September 23, 2022
Building a Limitless Future for Every Learner Begins with High Quality Instruction in Every Classroom.
By: Jason Gingold
Montpelier Roxbury Public Schools strives to build a limitless future for every learner. In order to accomplish this goal we ensure every student has access to high quality instruction in every classroom.
High quality instruction in every class certainly means qualified teachers according to the Agency of Education, but in reality it is so much more. Teachers and staff are the lynch pins that hold the building together. Together with leaders they are the emotional glue that provides high levels of learning for all students. High quality instruction relies on a safe physical environment and collaborative climate so all students can engage in learning.
When I was in high school, over thirty years ago, the teachers that had the biggest impact on my learning were the ones who took interest in me, pushed me to learn while understanding who I was as a person, and developed a relationship beyond the academic course. I still remember their names. My art teacher - Mike Ruben, my English teacher - Mrs. Moustakis', and my math teacher - John Schroder, all helped me stay focused and on task, pushed me to grow in my understanding of black and white photography, literature, and math, and gave me a quiet place to study. Without their connections and accountability I would not have grown during those teenage years. More importantly, their work was a collective effort. Data and research show the collective work of teachers and their belief in their ability to influence student outcomes has the largest impact on student learning. When we have high expectations for student success, are responsive to student needs, and are persistent, reflective, and flexible in our approaches, great things can happen for all our students.
This summer, MHS intentionally started working in small groups to identify how we wanted to represent the beginning of the year with high quality instruction. Instruction is more than the academic learning of a class. It’s the environment we learn in daily, the climate of how we foster relationships, and how within our building we create a positive learning experience. MHS has a number of different means to build positive relationships and support student learning.
Our Community Wellness committee met to discuss how we would begin to build a culture of positive learning experiences for both students and staff. We wanted to create a shared responsibility to meet the needs of all students. Teacher Advisory (9:40-9:50 each day) provides a time for students and staff to connect, hear a few announcements, discuss important topics and connect on a social level. This is intentional time for students and staff to build social capital with one another.
We also discussed “Wellness Wednesdays” for staff to connect in the morning on learning new protocols on how to set class norms and or expectations, create a Restorative Practice level 1.0 circle, and connect with peers in a face-to-face setting without operational agendas, which has not been done in over three years because of a pandemic.
The committee helped structure Flex Block Wednesdays, which happen on Solon Block days when we can use the entire period for enrichment activities. We had a successful first enrichment day on September 21st! Students signed up for an activity to help foster social interaction, game playing, and an opportunity to rebuild face-to-face social interactions.
High quality instruction is not only about creating the space and time for social interaction but time for teachers to come together and create that wrap-around service for each and every student. We have systems in place for teachers to get together by department and plan across grade levels or courses, review common formative assessments, and intervene immediately for students who need additional support or enrichment. Students who need assistance can be called back to Solon Block (1:05-1:45) each day to re-learn, get help and continued access to instruction by the content experts. This system leads to another MRPS pillar “timely system to enrich, intervene, and remediate.” We recognize the importance of teachers and staff coming together to discuss continuous improvements where they have the license to be collective agents of change. By using student evidence and data we can have the greatest impact on student outcomes.
Our entire staff is committed to the social emotional learning of students in order to access high quality instruction. We strive to create a climate and culture that promotes growth for staff and students to learn and have access to a limitless future.
