i am episd! a conversation between teachers and community about teaching and learning!
TRANSCRIPT
I am EPISD!A Conversation between
Teachers and Community About Teaching and Learning!
Welcome
Taryn Bailey—Area 3 Superintendent
I am EPISD . . .You are EPISD . . . We are
EPISD!Pair up at your table (if you have an odd number
you’ll need one triad)
Interview your partner and record information about:
Name, school and position
Immediate family members
Birth order, hometown and high school
Hobby or activities outside of school
“You would never guess it, but . . .”
Introduce your partner to your table!Name, school and position
Immediate family members
Birth order, hometown and high school
Hobby or activities outside of school
“You would never guess it, but . . .”
BREAK! Back in 10 minutes.
I Am EPISD! January 9—Understand
the need to change, identify potential audiences, develop the message
January 15—email script
February 4—teams practice presentations, feedback, edits as needed
March 18—kickoff for program, presentation by one team to Trustees
August--reconvene for 2015, develop 2nd message
An overview of our plan
Today:
Connections with Teams
Overview
Schools Cannot Do It Alone
Mapping the Community
Developing the Message
Jamie Vollmer
VP of Great Midwestern Ice Cream Company
An Education Reformer
Run Those Schools like a business!
The Blueberry Story
Jamie Vollmer “Blueberry Story” from youtube.com
Thomas Jefferson-Founder of Virginia Public Schools
. . . All children (white boys) go to 3 years of primary schools and then choose the “best genius” and send him to primary school. After 2 years of primary school the “best genius” of the whole shall be selected, continued for 6 years, and the residue dismissed. By this method twenty of the best geniusses will be raked from the rubbish annually, and be instructed, at the public expense . . .
Thomas Jefferson, notes on the state of Virginia, 1781-2
1780-1950
Laborers
Agricultural and Industrial Societies needed many Laborers and few Learned
Learned
Today’s Knowledge Society
LearnedCheap labor in other countries has moved many “strong back” jobs out of USA
Laborers(No high school
diploma needed)
Chapter 4, Page 30, The Ever-Increasing Burden
Jamie Vollmer video “The Ever Increasing Burden” from youtube.com
We Don’t Select and Sort!!Do we???
Universal Access to Universal Proficiency--NCLB
As long as time is a constant, achievement will be a variable!
3 Core Beliefs1. Intelligence is genetic and immutable. People are
born with a certain amount of intelligence and this level is fixed for life
2. Intelligence is distributed across a bell curve. In any population, there is some genius, some rubbish, and a whole lot of average
3. The bell curve of intelligence and the bell of student achievement are, for all practical purposes, the same. The smartest get A’s, average get C’s, and slowest get F’s
WRONG!
WRONG!
Multiple Intelligences
3 Core Beliefs1. Intelligence is genetic and immutable. People are born
with a certain amount of intelligence and this level is fixed for life
2. Intelligence is distributed across a bell curve. In any population, there is some genius, some rubbish, and a whole lot of average
3. The bell curve of intelligence and the bell of student achievement are, for all practical purposes, the same. The smartest get A’s, average get C’s, and slowest get F’s
Chapter 8, pages 63-68, review, and discuss at your table
Some Unfortunate Truths . . .
Every adult who went to school feels qualified to tell you how to do run a school
Nostesia and CAVE people
Schools are part of our cultural identity—you cannot change schools without changing the community
We need Community Understanding, Community Trust, Community Permission, and Community Support to change our schools to better serve our students
I AM EPISD!You are the invited guest
speakers
You are respected as authorities on the students you teach
They are more respectful and better behaved when you are the guests
They are more receptive and comfortable
You and they start to become us and we
How do we change schools?
We go to them to create
Community Understanding
Community Trust
Community Permission
Community Support
Lunch . . . Be back at 12:45Superintendent will be here when you return!
Share everything. Play fair. Don't hit people. Put things back where you found them. Clean up your own mess. Don't take things that aren't yours. Say you're sorry when you hurt somebody. Wash your hands before you eat. Flush. Warm cookies and cold milk are good for you. Live a balanced life - learn some and think someand draw and paint and sing and dance and play and work every day some. Take a nap every afternoon. When you go out into the world, watch out for traffic, hold hands, and stick together.
Robert Fulgham All I Really Need to Know I Learned in Kindergarten
Mapping the Community
Civic Clubs
Government bodies
Fraternal societies
Professional associations
Labor and farm associations
Ethnic societies
Large businesses
Religious institutions
Internal groups
Existing EPISD partners
Use your flipchart to record every possible group or
organization that might want a presenter on public schools.
Include, if possible, the organization name, meeting frequency, person in charge, and contact number or email
Developing the First MessageChapter 18, page 148
Schools Cannot Do It Alone
Deciding on the Message
Follow the template beginning on page 148
Review Jamie’s message outline and record any ideas and comments
For each of the first 6 points, develop your team outline with two bullet points describing a thought, story, or concept to be communicated
Put your finished outline on your flip chart
Be ready to share at 3:00
So that’s the Plan . . . Are you willing to lead the conversation?
Select a Team Contact—this person will communicate with the team and confirm presenters for groups. Example—we have a Rotary meeting at noon on . . . who can do it? Write team contact and team member names on sheet to turn it to Kathy.
