Lead Learners Update 2.27.12

Lead Learner Update

2.27.12 - 3.9.12

The most important resource to be allocated is actually a commitment and focus over a sustained period of time.

Alan Blankstein

2.27 Administrative Learning @12:30
2.28 Digital Learning Committee 3:00 - 5:00
3.1 LST visit - View
Writing Task Force
3.5 Cabinet Meeting - Problem Solve @ 12:30
3.9 AIW (HS and Crest)
3.12 No School (Parent Conference)
3.13 - 16 Spring Break

Completing Summative Evaluation-Ying Ying Chen
It is the time of the year to review the Guideline for Summative Evaluation.  Most of you have reviewed the same document in the past 5 or 6 years, so I will not include this item in the administrative meeting.  Please take time to review it to ensure consistency among all administrators.

A Review of Licencing Related Issues-Ying Ying Chen
During the season of final evaluation, hiring and transferring, I selected a few Q/A items for you to review. If you want to read all the Q/A’s, here is the link for the entire BOEE Handbook.

Q1:  I am a beginning teacher in District A and have completed my second year of teaching.  My contract with District A was not renewed after the two years (or the teacher resigns), but I was not terminated by District A, how do I get my standard license?
The teacher’s evaluator is still obligated to recommend to the BoEE:

a.  a third year of mentoring and induction; or

b.  recommend the teacher for the standard license; or

c.  affirmatively NOT recommend the teacher for a standard license.

District A cannot just let the teacher leave without making one of the three recommendations.

Q2:  What if my teacher's license expires before I have two full years of teaching experience?  May I let it expire for a short time?
No. If the license expires before you have two years of experience, you need to apply for an
extension of the initial license.  If you let your license expire while under contract, you will have to pay up to $150 in late fees along with the $85 application fee.     

Q3:  I am in my second year of teaching experience and my license expires in April.  May I apply for the standard license at the end of April?
If your comprehensive evaluation has been completed, you may complete the application to
convert the initial license to the standard license if the evaluator will verify that you have met the Iowa teaching standards and thus are eligible for a standard license. The Board of Educational Examiners defines a year of teaching experience as 160 days. Thus if you have completed 160 HB_08.02.11.doc 9 of 52 days in your second year of experience and have been comprehensively evaluated, you may apply for your standard license.

Q4:  I am in my second year of teaching experience and my license expires in April.  May I wait to send in my application and just pay the late fee whenever my comprehensive evaluation is completed?
Iowa Administrative Code 294.1 "No person shall be employed as a teacher in a common school without having a certificate issued by some officer duly authorized by law.
No compensation shall be recovered by a teacher for services rendered while without such
certificate."  Thus you will need to apply to extend your initial license for a year until you are
comprehensively evaluated at the end of your second year of teaching experience.

Q5:  I want to hire a person who has a teaching license out of state.  How do I know if the person is eligible for an Iowa license?  What is the process that person must complete?
A person who has completed a teacher education program out of state may be eligible for an
exchange license.  The person must meet this criteria:

• Completed a state approved and regionally accredited teacher education program
• Has a full license in another state
• Passed the testing requirement if less than 3 years experience or wishes to obtain an elementary endorsement

The process that the person must complete to obtain an Iowa license:

• Download application from non-Iowa institution
• Apply for an exchange license (Has 1 year to complete any deficiencies )
• Attach all materials requested
• Include transcripts, license, verification from college and background info
• Takes approximately 4 weeks to process

Q6:  I want to hire a person who has completed an alternative certification program in another state.  What is the process that the person needs to complete?
Many states label traditional programs as alternative certification programs.  If they have college credit for their teacher preparation program and completed either a student teaching, internship, or have three years of experience, we do not consider the program to be an alternative certification program and the process for licensure would be identical to traditionally prepared out of state applicants.  

Secondary content teachers and some special education teachers who completed a true alternative certification may be eligible to verify their alternative preparation through a portfolio process called the Iowa Portfolio and Evaluation Process or IPREP.  IPREP will add a minimum of eight weeks to the licensure process and will cost the applicant $500 for regular education and $250 for special education in addition to the standard licensure fees of $210. Licensure is not a guaranteed outcome of IPREP.

Iowa does not have a process to license alternatively prepared K-6 classroom teachers.
If you are interviewing a candidate with an alternative certification, you may contact the BOEE to see if the candidate may be eligible for licensure.  Again, eligibility does not guarantee licensure for applicants who have completed an alternative certification program.  The consultant who works with both out of state licensure and IPREP is Dr. Mary Lou Nosco, 515-725-2146.
The process to complete:

• Download application from non-Iowa institution (alternative preparation)
• Attach all materials requested Include transcripts, license, background info and verification from college or state department that an approved alternative preparation program was completed
• Include background information
• Takes approximately 4 weeks to process

Q7:  Who must apply for a Class B License?
Anyone who is asked to teach in an area for which the person does not hold the endorsement must apply for the Class B license.
The Class B license is valid for one year and may be issued under the following conditions:

• The person is the holder of a valid Iowa license with one or more endorsements
• Is seeking to obtain some other endorsement
• The employer requests the Class B be issued
• The individual seeking this endorsement has completed at least two-thirds of the
• requirements or one-half in a shortage area.
• An official college or university program of study must be submitted for:

o Special Education

o Reading

o English Language Learners

o Teacher Librarian

o Teacher Middle School

o Family Consumer Science

o Teacher PK- Grade 3 including Special Education

Learning Opportunity - GWAEA
Creating a Climate of High Expectations: It's a Collaborative Thing
This is a Solution Tree session with a focus on Professional Learning Community.  The presenter is highly recommended.


Digital Literacy Update -- Craig Barnum
What an exciting week!  As I’m sure most of you know by now, the Board approved our digital literacy initiative last Monday, the 20th.  While we still have many, many things that need to be figured out, here is what I can tell you so far.  We will be purchasing 13 inch MacBook Airs for all staff (K-12) and administrators this spring.  The students in grades 9-12  will be receiving 11 inch MacBook Airs in the fall.  The overall purchase will be done with cash; locally financing it over three years.  We reached the decision to do this rather than lease from Apple based upon a lot of other factors -- the April bond vote, a new land purchase, etc...  I won’t pretend to understand all of the intricacies of finance, but Jim Rotter believes this was the best way to go, and that’s good enough for me.  So, while we have approval to make the purchase, the Board will have to sign off on the local loan in at the March meeting.  So, we will be looking at early or mid-May before we get the staff computers.  The student purchase will come over the summer.  We also purchased profession development services from Apple.  The learning services team will be working with the administrative team this spring to create a plan that helps us best leverage these services.

I’ve had a couple of questions on what we’ll be getting administrators.  I had initially though about MacBook Pros for this group.  However, after looking at the specification of the two computers and talking to the Apple reps, we decided to stick with the Airs for everyone.  The Airs are small, lighter, and arguably faster (certainly a faster hard drive -- which makes a big difference in performance).  What really convinced me, however, was the fact that all the Apple execs I met this spring are not using MacBook Pros, but rather the same model of Air we will be getting.  This is the model I’ll be using personally, too.  However, there are three differences between the Air and Pro models to think about -- 1) Hard drive space -- the Pro has a 500 GB hard drive.  The Air has a 128 GB hard drive.  So, you get a lot more local storage for files on the Pro.    But, we  will be purchasing a 1 terabyte (1,000 GB) external hard drives for every staff member. The hard drive in the Air is solid state -- no moving parts (won’t break) and is blazing fast (much faster than the platter dive in the Pro).  The trade for on-board space for speed and durability is well worth it in my opinion.  2) The Pro has an optical/dvd/cd drive.  The Air does not.  Apple and most other manufactures are moving away from all media -- think about what Netflix and iTunes has done to the DVD/CD market.  This is a trend that will continue.  Most software, music, and video is now much more readily available in “non-media” formats -- streaming, download, etc... than it is on media.   I will be using one of these computers for myself and I’m not worried about the lack of an optical drive.  3) There are Pro models that have a larger display -- 15 inches.  For some, a 13 inch monitor is small.  However, the trade off for a larger screen is a larger, heavier computer.  Personally, I prefer the lighter, smaller form factor of the Air.  

However, all of that said about why I think the 13 inch MacBook Air is a better computer, if you really do wish to get a MacBook Pro for yourself, I’ll work with you to do this.  We can work out a deal where your building budget can cover the difference in cost between the two models.  I can’t say with certainty what this differential will be as it depends on the features of the MacBook Pro in question.  If you would want to do this and are looking at the 15 inch MacBook Pro model, the listed price difference is about $700 just to give you a rough idea.  So, again, If you do wish to go this way, please let me know before spring break so I have enough time to work with you before we place the big order.

This update is just the tip of the iceberg.  There will be much more information coming in the next days and weeks.  Don’t hesitate to drop me a note or give me a call with any other questions you may have about this.


Student Services--Cheryl Kiburz

2.29    LETRS Training
3. 1     LETRS Training
3.8    District IDM Meeting (8:45-11:45 AM)
3.27  Book Study/Joyful Learning (4-7 PM Prairie Point)

ARC Paraprofessional of the Year-The ARC is  accepting nominations for several categories of people who help those with disabilities.  One is for an outstanding paraprofessional and there are many other categories.  Please consider sharing this with your special education teachers in case they have someone they want to nominate.
https://www.arceci.org/events/annualAwardsNominations/index.php

Lead Learners Update 2.13.12

Lead Learners Update: 2/13/12

The ultimate measure of a man is not where he stands in moments of comfort, but where he stands at times of challenge and controversy... We must build dikes of courage to hold back the flood of fear.

Martin Luther King, Jr.

2/13 PL Day
2/15 LST visit -Ridge
2/16 Superintendent Interview Orientation (for those who will be involved in the interview)
2/17 TIA; Art Council
2/20 Instructional Rounds - Ridge
Curriculum Tool Selection Follow up Committee (4:00 - 5:00)
2/21-24  PLC Conference

Data Driven vs. Data Informed Leadership-Ying
While I was an elementary principal, I found a very interesting pattern among the primary teachers. They always became panicky after they gave the mid-year assessment. I would always listen to their frustration patiently, and thought to myself, “You will celebrate in May.”  It turned out to be true almost every year.  Now, I discovered another similar pattern among administrators.  The anxiety to lead staff through PD is high during the first semester (New learning generates cognitive dissonance which creates anxiety.)  The turning point is February as teachers begin to mature with new learning.  By May, it is totally harvest time!  Reading teachers’ reflections on their Professional Learning Plan always brought joy to my heart. So, as you prepare for Feb PL, just know that your hard work will make a difference!  Hang in there!

Having said that, a few tips may help you scale up the change process.  Here are a few ideas.  Of course, I learned them from you and many other great leaders throughout the state:

1. Sharing data does not have to take a lot of time when time is so precious.  Some data can be shared effectively via your weekly newsletter.  (Teachers do pay attention to them.) Precious time for PL should be used to deepen what matters the most - plan good units, design high level assessments, analyze student work, determine instructional strategies and intervention plans.
2. While school wide data is important, it is more important that teams and individuals set stretch goals each time they review data. These goals can be very small such as one descriptor on the TPP, and teachers can continue to pursue the same goal if it is still a good goal.  Allow options and choices for what and how, but setting a goal/action that is aligned with PL focus should be non-negotiable.  Teachers want to grow when they know the target.  Keeping the staff focused on their learning target is the key for continuous improvement.
3. Let teachers do the work rather than talking about the work.  Reflection and celebration should be based on evidence of learning. This is how effective leaders narrow the “knowing and doing” gap.

Data driven is not about external accountability, but about using the process and information to solve problems and to formulate day-to-day actions.

New Teacher Self-Assessment Survey -Ying
24 new teachers completed the mid-year self-assessment.  Click HERE to see the results.  Please continue to support them based on the mid-year assessment.  Thank you for your continuous effort.  This result is already better than last year’s survey.  Whatever you are doing is making a difference!

RTI in Secondary Schools - Ying
Here are few links that might be helpful to secondary schools (Taken from Iowa ASCD:
RTI in Middle School
Early Warning System in Middle Grades
Early Warning System in High School Grades
Helpful Webinars

Curriculum Matters by Bill Poock

K-6 Mathematics Adoption Process:  Our district has had the Everyday Math series for our mathematics curriculum for a number of years.  As we’ve noticed our data lately, we begin to ask questions about our performance in mathematics.  We also critically examine the amount of professional learning focused on mathematics over the past five years, and we start to question our priorities in response to mathematics learning and teaching.  It is time to devote energies into our mathematics curriculum and formative assessments to determine what’s working, what’s not, and what do we do about it.

February 2012 begins the process of evaluating our current mathematics curriculum to determine if it best meets the needs of our students or if there might be a different curriculum that we need to look at for the future of mathematics instruction.  I will be tapping in to the expertise in this area in regards to effective mathematics curricula which are aligned with the Iowa Core Curriculum.  K-6 administrators need to start thinking about members of your teaching staff who might make excellent building representatives on an upcoming Math Task Force which will be involved in the following:

• deepening understanding about the Iowa Core Curriculum in mathematics
• investigating components of effective mathematics instruction
• making data-informed decisions
• Math consensus mapping and power standards identification

As you can see, this Math Task Force will involve K-12 teacher representatives to deepen our own understanding about quality mathematics curriculum, instruction, and assessment.  But, an additional team (could be same members) will be involved with the K-6 mathematics curriculum adoption process.  More information will be shared later--but use this time to start thinking about who on your teaching staff will be most likely to serve as effective members of this Math Task Force.

Perseverance, Effort, and Twitter -- Craig Barnum

The light switch finally flipped “on” for me a few days back in regards to Twitter.  I’ve had a Twitter account for years.  I’ve watched my peers use it.  I understood how it could be used to expand my personal learning network.  I knew how it worked.  I had tried several times over the past couple of years put content out there, but I just could never seem to sustain the effort.  I never hit critical mass. It was a classic knowing-doing gap.

But, a couple of weeks ago, I got it.  It was that moment where I suddenly really knew how I could use this tool.  Since the light came on, using Twitter now seems fun and almost effortless.  I’ve been thinking a lot about how and why this finally happened for me.  I know that we are all confronted with knowing-doing gaps both in our own lives and in the work people we are helping to lead.  I’m not entirely sure that my insights will be transferable to anyone else.  But, in the spirit of sharing, here’s what I’ve discovered.

I think the main factors were perseverance and effort.  The simple mechanics of the matter were that I finally discovered the right set of tools (for me) to use that made finding and posting content easy.  I also simultaneously realized how to focus on a main audience, Prairie staff.  These new tools (Zite is awesome!) and my new understanding about audience are idiosyncratic to me -- not very transferable.  However, without sustained effort and perseverance, I would have never had these insights.  This is highly transferable.  I also know this is common sense.  But, it’s easy for us to forget evident ideas like these when we are engaged in so many different types of learning.  Since it was a good reminder for me, I thought I’d share.  By the way, you can follow me on Twitter @crbarnum.   Encourage you staff to do so as well, please. :-)