Keks, de Zweedse tegenhanger van VVJ en Formaat, neemt ons mee in de Zweedse aanpak. Je komt te weten hoe Zweden jeugdwerk definieert en ondersteunt. Hoe gaan ze om met kwaliteit en jeugdwerk en hoe monitort Keks jeugdwerk? Heb je al wat ervaring op je jeugddienst en ben je op zoek naar originele invalshoeken? Dan mag je deze sessie niet missen. Deze sessie is in het Engels!
Keks, de Zweedse tegenhanger van VVJ en Formaat, neemt ons mee in de Zweedse aanpak. Je komt te weten hoe Zweden jeugdwerk definieert en ondersteunt. Hoe gaan ze om met kwaliteit en jeugdwerk en hoe monitort Keks jeugdwerk? Heb je al wat ervaring op je jeugddienst en ben je op zoek naar originele invalshoeken? Dan mag je deze sessie niet missen. Deze sessie is in het Engels!
Board members play an essential role as fundraisers and ambassadors for the PS-S mission. As the biggest champions for the organization they are models for financial support – fostering confidence in other current and potential donors.
Experience how to leverage the board member ambassador role to effectively ensure financial and human resources for PS-S. There is much more to fundraising campaigns than “the ask.” In this session we will explore specific tools and strategies that go beyond an elevator pitch to support specific fundraising campaigns and efforts at PS-S.
The facilitated discussion will provide board and staff with information on:
• The role of the board in fundraising
• Specific tools for ensuring necessary financial and human resources
• Strategies for serving as an ambassador to raise funds
• Shared leadership responsibilities between board and staff
An Innovation Leadership in Education shared to you to encourage Change in education with Innovation put in place. Its all about upgrading ourselves as Educators in the 21st Century skills to apply in the Teaching & Learning to birth lifelong learners able to cope in the 21st century workforce. 'If a student cannot learn the way we teach,maybe we should learn to teach the way the Learn'.
A practical workshop to help school district communicators and staff deliver school-focussed and learning-centered service, Delivered as a three-hour workshop June 28 at the NSPRA seminar in San Francisco
Class 8 - accountability and measuring successSarah Clark
What does it mean to have a successful library collection? How can that success be measured in terms of community benefit? How do you communicate those benefits to your users and stakeholders?
Professional Learning Communities PD 2015Jaime Crouse
This professional development workshop was created as part of SFA's Master in Ed. Leadership Principal Prep program for a fictional school as an assignment for AED 519 Instructional Leadership.
Technology Driven Differentiated Instruction: March 2016Vicki Davis
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
Workshop: Building the Future Learning OrganizationJohan Skoglöf
As the rate of change and technical development accelerates, rapidly building new skills becomes a key priority. This workshop is about building a learning organization that allows companies to compete with the speed of learning.
We will discuss the employees ability to learn themselves, learnability. The learning culture encouraging growth and learning. How to embed learning in work and design organizations and work itself for learning. Through all we will discuss how technology can accelerate learning in the organization.
This is the workshop format. We spend approximately 3 hours on the workshop including beehaves and discussions.
Board members play an essential role as fundraisers and ambassadors for the PS-S mission. As the biggest champions for the organization they are models for financial support – fostering confidence in other current and potential donors.
Experience how to leverage the board member ambassador role to effectively ensure financial and human resources for PS-S. There is much more to fundraising campaigns than “the ask.” In this session we will explore specific tools and strategies that go beyond an elevator pitch to support specific fundraising campaigns and efforts at PS-S.
The facilitated discussion will provide board and staff with information on:
• The role of the board in fundraising
• Specific tools for ensuring necessary financial and human resources
• Strategies for serving as an ambassador to raise funds
• Shared leadership responsibilities between board and staff
An Innovation Leadership in Education shared to you to encourage Change in education with Innovation put in place. Its all about upgrading ourselves as Educators in the 21st Century skills to apply in the Teaching & Learning to birth lifelong learners able to cope in the 21st century workforce. 'If a student cannot learn the way we teach,maybe we should learn to teach the way the Learn'.
A practical workshop to help school district communicators and staff deliver school-focussed and learning-centered service, Delivered as a three-hour workshop June 28 at the NSPRA seminar in San Francisco
Class 8 - accountability and measuring successSarah Clark
What does it mean to have a successful library collection? How can that success be measured in terms of community benefit? How do you communicate those benefits to your users and stakeholders?
Professional Learning Communities PD 2015Jaime Crouse
This professional development workshop was created as part of SFA's Master in Ed. Leadership Principal Prep program for a fictional school as an assignment for AED 519 Instructional Leadership.
Technology Driven Differentiated Instruction: March 2016Vicki Davis
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
Workshop: Building the Future Learning OrganizationJohan Skoglöf
As the rate of change and technical development accelerates, rapidly building new skills becomes a key priority. This workshop is about building a learning organization that allows companies to compete with the speed of learning.
We will discuss the employees ability to learn themselves, learnability. The learning culture encouraging growth and learning. How to embed learning in work and design organizations and work itself for learning. Through all we will discuss how technology can accelerate learning in the organization.
This is the workshop format. We spend approximately 3 hours on the workshop including beehaves and discussions.
Virtuali is a leadership training firm. We help companies recruit, develop, and retain emerging leaders and create a competitive advantage through their most important asset - their people.
Go! is an international immersion program that develops emerging leaders. For 30, 60, or 90 days, your employees will participate in an immersive leadership development program at one of our international campuses – while continuing to work full-time. Go! teaches emerging leaders the skills necessary to succeed in an increasing global and virtual world. Our custom curriculum focuses on leadership, communication, and cross-cultural fluency through a mixture of e-learning, business school partnerships, and hands-on practicums.
Please contact us today to learn more and setup a discussion with our team at info@govirtuali.com.
The Lean Startup Customer Development Model. At this day-long workshop hosted at the Soho office of Digital Ocean, we discussed how to implement lean customer discovery and validation in a startup. We learned about Steve Blank's Customer Development Model and did exercises including a lean business model canvas, empathy map and field research.
Technology Driven Differentiated InstructionVicki Davis
How to integrate technology into the classroom so you can reach every student. This presentation covers selecting your tool kit, and the mindset of identifying pain points and solutions as you're working with students who are struggling to overcome obstacles and learn.
So you want to implement chatbots? Make data-driven decisions about your digital priorities? Use artificial intelligence to serve members better?
The answers to your questions lie in your content – that is, the way you create and publish information about your organization’s work.
Reinvent your content, and you’ll reinvent your organization.
Consider how – and why – your organization creates its content
This session covered the triggers for effective content decision-making, maturity along a content/digital strategy spectrum, and the roadmap to greater maturity and greater effectiveness.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
4. “When we talk about culture,
we're talking about all the little
micro moments - the little
interactions - that every single
person has in the building.” Ian
Willey
17. How are our students doing?
Every Uncommon school in every region outperformed the district in which
it is located on both the ELA and Math exams.
93% of cohorts with us for at least 2 years in grades 3-8 closed the
achievement gap in Math.
Uncommon high school students in New York City and Newark outperformed
white students nationally on all three sections of the SAT.
81% of students who took an AP exam scored at least a 3 on at least one
exam.
About 80% of Uncommon 12th grade graduates are either enrolled in or have
graduated from a 4-year college.
17
18. There is no secret sauce
“At Uncommon Schools, we
do not believe that there is a
panacea that makes a school
work. Nor do we pretend that
what we do is “rocket
science.” We work hard and
use common sense, because
elevating student achievement
and transforming lives
requires constant attention to
hundreds of different elements
– not one, magical 100%
solution but rather one
hundred, individual 1%
solutions.”
18
20. What operations looks like at Uncommon Schools
The business of schools
• Create and manage a $5M
budget
• Oversee large scale facilities
• Manage HR for 40+ employees
• Contract with hundreds of
vendors and service providers
• Manage hundreds of thousands
of dollars of technology
• Develop a marketing and
community engagement strategy
• Steward relationships with media,
institutional funders and
politicians
20
21. It takes more than great
instruction to run
excellent schools.
21
22. A week as an Uncommon Director of Operations
Monday
6:30 - 7:00
7:00 - 7:30
7:30 - 8:00
8:30 - 9:00
9:00 - 9:30
9:30 - 10:00
10:00 - 10:30
10:30 - 11:00
11:00 - 11:30
11:30 - 12:00
12:00 - 12:30
12:30 - 1:00
1:00 - 1:30
1:30 - 2:00
2:00 - 2:30
2:30 - 3:00
3:00 - 3:30
3:30 - 4:00
4:00 - 4:30
4:30 - 5:00
5:00 - 5:30
Tuesday
Wednesday
Thursday
Friday
Meeting with building staff (Custodian, Security, Cafeteria)
Facility Walkthrough
Arrival
School tour to Board
member
Meeting with Director Community meeting
Meeting with COO
of Special Projects
Check in with tech
at Brownsville rec
service provider
center
Shared Space
Ops Team Meeting
Building Council
Bathroom duty
8th Grade Book Club
Call with Marketing
team on website
Certification check in
Meeting with Office Certification check in
Manager
Cover Math Class
Facility walkthrough
Lunch
Facility walkthrough
Lunch
Recess
Lunch
Call with copy
Data analysis for Wed
Dismissal
Planning for
machine vendor
staff PD
upcoming week
Bathroom duty
Family disciplinary Prep benefits Kickoff
Staff Meeting and PD
meeting
for staff PD
Planning for Report
Set up CM
Card Conferences
Dismissal
Financial Audit Board
Call
Brooklyn monthly
DOO meeting
Dismissal
Meeting with
Principal
5:30 - 6:00
6:00 - 6:30
Community meeting
Dismissal
Leadership team
meeting
Facility Walkthrough
22
23. A week as an Uncommon Principal
Monday
Tuesday
Wednesday
Thursday
Friday
6:30 - 7:00
7:00 - 7:30
7:30 - 8:00
8:30 - 9:00
9:00 - 9:30
9:30 - 10:00
10:00 - 10:30
10:30 - 11:00
11:00 - 11:30
11:30 - 12:00
12:00 - 12:30
12:30 - 1:00
1:00 - 1:30
1:30 - 2:00
2:00 - 2:30
2:30 - 3:00
3:00 - 3:30
3:30 - 4:00
4:00 - 4:30
4:30 - 5:00
5:00 - 5:30
Arrival
Teacher Feedback
School tour to Board
member
Teacher Feedback
Classroom
5-8 Reading
Observations
Taxonomy Conference
Teacher Feedback
Teacher Feedback
Classroom
Observations
Meeting with
Grade level leader
Managing Director
meeting
Classroom
Cover Reading Class
Observations
Student Support Team
Classroom
meeting
Observations
Lunch
Lunch
Recess
Dismissal
Classroom
Observations
Bathroom duty
Dean of Students
Check in
Staff Meeting and PD
Classroom
Detention Coverage
Observations
Dismissal
Dismissal
Dean of Curriculum Instructional Leader
Meeting with DOO
check in
Meeting
5:30 - 6:00
6:00 - 6:30
Teacher Feedback
Teacher Feedback
Joint classroom
Observations
Teacher Feedback
Teacher Feedback
Lunch
Joint classroom
Observations
Bathroom duty
Joint classroom
Observations
Dismissal
Teacher Feedback
Teacher Feedback
Community meeting
Dismissal
Leadership team
meeting
Lesson plan review
23
24. Separate skill sets for separate roles
Monday
Tuesday
Wednesday
Thursday
6:30 - 7:00
Friday
Meeting with building staff (Custodian, Security, Cafeteria)
7:00 - 7:30
7:30 - 8:00
Facility Walkthrough
Arrival
8:30 - 9:00
9:00 - 9:30
9:30 - 10:00
10:00 - 10:30
10:30 - 11:00
11:00 - 11:30
11:30 - 12:00
Meeting with COO
Ops Team Meeting
School tour to prospective
Board member
Check in with tech service
provider
Bathroom duty
Certification check in
Facility walkthrough
Meeting with Office Manager
12:00 - 12:30
12:30 - 1:00
8th Grade Book Club
Lunch
Lunch
1:00 - 1:30
1:30 - 2:00
Call with copy machine vendor
Data analysis for Wed staff PD
2:00 - 2:30
2:30 - 3:00
Family disciplinary meeting
Prep Open Enrollment Kickoff
for staff PD
5:00 - 5:30
5:30 - 6:00
Dismissal
Brooklyn monthly DOO
meeting
Financial Audit Board Call
Shared Space Building Council
Meeting
Certification check in
Community meeting at
Brownsville rec center
Call with Marketing team on
website re-design
Cover Math Class
Facility walkthrough
Recess
Dismissal
Lunch
Planning for upcoming week
Bathroom duty
Staff Meeting and PD
3:00 - 3:30
3:30 - 4:00
4:00 - 4:30
4:30 - 5:00
Meeting with Director of Special
Projects
Planning for Report Card
Conferences
Set up community meeting
Community meeting
Dismissal
Dismissal
Meeting with Principal
Leadership team meeting
6:00 - 6:30
Facility Walkthrough
Monday
Tuesday
Wednesday
Thursday
Friday
6:30 - 7:00
7:00 - 7:30
7:30 - 8:00
8:30 - 9:00
9:00 - 9:30
9:30 - 10:00
10:00 - 10:30
10:30 - 11:00
11:00 - 11:30
11:30 - 12:00
12:00 - 12:30
Classroom Observations
Grade level leader meeting
Classroom Observations
Classroom Observations
Lunch
1:30 - 2:00
Classroom Observations
2:00 - 2:30
Bathroom duty
2:30 - 3:00
3:00 - 3:30
3:30 - 4:00
4:00 - 4:30
4:30 - 5:00
5:00 - 5:30
Arrival
School tour to prospective
Board member
Classroom Observations
Cover Reading Class
Student Support Team meeting
12:30 - 1:00
1:00 - 1:30
Meeting with Managing
Director
Detention Coverage
Dismissal
Dean of Curriculum and
Instruction check in
Dean of Students Check in
Lunch
Recess
Dismissal
Teacher Feedback Meeting
Teacher Feedback Meeting
Joint classroom Observations
Teacher Feedback Meeting
Teacher Feedback Meeting
Lunch
Joint classroom Observations
Bathroom duty
Staff Meeting and PD
Teacher Feedback Meeting
Teacher Feedback Meeting
Joint classroom Observations
Classroom Observations
Dismissal
Instructional Leader Meeting
Dismissal
Community meeting
Dismissal
Meeting with DOO
Leadership team meeting
5:30 - 6:00
6:00 - 6:30
Teacher Feedback Meeting
Teacher Feedback Meeting
5-8 Reading Taxonomy
Conference Call
Teacher Feedback Meeting
Teacher Feedback Meeting
Lesson plan review
Less teacher observation and feedback, less teacher development,
less student learning
24
26. People are our most valuable assets, we invest in serve
them well
Everythin
g else
Staff
Happy teachers who have
what they need serve
students better
Excellent customer service takes an
uncommon attention to detail in everything you
do
Interestingly enough, for all of its success, the
Disney theme show is quite a fragile thing. It takes just
one contradiction, one out-of-place stimulus to negate a
particular moment’s experience…tack up a felt-tip brownpaper-bag sign that says “Keep Out”…take a host’s
costume away and put him in blue jeans and a tank
top…replace that Gay Nineties melody with rock
numbers…place a touch of artificial turf here…and a surly
employee there…it really doesn’t take much to upset it all.
What’s our success formula? It’s attention to infinite
detail, the little things, the little minor, picky points that
others just don’t want to take the time, money, or effort to
do. As far as our Disney organization is concerned, it’s the
only way we’ve ever done it….its been our success
formula. We’ll probably be explaining this to outsiders at
the end of our next two decades in the business.
26
29. It takes more than great
instruction to run excellent
schools.
When Principals and teachers do
operations work, students learn
less.
Operations make schools run,
leaders make schools great.
29
39. What is a Number Talk?
• It is a short routine where students
engage in conversations around
purposefully crafted computation
problems
• Problems are designed to elicit specific
strategies that focus on number
relationships and number theory
• Students learn to solve problems
accurately, efficiently, and flexibly
40. Key Components of
Number Talks
• Classroom environment and
community
• Classroom discussions
• Teacher’s role
• The role of mental math
• Purposeful computation problems
41. Students Have the Opportunity
to…
• Clarify their own thinking
• Consider and test other strategies to
see if they are mathematically logical
• Investigate and apply mathematical
relationships
• Build a repertoire of efficient strategies
42. Why do We Use Number Talks?
• Number talks are one approach we
use to support our girls in developing
fluency…with understanding
• Fluency allows our students to access
and grapple with more complex
mathematics
43. What does Fluency Look Like?
• Rather than seeing a symbol and
automatically setting up a procedure
students will consider the numbers and
operation together
• Students will break numbers apart and
put them back together, find friendly
numbers to work with and compensate,
apply properties of operations and
knowledge of number relationships
44. For Example…
• Take a minute to mentally solve
32 x 17
• How did you solve?
• Can you find a second way?
• What strategy and/or model did you
use?
48. Resources We Often Use
• Number Talks Helping Children Build
Mental Math and Computation
Strategies, Grades K-5 (Parrish)
• Math in the City, Mini Lessons. (Fosnot,
Uittenbogaard)
49. Mery Melendez and Shamona Kirkland
Parents and Organizers at Families for Excellent
Schools
LaurenOut of curiosity, I’m wondering how comfortable folks in the room were with the CCSS prior to the pre-readings for today. Here’s a question similar to one we asked school leaders earlier in the year.On a scale of 1-5, how would you have rated your personal understanding of the Common Core State Standards prior to the pre-readings?Vote by show of hands.Good to know…thanks for your willingness to dive into the Common Core with us for a little while this morning!
My name is Mike D’Auria, and I am an associate Chief Operating Officer for USI NYCWe have 20 schools here in NYC, throughout Brooklyn, and I manage our Directors of Operations across our 12 middle schoolsVery excited to get to talk to you about how we manage school operations and leadership here at Uncommon
As a brief introduction, I mentioned our Brooklyn schools, but Uncommon as a whole currently serves just under 10K kidsWith 1200 staff In 38 schoolsIn 5 regions
While this is not the purpose of tonight, I would be remised to not mention results quickly. There are certainly many ways to measure this, and as we continue to shift to Common Core our understanding here just continues to evolve, but there are 5 points that I will quickly highlight as they are relavent to this work and all our schools and Are both great points of pride, but also humble us knowing that there is so much more work to be done:
I started this work as a DOO at WCCS – tours and secret suace.We know in schools there is none. While we believe strongly in (below)The quote we always use: So knowing that we are looking for 100 1% solutions, or what often feels like 1000 1/10 % solutions, we know how hard it is to manage and stay focused on these in schools with everything going on. And we looked at some institutional issues with that in the common model. Normal school like the one I grew up in with a superhero Ppal – just not enough, we believe in a dual leader model, so I want to make the case for that briefly tonightQUICK BIG PICTURE MESSAGING (the 5 most important things to say)Effective teaching.Coaching and developing both teachers and leadersRigor and joy.Structure and systemsUsing data
Misconception that schools are simple – schools feel like these. INCREDIBLE complex. We know teaching is stressful, but there are SO many other stressorsTHERE IS JUST A LOT GOING ON IN SCHOOLS Having the right supplies From desks to pencils to projectorsGetting paid and benefitsNegotiating the facilitiesKnowing who to go to with questionsKnowing who is going to be in your classFamily contact informationAccess to technologySick and personal daysProperly analyzing and interpreting data
And there is a really unique balance of this work. There is a lot of work that is non- and there is this business side of running a schoolBut you always have to have the special context of making this work for teachers/students/familiesThere is no real experience that sets you upWe don’t see a real backgroundYou are the COO of the schoolCOOCFOExternal officerHR Marketing managerCIOPurchasing and negotiatorFacilities managerCommunications directorGreat DOOs have a really special and unique skill set. They need to be operational gurus and have a host of tactical business and operational skills, and then need to be able to apply those skills in the really unique and special setting of a school and understand all those implications. While there is no particular background, it takes a gritty, motivated, smart, dynamic person, who can learn fast and will be the only one in the school with these skillsJOB DESCRIPTION - Take aways from some of the big things that they do Budget meeting (finance) Facilities meeting Ops team meeting (management) Building council Vendor call (negotiation) Data analysis Process planning Community engagement Certification meetings (compliance) School tour Kick off open enrollment period Website update call with marketing Family communication
“Without great teachers nothing else matters”
Digging in, lets look at what a DOO schedule looks like in one of our schools There is a lot on here Blue – school meetings Green – external meetings with vendors, community, auditorss Dark – stafff Purple – faciltyLots of the stuff we saw before Red – studentsBring back this balanceSo with all this work going on, we want to dig into how and who does it. So lets start with what work looks like for our DOOs. We are going to take a look at a real week for a real DOO. And I will start by saying 2 things: 1) there is truly no average day, and no two weeks are alike, so while this is representative, each week is different 2) this is what a calendar looks like going into the week, but we also know that in schools lots of unplanned things happen, and part of the DOOs job is to be able to handle those as they come up, reprioritize their work and protect the rest of the schoolTake a moment to look at this schedule - any immediate reflections?? there is a lot here. By way of background, what skills or experience do you think would set a DOO up for this work?There is no real experience that sets you upWe don’t see a real backgroundYou are the COO of the schoolCOOCFOExternal officerHR Marketing managerCIOPurchasing and negotiatorFacilities managerCommunications directorGreat DOOs have a really special and unique skill set. They need to be operational gurus and have a host of tactical business and operational skills, and then need to be able to apply those skills in the really unique and special setting of a school and understand all those implications. While there is no particular background, it takes a gritty, motivated, smart, dynamic person, who can learn fast and will be the only one in the school with these skillsJOB DESCRIPTION - Take aways from some of the big things that they do Budget meeting (finance) Facilities meeting Ops team meeting (management) Building council Vendor call (negotiation) Data analysis Process planning Community engagement Certification meetings (compliance) School tour Kick off open enrollment period Website update call with marketing Family communication
ObservationsFeedback meetingsBlock and tackleOn the other hand, while the job is no less complex or challenging, there are fewer pathways to being a great Principal with Uncommon. You need a lot of teaching experience and experience coaching and growing teachers and managing students. A Principal needs to be trained and excellent at a very particular skill set, and as you will notice, a really large portion of a Principals schedule is going to be observing classes and meeting with teachers. While DOO backgrounds vary, the Principal has fewer paths - In most cases, they have taught - They have been trained in a very specific skill set - Identifying great teaching - Developing teachers to get better - Managing students and student cultureWe believe a Principal should be able to spend as much time as possible Observing classes Meeting with teachers Being with students in the school
These are two drastically different jobs with very different skill sets and background requirements. Cant combine these schedules, it is too muchBoth these schedules are already super humanIn a common school these are often combinedWhen you put them together, things get sacrificed Not going to be compliance, facilities, finance – the doors literally cant remain open without theseIt is going to be observations and feedback.Teachers don’t grow and perform less effectivelyStudents learn lessOf all a DOO does – nothing is more important than being able to take care of all the operational stuff so that Principals and Teachers can focus just on directly serving students all the time
So there are lots of different possible structures that we can think about. Some schools go with an AP or teams of APs. You could make an argument that much of this work could be done remotely or does not require an intimate knowledge of a school. So why do we believe in the dual leader model. This work is about people:This is the bulk of the workTeachers who are happy, cared for, and supported are betterIf you cant figure out your healthcare or how to go to the doctor, it is hard to focus on lesson planningWith that – a huge piece of the DOO job is customer service, and it takes an Uncommon understanding of the details of these people and attention to this detail Stories about the best schools and lack of communication Every letter we send home Every communication we have Students and familiesSick studentFrustrated parentCreating systems that respond to our schools needs
We are the "techies" and the "stage managers" so that teachers and students can be the stars of the play. WCCS ops exists to serve others so that teachers can focus on instruction and students can focus on learning. We are the offensive line - blocking and tackling. We make sure people have what they need; know what they need to know; use their time in the most effective ways possible. We are all about problem solving.Our operations teams do the little things that let the show go on in each teachers classroom.
New School in Bushwick--90% from the neighborhood--93% FRP--23% ELL--15% IEP--97% 1’s and 2’s on 8th grade exams
91% of parents to pre-opening orientation82% of parents to parent/teacher conferencesStrong relationships with not just parents, but also co-located schools and community organizationsShoe leather and listening--went to every community org we could find, and then said “tell us what you want.” --Kept showing up to build credibility--”No roots too grassy.” Info sessions in parent homes, recruiting in laundromats, bodegas, you name it. Everything in Spanish too.
--Made a point of reaching out to colocated schools--Share space with a middle school—made a point of reaching out to recruit their students.
Painting project--Collaboration between the two schools--Builds trust, familiarity, helps to talk through all potential pitfalls of shared space
--Individual calls--positive feedback (each teacher makes two positive phone calls per week)--openness to feedback from parents
