anywhereschool.php

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  <h1 class="p-name">ReVISION Learning Analysis</h1>
  <div class="pubinfo">
  <p>Published by <a class="p-author h-card" href="https://jgregorymcverry.com">J. Gregory McVerry</a>
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  <span class="summary">
    <p class="p-summary">ReVISION Learning Analysis</p>
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<th>A</th>
<th>B</th>
<th>C</th>
<th>D</th>
<th>E</th>
<th>F</th>
<th>G</th>
<th>H</th>
<th>I</th>
<th>J</th>
<th>K</th>
<th>L</th>
<th>M</th>
<th>N</th>
<th>O</th>
<th>P</th>
<th>Q</th>
<th>R</th>
<th>S</th>
<th>T</th>
<th>U</th>
<th>V</th>
<th>W</th>
<th>X</th>
<th>Y</th>
<th>Z</th>
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<div>1</div>
</th>
<td>Timestamp</td>
<td>Consider your own experience with changes at Anywhere School related to Element 1 of the Strategic Plan: Instructional Core. Identify the Stage that best represents your current experience.</td>
<td>Why did you select this spot on the wheel?</td>
<td>What will it take for you to move forward?</td>
<td>Consider your own experience with changes at Anywhere School related to Element 2 of the Strategic Plan: Student Enrichment. Identify the Stage that best represents your current experience.</td>
<td>Why did you select this spot on the wheel?</td>
<td>What will it take for you to move forward?</td>
<td>Consider your own experience with changes at Anywhere School related to Element 3 of the Strategic Plan: Parent Engagement. Identify the Stage that best represents your current experience.</td>
<td>Why did you select this spot on the wheel?</td>
<td>What will it take for you to move forward?</td>
<td>Consider your own experience with changes at Anywhere School related to Element 4 of the Strategic Plan: Culture. Identify the Stage that best represents your current experience.</td>
<td>Why did you select this spot on the wheel?</td>
<td>What will it take for you to move forward?</td>
</tr>
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<th>
<div>2</div>
</th>
<td>11/5/2019 14:42:57</td>
<td>Stage 2 - Doubt</td>
<td>Feels not all subjects are valued equally</td>
<td>Acceptance that instructional value is not just on subjects that get standardized testing</td>
<td>Stage 3 - Discomfort</td>
<td>A small group of the population and parents reporting data on this could effect school offerings and it feels uncomfortable to have to make those decisions when you don&rsquo;t necessarily have anything to do with them.</td>
<td>Administration needs to set up More decisive goals for what they consider a successful job to look like at the end of the plan. It feels like we are diving into these without a rubric sometimes.</td>
<td>Stage 3 - Discomfort</td>
<td>Newsletters add to the load and do not feel authentic and the way I would want my content and learning to be expressed or summed up.</td>
<td>The newsletter would need to change. There should be a better way to communicate to parents, I feel engagement won&rsquo;t be significant enough to make the efforts worth it. Doesn&rsquo;t feel like working smarter, feels like working harder.</td>
<td>Stage 3 - Discomfort</td>
<td>Feel there is a disconnect between faculty and administration</td>
<td>More trust, more support. Less vindictive attitude and more understanding that humans make mistakes and we are all professionals who learn at our own paces.</td>
</tr>
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<th>
<div>3</div>
</th>
<td>11/5/2019 14:55:39</td>
<td>Stage 5 - Understanding</td>
<td>I am working to discover and work with the curriculum.</td>
<td>I would like to follow an initiative through to the end. I feel like we are still beginning so many things and never getting to the end or conclusion.</td>
<td>Stage 3 - Discomfort</td>
<td>Instructional time is not being used in a productive way.</td>
<td>XP classes still need to be addressed. Students do not take them seriously and behaviors are many times not acceptable during the period. One day a week for a longer block would work out better. This is not a good use of instructional time.</td>
<td>Stage 2 - Doubt</td>
<td>Parents are not treating the faculty like they are professionals. Some treat the faculty as if they are beneath them. Parents only contact teachers or respond to teachers when there is something that they feel negatively impacted their child, even though they may not have the entire story. Parents are talking about children and teachers at social events, as well as at board meetings, in a degrading and disrespectful way. There is a feeling of entitlement and that sentiment carries into the school building. Maybe parents need parenting classes.</td>
<td>Parents need to be educated on how to treat teachers and stop making teachers the enemy.</td>
<td>Stage 4 - Discovery</td>
<td>I feel the steering committee is working hard to move and change the climate to more positive place.</td>
<td>Feel supported and feel as if there is real trust in the building.</td>
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<th>
<div>4</div>
</th>
<td>11/5/2019 14:56:08</td>
<td>Stage 5 - Understanding</td>
<td>I feel I am actively moving forward on 3 of the 4 listed goals in that strand.</td>
<td>I see goal 4 as a whole school goal, but I'm not sure the whole school is working on this, or even knows that they should.</td>
<td>Stage 5 - Understanding</td>
<td>I'm working on this in one of my sub-groups. We are gathering/analyzing data and are trying to formulate some actionable steps.</td>
<td>I don't need anything else - but based on the raw data from family surveys, I'm not sure we have a clear picture of what the community would find valuable.</td>
<td>Stage 4 - Discovery</td>
<td>I understand the ideas for goals. I'm just not sure I see progress or planning on those items yet.</td>
<td>An update on the action steps - and what has been done - would be helpful. Actually an update to staff would be good for all the elements of the Strategic Plan.</td>
<td>Stage 4 - Discovery</td>
<td>Goal 10 seems great in plan, but I'm wondering how it will actually start to look as staff submit their suggestions. What is the process on that again? I know Goal 13 has elements that aren't due for a few school years, so I'm waiting to see what that looks like too.</td>
<td>Where are we on 12.3 and 12.5? Was the survey shared during parent conferences? What Soc-emot - programs have we looked at? Did we adopt one? An update on progress would be helpful.</td>
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<th>
<div>5</div>
</th>
<td>11/5/2019 15:13:03</td>
<td>Stage 5 - Understanding</td>
<td>I feel that I am confident and productive in my instructional practices with my students, with a solid understanding of my content and instructional strategies. Additionally, I have worked a lot on fostering a growth mindset among my students and myself in recent years.</td>
<td>I would appreciate time to explore instructional practices and methods specific to my field/area of specialty.</td>
<td>Stage 5 - Understanding</td>
<td>I do try to keep students' interests and strengths incorporated into my activity choices and instructional practices, while continuing to expose them to new ideas and concepts as well as support areas that need improvement.</td>
<td>Time to be creative in my lesson/activity development as well as to explore other resources (whether online or in person) would be helpful.</td>
<td>Stage 6 - Integration</td>
<td>Parent engagement is something that is a big part of my role, and I work hard to foster good relationships and collaborate with them as we establish goals and next steps together for their child. Providing personal anecdotes and work samples, rather than simply test data, is something that I think parents highly value.</td>
<td>Continued time to foster relationships and trust with parents will allow for continued engagement.</td>
<td>Stage 3 - Discomfort</td>
<td>I can think of elements of ALL of the stages 1-5 on the change cycle wheel - at times there is fear (stage 1) - "will this be used against me", "will I get written up", often there is skepticism (stage 2) - "the new Steering Committee won't work", "there's a hidden agenda", and yet there are glimmers of feeling energized (stage 4) and having anticipation for things to get better (stage 4), or even working together in a productive and confident way (stage 5). However, I chose stage 3 because I feel the overriding feelings seem to be anxiety or the unproductive worry that nothing is getting better.</td>
<td>There's a feeling of being micromanaged - all of our time, our initiatives, etc. We may be given a choice of books to read or a choice of strategies to try for personalized PD, but the reality is it's a forced choice. I think that teachers would value having time to explore their own areas of professional interest through book reading or PD time. I also think that might help teachers feel like they have a voice as well as that they are being trusted to be the professionals they are. Considering ways to support one another through fun activities, self-care or mindfulness practices may also be a way to foster a more supportive climate. Continued work of the Steering Committee and Research and Development teams will hopefully also help faculty and admin feel like climate and trust is improving.</td>
</tr>
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<th>
<div>6</div>
</th>
<td>11/5/2019 15:13:51</td>
<td>Stage 5 - Understanding</td>
<td>Feels challenging to get Admin approval in making the BEST choice for students. So many meetings.....</td>
<td>Fewer initiatives, will provide the time to focus more deeply on a couple</td>
<td>Stage 3 - Discomfort</td>
<td>Why is XP not more elective-special time for students?</td>
<td>focus on use of instructional time</td>
<td>Stage 3 - Discomfort</td>
<td>Confused... Some parents are supportive and helpful in their child's education other parents do not take responsibility for their children at all.</td>
<td>Develop an understanding of what PARENTING should take place at home to support their children.</td>
<td>Stage 3 - Discomfort</td>
<td>Still unsure of expectations. I try to stay focused on my classroom and don't get involved in other issues in the building.</td>
<td>Clear expectations</td>
</tr>
<tr>
<th>
<div>7</div>
</th>
<td>11/5/2019 15:14:30</td>
<td>Stage 4 - Discovery</td>
<td>Fewer initiatives, more follow through and more professional prep time.</td>
<td>Stage 3 - Discomfort</td>
<td>Instructional time is not always used appropriately. Instructional time is lost for "fluff" courses like XP, Executive Functioning class, ELT. XP takes precedent over every other course.</td>
<td>Give back instructional time. Schedule change that puts the focus on core academic instructional time.</td>
<td>Stage 1 - Loss</td>
<td>I feel that the parents slander the teachers and have an utter disrespect for the professional work they are doing in their classrooms. Parents have a sense of entitlement and lack responsibility for their child's education and behavior in school.</td>
<td>Develop and understanding within the community of parental responsibilities when it comes to their child's educational success.</td>
<td>Stage 3 - Discomfort</td>
<td>Very anxious at meeting, expectations are unclear and often change unexpectedly. I feel as though I am questioned in an effort for them to "catch" me doing something "wrong." Admin is unpredictable . At times they can be supportive, but other times they will treat you like a scapegoat for larger issues and problem within the school. After being in these situations several times, trust is lost.</td>
<td>Being more open. Letting us know what is going on. We all feel like we are alone dealing with situations rather than in the same boat. To foster a relationship, you have to be open and honest and I feel like that is lacking.</td>
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<th>
<div>8</div>
</th>
<td>11/5/2019 15:16:36</td>
<td>Stage 4 - Discovery</td>
<td>I feel energized and resourceful when working with the students.</td>
<td>Planning time.</td>
<td>Stage 3 - Discomfort</td>
<td>It is difficult to think about enrichment when I feel like I struggle to plan lessons and collect data.</td>
<td>I don't know. Keep plugging away.</td>
<td>Stage 2 - Doubt</td>
<td>It is not all parents, but I feel that parents bad mouth the students and they say the teachers can't control the students with behavior issues. Lack of parent responsibility. Child entitlement and rude children.</td>
<td>I don't know.</td>
<td>Stage 3 - Discomfort</td>
<td>I'm anxious in meetings. I don't always feel like I am meeting admin's expectations. I feel like I don't know if I should even say hello in the hallway because it is just a formality, not sincere or meaningful. We should all be in this together, but it feels segregated.</td>
<td>I'm not sure. I feel like it is what it is.</td>
</tr>
<tr>
<th>
<div>9</div>
</th>
<td>11/5/2019 15:28:15</td>
<td>Stage 3 - Discomfort</td>
<td>I feel like the time we spend with students during the day could be more efficient.</td>
<td>A change in how we look at the curriculum and how we spend out time with students.</td>
<td>Stage 5 - Understanding</td>
<td>I feel we have moved forward with student enrichment during the school day by offering more choices with the arts.</td>
<td>Even more offering for student enrichment during the school day.</td>
<td>Stage 5 - Understanding</td>
<td>I feel parents are very supportive.</td>
<td>I would love to see more parents come for things like open house.</td>
<td>Stage 2 - Doubt</td>
<td>I often feel like I am one of the only positive people on my team. People are feeling overwhelmed and overworked.</td>
<td>I want my team to feel more positive and valued on a day to day basis.</td>
</tr>
<tr>
<th>
<div>10</div>
</th>
<td>11/5/2019 15:33:19</td>
<td>Stage 4 - Discovery</td>
<td>I feel that I work with a helpful team of faculty and staff who support the instructional work that I'm doing in the classroom.</td>
<td>I will feel more confident with more experience and continued support.</td>
<td>Stage 6 - Integration</td>
<td>Students are given many opportunities for enrichment at Anywhere School.</td>
<td>Stage 3 - Discomfort</td>
<td>Parents often do not reach out when communication is sent home. There are also very few to no responses to emails.</td>
<td>Schoolwide relationship building with parents and greater two-way communication will help me to move forward.</td>
<td>Stage 5 - Understanding</td>
<td>I feel that the staff (teachers, support staff and paraeducators) support and help each other in instructional planning, classroom environment, etc.</td>
<td>I think that continued positive interactions with faculty and staff will help me to move forward.</td>
</tr>
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<th>
<div>11</div>
</th>
<td>11/5/2019 15:37:44</td>
<td>Stage 3 - Discomfort</td>
<td>Feeling anxious having time to align curriculum, bridge gaps with academic and behavioral expectations, while supporting children to not give up when facing challenges. There is a supportive classrooms atmosphere, while most kids are responsive to teachers. I think there needs to be a way to ensure higher levels of expectations both academically and behaviorally. This would increase student metacognition, kids would have better social emotional regulation strategies and self monitoring skills.</td>
<td>School wide social emotional curriculum, responsive classroom model, and consistency with stability among educators,admin, and students. Ways to help students, teachers, parents, and staff follow the code of conduct.</td>
<td>Stage 3 - Discomfort</td>
<td>Xp offers opportunities both academic and non academic enrichment activities for students. Teachers are starting to think of enrichment activities but still have that feeling that they need to give the same pre/post assessment (ex.math) to every child so they can report those grades at data meetings. Are we exceling the higher level student and are we making the student with significant learning needs feel the impossible? How can we meet enrichment for all students?</td>
<td>Consider the rigor and relevance in those skills, collect data to see if it is educating students for the future. Also to educate teachers who do not teach XP or Ed Tech on those skills needed for a digital world. XP and SPecial Area teachers have such background on working with students to enrich them. How can we give staff more training on the technology of the 21st century, using a 3d printer, utilizing skills to enrich. Teachers need more opportunities to enrich their curriculum and differentiate. Then they could use it more in the classrooms. Increasing student sense of belonging to positive peer groups would increase their education commitment.</td>
<td>Stage 5 - Understanding</td>
<td>More communication being sent to parents about progress monitoring, data results, school website, new design of open house on one day (even though not great turn out but design model just needs to be made more public and sent out in a few reminders).</td>
<td>Stage 2 - Doubt</td>
<td>Feelings of doubt on school culture and climate continue. There is not always a trusting and caring relationship among and between all admin. However, that being said, Tracy has gone above and beyond to improve a caring and trusting relationship with students and teachers. At other times the school and climate would not be what I consider collaborative and collegial. Many teachers on different committees have shared ideas, solutions, suggestions. Later to learn that communication, discussions, focus group discussions were pushed to the side, changed, and not moved forward as discussed. This seems to be the end result of poor relationships/interactions between staff and admin. Have subcommittees to voice opinions for example on encouraging more individualized Professional Development and then to be told you have to pick a strategy to target your own PD is not looking into individualization. Sometimes letting go of the rigid structure and really asking teachers first without guidelines...what would be an area of PD you would want to work on, learn about, take a webinar, specifically look at a math program, and dive deeper in, without specific parameters. To ensure teacher decision making (without making teachers feel like it is just another thing to do) teachers need to feel heard and trusted. We want professional learning to support and to promote teacher and student learning.</td>
<td>Continue to build trust among teachers and administration by letting teachers at times be part of the decision making process, have ownership in decisions, and feel part of the group at whole. Continuing to say thank you to admin when they send for example a nice email after a meeting or stop in to discuss how a situation was handled. I will continue to work on open communication with admin, try to ask for clarification if needed, and have positive growth mindset. Continuing looking at the Sherman Core Values as a faculty across school settings. Hopefully the Steering Committee continues to focus on topics of change and trust and has Patrick Flynn back at least 2-3 times this year to support these changes. Having admin get feedback on professional learning support this is needed and not driven by a list of strategies would help develop more collegiality.</td>
</tr>
<tr>
<th>
<div>12</div>
</th>
<td>11/5/2019 16:02:11</td>
<td>Stage 6 - Integration</td>
<td>There is a great deal of change happening in the learning environment and there is an energy to the possibility.</td>
<td>Committee decisions and meetings turning into tangible action. Design committee, SEL programs, Culture - actions that are evident in daily life. Things moving from discussion to evident.</td>
<td>Stage 3 - Discomfort</td>
<td>Confused -I am uncertain how that benefits the population that seems to have no shortage of opportunities currently. I am not sure</td>
<td>Student information about what they need, to make it clear what they want and have time for</td>
<td>Stage 2 - Doubt</td>
<td>I don't know how parents are engaging with the school and the content beyond digital access</td>
<td>Parent partnerships, helping families,</td>
<td>Stage 5 - Understanding</td>
<td>Different ideas are supported and taking risks is encouraged</td>
<td>Support across staff members is evident by their ideas and feelings being respected and evident in tangible experiences</td>
</tr>
<tr>
<th>
<div>13</div>
</th>
<td>11/6/2019 9:46:15</td>
<td>Stage 5 - Understanding</td>
<td>I see and understand the direction. I know what needs to be done next.</td>
<td>I need a clear strategies for moving forward. It would be great if everyone were moving forward together.</td>
<td>Stage 3 - Discomfort</td>
<td>I'm not sure how this is happening now or how it might happen in the future.</td>
<td>So many people seem unwilling to try new things. I need more of an indication that people are ready to make time in their day for student enrichment.</td>
<td>Stage 3 - Discomfort</td>
<td>The parents I hear about or from most are parents who are resistant or disapproving of our work at school.</td>
<td>I know there are parents who support us. I would be encouraged if more of them spoke publicly about their support.</td>
<td>Stage 4 - Discovery</td>
<td>There has been an overall positive feel to the start of the school year. The steering committee seems to be going well.</td>
<td>I need more people to embrace our direction and problem-solve for themselves as to how they can embrace the idea of constant improvement. Too many people let the fact that they can't do everything prevent them from doing anything.</td>
</tr>
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<th>
<div>14</div>
</th>
<td>11/6/2019 12:14:44</td>
<td>Stage 3 - Discomfort</td>
<td>Too many new initiatives- it is impossible to do everything that is asked of classroom teachers. Has administration considered how many new things they have asked classroom teachers in particular to do in just the short beginning of this school year? What have you relieved the teachers of so that they may accomplish these new tasks? Have you considered what the main responsibility of a classroom teacher truly is- planning and preparing for the students? There seems to be no time given for this and it is not made a priority. You have created a situation that makes it impossible for us to be successful by not being mindful of how much you are asking of people who already have very, very full plates. It is heartbreaking.</td>
<td>Stop inundating the classroom teachers with more and more work: newsletters, posting of newsletter (this is a non-teaching duty), never ending data collection and multiple ways of recording that are impossible to keep up with for just one subject, new curriculum that is not given time to plan for, additional SRBI responsibilities and forms, goals with multiple action steps, "personalized PD" that is not truly personalized and is like the requirements of a college course. IT IS TOO MUCH! Actually allow teachers to use PD time to do what they need to do. We are all professionals here and if you truly respect us as "colleagues" you would respect us enough to give us this true "voice and choice". Not everything needs to be reported and micromanaged. Isn't it enough that we have to write sub plans to go to a workshop, now we have to report on it? Or report how we spend PD time? This shows a major lack of trust and respect.</td>
<td>Stage 2 - Doubt</td>
<td>It is hard to plan for such things when our enrollment is dropping so drastically. We need to be more realistic.</td>
<td>Stop asking teachers and staff for yet more and more of their time. Be realistic about our community. If there is a bigger picture and a grand plan here, please share.</td>
<td>Stage 3 - Discomfort</td>
<td>Again, asking the teachers to do more, more more. What has been taken away so that this can be accomplished?</td>
<td>Stop adding more for teachers and staff to do without taking something away.</td>
<td>Stage 3 - Discomfort</td>
<td>This has nothing to do with the students or other teachers/staff and everything to do with the teachers' and administration's relationship. There is no support. Everyone is afraid of getting in trouble. There is no sincerity to anything that is said. Veteran teachers are no longer confident because we are always second guessing ourselves due to lack of support and fear. It is a toxic work environment. Administrators do not listen to the teachers or truly support them in what they need. We are clearly not your "colleagues". Your actions show we are your subordinates. We are not respected as the highly educated, experienced professionals that we all are.</td>
<td>I cannot see a way to move forward. So much damage has been done. It truly seems hopeless, and it is heartbreaking. Look at the sheer number of people who have left the school in the past 3 years. It is plain to see there is a problem.</td>
</tr>
<tr>
<th>
<div>15</div>
</th>
<td>11/7/2019 14:20:00</td>
<td>Stage 4 - Discovery</td>
<td>I chose this spot on the wheel because I am a new staff member to Anywhere School. I am still discovering all aspects of the strategic plan and I am excited to do so.</td>
<td>To move forward, it will take getting to fully understand all parts of the strategic plan and how to best implement it.</td>
<td>Stage 4 - Discovery</td>
<td>I chose this spot again because I feel the same way in this area. It is something that I do not fully understand yet, but I am excited to learn and implement.</td>
<td>Moving forward, I would like to get more information on extra curricular activities and how staff members can enhance them and encourage students to be a part of them.</td>
<td>Stage 5 - Understanding</td>
<td>I selected this spot because I am very interested and understanding of parent engagement. I feel that being in contact with parents and having parents be involved in their child's academic career is important.</td>
<td>To move forward, I would like to see more opportunities for parent involvement and how us staff members can keep them involved.</td>
<td>Stage 4 - Discovery</td>
<td>I chose discovery because I am still getting to know all staff members.</td>
</tr>
<tr>
<th>
<div>16</div>
</th>
<td>11/10/2019 20:25:15</td>
<td>Stage 3 - Discomfort</td>
<td>I am confused about the work the was put into our new social studies curriculum. Many hours were spent this summer to write curriculum, a new program was chosen as a resource, but it hasn't been mentioned once in our PD/faculty meeting times. Staff who didn't do summer work needed to reach out to those that did to figure out what is the plan and how to implement. If this important, time should have been given to review what was done over the summer and to go through this new curriculum and program. <br />So much of our time is not being spent on instructional planning. We have work to accomplish to be prepared for the strategic goal groups, for R&amp;D groups, for personalized PD, our SLO's and 3 other goals, that daily planning is rushed. We have to make sure that we are prepared for these meetings which takes up much of my prep time and often much of it has to be done on my own personal time.</td>
<td>To move forward we need to take a look at what is being expected of teachers and the time they are given. I would like to learn new things during PD that I can implement in my classroom. Instead, faculty and PD time is spent divided between strategic plan meetings, R&amp;D meetings, and not spent on instructional planning or looking at student data. Date team meetings have been limited to 3 or 4 times this year for about an hour each!</td>
<td>Stage 3 - Discomfort</td>
<td>Although providing students with alternative courses to take is interesting, I am not sure that our current system is working. Scores are going down, teachers need to develop their own courses and what is then students take away (is it tapping into their interests?)Teachers need to spend time again not planning for instructional content in reading, writing, math, etc, but now on this extra course.</td>
<td>Focus needs to be brought back to the student and what we need to teach them to help them become the best versions of themselves.</td>
<td>Stage 3 - Discomfort</td>
<td>I always thought that teachers had a great relationship with parents and the community. This year, I was amazed at how many parents didn't show up to Open House and wonder what has changed. I believe many ideas were brought up about how to increase parent involvement but really haven't seen these in action (again seems like teachers have to do in their time somehow).</td>
<td>not sure</td>
<td>Stage 1 - Loss</td>
<td>I feel that the moral is the worse it has been. Although the teachers are a great support to each other, overall it is very hard to remain positive. I became a teacher because I love children and teaching them is fun and rewarding. Each day I focus on my room of students which is still rewarding, but before school, preps, meetings, my after school time, I feel so stressed with what I need to get done, not just for my students but for all of the other expectations. <br />I also don't feel that admin has made an effort to build a relationship with staff but more importantly with the students. It is a rarity to see admin throughout the building interacting with students. Some of our youngest learners don't know the difference between the principal and assistant principal let alone who these individuals are. <br />I am in a paralyzed state because I don't feel that staff and admin are working together. I don't know what they think about me, and am always fearful going into a meeting, did I get everything done, is it going to be enough, what am I going to be questioned about. Being motivated and encouraged to start the year was not how I started the year. Even our first few days together, it was straight back to business, not welcoming or motivating.</td>
<td>A GREAT effort to build true caring relationships with staff and students. <br />Building an environment that fosters trust and respect (I don't feel that we are respected as adults and qualified professionals).</td>
</tr>
<tr>
<th>
<div>17</div>
</th>
<td>11/11/2019 20:14:54</td>
<td>Stage 3 - Discomfort</td>
<td>Stage 3 - Discomfort</td>
<td>Stage 3 - Discomfort</td>
<td>Stage 3 - Discomfort</td>
</tr>
<tr>
<th>
<div>18</div>
</th>
<td>11/11/2019 20:17:36</td>
<td>Stage 2 - Doubt</td>
<td>We do these things already, and have been doing them well all along. This is not a change 'issue' because nothing has changed. That being said, scores are low and we were told in 2016 that if the 'new schedule' translated to poor test scores that Administrator would own up to it. This has not been the case, instead we have a new math interventionist (something we never needed in the past), teachers are now being told to give preunit tests, pregrade tests, sbac iab tests, and STAR tests, on top of requiring meeting after meeting to discuss data, scores, and instruction. More time is spent testing and assessing students than actually learning and teaching. Admin went from being all for the PBL style and teaching the 'whole student' to being overly concerned with keeping a paper trail of assessments (so that they don't get sued again I assume). This is why I have doubt that the "vision" around this element will actually work. We are told to think one way, but we are lead and directed another, more so this year than ever before.</td>
<td>1) We need to make a statement about the testing overload (sbac, star, benchmarks, pre assessments, finals, summative, formative.....). 5 years ago our school took this innovative approach and didn't pay any attention to these tests. There was no pressure to "perform" and the students did well because of it. Teachers were more relaxed, there was no stress, and students were allowed to be more creative in the classroom.<br />2) Stop forcing meaningless initiatives on teachers. For example, every PD day is micromanaged to promote some sort of "plan", "focus", or committee. Teachers aren't able to pursue things that interest them, or things that will actually improve them professionally. Im not saying our PD was great 5 years ago, but at least we got something out of it.</td>
<td>Stage 1 - Loss</td>
<td>XP is the entire reason why we have a schedule that doesn't allow us to meet the needs of our kids. The XP period is a loss of time that we all could use in our rooms with our kids. There was a little hype to start, but now the XP idea has faded and it has run its course.</td>
<td>Some XP's are good, but they should be clubs or electives. Get rid of that wasted 40 minute period every day, and give it back to the teachers.</td>
<td>Stage 1 - Loss</td>
<td>Administrator wants a newsletter (very 1990's), coffee meetings, and to force parents into the school for his expos (he doesn't realize that most parents in the 21st century work and want to spend their free time with family). This element of "parent engagement" is all about advertising our school to the community, like putting on a "show". Administrator has a reputation among the community if any parents disagree with the show Administrator asks them to come in for a closed door meeting, or urges parents to have 'coffee' with him. Under Administrator's advice, the BOE meanwhile has decided over the last few years that they are "hands off" and they refuse to listen to the concerns of the parents, community, and staff (no one goes to the boe meetings because if the public wants to comment they get bashed or silenced). Yet certain BOE members have no problem trashing teachers at public events (parents tell us about it all of the time....). The relationship between the school, boe, admin, and community is very toxic at the moment, and yet the element is focused on self promotion.</td>
<td>For teachers to be treated as professionals, and for the community to have a say in their school. We have more collective years of experience in running a school (especially Sherman School) and interacting with this specific community than all of the administrators times 10. We are very much a "community based" school, so as long as Administrator encourages his hard stance against community interaction (all while saying that he is promoting interaction at the same time) the school will struggle.</td>
<td>Stage 1 - Loss</td>
<td>Sorry about the the long list, but ever since the anonymous document came out I've been saving concerns. These were concerns that have built up over the last year alone, most since we started our work with Patrick:<br /><br />1) Administrator uses the "Faculty Handbook" as a way of circumventing the teaching contract. He thinks that he can just edit the handbook rather than consult with the Union about changes. Easy example from this year, we now have an added expectation of editing a newsletter (a non teaching duty) but rather than add this to our contract during negotiations, he changes our handbook because he won't have to "negotiate" that. He even brings up the handbook in meetings with staff as a way of saying it isn't a "union matter". This is a sneaky loophole, and does not lead to us trusting his leadership. On a similar note, Administrator also told our Faculty Council that he talked to the Union about the late day / open house being scheduled on the same day in September. The union reps denied that they were consulted with, and I believe them.<br /><br />2) There is an ongoing lawsuit in the City Court against Administrator regarding confidentiality and 'non-compliance' with a contract (look it up on the CT judicial court website). If I remember the dates correctly, the audio for the boe meeting in question was mysteriously 'lost' (the staff/union had its own questions regarding the meeting). Convenient no? Either way, its not a good way to build up trust with the community or staff.<br /><br />3) In the last year, we read dozens of major concerns raised by staff in the faculty council's anonymous document, and watched as they got downplayed by Administrator to the BOE. Administrator even slipped up and told staff that he gave our "complaints" to the BOE, as if we were just whiny teachers (they were legitimate and serious concerns, not our complaints). He has yet to adjust his attitude towards staff, he still withholds information from the staff as a whole, and speaks to us condescendingly.<br /><br />4) Nontransparent process with the technology attack (if there was never a threat to our personal info why are we all getting the same robocalls, and why were we urged to change all passwords???). There is no reason to hide this information from the affected staff, which is all of us, unless he was trying to hide something in the 'ransomed' data.<br /><br />5) Administrator (and to an extent Tracy) targets staff that he feels "aren't a good fit" either due to age, salary, or the fact they have opinions different from him. I am curious to see what our recent departures (for example, Treva K, Donna L, Alyson H, Val M, Laura C, Sandra P, Kaitlyn W, Alexa B etc..) feel about the 'culture'. In all honesty, if they left for higher pay, shorter hours, or retirement, then good for them!!!! But if they left because they felt pushed out or burned out by the atmosphere that is worth noting when we talk about culture and climate. Is it too much to ask our RD committee to seek these former personnel out for an interview as part of their research into the culture and climate? I am sure they would be more than willing to help us, unless they want nothing to do with our school anymore (that would be unfortunate but understandable) or were forced to sign something like a nondisclosure letter (this is something they do in the business world, and it would present a trust issue on a whole new unethical level).<br /><br />6) Similar to #5, we watched as Administrator harassed and ultimately pushed out our former assistant principal, teacher of the year, and union president. Roland H slipped up a few years back and said that he was looking for a 'complete turnover' in administration to breath new life into the school (I guess he forgot that Andy still worked here?). Andy was not "Administrator's hire" therefore we have known for years that he was going to get ousted. Just like #5, I am curious to hear what Andy would have to say about his reasons for leaving. Did he leave for higher career aspirations? Or did the culture/climate force him out? When you consider that Andy took a significant pay cut and a potentially 'career devastating' position regression (he went from Assistant Principal to 5th Grade teacher?), I have a feeling there was more to his ultimate decision to leave than simply looking for a change in scenery. As such a high status figure of Sherman's past, and a former administrator under Administrator's 'control', I think Andy would have valuable insight into how to fix the issues we have today.</td>
<td>The faculty handbook does not get edited unless the union agrees to the changes. I believe this is already a courtesy that was supposed to be given to us, but Administrator ignores it.<br /><br />We want an original, unadapted, write up from the forensic investigators in the technology attack, and we want a letter from the investigators stating that they weren't requested or demanded to change anything.<br /><br />Contact the employees who no longer work here, including Andy, regarding their reasons for leaving. We want to fix the school and their voices are equally as important to this process. They aren't "out of sight out of mind" to us, even if they are to Administrator.<br /><br />A new leadership style that appreciates the people that work here. I don't know how to fix the issues Administrator has brought on because there is no trust on so many different levels.</td>
</tr>
<tr>
<th>
<div>19</div>
</th>
<td>11/12/2019 12:15:35</td>
<td>Stage 4 - Discovery</td>
<td>It best represents where I am in my teaching cycle. Having changed grade levels, I feel I'm just becoming familiar enough with the curriculum content where I'm starting to feel comfortable.</td>
<td>It will take time and opportunities for me to advance on the wheel. Time given to me to explore deeper into the curriculum.</td>
<td>Stage 3 - Discomfort</td>
<td>Same reason as above. Switching grade levels and getting to know a new cohort takes time to understand how these children think, grow and what tools best help them.</td>
<td>I feel we need a SEL program sooner rather than later. Today's children are having a very hard time coping with the ups and downs and challenges of school life and home life.</td>
<td>Stage 3 - Discomfort</td>
<td>I did not have a lot of parents attend Open House. Individual emails are answered, group ones are not. No parent has yet to respond to Math test scores sent home (3 years running)</td>
<td>Not sure</td>
<td>Stage 3 - Discomfort</td>
<td>There's A LOT of change happening quickly at school. New committees, new projects, new books to read, new initiatives, new data to input and maybe even new construction??</td>
<td>Recognition for teachers to work on what they feel they need to work on in order to have success in the classroom.<br />One suggestion is maybe to group admin emails to once or twice a week in a Google form? There is A LOT of information being sent to us at various times of days, late nights and weekends, that makes it hard to keep up with the work/family life balance.</td>
</tr>
<tr>
<th>
<div>20</div>
</th>
<td>11/12/2019 21:33:11</td>
<td>Stage 3 - Discomfort</td>
<td>Too many initiatives! I don't feel like I can do anything well and not very supported because we are trying to do so much. Everyday is a new priority. It is extremely overwhelming.</td>
<td>Have some time to work on one or two initiatives. Also, planning time related to goals and planning time for the students.</td>
<td>Stage 3 - Discomfort</td>
<td>Seems like we are offering more things but teachers are overwhelmed.</td>
<td>Less meetings, fewer initiatives.</td>
<td>Stage 2 - Doubt</td>
<td>Parents seem less involved than in the past.</td>
<td>Parents to feel welcome and important.</td>
<td>Stage 3 - Discomfort</td>
<td>I chose this spot because I want to feel like I am moving forward, to be part of the solution, instead of the problem. But it is very hard. I don't feel like teachers are heard or supported in their quest to teach. We are constantly micromanaged in all things we do. <br />In addition, there is no time to plan because there are so many meetings, and so many different initiatives. And with each of these there is so much paperwork required. <br />The school feels more like a business than a school. <br />Our focus should be the students and it's hard to make them a focus because I feel like I am running in a million different directions to meet the expectations set forth by the administration. This causes a lot of resentment because I constantly feel like I am failing. Which is a horrible way to come to work each day when you used to love your job.</td>
<td>Less micromanaging, a little more time to help move our students forward.</td>
</tr>
<tr>
<th>
<div>21</div>
</th>
<td>11/13/2019 8:04:20</td>
<td>Stage 4 - Discovery</td>
<td>Teachers are doing these things, but often don't feel the administration trusts that they are. Also, many of our students are struggling with growth mindset.</td>
<td>Trusting that teachers are differentiating and implementing curriculum. More activities for students having to do with growth mindset. Perhaps field trips or assemblies practicing perseverance, teamwork, and empathy.</td>
<td>Stage 5 - Understanding</td>
<td>We do a lot for students outside of school in regards to sports, clubs, and activities.</td>
<td>More enrichment during school hours (field trips, etc).</td>
<td>Stage 3 - Discomfort</td>
<td>A lot of the time when teachers are trying to contact parents, they are ignored. At conferences, the majority of the parents that show up don't need to be seen, and the ones we need to see don't come. Finally, many parents seem to contact only with problems.</td>
<td>More power to the teachers rather than the parents. Also, conferences only with families that need to be seen.</td>
<td>Stage 3 - Discomfort</td>
<td>The culture and climate at Sherman is still low. Negativity seems to be a very common occurrence and there is a lack of trust. This is evident at the social events.</td>
<td>More fun and positivity from everyone.</td>
</tr>
<tr>
<th>
<div>22</div>
</th>
<td>11/13/2019 11:56:43</td>
<td>Stage 4 - Discovery</td>
<td>I'm feeling pretty good about this area as I have written curriculum that is relevant to my content area. I feel hopeful that over time, it will be easier to implement the curriculum.</td>
<td>More time in my schedule to do my job well.</td>
<td>Stage 2 - Doubt</td>
<td>The goals sound great on paper, but how will a very skeptical and resentful staff be encouraged to do more? Will there be compensation for these after school expectations? Where will this money come from? Aren't XP courses that are already offered during the day "extra-curricular"?</td>
<td>Knowing that staff will be appropriately compensated for their time if they choose to stay after school hours as well as assurance that there will not be punitive measures taken against those who choose to go home after working an entire day so that they can see their own families.</td>
<td>Stage 4 - Discovery</td>
<td>Similar to my response to "Instructional Core", I'm hopeful that these goals will be met. I feel that the school can do a better job of proactively offering parent informational sessions that are relevant to the challenges faced by children in our contemporary society.</td>
<td>Anecdotal evidence from parents that they feel these goals are being met.</td>
<td>Stage 1 - Loss</td>
<td>I am completely overwhelmed by the negativity in this building. From the resentful feelings of teachers toward administration to the consistently disruptive behaviors of students, I find it very difficult to come to work every day.</td>
<td>I really don't know.</td>
</tr>
<tr>
<th>
<div>23</div>
</th>
<td>11/13/2019 12:09:38</td>
<td>Stage 5 - Understanding</td>
<td>Implementing strategies</td>
<td>Time to address the goals in a meaningful manner</td>
<td>Stage 4 - Discovery</td>
<td>Understand value</td>
<td>If students/parents are not interested, how do address this?</td>
<td>Stage 4 - Discovery</td>
<td>Understand importance</td>
<td>What are the next steps if parents do not get involved?</td>
<td>Stage 4 - Discovery</td>
<td>Recognize the necessity</td>
<td>Having an understanding of what is truly planned for the future of Anywhere School</td>
</tr>
<tr>
<th>
<div>24</div>
</th>
<td>11/14/2019 8:33:23</td>
<td>Stage 4 - Discovery</td>
<td>I'm excited about the work I'm doing this year and am hopeful that it will lead to improved student learning.</td>
<td>More time to work on the initiatives we currently have in place and/or fewer initiatives.</td>
<td>Stage 3 - Discomfort</td>
<td>This is an area I'm conflicted about. I feel there are many creative ways we could enrich our students' experiences, but it seems to me that integrating these experiences into our curriculum would make them much more meaningful than they are now through XP, which is disconnected from the rest of their day. The XP period also reduces flexibility in our schedule. In addition, we don't have meaningful amounts of time to work with colleagues to plan cross-curricular projects.</td>
<td>Revision of XP and more time to work with colleagues.</td>
<td>Stage 3 - Discomfort</td>
<td>Again, I feel conflicted about this. I have a sense of general apathy from parents and really don't feel there is anything we can do to change this.</td>
<td>I don't know.</td>
<td>Stage 2 - Doubt</td>
<td>Trust is still my main concern. Actions speak louder than words, and scheduling almost every minute of our PD time sends the message that teachers aren't trusted to make responsible, professional decisions about the work they need to do to support their students. In addition, doctors notes have never been required in the past, and asking for them now underscores the feeling that teachers aren't trusted.</td>
<td>Increased actions that allow teachers to feel trusted, and/or a decrease in actions/decisions that make teachers feel that they aren't trusted.</td>
</tr>
<tr>
<th>
<div>25</div>
</th>
<td>11/14/2019 15:06:50</td>
<td>Stage 5 - Understanding</td>
<td>Stage 2 - Doubt</td>
<td>Stage 5 - Understanding</td>
<td>Stage 4 - Discovery</td>
</tr>
<tr>
<th>
<div>26</div>
</th>
<td>11/14/2019 16:58:58</td>
<td>Stage 2 - Doubt</td>
<td>Stage 2 - Doubt</td>
<td>Stage 2 - Doubt</td>
<td>Stage 2 - Doubt</td>
<td>More open honest communication and trust.</td>
</tr>
<tr>
<th>
<div>27</div>
</th>
<td>11/15/2019 1:33:10</td>
<td>Stage 4 - Discovery</td>
<td>Feel we do not spend enough time on subject area.<br />Not enough time is used to plan and prepare lessons for the students.<br />Focus seems geared on collecting data and forgetting to have time to work on planning the lessons to address the data.</td>
<td>Time during PD to actually work on lessons.</td>
<td>Stage 5 - Understanding</td>
<td>I think the school offers many enrichment opportunities within the school day and outside of school. With XP, book clubs, capstone, afterschool programs, and even weekend activities (sports-basketball, IBM program, etc.) I would say the opportunities are productive and efficient.</td>
<td>Stage 4 - Discovery</td>
<td>At this time I feel that parents are comfortable reaching out. I do however feel that in today's society, people are not paying attention to the calendars, notices, and emails that are being sent to them. They need constant reminders in order to get involved.</td>
<td>Stage 4 - Discovery</td>
<td>I feel that for the most part, the staff gets along well, but there is always room for more connections. I think there is some disconnect between Admin and staff.</td>
</tr>
<tr>
<th>
<div>28</div>
</th>
</tr>
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</table>
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