leadership in high schools

Last week I attended a CSE meeting in which the parent asked that the special education 6:1:1 teacher assigned to the sixth grade class not teach to such high standards.  I was completely floored!  We have turned the corner in Special Education at the middle school level, Hewes Center – parents are more involved and paying attention to what is being taught their children and our instructional standards are gaining recognition! 

This morning I conducted a tour of our Special Education Programs for a parent of a seventh grader.  The mother was most impressed that we had routines, that students were engaged in their classrooms and that there was evidence of teaching going on.  She asked if we had this level of academic programming five years ago – students placed in distinct grade levels, working with grade appropriate content material even if modified, and taking state exams grades 4-8.  She was shocked to hear that we are quite different from what she expected.  She informed me that her school district sent her out on her own fact finding mission because the personnel there wanted her to see for herself and not be taken in by their bias! 

Teachers and Staff the congratulations are all yours.  Thank you.  Parents and Students are our best advocates, they sell our effective work practices.  Teaching is our business and you are doing it well.    

Following a presentation by Michelle Boutwell, SETRC coordinator for Erie 2 CC BOCES, two English teachers have embarked on planning  a co-teaching model for grades 9 and 10.  Their work is being informed by both Michelle Boutwell and Sandra Kuenkel.  The self-directed training came about by asking teachers the question:  What do we need to do in order to make this happen for students?  Why do we have to do this? 

Our answer to the latter query is that we have to take the best models of teaching and combine them with the best models for classroom and student management.  In addition, we must make technology the foundation skill of learning in both classrooms.  In all hree teachers participated in the self-directed teacher professional development – a special ed. consultant teacher within Gen. ed, a special ed. high school teacher and a gen. ed. high school teacher.  I view this as self-directed teacher professional development because the purpose was outlined by the Principal for all teachers present in order to derive a framework of understanding and rules of engagement.  Together the teachers brain stormed about the How, What, Where, When, Who of the teaching learning process.  The classrooms of focus will be 9th and 10th grade English.  Both class times will be broken up by lunch.  Both teachers will wind up first quarter instructional activities, observe each other’s classroom and then prepare for the combining of both classes.  The mix will involve  both teachers and the special ed. staff that are assisgned to the special ed. classroom. It is the hope of the teachers that by early December, both classes will be meeting together. It helps that both teachers teach their 9th and 10th grade English classes at the same time.    

It is my hope that teacher blogs will become a part of these two classes which will comprise both Special and General Education students.   The model to be followed will be the blogs of Amy Cassidy and Pete Czerny both teachers who were a part of High Schools New Face Conference in Ellicottville.  I have