Document Sample
					                                                                                                            October 2008
                StAFF DEvELOpmENt

                FOCUS ON LEARNING
                                                                                                               Vol.14, No.2

We exist for
the academic
excellence of
all students

INStItUtE FOCUSES                                ON        REStAURANt CAREERS
	 Mise	en	place…	means	everything	in	place	and	ready	for	final	production.	In	preparation	for	the	next	generation	
of	our	students,	the	Family	and	Consumer	Sciences	Department	is	embarking	on	new	curriculum	to	meet	the	demands	
of	a	changing	workforce.	According	to	Chef	Carrie	Stebbins	of	Johnson	and	Wales,	4	out	of	every	10	Americans	have	
worked	at	some	point	in	the	hospitality	and	restaurant	industry.
	 In	fact,	it	is	estimated	that	from	2006	to	2016,	the	number	of	jobs	in	the	restaurant	and	food	service	industry	is	pro-
jected	to	increase	by	1.9	million	—	of	which	approximately	47,000	jobs	will	be	management	positions.	The	ProStart	
program	encourages	high	school	students	to	consider	careers	in	the	
restaurant	and	food	service	industry.	Pro	Start	encourages	and	supports	
teachers	by	providing	curriculum	and	testing	that	prepares	students	to	work	
within	this	industry.	
	 The	ProStart	program	offers	certificates	for	completion	at	various	levels	
as	well	as	regional,	state	and	national	competitions.	Our	conference	was	
held	on	the	campus	of	Johnson	and	Wales	University.	Teachers	attending	
received	training	to	implement	the	ProStart	curriculum.	
	 Our	classes	included	career	opportunities	within	the	restaurant	and	
hospitality	industry,	food	safety	and	sanitation,	knife	skills,	cooking	meth-
ods,	and	dining	room	service.	During	class,	teachers	had	the	opportunity	
to	participate	in	hands-on	learning.	Our	culminating	activity	was	a	Mystery	
Basket	–	where	we	put	into	practice	everything	learned	during	the	week.	It’s	
no	secret	that	the	restaurant	and	food	service	industry	is	growing.              Jenny Cummins and Robin Jones

	 At	the	Continuous	Classroom	                the	classroom	learning	system.          -	Use	frequent	evaluation	during	
Improvement	Summer	Academy,	                -	Don’t	just	listen,	act	upon	the	          learning	experiences	that	gives	
teachers	learned	how	the	CCI		                students’	suggestions	to	reinforce	       early	indication	of	what	students	
model	can	be	used	for	effective	              input	from	the	students.                  are	learning,	including	an	analy-
instruction.	Teachers	discussed	            -	Develop	a	class/course/program	           sis	of	what	is	working	and	ideas	
Student	Focus,	Leadership,	Strategic	         mission	statement	with	the	               for	improvement.
Planning,	Measurement/Analysis,	              students	that	aligns	to	learning	      PDSA Process
and	the	PDSA	Process	as	ways	to	              requirements.	                          PLAN-Determine	areas	that	need	to	
maximize	learning.	How	do	teachers	       	Strategic Planning                         be	improved	to	guide	the	develop-
use	these	components:                       -	Set	a	classroom	Strategic	Learning	     ment	of	an	improvement	plan.	
Student Focus                                 Goal	for	the	year	written	as	a	         DO-Implement	the	improvement	
  -	Build	positive	relationships.             SMART	goal.	The	goal	com-               plan.	(Teacher	will,	Student	will)
  -	Determine	classroom	and		                 municates	the	expectation	that	         STUDY-Analyze	whether	the	
     student	needs.                           all	students	should	be	proficient	      improvement	strategy	is	making	
  	-	Check	levels	of	satisfaction	with	       in	all	essential	learnings	for	the	     a	difference.	
     the	classroom	system	learning	           school	year.	                           ACT-Use	data	to	make	decisions.	
     process	and	procedures.                -	A	graph	should	accompany	the	           Incorporate	quality	tools	in	the	
Teacher as the Leader                         goal	that	shows	either	yearly,	         PDSA	cycles	to	enhance	student	
  -	Encourage	students	to	participate	        quarterly,	or	unit	progress.	           participation.
    and	engage	in	process	thinking.        Measurement and Analysis                 	 Always	remember	to	celebrate	
  -	Model	acceptance	and	respect	as	        -	Decide	how	and	when	class		           successes	as	you	implement	the		
    students	offer	ideas	to	improve	          progress	will	be	measured.            processes.		     	      	       	
 Printed on recycled paper                                                          	 	 	            	
BIG6 - Teaching Information Literacy and Technology Skills
Concrete strategies and specific lessons to implement Big6 problem-solving in the classroom
Lesson: Electing                            without	being	unduly	influenced	by	the	“status	quo”	or	the	‘way	things	have	
a president and                             always	been	done’.”
evaluating sources.                         	 	 Discuss:	Does	the	point	of	view	impact	the	reliability	of	the	informa-
                                            tion?	Have	you	noticed	that	every	political	ad	on	television	ends	with	the	
Notes: Lesson can be
                                            same	statement?	Do	you	remember	the	statement	“I	am	John	McCain/Barrack	
adapted for fifth through
                                            Obama	and	I	approve	this	message.”	
12th grade students.
                                            	 Can	this	statement	help	you	determine	the	point	of	view?	Does	the	point	of	
	 This	lesson	is	based	upon	the	            view	of	the	author	affect	the	reliability	of	the	information?
presidential	election	but	could	be	         	 1. Task Definition	(What	is	your	problem?)
adapted	for	any	elected	office	such	            	 Our	problem	today:	Determine	if	information	regarding	the	candidates	
as	governor,	senator,	mayor,	etc.               is	reliable.
Technology	can	be	incorporated	in	
                                            	   2. Information Seeking Strategies (What	sources	can	I	use?)
this	lesson	by	using	the	Internet	to	
                                                	 Brainstorm	with	students	possible	sources	of	information:	television,	
gather	information	about	the	political	
                                                newspaper,	magazine,	Internet
The Problem                                 	   3. Location & Access	(Where	are	the	sources	and		
	 On	November	4,	2008,	citizens	            	   				the	information	within	the	source?)
of	the	United	States	are	faced	with	            	 Depending	upon	the	age	of	students	and	time	available	either	have	
selecting	a	new	president	who	will	             students	locate	a	source	about	a	candidate,	or	provide	a	copy	of	a	source.
lead	our	country	for	at	least	the	next	     	   4. Use of Information
four	years.	Do	we	want	to	choose	the	           	 Have	students	underline	at	least	one	fact	from	the	source,	i.e.,	“Sarah	
most	effective	leader?	                         Palin’s	political	experience	is	at	the	local	and	state	level.”	Have	students	
	 Have	you	thought	about	how	you	               circle	at	least	one	opinion	in	the	source.,	i.e.,	“Her	lack	of	experience	at	
decide	who	to	choose?	Would	it	help	            the	national	level	mean	she	does	not	have	the	experience	necessary	to	
you	to	have	information	about	the	              serve	as	vice-president.”	
candidates?	Would	it	be	helpful	to	
know	what	each	candidate	proposes	              	 For	older	students	-	Challenge	students	to	provide	a	conflicting		
to	do	concerning	the	issues	of	taxes,	          opinion,	i.e.,	“As	a	governor,	Sarah	Palin	has	experience	as	an	executive		
economy,	wars,	the	qualifications	of	           officer	and	is	prepared	to	be	vice	president.”
each	candidate,	or	who	will	be	the	         	    5. Synthesis
most	effective	leader?	How	do	you	              	    Group	students	into	teams	and	have	each	student	select	either	a	fact	or	
know	what	to	believe?                           opinion	to	share	with	teammates.	Have	teammates	identify	the	information	
Building background knowledge                   shared	as	a	fact	or	opinion.		Older	students	can	challenge	teammates	to	
	 Discuss	point	of	view	and	opin-               state	two	opposing	opinions	for	each	fact	shared	or	an	opposing	opinion	to	
ions.	Hold	up	a	glass	half-filled	with	         any	opinions	shared.	
water.	Ask	students,	“Do	you	agree	         	   6. Evaluation
the	glass	is	half-full?	Do	you	agree	           	 Ask	students	questions	such	as,	“Can	you	believe	everything	you		
the	glass	is	half-empty?	So	the	glass	is	       read?”	or	“Is	it	possible	to	take	the	same	fact	and	develop	two	opposing	
both	half-full	and	half-empty	de-               opinions?”	
pending	upon	your	point	of	view?”               	 Other	related	questions	could	include,	“Is	it	important	to	distinguish	
	 Share	at	least	one	source	of	                 between	fact	and	opinion	when	gathering	information	about	political		
information	(record	television	ads,	            candidates”	and	“Can	you	think	of	other	topics	of	information	where	reli-
visit	websites,	or	copy	newspaper	or	           ability	might	be	an	issue,	i.e.,	abortion,	wars.”
magazine	articles)	which	supports	
each	candidate.	Share	with	students	
one	example	with	conflicting	infor-
mation	or	information	presented	with	
a	different	point	of	view	such	as,	
“Does	Sarah	Palin’s	limited	national	
experience	mean	she	lacks	the	nec-
essary	skills	to	function	effectively	at	
the	national	level	or	“Sarah	Palin	will	
be	able	to	make	effective	decisions	

 2 October 2008
mISSOURI/DESE                             COOpERAtIvE LEARNING
COUNSELOR INStItUtE                       StRUCtURE OF tHE mONtH
	 I	recently	attended	the	UCM/                              ALLWRItE ROUNDROBIN
DESE	Summer	Counselor	Institute	                              By   kAtHy GROSS, StAFF DEvELOpmENt
in	Lee’s	Summit,	Missouri.	Bragg	         	 If	you	have	used	Kagan	Cooperative	Learning,	you	are	probably	familiar	
Stanley,	DESE	Director	of	Guidance	       with	the	RoundRobin	and	RoundTable	“families”	of	structures.		I’d	like	to	
and	Placement	Services,	led	the	ses-      share	a	variation	called	AllWrite	RoundRobin.		
sion	on	Career	Clusters;	one	of	many	     	 AllWrite	RoundRobin	is	easy	to	use;	each	person	on	the	team	says	an	
sessions	I	attended.	                     answer,	as	they	do	with	Continuous	RoundRobin.		The	difference	is	that,	as	
	 Mr.	Stanley’s	focused	on	intro-         the	teammate	says	an	answer,	all	teammates	write	what	they	hear.	After	two	
ducing	counselors	to	the	new	tech-        rounds	of	AllWrite	RoundRobin	in	a	team	of	four,	each	teammate	has	a	list	
nologies	and	websites	available	for	      of	eight	answers.		
teaching	career	guidance.	He	also	        	 How	does	AllWrite	RoundRobin	differ	from	RoundTable?		
encouraged	the	use	of	the	personal	
plans	of	study.	Stanley	said	those	                      AllWrite RoundRobin                     RoundTable
students	with	personal	study	plans	               Each	teammate	has	a	paper	and		       One	paper	&	writing	utensil	
were	more	likely	to	have	lifetime	                writing	utensil                       travel	among	teammates
success	than	those	students	without	
functional	plans	of	study.                        Each	student	has	their	own	list	or	   Only	one	paper	per	team		
	 One	conference	selection	related	               paper	with	answers	to	keep            is	completed
to	parental	involvement	programs	for	             The	simultaneous	interaction		        The	simultaneous	interaction	
schools,	focusing	upon	a	case	study	              can	be	100%                           would	be	25%
conducted	through	the	Raytown	
C-2	District.	Two	counselors	used	        	 How	do	you	choose	which	structure	to	use?	If	you	want	every	student	
Child-Parent	Filial	Therapy	for	10	       to	walk	out	the	door	with	the	answers	generated	by	their	team,	choose	
weeks.	The	results	were	inconclusive	     AllWrite	RoundRobin.	If	your	purpose	is	a	quick	teambuilder,	and	you	
due	to	the	2007	ice	storm,	but	the	       don’t	think	every	student	needs	to	keep	the	list,	choose	RoundTable.	Both	
counselors	felt	there	were	positive	      structures	have	all	the	PIES,	with	students	benefitting	from	the	contribution	
results	for	the	families	who	stuck	to	    of	another,	feeling	individually	accountable,	taking	equal	turns,	and	being	
the	program.	                             overtly	active.		
	 Other	workshops	I	attended	             	 It’s	a	good	idea	to	model	what	you	expect	and	use	a	non-content,	fun	
included	helping	students	who	are	        example	the	first	time	you	use	any	structure.	Once	students	get	the	steps	
dealing	with	grief	and	loss	issues	and	   with	something	simple,	you	can	use	that	structure	with	any	content.	
resources	for	implementing	respon-
sive	services.	(Responsive	Services	          Upcoming Cooperative Learning course opportunities
is	one	of	the	components	in	the	                         *Monday,	Oct.	13,	4:30	–	6:00	p.m.	@	Disney	Elementary		
Missouri	Model	Guidance	Program.)                                  (Find	the	Fiction	&	Spin-N-Think)	
	 There	is	research	to	support	that	                      *Monday,	Dec.	15,	4:30	–	6:00	p.m.	@	Tefft	Center	
students	who	receive	weekly	indi-                                            (Team	Projects)
vidual	visits	from	a	school	counselor	              *Stipend	paid	to	all	attendees.		Space	limited.		Register	online.		
who	uses	play	or	other	interactive	
approaches	is	more	likely	to	reduce	      	 If	you	haven’t	completed	the	introductory	course	of	Kagan	Cooperative	
the	number	of	office	visits.	Children	    Learning,	we	will	offer	the	course	in	February	at	Tefft	.	Each	session	is	from	
who	visit	with	the	school	counselor	      4:15	–	8:15	p.m..	
regularly	showed	increased	feelings	
of	being	capable,	feeling	connected,	     	   	      	        Thursday,	Feb.	5	     Monday,	Feb.	9
and	being	valued	by	others.	As	cited	     	   	      	        Thursday,	Feb.	12	    Wednesday,	Feb.	18	
in	a	workshop	by	Shari	Hull,	“in	an	      	 Thanks	to	the	support	of	our	SPS	Professional	Development	Committee,	
educational	environment	where	as	         instead	of	paying	to	attend	(as	many	teachers	across	the	country	do,	to	get	
much	as	80%	of	instructional	time	        the	binder	and	book),	you	can	get	these	great	resources	and	be	paid	for	your	
can	be	spent	on	behaviors”,	the	          attendance.		(This	is	a	STEP	UP	Tier	II	requirement;	all	teachers	welcome!)
school	counselor	can	be	helpful	in	        	
targeting	students	with	chronic		
discipline	referrals.                                                                                       October 2008 
ASpERGER’S SyNDROmE                                AND        HIGH-FUNCtIONING AUtISm
	 Autism	awareness	has	heightened	         	 For	example,	when	we	are	asked,	        is	to	use	“feeling	faces	emotional	
in	the	past	few	years	and	has	gained	      “How	are	you	feeling	today?”,	we	         cards”	to	show	how	to	express	emo-
a	new	distinction.	Top	magazines,	         give	an	answer	without	thinking	of	       tions	and	communication	skills.	With	
TV	personalities	and	commercials	          how	to	respond.	The	answers	could	        these	cards,	happiness	or	sadness	is	
have	given	a	plug	for	Autism,	and	         vary	from,	“Good”;		“I’m	not	feeling	     depicted	as	a	picture	that	shows	how	
suggest	we	should	have	more	chil-          well”;	or	“I’m	tired.”	                   to	express	the	emotions,	and	how	to	
dren	evaluated	for	the	disease.	           	 A	student	with	Autism’s	response,	      start	a	conversation	with	others.
	 One	out	of	every	150	children	           however,	will	be	a	simple	“Okay.”	        	 It	is	not	enough	to	show	these	
will	have	some	type	of	Autism.	The	        This	comes	from	a	learned	response.	      emotions,	the	teacher	needs	to		
Autism	spectrum	can	range	from	the	        	 Those	with	Autism	also	have	a	          explain	how	one’s	face	looks	or	how	
low-functioning	to	high-functioning	       tendency	to	walk	up	to	someone	and	       to	greet	others.		For	example,	when	
abilities.	No	matter	the	abilities,	two	   start	having	a	one	way	conversation,	     greeting	others,	we	shake	hands	and	
basic	areas	that	will	be	briefly	dis-      without	greetings	such	as	“Hi”	or	        say	hello.	Our	arms	are	extended	
cussed	in	teaching	children/students	      “Hello.”	                                 and	our	hands	touch.	
with	Autism	are	expressing	emotions	       	 These	one-way	conversations	            	 The	next	step	is	to	have	a	dia-
and	communication	skills.                  tend	to	be	about	the	person’s	favorite	   logue	with	student	about	what	makes	
	 Most	autism	students	do	not	have	        subjects	and	topics.	The	conversa-        us	happy	or	sad	and	how	we	greet	
the	ability	to	express	certain	types	of	   tions	do	not	allow	the	other	person	      others	by	practicing.
emotions	and	social-communication	         to	be	involved,	interject	or	respond.     	 Other	techniques	include	books,	
skills.	These	skills	include,	but	are	     	 There	are	several	techniques	to	        videos	and	learning	websites.	The	
not	limited	to,	telling	others	how	        use	when	teaching	autism	students	        key	element	is	to	review,	reinforce	
they	feel	and	basic	communication	         to	express	emotions	and	learn	com-        and	practice.
with	others.	                              munication	skills.	One	technique	

  E A R Ly C A R E E R t E A C H E R C O R N E R
pARApHRASING:               AN    EFFECtIvE tOOL            FOR     pARENt/tEACHER CONFERENCE
	 The	parent/teacher	conference	is	often	a	teacher’s	first	extended	interaction	with	a	student’s	parent	or	guardian.		
The	purpose	of	these	conferences	is	to	establish	positive,	open	communications	and	to	provide	students,	parents,	and		
teachers	common	goals.	Miscommunication	can	hinder	the	process.	Paraphrasing	is	a	key	component	of	cognitive	
coaching	and	could	be	an	effective	tool	to	use	during	your	parent/teacher	conferences	this	year.
	 The	paraphrasing	process	is	simple	and	can	be	a	powerful	communication	tool.	During	a	conference,	the	teacher	
listens	intentionally	to	the	parent.	The	goal	is	to	clearly	understand	what	is	being	said	and	to	note	nonverbal	clues	to	
determine	the	emotional	state	of	the	parent.	The	teacher	then	summarizes	the	parent’s	statement	and	include	the	per-
ceived	emotional	state.	Some	paraphrasing	examples	might	include:		“So	you	are	feeling	confused	about	the	homework	
policy	in	my	classroom”,	or	“So	you	are	pleased	with	(child)	progress	in	math	so	far;	but	you	are	concerned	that	you	
don’t	know	when	the	tests	will	be	given.”
	 Note	that	the	teacher	leaves	out	the	word	“I”	when	paraphrasing.	This	is	so	a	teacher	can	keep	the	attention	focused	
entirely	on	the	parent,	not	on	the	teacher.
	 	A	common	concern	of	using	paraphrasing	is	that	the	teacher	might	not	get	the	correct	essence	of	the	message,	or	
that	they	misread	the	emotional	state	of	the	parent.	The	wonderful	aspect	of	paraphrasing	is	that,	if	you	get	it	wrong,	the	
person	you	are	listening	to	will	correct	your	misconceptions.	This	actually	enhances	the	communication	process.	
	 Another	concern	is	that	the	phrase	“so	you	are	feeling...”	might	begin	to	sound	artificial	to	the	parent.	Actually,	the	
speaker	doesn’t	notice	the	frequency	of	the	term.	What	parents	will	notice	is	that	they	are	being	heard,	and	that	the	
teacher	genuinely	cares	about	what	they	have	to	say	and	their	feelings.
	 A	quote	from	Cognitive Coaching, a Foundation for Renaissance Schools	(Arthur	L.	Costa,	Robert	J.	Garmston,	2002)	
explains	the	power	of	paraphrasing,	“Paraphrasing	is	one	of	the	most	valuable	and	least	used	tools	in	human	interac-
tion.	A	well-crafted	paraphrase	communicates,	‘I	am	trying	to	understand	you	and	therefore	I	value	what	you	have	to	
	 Consider	using	paraphrasing	in	your	upcoming	conferences	to	build	real	trust	between	parents	and	teachers.	
Developing	this	sense	of	“team”	with	parents	can	only	contribute	to	the	success	of	students.