media, they need to hear it (and read it) and then they need to do or practice it.  I know there are more learning styles than that, but this template could get crazy cluttered if I incorporated everything!  These are just little reminders to cover my basics and jazz it up a bit!  I will usually print one of these for the week and take notes and sketch on the backs regarding ideas for lessons.

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Frankfort Arts Integration Academy

A couple weeks ago I had the opportunity to participate in an Arts Integration Academy in Frankfort, Ky.  It was sponsored by KDE, Kentucky Center for Performing Arts and KET.  The week was packed with activities, speakers and field trips.  It was educational, inspiring and a lot of fun!  Here is a list of some of the things we did and learned about, also some of my own creations throughout the week.

One of the discussions at the beginning of the week was about Arts Integration.  Arts Integration shouldn’t just be about art enhancing other core subjects.  It’s a 50/50 split in responsibility, standards, accountability and importance.  They referenced the Kennedy Center CETA as a true definition.  It states…

Art Integration is an approach to teaching in which students construct and 
demonstrate understanding through an art form.  Students engage in a 
creative process which connects an art form and another subject area and 
meets evolving objectives in both.  

In my opinion, It shouldn’t simply be an art activity in Social Studies or any other class, the student’s product should be assessed on the core subject criteria and the arts criteria.  This not only increases the rigor and engagement of the students during a certain project, but it will create better crafted and more professional products as well.  It also reiterates that Art and Humanities are vital in eduction and to our future.  

Additional activities included using Tableau to act out scenes in Social Studies or Literature.  We wrote a diamante poem.  We had a wonderful speaker come and perform an amazing example of storytelling with body language and rhythm, vocal expression and whole group interaction/engagement.  We looked at and drew our own self-portraits, learned how to efficiently incorporate songs into our instruction, create character maps for our bios and performed a closing activity of colored stickers on large paper questions.  

In regards to Art and Humanities, I learned that there are new and improved standards being presented to the Board later this fall.  Of course, I went ahead and got to know the new standards, made my own cheat sheet for better understanding and implementation.  Here is my cheat sheet and the link for the National Core Arts Standards.  It’s actually really helpful, with Essential Questions and an assessment criteria already provided.

We had someone come and give a presentation on CIITS, PBS Learning Media with KET and TranspARTation grant information.  

Tons and tons of amazing information and great ideas!!  Looking forward to giving a PD at my school this semester!!

Standards, Program Review and TPGES Documents

Art and Humanities in Kentucky is getting a serious makeover!  I recently completed a PD regarding arts integration and our state AH rep was there.  His discussion focused on some changes that we will see to the AH standards.  So, of course, I jumped on the website and started studying!  I went through the content standards and put them in my own words, organized them so I could better understand them, and viola! My new AH Standards Bingo cards were born!

such a nerd, I know, but I feel SO much better after going through them and really understanding them

Anyway, within this post, I am linking my old standards, new standards, my Program Review and my TPGES notes.  Old standards, because we are supposed to continue using them while we pilot the new ones, but they are more descriptive and a little more detailed, so that's always good to reference. The new ones, (which I color coded... yes, I have a life), my AH Program Review and our new Teacher Evaluation System (TPGES).

I also wanted to have a post with all of these docs so it's super easy to reference and document my evidence as we go.

Old AH Standards

New AH Standards

AH Program Review

KY TPGES

Kentucky Center Academies for Arts Integration

One thing that always helped me through school was to connect sketches and drawings to what we were learning in class.  Teachers didn't necessarily incorporate that stuff, it was all textbooks and writing on paper, but my papers including sketches in the margins.  That's how I could make sense of the content (and yes, I could still draw you my example of a lever arm).  

I am very excited to have the opportunity to attend a Kentucky Academy that focuses on Arts Integration next week.  One, for my own professional development and two, to bring back some materials and ideas for my school.  

I also get to share this weeklong experience with one my colleagues and friends, Lianne!  

Next week will include posts regarding this Academy as well as how it all fits together for the AH Program Review.

Check out an article here for more info on Arts Integration and here for the Academy info!

Arts and Humanities Program Review

Even though my school isn't exactly evaluated on this, I still like to stay on top of our district's expectations and goals.  This Program Review is technically for all schools in Fayette County and I recently went through and put the District's 20 page document into my own cliff notes, cough cough, only 3 pages thank you.  The District's version can be found here, my version can be found here.

One thing that I like to do is read through at the beginning of the year, and then once a month throughout the school year and just document evidence of the things I've done (pertaining to the cliff notes) and also schedule things for the future.

Feel free to use yourself or share what you've done to cover some of the items!

I will be double checking and posting my evidence here on the blog for others to see and for myself as documentation.

Unit Planner

So, our district came out with a 7 page lesson planning template for teachers to use in their classes.  I thought, "Holy Moly! 7 pages, that is crazy!"  Maybe an in-depth collaborative Unit, but not for every day use!  So I tried to really digest all of the information on it, then..... they came out with a 2 pager.  Getting warmer, but still too much paperwork!  My administrative team asked me to combine the 7 pager, the 2 pager and our "school philosophy" and see what I could come up with.  Well, here ya go! Brace yourself...... it's all of one page, but pretty in-depth.  There are explanations of the items as it pertains to the district wish list, but also organized realistically and user-friendly.

Assessment Criteria:  Teacher completes expectations that are concrete, measurable and rigorous in the Teacher Goals/Growth Targets.  This must be completed after class pre-assessment and data sets/funds of knowledge are accounted for.  

Enduring Standards:  By incorporating interdisciplinary standards, literacy standards and employability/21st Century standards into the Unit creation, we are providing students with opportunity to practice “life long skills that have value in multiple disciplines and will set them up for success in the next grade level”.  

Formative assessments are planned after Teacher Goals and Growth Targets are identified.  Dates for formative activities/assessment are set throughout the unit for teacher-to-student consultation and review of progress. (Stop and Checks) Communication home to parent/guardian is encouraged for partnership as well as development/recognition focus notes within eOS.

Instructional Outcomes/Essential Questions:  Classroom effort after pre-assessments and data sets/funds of knowledge are applied to topic/theme.  Students can decide what the Inquiry-based essential questions could be in keeping with the enduring and supporting standards.  Teacher acts as guide/facilitator in approving essential questions that are within the instructional outcomes/learning targets theme.  

Learning Activities:  Learning activities stem from the Standards, Literacy and Employability Framework while taking into account Teacher Goals and Growth Targets.  Learning actives are planned with formative assessments and stop and check dates in mind.  

Lesson Objectives/Learning Targets/Instructional Outcomes - are all decided at the beginning of the Theme/Topic/Idea.  These criteria are decided based on societal criteria, developmental criteria and student individual criteria.  (How does this topic function in society, where the student is currently in their development and engaging the student with their interests/strengths.)  

Resources:  Include texts (books, articles, graphics, etc), digital, library resources, school/parent community resources and professional community resources.

Summative Assessment:  Taking into account any and all measured growth of student within the Unit.  Each activity develops or allows practice of a specific skill.  Formative assessment is practice of specific skills and criteria.  Summative Assessment is the application of skills and criteria within an authentic assessment (product/project/performance based).  

Why I love my kindle even more!!!

So, I am in the midst of writing yet another grad paper (last one for this class, yeah!) and we had a class meeting on campus yesterday.  I decided to attend because a. I love meeting people face to face and asking clarifying questions (so much can be lost in an email) but also b. APA format scares me/confuses me and I want to make sure that I am somewhere on the right path.  

The meeting was very nice, just our professor and 2 other students, and we talked, got to know each other a little more and got all of our questions answered.  One of my questions happened to be about my kindle and adding a reference from a downloaded book into my paper in APA format.

I am currently reading Making Learning Visible (MLV), from a Project Zero and Reggio Emilia partnership and I love it!  I am applying many of the strategies and practices into my own teaching and love the outcomes!  Anyway, so my question happened to be 1. how to properly cite my source in my reference section of my paper, but also 2. how to site my in-text reference and 3. how in the world do I find a page number when all I can see are % at the bottom?    it was a lengthy question

My professor showed me a neat little trick that I can do with the Kindle that eased all my worries!  I had to do a few little steps first....
1. I downloaded the Kindle app onto my Mac laptop.
2. I logged in and "opened" my MLV book
3.  I highlighted a section that I wanted to add to my paper
4. Copied said section 
5. Opened a pages document
6. Pasted said section into document and .....BAM!!!

Not only is my highlighted section there, BUT there is also a cited reference with Kindle reference page numbers!!   Hello, does it for you!  It's amazing!

Long story short, copy and paste from kindle book into a document and it cites it for you.   

Now, I only get to read 5 more articles, synthesize them into my paper, finish writing my paper and I am good to go!  Where's the coffee....... 

It's PGP time!!

It's that time again for those in the teaching profession for Professional Growth Plans! 

 I kinda enjoy these self-eval times and reflecting on what I am doing in the classroom and seeing ways I can improve.  This year, our school is a pilot school for the new PGES format.  It's very informative with relevant examples and specific ways to improve.  That was my weekend project, reading through the PGES and putting it into my own words for understanding.  I know, this takes up a TON of time, but let me tell you, it was worth it!  I feel confident in the material and creating my PGP on 2 topics/areas for growth was pretty easy.  

PGP Topic #1

PGP Topic #2

The Global Achievement Gap

In my Grad class right now, one of the books we are reading/studying is The Global Achievement Gap by Tony Wagner.  It is really interesting and scarily very true.  The first chapter discusses how the world and economy are "flattened" and our students need to be able to successfully practice and execute certain skills to be able to compete for survival.  These skills need to be promoted in the classroom.  

I made a table and did some more research on this.  I voiced to my professor that conceptually, we know what needs to be done, but how we implement this in the classroom is where the Professional Development needs to support our teachers.

Here's the table:

Skill	What to do
Critical Thinking and Problem Solving	Have students help you figure out real-life problems.  Everyday things, fix stuff, research topics, plan events.  Help them analyze the problem, don’t just give them the answer.  Product, problem, ARMS chunking, test, reflect.
Leading by Influence	Join a team or organization, learn to work in a group.  Let them practice what to say, but they need to say it.
Agility and Adaptability	be flexible, think on your feet.  This too shall pass, attitude.
Initiative and Entrepreneurialism	Follow student interests.  Encourage them to take that interest to the next level.
Effective Oral and Written Conversation	Discuss, interact.  Debate about topics.  Write thank you notes.  Read their work and give feedback.  Practice speaking, writing and giving presentations.
Accessing and Analyzing Data	When conducting research on a computer, talk about what you found.  Can you trust the source, is it reliable.
Curiosity and Imagination	Encourage questions, always.  Explore interests, let them lead.  Provide the opportunity: research, materials, encouragement and environment.

From:

http://www.education.com/magazine/article/global-achievement-gap/

Bullying and Suicide Rotation

Bullying and Suicide Rotation

At the beginning of the year, we divide students into groups and teach different topics on a Rotating Schedule.  This year, I got to teach about Bullying and Suicide.  (fortunately, I didn’t have anyone crying).  It is such a heavy topic, I get nervous talking about it, but our students are champs!  They are so open and honest about it and what they should do!  I wanted to post my Unit and Lesson that I did, in case anyone else finds it helpful.  I definitely recommend the activities, our rotation was about 45 minutes long.  We had NO down time, the kids were engaged for all 45 minutes and they contributed and taught me a few things!  So, here we go.  also, if you have suggestions, please leave a comment!  I would love to hear them!

Unit:  Bullying and Suicide

Opener:  Small discussion.  I share with the students the topics that we are getting ready to talk about.  I ask them if anyone has ever seen the “Wizard of Oz”.  (they raise their hands, and I thank them for 1. sharing and 2. raising their hands)  Then I ask “Do you remember what the Lion was looking for?”  They raise their hands again.  (Awesome!)  Courage!  Yes, Courage!  Courage is our word of the hour; because, sometimes it takes Courage to stand up to bullying or to do something about it.

Small Group Activity:  Students form 2-3 person groups and are provided a graphic organizer.  I have different scenarios and actions printed on little slips.  Each group receives a scenario.  They read the scenario and then decide if they agree/disagree/not sure with the action that is stated.  They have to write and tell me the why behind their decision.  

[This activity came from Tolerance.org, for links to the activity click here.  For the Scenarios, click here and the graphic organizer click here.]

I put a timer on the Smartboard and give them maybe 5 minutes.  Then we share with the class.  This usually gets a really good conversation going, other kids are adding to the scenarios and some are sharing “inappropriate” actions that they would do, but that allows for corrections and deeper understandings to be made.  This activity took up most of the 45 time slot.  

When conversations are wrapping up, I thank them for sharing and we turn in the graphic organizers and slips.  I want to give them credit for their work and participation in this activity, so I need to go back and give Tiger Ticket credit. (Positive Reinforcement award system specific to our school.)

The next activity is watching a sweet, sweet slideshow that someone put together of a young man who committed suicide.  It’s just a slideshow of pictures with a song that plays along in the background.  Not a super heavy message, but I think it really hit home because it was age-relevant and it looks like something our kids would create.

For the link to the slideshow, click here.

After the video, (about 5 minutes) I passed out some Suicide Brochures that I received from our counseling office.  I turned to one of the pages that describes the signs of suicide.  I lead a conversation with the students about who to tell or talk to if you sense this happening and we discussed the signs.  

After that, we cleaned up the room and I gave them instructions for the next rotation.

Book Review: Light Up Your Child's Mind by Renzulli and Reis

Renzulli, J., Reis, S., & Thompson, A. (2009). Light up your child’s mind.  Little, Brown and Company.

Ch. 1
When a child is underachieving, school’s look for what’s “wrong”, because they don’t fit the system; instead of searching for interests to increase engagement.  We need to inspire a love of learning; get rid of passive rote learning.  Emphasis on creative-productive learning which is to develop an original something for positive impact on an audience.  3 ring Venn: task commitment, creativity and above avg. ability.  Schools seem in a “rut”, the GT child is not just the straight A’s, high GPA and perfect behavior kid.  Children are more than “consumers of knowledge”.  They need an opportunity to realize strengths and gain sense of purpose.

Ch. 2
The creatively gifted child.  Many of their characteristics do not conform to “appropriate school behavior”.  intense motivation, sensitivity, daydreaming, questioning rules and authority, carelessness, disorganization and obsessiveness.  **The same qualities we admire in the real world, we find distracting in the classroom.**
We can support by encouraging playfulness, being flexible, and encouraging individual and unusual ideas.

Ch. 3
Encourage child to become involved in a real investigative activity that springs from a personal interest or passion.  A “real problem” is like an essential question.  Make it real by making it personal.  There is no “right” answer and no solution (atleast to the children at that time).  real problem = solution, creating a real product for a real audience.  Start with their interests.  Introduce a mentor-in-print, menor-in-person or interact with a professional.  Teacher is a “guide-on-the-side”.  Don’t look AT something, look INTO something.  Decide on the audience first.  Lunch Bag Seminars - have students share product with small group over snacks in classroom.

Ch. 4
Students need to select their own interest for engagement.  Interests can change and/or fluctuate.  How to find interest? talk to them and explore possibilities.  Interest-A-Lyzer.  A child usually pursues interests at home or with extra-curricular activities, why not bring that into the classroom?  

Ch. 5
Let the student choose “role” in a project that fits their style.  Consider learning styles: audio/discussions, written/visuals, hands-on and kinesthetic.  Instructional styles inventory form pg. 92-99.  Ask them “How would you prefer to demonstrate what you have learned?” options pg. 104-105.

Ch. 6
Put it all together.  input (gathering info and materials), processing (manipulating input), output (creating a product).  Brainstorm to break it down, chunking, and try to find a problem to solve.  Webbing.  Ask context questions: where, who, when and what.  Make sure parents don’t overdo it with resources, it could turn the child off.  Product suggestions pg. 126-127.  Key questions:  What methods do professionals use to carry out their work?  What resources and materials do they need?  Find a website related to interests and look at jobs involved.  Use mentor-in-print and How-to books.  Project Management Plan pg. 134 Remember - Teacher is Managerial Assistant, “What can I do to help you?”  

Ch. 7
Guide on the side.  Support a Growth Mindset vs. Fixed mindset.  Take “safe risks” and learn something new.  Praise the product, not the kid.  Appropriate feedback: 1. done well 2. needs improvement 3. edit, learning from field 4. expand skills/experiences, next steps 5. Talk like a serious adult to a serious young person.  Always have an audience, adds accountability and real world situation.  In modeling behavior, show interest, passion, dedication and fun!  Einstein: “Setting an example is not the main means of influencing another, it is the only means.”

Ch. 8
Twice Exceptional.  Modify lesson plans, oral vs. written.  These gifted students have difficulty going through school with different learning factors, they need the right kinds of support.  Focus on developing the talent, while compensating for the disability.  They tend to develop systems that work for them.  Help them read and annotate, put in their own words.  Chunking really large tasks.  Practice SQ3R.  Teach and practice study skills.  More on the HOW than the WHAT. 

Ch. 9
Gifted Underachiever.  aggressive, withdrawn or both.  Classroom environment that could lead to underachieving:  minimal effort work accepted by teachers, rote learning, conformity and an unchallenging curriculum.  A slow pace and unchallenging work inhibit abilities.  They don’t develop the skills to learn.  Try Curriculum compacting, scheduling them time to practice/study/be curious.  Encourage “good peer” connections, don’t hang out with the “cool kids” that hate school.  Encourage extracurricular activities.    They need to feel usefully challenged.

Ch. 10
ORE - opportunity, resources, encouragement.  Focus on positives and interests, not what the child is doing “wrong”.  Form a parent - teacher alliance.  Enrichment Facilitator: 1. students love after school clubs, 2. end product with their interests and passions 3. each do roles that they pick
Teacher can give survey: 10 things students would like to learn.  Interest-A-Lyzer and after school activities.  Invite parents and community for involvement.  SEM project examples pg. 224-225

www.gifted.edu/sem or www.gifted.edu/clusters for examples.  

Social Media in the Classroom

So, here is my proposal for using Social Media in the classroom.  My school would like me to lead a PD regarding utilizing some internet resources.  I love using Instagram for pictures and sending them out via twitter and then obviously this Blog.  I am currently testing out Kidblog and Edmodo to determine which is more "user-friendly" and also which ones the students prefer. 

Any thoughts/comments/suggestion?
If you have used these in your classroom, do you like them?  What would you recommend?

..........................................................................................

Go Paperless!!

Goal: 

Improving Classroom Management and Communication through incorporating 21^st Century Skills that will improve teacher, student, parent communication; improve school-wide Customer Service for students, parents, staff/faculty; increasing Global communication opportunities and upholding school-wide initiative for Sustainability.

Objectives:

(1)   Identify and experience 21^st Century Skills in the classroom.

a.      See handout and activity - TBD

(2)  Identify and experience how Digital/Social Media can improve communication and customer service in the classroom as well as for teacher, student, parent and staff/faculty collaboration.

a.      Pinterest – (Instagram) – photos of really well done products to advertise to others

b.      Twitter – (Instagram) – snapshots of daily life, goings-on in the classroom, etc.

c.       Blogs – finished piece to display nice images, videos along with written reflections/descriptions, etc.

d.      Kidblog – teacher creates master blog, students have blogs (does not inter-face well after graduation); testing in progress

e.      Edmodo – Teacher/student/classroom “facebook”, post assignments, planners, grades, conduct quizzes, post comments; testing in progress.

(3)  Global Communication Opportunities

a.      Quadblogging – associated with Kidblog, link up with Global communities and collaborate on projects.

b.      Skype

c.       Facetime

(4)  Sustainability, Why go Paperless?

a.      HIPPA – The federal government established the timetable with Congress’ passage of the American Recovery and Reinvestment Act of 2009, which included the so-called HITECH Act. (Education is next, let’s get ahead of the game)

b.      Money saved from printer paper

                                                              i.      School Year 2012-2013:  estimated printer paper cost:  $1,000

                                                           ii.      GOAL:  School Year 2013-2014: estimated printer paper cost: $500

                                                         iii.      School Savings:  $500.00

Ashley Baker

May 5, 2013

Tech is the New Black

Tech is the New Black

So I found an article about integrating technology into the classroom from my Twitter feed.  

(It’s amazing where a few clicks can take you when you start playing on the internet.....and where a few hours can go!?!?)

Granted, I am an art teacher and we typically don’t use a whole lot of technology unless it’s graphic design or using the Smartboard for a demo, but I promised that I would seriously attempt to integrate the 21st Century Skills and technology more into my classroom flow.  

This chart is really eye-opening when it comes to the differences and sad to say, I have seen more teachers in the left column than the right.  More PDs please!  

I think a lot of us know that we need to do this, we just don’t really know how.  

Either (A) we don’t know how it works and are afraid to figure it out on our own; and/or (B) don’t know how to apply/implement/manage the usage in the classroom.  So those who are willing to attempt all the tech usage are doing their best; their best just happens to be in the left column.

So......solutions and next steps:

Wouldn’t it be nice if.....

1. Apple hosted a big conference and made us be the students.  We used the technology and apps to learn and create something by the end.  
2. District’s hosted PD’s on exactly what they are looking for in the classroom instead of telling us the basics and letting us figure it out/screw up on our own.  (Example:  “Okay folks, I heard 21st Century Skills are the NEW BLACK, so let’s do that, OK and GO!!”)  
3. Have a few model by example.  Have one designated teacher within each school to be the Tech Leader.  He/She has to teach ALL the teachers and staff how to use all the technology.  No excuses!  Teachers are held accountable for learning it AND performing a test/quiz at the end.  Of course, Phase II would be holding each teacher accountable for implementing ONE, just one, techie practice and using it consistently.  
4. Communication to the Community (parents) could be more efficient, instant and effective.  Alerts and messages could be like texts, Parents could log in at THEIR convenience and touch base regarding Homework, Expectations, Documentation and just what the heck is going on.

I am a total fan of technology, I know my students are also!  And yes, I am going to do my best and try to live on the right side of the column.  

Chart/Image came from this website:

http://edudemic.com/2013/04/integrate-technology-in-education/

Museum @ TLC - CSIP Plan

One of the best things about working in a school that is so "new" is that you get to be really involved in the growth and the foundations of the programs and "goings-on".  One of the major components of our school is our Museum.  Now whenever someone comes to me and asks for a mission statement, or asks "What is your goal with the Museum?" ....  It never fails, I always have something different to say.  Every. Time.

That's probably because (1) our school/Museum/ideas are always growing  (2) depends on the current student-led project going on at the time (3) who (teacher or community) am I collaborating with  (4) what day of the week it is.   Seriously.

So, I organized a CSIP Plan for the Museum that our school can use long after I'm gone.  (OK, I was asked to complete a CSIP Plan, but I am pretty excited about it and it does help to get all your ideas in writing, so to speak.)  

Now, instead of depending on the day of the week, I can share my CSIP Plan with you and you can get a good idea of where we're going!