Sacred Heart Schools
FROM THE HEAD &
INSIDE:
the Heart
Nat Wilburn, Head of Schools
Innovations further excellence in teaching & learning
Nat Wilburn
Head of Schools
SHS models excellence in teaching and learning Instructional coaching key to teaching excellence
FROM THE HEAD
S
and the Heart
acred Heart Schools has embarked on an exciting new chapter in the education begun by St. Madeleine Sophie Barat. We are implementing innovative, targeted methods of classroom teaching, with the goal of maximizing the learning opportunities for every student. Instructional coaches, a new curriculum coordinator, expertise from the University of Kansas educators and an emphasis on diversified instruction all have been key to this movement. I find that parents are keen to learn exactly what is going on. I hope this issue of From the Head and the Heart will answer some of your questions. It is an exciting time to be a Sacred Heart educator. I hope you will catch some of our enthusiasm!
What is Instructional coaching? Instructional coaching is professional development right in the classroom, tailored to the individual needs of each teacher. It pays huge dividends: it builds teacher expertise, increases student engagement, raises student achievement and promotes a school climate dedicated to excellence.
How does instructional coaching differ from other professional development? Because coaching is on-site, embedded in the school day and centered in the classroom, improvements are implemented quickly and are more likely to be sustained. Coaching helps teachers immediately apply what they study for student success.
Who are the coaches? Our current coaches are Sue Meyer and Linda Morning. Sue and Linda are trained instructional coaches and master teachers–experienced, highly accomplished and well-respected educators steeped in the latest research on how children learn–with the skills to work one-on-one with faculty and guide their professional development. They have both an expertise in and a passion for excellent teaching.
How is data used to inform coaching? Data from MAP testing (see pg. 5) and classroom observation is analyzed to determine how teachers are teaching and how children are learning. They identify strategies and supports both children and faculty will need to further their personal growth.
How does coaching work? Coaches start by observing teachers in action. They then work with them individually to make practical changes to improve their students’ learning. Through observation, collaboration and modeling, coaches help teachers attain their “personal best.” They make an enormous contribution to a school culture that celebrates growth.
FALL, 2014
Where is Sacred Heart in implementing a program of instructional coaching? We are in the first stages of a robust coaching program with our two currrent outside coaches associated with the Center for Research on Learning at the University of Kansas. With the help of funds from the Masterpiece Campaign, we will continue to enhance the availability of coaches at every grade level. Want to learn more? In this New Yorker article, a surgeon reflects on his experience with coaching and examines its use for educators, elite athletes, musicians and business people. w w w . n e w y o r k e r. c o m / m a g a zine/2011/10/03/personal-best
F-R-A-M-E
It’s a partnership! Lynn Patterson, a 27-year Master Teacher (l), and Sue Meyer, teacher coach, work together to implement the FRAME learning strategy. Read more about the coaching partnership in this issue.
‘Push-in’ not ‘pull-out’ Enrichment and LAP teachers have gone back to class!
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ouble teaming is now de rigueur. Where in the past, the Enrichment teacher, who works with students performing ahead of the curriculum, or the Learning Assistance Program (LAP) teacher, who works with those needing extra assistance, would take students from their rooms to work separately in an office, this now often happens right in the classroom. “I love the fact that we are still extremely Mrs. Fusco brings enrichment INTO the classroom, as she and Peter focused on differentiation for all learners across the Garrison H3 collaborate on Mrs. Paulsen’s assignment. board, as we have been in the past, but we are now able to be in contact with more students for a greater amount of time,” said Paula Fusco, Enrichment Coordinator. With the “push-in model,” as this is called, there is more collaboration in planning, teaching and assessing between the Enrichment and LAP teachers and the classroom teachers. The success of this system lies in the fluidity of the small groupings of students. “We are constantly assessing formally and informally to see which students need continued practice of skills and which students need to be pushed beyond grade level material,” explained Fusco. “We find that those groups are constantly changing and this model allows us to meet individual students exactly where they are in the learning process.” While in the classroom, the teachers work together to be sure the varying needs of each and every student are met. Karen Uselmann, LAP teacher, points out that, “more co-planning time with the classroom teachers leads to more integration of services and thus a more supportive learning environment.” She concludes, “It is a great advantage to be able to differentiate instruction, learning activities and assessments in such a cohesive fashion.”
New curriculum coordinator joins the Schools
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arjie Murphy joined Sacred Heart Schools this fall in the newly created full-time position of Curriculum Coordinator. She holds a BA from the University of Oregon, as well as an MA in Private School Administration from the University of San Francisco. Before coming to Sheridan Road, Murphy held a variety of roles—ranging from curriculum mapping coordinator to new teacher mentor—that prepared her for her position at Sacred Heart. As Curriculum Coordinator, Murphy examines the “what, how and when” of classroom curriculums: What is being taught? How is it being taught? When is it being taught? Then, with careful analysis, Murphy determines ways the Schools can improve the educational experience for the students. Additionally, Murphy is helping faculty with the Atlas Curriculum Mapping program (pg. 5). This newly minted position is in direct response to the recommendations of the ISACS and Network evaluations of the past two years, that suggested increased focus on the
curriculum. “I see this position as a real resource for the faculty and the Division Heads—assisting in evaluating instructional materials, finding opportunities for professional development and looking at best practices across the curriculum,” Murphy said. Murphy believes her position will evolve as she comes to understand the needs of the Schools. “I think it’s important to look at what we have and how we can make it better for our students,” she said. “It’s already a great program. The question is: How do we become truly excellent?” Murphy brings 13 years of classroom experience to her position, including three years at the Convent of the Sacred Heart in San Francisco. She is looking forward to the Sacred Heart traditions of “Congé, Goûter, Mater and most importantly, being part of this wonderful community where you ‘come as you are and are cared for with great love.’”
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Educational innovati
‘More can be done to improve education by improving the e
Dr. Madeline Levine
Teach Your Children Well How We View Success, Raise Our Children & Expend Our Energy & Resources
Wednesday, April 22 7 pm
Dr. Levine sheds light on our definition of success for today’s children. She will take parents through a series of exercises to clarify a definition of success in line with their values and their children’s abilities. She is the author of the New York Times best-selling Teach Your Children Well: Parenting for Authentic Success and The Price of Privilege. She is featured as a guest expert by such media as The Early Show and CBS Evening News.
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Mother Janet Erskine Stuart, the Sacred Heart educator whose jubilee we honored this past year, charged the schools to “turn out children seriously begun, on a wide basis.” Sacred Heart on Sheridan Road is taking many trailblazing steps to do just that. Teachers are the heart of a SHS education. The exciting innovations being implemented at the Schools all revolve around that heart. Instructional coaches have been retained to support that heart. Just as a talented Derrick Rose can get better with coaching, so can a talented faculty. Since September of 2013, instructional coaches Sue Meyer and Linda Morning have been on campus to give professional development to teachers on planning, instruction, assessment and classroom management. They model lessons, analyze data, support on-going problem-solving and help teachers implement best practices. “We aim to assist Sacred Heart in improving the instructional program– which is already very good–and to help the school in its journey to become a Center for Excellence in Teaching and Learning,” said Meyer.
article, back page). In order to facilitate this program, the teacher coaches are currently implementing the Strategic Instruction Model (SIM) of education – a literacy program that empowers teachers and enables students to better succeed in school and beyond. It creates a school environment to meet the academic needs of all. It differentiates…meaning it gears teaching styles to the different learning styles and abilities of each student. It is research-based, with It is my hop validated models. What are some of and learning the strategies the coaches that expands use to help bring students outstanding to a higher level of thinking? “One example is our use of the INFER strategy with 4th and 6th grade,” said Morning. The 4th grade did a kickoff activity in which they “kidnapped” Dr. Sharp and had to follow clues and infer who was kidnapped and where she could be found (hiding at the Driehaus Center). In another activity, Mrs. Hatfield’s class recorded a video that shows students using the mnemonic “INFER” with motions to remember the strategy steps. (view at www.shschicago. org/lowerschool) The entire faculty has been trained
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Center for Excellence The Center for Excellence in Teaching and Learning is the name of the exciting new vision for education on Sheridan Road. The Center’s goal is to give every student the opportunity to maximize his or her learning through innovative, targeted methods of classroom teaching. It is based on nationally recognized programs from the University of Kansas and other major universities. (see Sue Meyer and Sofia Chen enjoy a lesson using the INF technique in Mrs. Perona’s 2nd grade classroom.
ions on tap at S HS
effectiveness of teachers than by any other single factor.’ Wright, Horn, and Sanders in the “Framing Routine,” an instructional methodology used to analyze topics, main ideas and details. Different levels have differentiated it for the needs of their students. For example, some have the teaching device taped onto a large carpet; some have used it as a note-taking support, and some have integrated it into their content coursework. The coaches have helped tailor teaching techniques to specific subject ar-
pe that our approach to teaching g will grow into an inspiring model s the understanding of what an school can be.’ Nat Wilburn
foster a culture of literacy,” said Kathy Roderer, LAP teacher. “Having Sue and Linda has been just wonderful,” said Catherine Kestler, LS art teacher. “They expand our perspectives and update our approaches to teaching. For example, this year––with their help––I introduced a method for classroom management called CHAMPS which has been very effective in art class.” She adds that they understand the big ideas in education today and provide the support teachers need to implement 21st century teaching strategies.
MAP testing gauges growth NWEA MAP testing is an innovation in its second year at SHS. Imagine taking a test in which your 2nd question is based on how well you answered the first eas. In MS World Religion, Mrs. DelVec- one? The MAP test creates a personalized chio is using the Course and Unit Orga- assessment experience by adapting to each nizer Routines, while Kathleen Edwards student’s learning level. The difficulty of has adapted it to Lower School religion. the test is adjusted to the student’s perforSixth grade is being taught the Notetak- mance. Answer a question correctly, and ing Strategy in Lifeskills. Second grade is the next becomes harder; answer incorusing the sentence writing strategy. rectly, and they become easier. The primary teachers have adapted This year, 5th, 6th and 7th grades “The Daily Five,” tasks that help create will take MAP tests. They are growth foa lifetime love of literacy while enabling cused rather than proficiency based, and students to work at their own pace. “It is have proved an optimal method to meaa wonderful way to encourage indepen- sure student growth and achievement, dence, enable children to have choice and current and historical. LAP and Enrichment are also benefiting from the KU model. Instead of pulling students out of the classroom for instruction, the flip side is being done. LAP teachers are joining the lead teacher in the classroom and incluFER Henry Rhodes astutely works on his MAP test. sionary practices are implemented (pg. 3).
Mrs. Lowry and Christy Ticas utilize the organizational tools of the Framing Routine for a unit on the Constitution. “It is my hope that our approach to teaching and learning will grow into an inspiring model that expands the understanding of what an outstanding, independent-Catholic school education can be,” said Nat Wilburn, Head of Schools.“We support the vision of St. Madeleine Sophie Barat, who believed in the power of education to transform individuals and the power of individuals to transform society.” One of the architects who helped to redesign the Schools’ learning environment is Marsha Kufel, who was brought on board last year. A former educator with the University of Notre Dame, she brings her expertise in training to the Schools. Her goal is to “ensure all children reach maximum capacity for learning,” she said in a recent interview on campus. “And to do so we will provide Differentiated Instruction across the board” (pg.6). Helping to coordinate all these innovations is the new Curriculum Director, Marjie Murphy (pg. 3). She continues the use of ATLAS Curriculum Mapping, a core process that allows for knowledge transfer and sharing. Teaching is a team sport at SHS, and this charting process gives the team the ability to easily see and share reports, such as scope and sequence, see assessments and log ideas. It allows everyone to join the conversation (pg. 3).
A partnership The key to creating excellence in education lies in pinpointing each student’s learning style, then teaching to it. “Differentiation of instruction stems from effective and ongoing assessment of learner needs,” said Mary Ann Ligon, LS Head. “Students and teachers are then collaborators in learning.”
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Don Deshler (l) and Daryl Mellard
University of Kansas educators visit SHS A video of the conversation with Deshler and Mellard can be viewed at www.shschicago.org/masterpiece
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n early fall, the Schools welcomed two nationally renowned educators from the University of Kansas Center for Research on Learning. They spent two days on campus working with administration, teacher coaches and the new Curriculum Coordinator (see page 3) to enhance our own nascent Center for Excellence in Teaching and Learning. They agree that for an elementary school, our Center is trailblazing. As Don Deshler, the Director of ‘You have a the KU Center and Daryl Mellard, the unique Director of Adult Studies at the Center, mission, and toured the campus, they were very imyour record pressed with what they found. “There are wonderful things taking place at speaks for SHS,” they noted. Mellard went on to itself.’ say, “Everyone is very inviting, welcomDon Deshler ing and inclusive.” Deshler agreed, and noted that, “You have a unique mission, and your record speaks for itself. Your students are very engaged and enthusiastic.” In fact, he added, “When was learning so much fun?”
The consultants will assist with the assessment of the Differentiated Instruction (DI) program and help the Schools measure that it is working. They do this by establishing a baseline and then assessing progress through observation, reports and descriptions. The umbrella for these current teaching initiatives is called the Strategic Instruction Model (SIM) – a literacy program that empowers teachers and enables students to better succeed in school and beyond. It changes how students learn and how teachers teach. It improves skills, helping students learn how to learn. How does it do this? “For instance, when reading a textbook, we mentally perform certain steps to assimilate the knowledge,” explained Deshler. “But, some students don’t know what to do, so the steps are broken down. We ask a question about content, then have the student answer it mentally and aloud.” He concluded, “We teach by a certain recipe, then see the changes that ensue.” They agreed that it is very rare for them to visit an elementary school, and they complimented SHS on its educational vision.
Nationally known instructor shares expertise
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arsha Kufel has been a guiding force for SHS educational innovation since August 2013. As an international trainer for the KU model (see above), she has been working closely with the Division Heads to craft programs that maximize student learning. “We analyze how kids learn, then target methodology to meet their needs,” she explained. To do that, classrooms are set up to encourage Differentiated Instruction and teacher coaches are employed. The Strategic Instructional Model (SIM) of education creates a school environment that meets the potential and academic needs of all. “All of these efforts are moving Sacred Heart even futher toward excellence,” she said. The fact that
the Schools have dedicated teachers, open to learning, is crucial to this endeavor.” “The teacher buy-in at Sacred Heart has been phenomenal,” Kufel said. “Each teacher came into the program at a different place, but has embraced the opportunity to give their students new, varied ways to learn.” Kufel worked for 10 years with the University of Notre Dame, implementing differentiated instruction in Catholic schools. She makes a site visit to Sheridan Road from her home in Florida, where she is a district administrator, three to four times per year. She recently spent a week on campus working in tandem with the administration to implement the research-based instructional model that forms the basis for the Schools’ nascent Center for Excellence in Teaching and Learning.
FROM THE HEAD &
the Heart
Nat Wilburn, Head of Schools
This publication is emailed and posted online, saving trees and following Goal 3, Criterion 5: The school teaches respect for creation and prepares students to be stewards of the earth’s resources.
Editor:
Diane Fallon
6250 N. Sheridan Rd, Chicago, IL www.shschicago.org
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