"We really rely on our administrative personnel in the building. They are supportive of the whole teaming process. " --Jill Whitesell
In addition to effective leadership, the teachers recognize a team of like-minded colleagues, a block schedule, and district innovation for supporting their success.
Effective Leadership
Principal Wiley Dobbs has been a leader in middle school reform in his
building and beyond. He has served as president of the Idaho Middle Level
Association and has been recognized nationally as well. Soon after joining
O'Leary as principal he began to look for strategies for school improvement
at the middle level. One of those was teacher teaming.
"I don't visit individually with 55 teachers. I go and talk with teams. That gives me much more time to be an instructional leader. I do much less managing, and I am able to really concentrate on creative ideas and ways in which I can remove barriers for teachers." --Wiley Dobbs
With a teaming structure in place, administrative tasks become streamlined,
providing more time for in-depth conferences. Curriculum planning can
be conducted with teams instead of individual teachers. Students and parents
benefit from the coordinated communication and monitoring across the students'
courses and activities.
Block Schedules and Project Learning
"What I appreciate about Wiley is that he's willing to do the research... how is this working at other places? ... so we're not just jumping through the latest education hoop. He will actually gather the data. He brings everybody in on the decision, even our parents. He creates the opportunities." --Meile Harris
With teaming well established, Wiley began researching alternatives to the typical 7-period, junior high school schedule. He prepared a proposal to implement a block schedule at O'Leary. His report addresses the history, pros and cons, and conclusions from experienced schools.
- Block Scheduling Proposal by Wiley Dobbs
The move at O'Leary to block scheduling has afforded teaching teams the opportunity to develop extended units, and to take advantage of interdisciplinary teaching for in-depth student learning.
School Reform in Idaho
Theresa, Meile and Jill all acknowledge that the standards are essential
for defining curriculum priorities without constraining classroom methods
and teaching style.
Leadership
Over the last three years Twin Falls District has made a commitment to
install and improve technology. Approximately 16 miles of fiber optic
cable connect more than 1,200 district computers to the Internet. Voice
messaging and email keep communication channels open between the district,
teachers, parents, and the community.
In the state of Idaho teachers are required to pass the Idaho State Technology Competency Exam certifying knowledge of effective uses of technology for teaching and learning. Twin Falls District set a goal to be the first district with 100% technology-certified teachers. All three teachers have passed this exam.
Access and Use
All O'Leary staff communicate through email. Each classroom
has at least one computer. Most language arts rooms have six computers
to maximize the use of various reading programs. O'Leary's library is
equipped with 25 computers with Internet access.
New Tools
"When it comes to new technology you have to be resourceful at times. Not many districts supply exactly what you want or need to enhance the curriculum. Perseverance is the key to getting what you need for your classroom." --Meile Harris
For the It's a Wild Ride project, the teachers wanted to use photogates, a probeware tool which offers precise measurement of motion. The school had not acquired any, yet Meile and Theresa managed to convince a company to send them two.
In 1998 O'Leary Junior High was chosen by the Albertson Foundation to receive one of the Albertson's High Tech Classrooms complete with 25 computers, Pasco probes, graphing calculators, a SmartBoard, and videoconferencing equipment. When not in use with students during the school day, these classrooms are used for staff development for teachers in the local area.
Technical Support
O'Leary has one full-time technical support person who is responsible
for maintaining and upgrading machines. Additionally, each teacher-team
identifies one team member to fulfill the role of 'technology support
person' for that particular team. This person represents his/her team
on the District's Technology Committee yet usually has time for only minor
technical support.
One full-time integration specialist is available to help teachers integrate technology into the curriculum. This is a new position and is still in the experimental stage.
. . . and who else is @work when the technology is still running?
