Teachers as Leaders

Teachers as Leaders

By Olivia Artusa DeKatch

I have been very interested in the idea of teachers as leaders during the course of this program. I have been thinking about all of the responsibilities of principals and assistant principals. Teachers can be great leaders in schools and help to delegate some of these responsibilities. It is amazing what teachers can do in the school building to serve as leaders!

I heard a principal once say, “A great leader builds more leaders.” I believe this statement to be true. The best leaders I have seen are the ones that encourage others to lead and follow their passions. Teachers have so many unique talents and passions and can be used in so many ways at schools.

I believe that teachers can serve as leaders in the role of leading professional developments for faculty. We all are experts at different parts of teaching. Some teachers are better with technology, data, behavior management, or even online tools. Teachers can teach other teachers these skills and ultimately, serve as leaders.

Teachers can serve as instructional or curriculum specialists and lead teams that focus on these matters. Exemplary teachers can serve as mentors to new teachers and use their skills in this way. Teachers can lead within the grade level, throughout the school, or even beyond the school. I believe there are so many ways to encourage teachers to step up as leaders and help teachers become more successful.

I have seen, throughout my experience, that leaders can exhibit certain behaviors or principles to better encourage teacher leadership within the school. Principals and leaders that encourage risk taking within their staff do a fantastic job of growing leaders. Leaders that are encouraging and supportive of teachers also successfully grow leaders. Leaders that provide or invite teachers to be a part of a leadership team or role are also very successful in promoting leadership within the school.

How do you feel leaders grow teachers to become leaders?

Language Immersion Programs

Language Immersion Programs

By Olivia Artusa DeKatch

I have seen language immersion programs popping up in various counties in the metro Atlanta area recently. In the last few years, I have been hearing more and more about these schools. I have been interested in learning more about them and the leadership behind them. I can imagine that they are starting to build up because of the increase in the population of English Language Learners in the metro area.

After looking online, I learned that the Georgia DOE has a big call to action for even more language immersion schools and employees. The Dual Language Immersion Program from the Georgia DOE has shown huge growth in the last few years but anticipating even more growth in the upcoming years.

During the 2016-2017 school year, there were six schools in Atlanta Public Schools, ten schools in Cobb County, four schools in Fulton County, and six schools in Gwinnett County.

What makes a language immersion school successful? What is different about these schools?

I have learned that it is very important for the language program to have a clear vision with goals and a plan. This part comes from the leader. As a leader of a language immersion school, they would have to be knowledgeable of both the concept of immersion education and also the language and culture being taught.

There are several benefits of Dual Language Immersion programs in schools. When students are enrolled in dual language immersion, they learn the language much better than if they are simply enrolled in a foreign language. In addition, schools have reported an increased performance on standardized tests. Students are also exposed to cultures and are more appreciative of students of other cultures. Also, there are definite long-term benefits for students such as being more prepared for jobs now. Lastly, dual language immersion schools are reporting higher attendance rates.

Helpful articles for more information on language immersion in schools:

http://blogs.edweek.org/edweek/global_learning/2017/05/nine_features_of_high-quality_language_immersion_programs_a_checklist.html?cmp=eml-enl-eu-news3

Georgia DOE Language Immersion 

School Climate

School Climate

By Olivia Artusa DeKatch

How do you know when a school is inviting? Do you get a feeling?

I love the way this video describes school climate.

Everyone can feel the school climate immediately when you walk into a school. Teachers, leaders, visitors, parents, and even KIDS can feel the school climate. I have been thinking about this concept a lot recently as I am switching schools this year. As I was interviewing during the school year, I noticed the school climate immediately when I walked in the doors of schools. I could tell if it was warm and inviting or serious and not engaging. As I met people throughout the schools, I could pick up on social cues of teachers, students, and leaders. I ultimately made my decision based on the school climate that I could observe. As I walked through schools, I could see the principals’ effects on their schools and their efforts.

Kids can tell too. They know if the principal is someone they can go up to and converse with or if the principal is just there every now and then. They can pick up on social contexts and situations. They can see smiles or frowns from teachers. They can tell if the teachers love being there too. They can sense what their parents think about the school. It is so important that the school climate is a positive one FOR THE KIDS.

Leaders play a huge role in determining the school climate. Their attitude and demeanor can greatly impact relationships and the culture of the school. It is important that the leader emphasizes the importance of positive relationships in their practice to create a positive school climate. With the climate, we are able to see the school’s effects on students. It is important that we focus on the positive effects for our students and focus on their needs first.

How We Can Help Our Parents

How We Can Help Our Parents

By Olivia Artusa DeKatch

I am very passionate about finding more ways to help parents become more involved. After working in a Title I school for three years, I became very interested in ways to increase parent involvement in schools. Thinking about my time there, I realized many things about getting parents involved.

First, I learned that parents do want to know how to help their child. They want to help! They just need help to get there. For example, parents are not as familiar with Common Core math methods. Instead of helping their children, they either don’t help or teach them “their way.” We, as teachers and leaders, need to help out our parents and let them know what they can do at home!

While at a Title I school in Gwinnett County, we implemented nights called Academic Parent Teacher Team nights. These have been a huge success! Parents were invited to come learn what they can do at home to help their child succeed. We, as teachers, would focus on teaching the parents one reading activity and one math activity to practice at home with their child. In addition, parents would be able to look at class data and determine exactly where their child stands with that specific skill. We would create S.M.A.R.T. goals with parents. In addition to all of these amazing things, teachers volunteered to provide free daycare for parents at school while the sessions were occurring. This was an awesome experience.

Second, I learned that parents do want to be involved. However, working parents do not have the easiest schedules for involvement at schools. We need to help our parents know the different ways to become involved with their child’s school.

Third, I learned that if parents know we are all on the same side, they will be much more helpful in the learning process. Sometimes, I found that parents thought we were on different sides or not on the same team. False. We are all on the same team here and we are all acting in the best interest of the child.

When I am a leader, I hope that I can increase parent involvement wherever I may be. I know that each school is different with their level of involvement. But, I want parents to feel supported at home and welcome at school.

School Wide Behavior Management System

School Wide Behavior Management System

By Olivia Artusa DeKatch

I strongly believe that every school must have a school wide behavior management system in place. I support this statement for many reasons. I have been a part of schools with and without school wide behavior systems in place and I have noticed big differences. I have also seen schools with very unique systems.

I have been a part of a PBIS school. This was amazing and I wish more schools could be considered PBIS schools. PBIS helps to support the students with behavior interventions and rewards. It also helps teachers and leaders build a strong school community.

I have visited a school with the hero system in place. This is a cloud based behavior management system. This is ideal for middle and high school with the students switching classes.  Again, this kind of system creates consistency and routine with students.

I have also seen schools with school wide behavior plans on a smaller scale. “The 7 Habits” is a great way to build school unity through behavior expectations and goals. I have also seen schools with “7 Mindsets.” These schools follow seven guidelines to their everyday actions and students can be rewarded for positive behavior through a common incentive. I have also seen schools administer small tickets or compliment tickets for an entire class.

Overall, I feel there are so many advantages of having a school wide behavior management system. This plan creates consistency across the school, open communication, and promotes the wellbeing of the students. When all teachers in all grade levels are following the same procedures and aligning with the same goals, students and leaders both benefit. Students are very much aware of school wide expectations with school wide systems and can better work up to their full potential.

When I am a leader, I hope to implement a school wide behavior plan that best fits the needs of my students.