Don Eichhorn Schools: School to Watch Summit a Success

Don Eichhorn Schools: School to Watch Summit a Success

By

PA STW Leadership Team

The theoretical framework of Middle-Grades Reform as guided by the principles of the School to Watch initiative include uniting key stakeholders to speak with a common voice to leverage research, policy, leadership, and replicable model practices to drive middle grades reform (National Forum to Accelerate Middle-Grades Reform, 2012). June 23-25 the leadership team for Pennsylvania Schools to Watch organized the Don Eichhorn Schools: Schools to Watch Summit at Duquesne University promoting these principles for leadership teams of PA designated schools. Twenty-eight middle level leaders participated in this worthwhile event representing designated middle schools throughout the Commonwealth.

The PA STW leadership team, headed by Bruce Vosburgh, designed the summit around critical topics related to young adolescent literacy development. In order to set the scene and build background information for discussion of this topic, participants first read and discussed the International Reading Association/Association of Middle Level Education joint position paper: Supporting Young Adolescents’ Literacy Learning (2001) as it relates to the critical issues involving adolescent reading. They also reviewed some of the critical NAEP (National Association of Educational Progress) data that reinforces the need for addressing young adolescents’ literacy needs. Some of the important points discussed included: the decrease in demand for unskilled labor which will require better reading skills to secure productive employment; the number of children in eighth grade who lack literacy skills especially among children in poverty; and the disparity in reading scores among minority students and English language learners with others.

Middle level educators then participated in a Structured Interview problem-solving process whereby they sought answers to four compelling problems related to literacy learning including lack of writing skills, dispositions of content teachers about integrating reading into their teaching practices, using formative and summative data to improve reading instruction, and integrating technology more efficiently and effectively to promote reading.  Finally, educators participated in the Six Thinking Hats Strategy designed by Edward de Bono. This strategy challenges people to think differently than perhaps is the norm for them. Using the information outlined in Biancarosa, C., & Snow, C. E. (2006) Reading Next: A Vision for Action and Research in Middle and High School Literacy <http://www.all4ed.org/files/ReadingNext.pdf> published by the Alliance for Excellent Education, educators were assigned a perspective (hat) from which they were required to discuss the report including: white hat thinking, this person focused on data, facts, and information known or needed; red hat thinking, this person focused on feelings, gut instinct and intuition; yellow hat thinking focusing on values and benefits of why something may work; black hat thinking focusing on difficulties and potential problems or why something may not work; green hat thinking focusing on creativity, possibilities, alternatives, solutions and new ideas; and finally, blue hat thinking focusing on the next steps and action plans.  This strategy encouraged participants to “think outside the box” as well as required them to think in ways that may not be comfortable. The STW leadership team wanted to provide these strategies as an opportunity for those in attendance to review and discuss quality research and replicate effective practices that could be used as problem solving methods thus promoting the principles of the STW initiative. They also wanted participants to be involved fully in these critical discussions.

Participants, however, not only engaged in these activities, they also shared best practices occurring in their school districts. Sharing of these best practices contributes to building a community of learners thus promoting a continuous improvement model in an easy and efficient manner. Best practices were posted on the STW  “members only” site so even those unable to attend the Summit would be able to use the valuable information and model practices that were shared. Educators could be seen collaborating with each other after these sessions asking significant questions and sharing contact information via technology. Paul Meck, member of the leadership team, commented that “education requires so much more in terms of crisis management that having opportunities to discuss significant research and its implications for practice are often not a priority. This was a very enjoyable summit and there was so such great discussion and sharing of great tools that can be replicated.”

            The third day of the Summit served as the culminating activity which promoted the literacy hot topic of previous days. Scholastic hosted a very worthwhile Reading Summit for Educational Leaders also at Duquesne University. Participants had the opportunity to attend various breakout sessions. One of the highlights of the Scholastic Reading Summit included listening to an exceptional keynote address by author, Pam Allyn, whose book Be Core Ready, (Pearson, 2013) provides an exemplary resource for administrators and teachers for implementing the Common Core State Standards. Her straightforward and humorous presentation was well received by the audience.

The School to Watch Summit would not have been possible without the significant contributions of Dr. Robert Furman who is a member of the STW leadership team and also Program Director of the School of Administration and Supervision/Foundations at Duquesne University. Dr. Furman and Duquesne University made sure every detail from food to accommodations were perfect for the Summit guests. Erik Lehman, President of Pennsylvania Association for Middle Level Education, offered praise for the Summit by stating: “These kinds of professional activities provide a very positive experience for participants and it is a great opportunity to find out what other educators are doing in their middle schools.”

Pennsylvania School to Watch Leadership Team:

Mr. Bruce Vosburgh, Director

Kathleen H. Benson, Ph.D.

Robert Furman, Ed.D.

Mr. Paul Meck

Mr. Len Ferrence

Mr. Herb Steffy, Ed.D.