Jessalyn Rowlee

TED 407
This We Believe Reflection Paper
Spring 2015
Characteristic 2: Students and teachers are engaged in active, purposeful learning.
(Videos - Active Learning: Prairie Curriculum & Active Learning: Theater Production)
Question 1: What does active learning mean to you?
Active learning means that students are engaged by experiencing real-life
situations based on the topic or subject of study while being in alignment
with the standards. In Prairie Curriculum, the students are able to actively
learn in science by exploring and observing in the pond that was created on
school property. As it mentions in the video, students dont work out of a
textbook. The work they do is all hands-on, and it is also standard aligned.
Active learning engages the intellect, social, and moral sensibilities of learners, thrives in a classroom built on trust and participation, and affects both
the students and the teachers role, curriculum, and assessment (Nesin, p.
17). In math, I hope to use as many active learning strategies as possible in
order to get students to connect the math concepts were learning with ways
the concepts could be used in everyday life.
Question 2: How is technology integrated in core subjects to engage students in
accessing content and communicating and collaborating with others?
While it may not be a core subject, in the video Theater Production, the
students we able to contact the radio station in order to get a commercial for
the production aired. The students were able to integrate their radio commercial with their play in order to communicate and broadcast to others the
details of their play. The students were also able to use technologies such
as a sewing machine and wood building tools to create everything needed
for the play. These are things that they would be able to use in the future,
also known as learning transfer. Learning for transfer gives students significant responsibility in the process of collecting, evaluating, and analyzing information to build concepts and understanding (Nesin, p. 21).
Characteristic 3: Curriculum is challenging, exploratory, integrative, and relevant.
(Video - Challenging Curriculum: Curriculum Development)
Question 1: What is meant by the hidden curriculum?
Hidden curriculum refers to the content that students are learning even
when they dont realize it. By planning a trip and finding information about
an area they would like to visit, the students in Curriculum Development
probably dont realize how much they are actually learning about the destination or how to create a budget. The students are engaged by the excitement of the trip, so the learning allows them to explore unlike textbook learning. Middle school students exhibit palpable engagement with curriculum

that is challenging, exploratory, integrative, and relevant (Stevenson &

Bishop, p. 35).
Question 2: What is meant by the unplanned curriculum?
In Curriculum Development, the students are the ones to make the decision on what they want to learn about. In this way, the curriculum is unplanned. They are given guidelines, in this case planning a seven-day vacation, and set free to put their own twists and spins on the assignment. With
the vacation assignment, students are able to travel anywhere they would
like, which makes it engaging an fun for them. The teachers require students to do certain things, for example, create a budget and learn about the
area, which would be part of the planned curriculum. Authentic learning
leaves unmistakable tracks in learners talk with each other and with
adults (Stevenson & Bishop, p. 30). Unplanned curriculum can encourage
authentic learning, if done correctly.
Characteristic 6: A shared vision developed by stakeholders guides every decision.
(Video - Shared Vision: Common Language)
Question 1: What is a vision? A mission statement? How can they help improve a
school?
Visions and mission statements are created by leaders (committee members and educators) in the school to help those in the school feel connected
and encouraged to share common ideas of positive attitudes, philosophies,
and work ethics so that all students are able to succeed. The vision reflects
the very best we know and lights the way toward achieving harmony to provide the foundation for building a school in which every student can succeed (National Middle School Association, p. 27). The mission statement
reflects the priorities and beliefs of a school and is revisited as the school
grows and learns through research and practices (Swaim, p.81). As shown
in Common Language, the school creates a positive environment which is
to benefit all the children of the school.
Question 2: What should be at the heart of a shared vision?
The students should be at the heart of a shared vision. As mentioned in the
quote from National Middle School Association (see answer to question one
above), students should be at the center of a vision. As teachers, parents,
school staff, or other community members, we want to do what is best for
the children. At Warsaw Middle School, which was shown in Common Language, they use the Fish Philosophy. This philosophy creates a warm and
encouraging environment for the students and even the staff in the school.
Those in the school are reminded to play (enjoy your time), choose your attitude (choose to be happy), make their day (make others happy), be there
(participate).
Characteristic 8: Leaders demonstrate courage and collaboration.
(Video - Courageous, Collaborative Leaders: Peer Evaluations)

 Question 1: Provide a personal definition for courageous, collaborative leadership.

My definition of courageous, collaborative leadership is: People working together and taking chances to provide what is best for the heart of the community. As our book says, it requires being an instructional leader with the
best interests of the students at heart; establishing a culture in which teachers, parents, community members, and students work together to turn a
shared vision of high expectations into reality; and continually challenging
the status quo to bring about school improvement (Kinny & Robinson, p.
95). Peer Evaluations shows courageous, collaborative leadership by requiring teachers to observe one another, give feedback, and collaborate for
improving practices.
Question 2: How can an administrator encourage teacher leadership?
An administrator can encourage teacher leadership by encouraging them to
support each other and hold each other accountable. In Peer
Evaluations, the principal mentioned that receiving feedback from another
teacher is far more powerful than anything she could do herself. The teachers need to be comfortable with encouraging and supporting one another.
Teachers face a risk every time they walk into the classroom; they do not
magically know what they will need to do in order to help a struggling student be successful, and they do not automatically know how to handle every
situation that arises during a day (Kinney & Robinson, p. 100). An administrator needs to encourage the teachers to be leaders in order them to feel
comfortable with one another and encourage them to face that risk.
Characteristic 9: Ongoing professional development reflects best educational practices.
(Video - Professional Development: Professional Development)
Question 1: What does professional development look like?
At Central Middle School, from Professional Development, professional
development happens often in the math department. The math teachers
meet regularly to discuss materials and ideas, and attend workshops together because they believe that this kind of professional development will
help them become better teachers and help the students as much as they
possibly can. It also helps them to build relationships with the other teachers which provides models for the students to follow. Effective professional
development (a) is intensive, ongoing, and connected to practice; (b) focuses on student learning and addresses the teaching of specific content; (c)
aligns with school improvement priorities and goals; and (d) builds strong
working relationships among teachers (Beal & Arnold, p. 110). Effective
professional development is key.
Question 2: Describe a possible PLC (professional learning community) that
would be appropriate for teachers at a middle school.
In Professional Development, the teachers are encouraged to bond and
work together by attending workshops together and sharing ideas. One
teacher mentioned that it shows solidarity and commitment within the math

department. This only helps the students to be more comfortable with math
and with their teachers. A possible professional learning community in a
middle school may include learning through teaching. Learning through
teaching brings together educational researchers and master teachers, who
demonstrate good eating practices to novice teachers (Beal & Arnold, p.
116). These novice teachers are then able to learn and practice what they
have learned with their middle school students, and students achievement
levels rise.
Characteristic 11: The school environment is inviting, safe, inclusive, and supportive of
all.
(Video - School Environment: Safe Environment)
Question 1: How can adults in a school work to eliminate harassment and bullying in the school? (WMS - safe goal)
James Harrison, a security guard says, The foundation of Central Middle why we are doing so well - is the staff members. We bring more like a family
environment to the school. And you know when you have a strong administrative staff and you look for people that are going to enlighten your school
and enhance the school, you have to pretty much stay focused. Its really
about the kids (Safe Environment). He then goes on to really put in stone
that the focus is on the kids. The students are aware that the principal really
cares about their learning and are encouraged to be respectful to one another. They also see comfort in knowing that the doors are locked, and they
are safe in their classroom. As I have learned from Maslows Theory, students first need to feel comfortable with where they are before they are able
to even consider learning anything. The students in this video were clearly
comfortable in the school environment. They have a principal and teachers
that care for them and watch out for them. The respectful, family-like staff
procides the students with a model of how to treat one another. The adults
in the school need to show that they care, show respect, and be that model
for the students in order to eliminate harassment and bullying. A schools
administrators have the major responsibility of creating the desired atmosphere to carry out the schools mission; it cannot be achieved without
their active leadership (Payne, p. 142).
Question 2: What is the importance of keeping a physical facility clean and attractive? Who is responsible for this happening?
It is important to keep the physical facility clean and attractive in order to
make those inside the building comfortable and give them a sense of belonging. The school decor makes an immediate statement about the caring
commitment of its faculty and staff, and the prominently displayed student
work attests to the student-centeredness of the schools programs. Attractive and welcoming, the physical plant is alive with visual messages and
stimuli reflecting a sense of pride (Payne, p. 133-134). All the people in the
school are responsible for keeping the physical facility in this condition. In
Safe Environment we see the students who get in school suspension are

sometimes given community service. This teaches the students to respect

the school by giving them the chance to take care of it.
Characteristic 12: Every students academic and personal development is guided by an
adult advocate.
(Video - Adult Advocate: Focus Group)
Question 1: What is a school advisory?
School advisory is essentially a period with a small group of students assigned to a teacher who advocates for them and guides them while creating
a positive environment. Most advisory programs share common attributes:
(a) a designated staff member responsible for a small group of students, (b)
regularly scheduled meetings of the advisory group, (c) ongoing individual
conferences between advisor and advisees during the school year, (d) administrative support for advisory activities, (e) parent contact with the school
through the childs advisor, and, most important, (f) an adult advocate for
every young adolescent (Burkhardt & Kane, p. 147). According to Focus
Group, the group provides a place for students to get together and talk
about the things that might not be school or subject related. It allows students to get past those first few stages in Maslows Hierarchy of Needs to
get to the point where they are comfortable and ready to learn. Advisory
programs that focus on the needs of young adolescents provide such attention and support (Burkhardt, p. 151).
Question 2: How is an advisory incorporated into the mission statement of a
school?
Advisory is incorporated into the mission statement of a school by having a
faculty committee from a mission statement that describes the nature and
purpose of advocacy (Burkhardt, p. 151). Advisory incorporated into the
mission statement of the school will help to reinforce its importance
throughout the school.
Characteristic 14: Health and wellness are supported in curricula, school-wide programs, and related policies.
(Video - Health and Wellness: Morning Exercise)
Question 1: How does (or can) a school nutrition program support a program of
health and wellness?
In Morning Exercise we see students all beginning their morning with exercise. These students admit in the video that many of them are not excited
for it, but after they do it they feel more awake and ready for classes. One of
the teachers also encouraged students to eat healthy snacks and drinking
water by doing the same in her classroom. As we can see in the video, if
everyone in the school is on board, it makes it a lot easier for all to participate. In our book we find three reasons we should promote wellness in
schools: (1) Practices of poor health drain resources from education, (2) be-

havioral, physical, and emotional problems interfere with learning, and (3)
youthful choices affect health (Schultz, pp. 171-172).
Question 2: What does intramural and co-curricular activities play in a health and
wellness program?
Intramural and co-curricular activities encourage students to get exercise in.
In the video, we see students in a morning exercise program. By taking part
in morning exercise, students would be more encouraged to take part in intramural and co-curricular activities. Schultz mentions that health and education departments encourage schools to establish school health advisory
councils with the broad mission to address topics related to the health of
students and staff members. The establishment of a school health advisory
council is a sound and early step in a schools effort to raise student
achievement scores (Schultz, p. 175). By creating a council and encouraging students to exercise through intramural and co-curricular activities, we
can create healthier students and raise test scores at the same time.
Characteristic 15: The school actively involves families in the education of their children.
(Video - Family Involvement: Student Agenda Book)
Question 1: How can families be encouraged to become involved in meaningful
ways in the life of a school?
In the Student Agenda Book video, the students are required to keep an
agenda book to share at home with their parents and have signed to bring
back the next day. Even the students who were interviewed feel as if this is
a good way for them to be more organized and less forgetful. This is a good
way for parents to feel involved in their childs education. It would also be a
good way for parents to be able to remind their children when they have
something to do or if there is an event coming up. Parenting, a type one involvement activity, reinforces the fact that educators and parents share responsibility for students learning and development in the middle grades and
help develop trust and mutual respect for each others efforts in guiding student development (Epstein & Hutchins, p. 183).
Question 2: How can parents/guardians have opportunities to be involved in decision-making groups? Explain.
By providing an agenda book, as shown in the video, parents and guardians
are becoming involved in their childs school life. This would help for them to
become even more involved in the school day, if they so choose. Parents
are encouraged to take part in their childs school experience and help make
decisions based on their child. Decision making, a type five activity, calls for
families being involved in developing a schools vision and mission statements, and in designing, reviewing, and improving school policies and in
other school decisions. Family members become activity participants on
school improvement teams and parent organizations (Epstein & Hutchins,
p. 189).
Characteristic 16: The school includes community and business partners.

(Video - Community and Business: Community Liaison)

Question 1: How can the school be proactive in seeking community and business
partnerships?
The school community liaison (in Community Liaison) helped the students
by doing a uniform drive. She contacted parents who were able to find uniforms that were not being used and coats donated by the a radio station
coat drive in town. By seeking help of the community and local businesses,
she was able to provide students in need with the simple clothing that many
take for granted. Community partnerships can make resources and supports available to the families of middle school students, provide middle
grades educators with professional development, and achieve other goals
linked to middle grades students success (Sanders, p. 199). As I had mentioned previously, according to Maslow students need to first be fed, clothed,
and comfortable before they can learn. Community outreach like these examples can do just that. By seeking partnerships, we can be sure that students are provided with necessary materials and opportunities in order to
succeed.
Question 2: How can community members partner with the school to provide
specific learning experiences for students? Explain.
A school community liaison (in Community Liaison) with a background in
social work was able to make connections with a family and the local community and businesses to help a family clean up their cockroach infested
house. She taught them how to clean and keep the house in good condition.
Other community members, for example, the exterminator, helped to do
what was necessary to get the house back into clean condition. The community and its citizens are the primary focus of community-centered activities such as charitable outreach, art and science exhibits, and community
revitalization and beautification projects. These types of partnerships can be
linked to the curriculum to provide middle grades students with projectbased learning opportunities that are positively associated with their academic learning and engagement (Sanders, p. 202).

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