1 making meaning in middle school music: creating a climate for enhanced achievement presented at...
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MAKING MEANING in MIDDLE SCHOOL MUSIC: CREATING A CLIMATE FOR ENHANCED ACHIEVEMENT
Presented at
Annual Conference of
New York State Staff Development Council (NYSSDC)Syracuse, NY
Co-Presenters:Joan Mallory, Dion Harrigan & Stuart Knapp
Nyack College, Nyack, NY 10960Phone: 845. 675.4547
Fax: [email protected]@[email protected]
May 7, 2009
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Presentation OutlineSECTION PRESENTER TIME (min.)
Introduction Stuart 5 Fiddler Joan 30 MS Advisor/Advisee & Dion 20
Service Learning Learning Climate Stuart 10 Music & Math Joan 50 MS ITO & Coop. Groups Dion 10 Music & Science` Joan 40 Summary Stuart 5 Q & A Joan, Dion, Stuart 10
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Presentation Goals
• To share the Top Ten components of Exemplary Middle Schools
• To provide ideas on how to integrate music into service-learning projects
• To help participants develop Advisor-Advisee & Service-Learning ideas
• To gain insights and ideas from each other
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Advocacy & Alliances Through Advisories
Definition: ADVISORY Organized group w/1 adult & approx. 12 studentsMeets at least 1x daily1st 20 min. of day collaborate on projects at school or outings
away from schoolevery student & staff in school is an advisory memberpowerful outward & visible sign of school’s
commitment to caring about & being responsive to its students
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Goals of an Advisory• Advocacy• Academic guidance & support• No child slips through the cracks• Belonging• Be there for your students• Communication • students & adults at school connect w/adults in home• Activities• Administration• Ownership• Most students just want someone to ask them about
themselves• Recognition• Make recognition & celebration come to every student
frequently• Citizenship• Students need & value opportunities to do things that
are worthwhile in the sight of others
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How to keep a daily assignment notebook & monthly calendarReview schedules for tests, due dates, & help sessionsHow to take notesProofreading & peer editorsStudying for testsMnemonic devicesStudying & doing homework togetherGeneral study skillsRecognizing differences in standards of schoolworkPersonal health & wellnessDecision-making
Important advisory topics
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• Classr’m & hallway bulletin boards/display cases• Writing for school newspaper• Big/little buddy• Performing play/skit• Hosting visitors• Advisory team sponsors: poetry contest, dress-up day, • talent show, hat day, pep rally, holiday celebration• Recognition event• Sponsoring a spirit award for the Advisory-of-the-Month
Advisory Projects
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Top Middle School Components1. A staff which is knowledgeable and committed to
the early adolescent.2. Interdisciplinary team organization.3. An advisor/advisee program.4. An Exploratory program.5. A curriculum based on the needs and
characteristics of early adolescents.6. A wide variety of instructional strategies.7. A flexible master block schedule.8. An emphasis on heterogeneous groupings with
opportunities to group and and re-group students within the block.
9. The inclusion and collaborative model of special education.
10. A principal who is knowledgeable about and committed to middle school philosophy, programs, practices, and kids! (This We Believe, 1995; Turning Points, 1989)
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Service Learning Defined
• A method by which young people learn and develop through active participation in thoughtfully organized service experiences.
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Rationale• Connection to the
community • Career opportunities• Integration of
curriculum• Success for at-risk
students• Meaningful, real world
experiences
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Service Themes
Music
Child Care The EnvironmentSocial Services
Elderly
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Figure 1. 9 Context-Setting Characteristics (after Purkey & Smith, 1985)
CHARACTERISTIC FUNCTIONAL DEFINITION
1A. School-site Mgt. autonomy from central office
1B. Democratic
decision-
making
invited participation of parents & staff
2. Leadership behavior resulting in the facilitation of change
3. Staff stabilityinfrequent transfer of staff; high level of employee consistency
4. Curric. articulation and organization
coordinated planned curriculum which increases % of students’ engaged learning time
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9. District
supportdistrict office recognizes efforts of school staff and provides needed resources
8. Maximized
learning
time
more of school day & class periods are disruption & interruption-free
7. School-wide
recognition of
academic
success
publicly honoring student academic effort, improvement and achievement in moving toward standard of excellence encourages students to adopt similar values
6. Parent
involvement
and support
welcoming parent input & support for homework, Attendance & discipline impacts positively on student motivation & performance
5. Staff Development ongoing; links staff concerns to schools’ needs
CHARACTERISTIC FUNCTIONAL DEFINITION
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FIGURE 1.2 CLIMATE AND CULTURE-SETTING CHARACTERISTICS
10. Collaborative planning
& collegial
relationships,
11. Sense of community,
CHARACTERISTIC FUNCTIONAL DEFINITION
working together; dissolving
barriers separating staff, administration & departments blending ideas, feelings & beliefs; seeking common agreements which coalesce into consensus;
feelings of collective solidarity & bonding;
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rules are mutually agreed,
fairly& consistently enforced.13. Order and discipline,
energy of staff & students is channeled toward mutually shared purposes
12. Clear goals & high expectations commonly shared,
FIGURE 1.2 CLIMATE AND CULTURE-SETTING CHARACTERISTICS (Cont.)
CHARACTERISTIC FUNCTIONAL DEFINITION
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• Climate• The way people
behave, respond, react, given a goal target or direction.
• The surface level of a culture (Sun, 2007).
Culture1. What people believe,
their values, attitudes, and convictions.
The deeper level e.g. values that are reflected in goals, laws, curriculum delivery. (Sun, 2007).
Defining (Distinguishing) Climate & Culture
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OUT-OF SCHOOL
CONDITIONS
Federal
State
Local
Community
TRANSFORMATIONALLEADERSHIP· Vision-building· Providing individual support· Providing Intellectual support· High Performance· Contingent reward
IN-SCHOOL CONDITIONS· School goals· Culture· Programs & Instruction· Policies & Organization· Resources
Teachers’
Commitment to
Change Personal goals
Context beliefs
Capacity beliefs
FIGURE 3. A Model to Explain Teacher Commitmentto Change
Source: Leithwood, K., Jantzi, D., & Fernandez, A. 1994, p. 80. (In Murphy & Louis, Eds.)
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Interdisciplinary & Inter-thematic Curricular Designs
• Interdisciplinary Instruction defined:
More than 1 teacher working cooperatively to develop & create educational opportunities
• Interdisciplinary Curriculum defined:
more than 1 discipline examining a central theme, issue, topic or
problem
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Characteristics of Core Curriculum Model
•Investigating issues more important than right answers•Students become problem-solvers (groups)•Students’ needs & interests are core curriculum•Students turn-
from issues of latest fads & fashions
to deeper concerns/issues of substance
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Student-centered Themes
• Self-identity
• Human relationships
• Environment
• Wealth/poverty
• War/peace
• Cultural diversity
• Racism
• Freedom/independence
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Summary & Conclusions
• This presentation has attempted to share several key factors which recent research has shown to directly influence student performance for Middle Schoolers.
• It would seem that these factors also might benefit students at other age/grade/achievement levels.
• On behalf of your presenters-
Joan Mallory, Dion Harrigan & Stuart Knapp • Thank you for entering the discussion today!
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REFERENCES
Baines, E., Blatchford, P., & Kutnick, P. (2003). Changes in grouping practices over primary and secondary school. International Journal of Educational Research, 39(1/2), 9-34.
Barker, B. (2007). The leadership paradox: Can school leaders transform student outcomes? School Effectiveness and School Improvement. 18 (1), 21-43.
Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. Washington, DC.
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Creemers, B. P. M. (2002). From school effectiveness and school improvement to effective school improvement: background theoretical analysis and outline of the empirical study. Educational Research and Evaluation, 8 (4), 343-362.
Fruen, L. (2001), Enriching the curriculum. Science Teacher.68(1), 8.
Leithwood, K., Jantzi, D., & Fernandez, A. (19994). Transformational leadership and teachers’ commitment to change. In Murphy, J. & Louis, K. (Eds.), Reshaping the principalship: Insights from transformational reform efforts. Thousand Oaks, CA: Corwin Press, Inc.
Hoy, W. & Miskel, C. (1991). Educational administration: Theory, research and practice, 4e. Educational Administration Quarterly, 22.
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Nat. Middle School Assn. (1995). This we believe: Developmentally responsive middle level schools. Columbus, OHPapanastasiou, C. (2008). A residual analysis of effective
schools and effective teaching in mathematics. Studies in Educational Evaluation, 34(1), 24-30.
Purkey, S. & Smith, M. (1985). School reform: The district policy implications of the effective schools literature. The Elementary School Journal, 85(3), 353-389.
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Scheffel, D., Shaw, J. & Shaw, R. (2008). The efficacy of a supplemental multisensory reading program for first- grade students. Reading Improvement. 45(3), 139-152.Sun, H., Creemers, B., deJong, R. (2007). Contextual factors
and effective school improvement. School Effectiveness and School Improvement, 18(1), 93-122.
Wikely, F., Stoll, L., Murillo, J., & deJong, R. (2005). Evaluating effective school improvement: Case studies of programmes in eight European countries and their contribution to the effective school improvement model. School Effectiveness and School Improvement, 16, 387-405.