Greeneville City Schools Opening Convocation August 5, 2010

Greeneville City SchoolsOpening Convocation

August 5, 2010

Support Systems for Success

Classroom Supports

Teaching &

Learning

Highly Competent Educators

Exemplary Leadership

Academic Coaches

Differentiated Instruction

Professional Learning

Data Analysis for

Instructional Decisions

Rigorous Curriculum

Benchmarking and Formative Assessments

Instructional Technology

Family & Community

Instructional Support• Textbooks• Materials/Supplies• Working

Environment

ACADEMIC COACHES

Use of ARRA to Support Teaching and Learning:

Teaching &

Learning

Academic Coaches

Academic Coaching

• Use of ARRA funds to invest in our most valuable resource: our educators

• Use of school-based academic coaches to support teachers as they learn and grow

• Ability to build capacity within our faculty and to develop a culture of learning in each building that will remain long after the funding goes away

DIFFERENTIATED INSTRUCTION

Supporting Teaching and Learning:

Teaching &

Learning

Differentiated Instruction

Why this? Why here? Why now?

Student-Focused Content

Academic Coaching

Differentiated Instruction

Teacher-Focused Process

BENCHMARKING AND FORMATIVE ASSESSMENTS

Supporting Teaching and Learning:

Teaching &

Learning

Benchmarking and Formative Assessments

Purpose of Benchmarking and Formative Assessment

• National comparison• Regular check on growth and progress• Tools to inform and guide instruction

DATA ANALYSIS FOR INSTRUCTIONAL DECISIONS

Use of Race to the Topto Support Teaching and Learning:

Teaching &

Learning

Data Analysis for

Instructional Decisions

Data Analysis for Instructional Decisions

Identified Needs– Student – based Decisions– State/Local Assessment Demands– TVAAS Challenges– Formative Assessment Design and Implementation– New Teacher/Principal Evaluations– Principal Requests for Assistance

Race to the Top (RttT) Plan

• Data Specialist• Virtual/Online Learning Specialist• Benchmark Assessment Training• Professional Development

– Academic Coaching– Differentiated Instruction– Benchmarking and Formative Assessment

FAMILY AND COMMUNITY

Supporting Teaching and Learning:

Teaching &

Learning

Family & Community

Family and Community Engagement

• New addition to Board of Education goals– “Cultivate family and community engagement.”

• Purpose– Focusing on improving and expanding current

avenues of communication – Achieving true engagement of families and

community in the learning process– Working together, all stakeholders in a student’s life

can realize their desire to see him/her become an informed and engaged citizen.

Family and Community Engagement

• Input on Board Goals• Focus groups• Facebook• Issue-specific blogs• Guest columns in The Greeneville Sun• Complaint management system available soon• Family Friendly Schools Survey administered in

Spring 2010 to identify needs

INSTRUCTIONALTECHNOLOGY

Spotlight on

Teaching &

Learning

Instructional Technology

Virtual/Online Learning• New Team• Team Goals

– Identify best practice models– System Vision: High School; Middle School; Elementary School– Timeline and Benchmarks– Measures of Success– Resource Needs: Personnel; Time; Funding;

Equipment/Software– Curriculum Development– Policy Recommendations– Integration with Differentiated Instruction

RIGOROUS CURRICULUMSpotlight on

Teaching &

Learning Rigorous Curriculum

Commitment to Rigorous Curriculum

• Elementary High Achievers Program• Middle School Programming Changes• High School culture of challenge and support• Differentiated Instruction• For each and every student it is –

– Getting them to do the most they can do, not the least they can get by with

Classroom Supports

Teaching &

Learning

Highly Competent Educators

Exemplary Leadership

Academic Coaches

Differentiated Instruction

Professional Learning

Data Analysis for

Instructional Decisions

Rigorous Curriculum

Benchmarking and Formative Assessments

Instructional Technology

Family & Community

Instructional Support• Textbooks• Materials/Supplies• Working

Environment

Solid Working Environment Foundation

Cur

ricul

um &

Inst

ruct

ion

Hum

an R

esou

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Fina

nce

Stud

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ervi

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Tech

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Prof

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onal

Dev

elop

men

t

Mai

nten

ance

Tran

spor

tatio

n

Scho

ol N

utrit

ion

Hea

lth S

ervi

ces

Cus

todi

al S

ervi

ces

Fam

ily S

uppo

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ervi

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Educator Supports

Next Steps

• Raise student expectations at all levels• Continue to broaden curriculum at middle and

high school levels• Incorporate a national and global perspective

into curriculum• Expand student support systems• Expand the use of new technologies

Next Steps

• Utilize facilities beyond the regular school day• Implement methods of extending learning

time• Expand professional learning opportunities• Revise “educator” selection process• Revise grading practices and reporting

Next Steps

• Expand methods of assessment to inform the teaching and learning process

• Initiate a community engagement effort at school level

• Create a day-care program for educators and community

“The pessimist complains about the wind; the optimist expects it to change; the realist adjusts the sails.”

William Arthur Ward