Internship Experiences
Educational Leadership Internship (092)
Peer Mediation Program
Peer Waterford High Mediation Online News Article in the Waterford Patch:
http://waterford.patch.com/groups/waterford-high-music/p/new-peer-mediation-program
Internship Goal:
To design a peer mediation program to improve school climate.
“A well-designed, well run peer mediation program can lead to fewer fights, discipline referrals, suspension and expulsions while also helping to improve school climate. Peer mediation is a program that fosters critical thinking, communication, collaboration, and creativity, which are skills necessary for success in the 21st century.” – The Governor’s Prevention Partnership
Connecticut Standards for School Leaders Addressed:
Category 4A Numbers 1, 2, 3, 4, 5
Category 4B Numbers 6, 8
Category 4C Number 2
Context
Waterford High School (WHS) is a suburban school that has a total population of 958 students with 19.4% total minority (80.6% White, 8% Hispanic, 5.4% Asian American, and 4.8% Black). Nine point nine percent of students receive free/reduced-price meals, 1.1% not fluent in English, 7.4% identified as gifted and/or talented, and 10% are students with disabilities. WHS employs 76.33 teachers, 13.62 paraprofessionals, 3 administrators, and 5.8 counselors, social workers and school psychologists.
During the 2010-2011 school year WHS scored above the state in all subject areas on the Connecticut Academic Performance Test (CAPT). WHS has a 96% graduation rate with 83.2% of graduates pursuing higher education and 9.1% employed, a civilian or in the military.
School Climate and Culture
In the 2009-2010 school year there were 333 disciplinary offenses compared to 225 in 2008-2009. In 2008-2009, these offenses were committed by 114 students and represent 11.4% of the population, whereas in 2009-2010, 136 students or 13.5% of the population were responsible for the 333 offenses.
In an attempt to reduce the number of discipline referrals, and to positively affect the climate and culture of the school, the school leaders have decided that the inclusion of a student “peer mediation” program would help lessen the number of referrals, positively affect the climate and culture of the school, and give the students a sense of ownership of their actions and resolutions.
Action Steps to Accomplish Internship Goal:
1. Encourage staff members to become a peer mediation team member.
2. Attend a professional development workshop/training “Peer Mediation Design-A-Team” with select staff members.
3. Analyze school data regarding school climate.
4. Develop and administer a school climate survey.
5. Analyze school climate survey.
6. Research national standards for school-based peer mediation programs.
7. Identify the specific components of an effective peer mediation program.
8. Visit schools with similar demographics that have a successful peer mediation program.
9. Develop a peer mediation plan for the school that meets state and national standards as recommended by the workshop.
10. Apply a peer mediation program for the school.
11. Analyze school data regarding school climate.
Evidence to Document Accomplishment of Action Steps and Attainment of Goal:
1. List peer mediation team members.
2. Provide documentation that I attended workshop and have documentation as such.
3. Provide report based on current school data.
4. Provide examples of completed survey instrument.
5. Provide results of completed survey instrument.
6. Provide report based on national standards for school-based peer mediation programs.
7. Provide report that details components of an effective peer mediation program
8. Provide report regarding schools with similar demographics that have a successful peer mediation program.
9. Provide a peer mediation plan for the school that meets state and national standards as recommended by the workshop.
10. Provide documentation regarding the application of a peer mediation program for the school.
11. Analyze school data regarding school climate and provide a report (after peer mediation program has been instituted).
Peer Mediation
Mediation:
A process in which an impartial third party facilitates communication and negotiation and promotes voluntary decision-making by the parties to the dispute
Peer Mediation:
Students who have been trained in mediation help their peers in the above process.
Peer Mediation Program:
A program which trains and supports student mediators to offer mediation as an option for resolving conflicts within the school community
Peer Mediator:
A student who has been trained and has competence to facilitate the resolution of disputes between student peers using a mediation process
A Mediator:
· Is a good listener
· Is neutral
· Models and facilitates clear communication
· Helps the disputants solve the problem themselves
· Keeps the conflict confidential
A Mediator is not:
· A person who interrupts
· A person who takes sides
· A judge or police officer
· A person who talks about other people’s conflicts
Why do this?
1. The use of mediation to resolve school-based disputes can result in improved communication between and among students, teachers, administrators and parents and can, in general, improve the school climate and provide a forum for addressing common concerns.
2. Conflict is a natural human state often accompanying changes in our institutions or personal growth. It is better approached with skills than avoidance.
3. More appropriate and effective systems are needed to deal with conflict in the school setting than expulsion, suspension, court intervention and detention.
4. Recognizing that young people are competent to participate in the resolution of their disputes, encourages student growth and gives students skills – such as listening, critical thinking and problem solving – that are basic to all learning.
Teacher Professional Development Opportunity
SERVICE ACTIVITY:
State-wide Jazz Festival
EXPERIENCE:
Collaborate with colleagues and members of the Connecticut Music Educators Association in providing an opportunity for teachers and students to improve student learning through performance and evaluation in the area of jazz. School jazz programs will be invited to perform at Waterford High School to:
INCLUDES:
FESTIVAL HIGHLIGHTS:
Two judges will give taped evaluated comments to each ensemble.
Two judges will use a rubric to assess each ensemble.
Each ensemble will perform is a 1,200 seat auditorium.
Awards will be given out at end of all the performances.
Each ensemble will receive a participation plaque.
Each ensemble will receive a CD recording of their performance.
Highlights from the festival will be shown on local TV station.
Three students from each ensemble will receive “Outstanding Musician” awards.
The following awards will be presented at the end of the last performance:
REFLECTION:
This was an extremely successful community service project. This jazz festival provided several things for all stakeholders.
State Music Teachers – This project provided jazz ensemble directors in the state to have their performing group evaluated by professionals in the field. This acted as a professional development opportunity for the teachers. The judges/evaluators gave each director recorded feedback as their ensemble was performing. The teachers were able to use this feedback to enhance teaching and learning. It was also a successful collaboration to provide the teachers and opportunity for growth. The teachers and I collaborated on many aspects of the festival including:
Participating Jazz Students – Students found value in hearing someone besides their teacher give valuable feedback and suggestions in regards to their performance. They were also able to perform in a venue that is one of the best in the state. Each band was given a professional recording of their performance to listen to and evaluate on their own. Several students were recognized for their outstanding contribution to their ensemble’s performance. It was also evident that students learned from performances of other schools. The peer performance and evaluation aspect of the festival was a great learning experience.
My Students – The Waterford High Jazz Ensemble members were instrumental in making this festival a huge success. They collaborated with each other and with parents and community members in the promotional and logistical aspect of running such a large endeavor. Tasks that the students executed include the following;
The WHS students organized and executed the above and were also able to perform and reap the benefits of the above “Participating Jazz Students.”
Community (includes parents/boosters) – Members of the school community, including parents, faculty, and boosters helped make this event a huge success. Involving all stakeholders of the school community through collaboration made a huge impact on the success of this project. These stakeholders felt a sense of accomplishment and pride in helping with “efforts to improve student learning” (VI – School Culture).
Community at Large – This festival was a huge success in offering the community an opportunity to observe teaching and learning live. Community members were able to attend every performance and see what is going on educationally in the state. Many community members attended and were thrilled at the high performance level of the performing bands. The festival gave community members an opportunity to contribute in the life of the school.
RECOMMENDATIONS:
I would recommend that this kind of opportunity continues. It was well received by all stake holders. I would also recommend (as I have) that other colleagues consider hosting a festival like this one. There is a need to give our students more opportunities outside the schools walls. There is also a need to do these types of events to involve the community more. Ways in which the school leader can involve parents and community members is always a challenge. According to Karen Rasmussen (1998):
Establishing two-way communication between educators and parents in schools is one of the biggest challenges—but also one of the most important components—of parent involvement, according to Joyce Epstein, who directs the Center on School, Family, and Community Partnerships at the Johns Hopkins University. Educators need to take the initiative, she asserts. "You can't just say, `If we had parents involved in the school, we'd have higher student achievement.'" Epstein recommends that, in addition to parent-teacher organizations and councils, schools must make plans for how the school can communicate with families and involve them in a variety of ways.
In our school, our biggest challenge is having our students take ownership in the decision-making process and in ways that will help enhance learning. One of the goals of our new school climate committee is to create more opportunities for our students to take ownership and feel more connected to the success of the school. Creating more of these opportunities is vital to the success and climate of our or any school. According to Adam Fletcher (2008):
Another consistent theme is relevance: Students feel connected, engaged, and meaningfully involved when they are addressing relevant issues that reflect their interests, their passions, and their identities. Whether they are related to curriculum, leadership activities, or extracurricular programs, roles that students consistently identify as meaningful enable them to participate in design, facilitation, and assessment, with the goal of improving their schools and enhancing learning for all students.
School leaders need to create more relevant professional development opportunities for teachers as it relates to their area of study. I have received nothing but positive feedback from my colleagues that participated in this event. Most apparent is their praise for having an event that serves as a great professional development opportunity for them, an excellent learning opportunity for their students, and a change for their parents and stakeholders to witness their children perform outside of their own school. Relevant and meaningful professional development for teachers is essential. According to Joseph Durkin (2008):
The need for meaningful and relevant professional development has rarely been so critical as it is now, as educators are charged with increasing student engagement and achievement, balancing the playing field, and raising literacy rates. What makes for effective professional development?
I feel that this event met the needs of all stakeholders and was a huge success. I have already been contacted by some of my colleagues that have expressed interest in hosting their own festival. It was a win-win for all stakeholders! I am looking forward to doing it again next year.
REFERENCES
Connecticut State Department of Education (2009) Connecticut’s Common Core of Leading.
State Department of Education. Retrieved from http://www.sde.ct.gov/sde/lib/sde/pdf/
leadership/common_core_leading.pdf
Durkin, J. (2004, June). Fresh Perspectives on Professional Development from Our Toughest
Critics. Educational Leadership, 7(9), Retrieved from http://www.ascd.org/publications/
classroom-leadership/jun2004/Fresh-Perspectives-on-Professional-Development-from-Our-Toughest-Critics.aspx
Fletcher, A. (2008, November). Giving Students Ownership of Learning. Educational
Leadership, 66(3), Retrieved from http://www.ascd.org/publications/educational-
leadership/nov08/vol66/num03/The-Architecture-of-Ownership.aspx
Rasmussen, K. (1998, January). Making Parent Involvement Meaningful. Educational
Leadership, 40(1), Retrieved from http://www.ascd.org/publications/newsletters/
education-update/jan98/vol40/num01/Making-Parent-Involvement-Meaningful.aspx
- Parent/Community Outreach: Team leader to organize the “Lancer Showcase.” This is a school-wide event designed to promote all the departments at the school. Parents and community members attended to witness student projects, performances, technology, and academics.
- Student Programming: Team leader for the establishment of a student Peer Mediation program. I have been state trained and lead the recruiting and training of staff and students. I am currently in charge of the administration of the Peer Mediation program. Responsibilities include: identifying students, training of staff and students, coordinating with leadership team to facilitate, schedule, and follow through.
- Student Discipline: Obtained first-hand experience of student discipline with the Dean of Students. Throughout my tenure, I have witnessed the school leaders handle the entire range of discipline issues, helped investigate, and have provided valuable input.
- Student Special Services: Obtained first-hand experience pertaining to special education and 504 plans. Over the past 23 years I have experienced many PPTs, testing, 504 plans, and other student evaluations pertaining to student special services.
Peer Mediation Program
Peer Waterford High Mediation Online News Article in the Waterford Patch:
http://waterford.patch.com/groups/waterford-high-music/p/new-peer-mediation-program
Internship Goal:
To design a peer mediation program to improve school climate.
“A well-designed, well run peer mediation program can lead to fewer fights, discipline referrals, suspension and expulsions while also helping to improve school climate. Peer mediation is a program that fosters critical thinking, communication, collaboration, and creativity, which are skills necessary for success in the 21st century.” – The Governor’s Prevention Partnership
Connecticut Standards for School Leaders Addressed:
Category 4A Numbers 1, 2, 3, 4, 5
Category 4B Numbers 6, 8
Category 4C Number 2
Context
Waterford High School (WHS) is a suburban school that has a total population of 958 students with 19.4% total minority (80.6% White, 8% Hispanic, 5.4% Asian American, and 4.8% Black). Nine point nine percent of students receive free/reduced-price meals, 1.1% not fluent in English, 7.4% identified as gifted and/or talented, and 10% are students with disabilities. WHS employs 76.33 teachers, 13.62 paraprofessionals, 3 administrators, and 5.8 counselors, social workers and school psychologists.
During the 2010-2011 school year WHS scored above the state in all subject areas on the Connecticut Academic Performance Test (CAPT). WHS has a 96% graduation rate with 83.2% of graduates pursuing higher education and 9.1% employed, a civilian or in the military.
School Climate and Culture
In the 2009-2010 school year there were 333 disciplinary offenses compared to 225 in 2008-2009. In 2008-2009, these offenses were committed by 114 students and represent 11.4% of the population, whereas in 2009-2010, 136 students or 13.5% of the population were responsible for the 333 offenses.
In an attempt to reduce the number of discipline referrals, and to positively affect the climate and culture of the school, the school leaders have decided that the inclusion of a student “peer mediation” program would help lessen the number of referrals, positively affect the climate and culture of the school, and give the students a sense of ownership of their actions and resolutions.
Action Steps to Accomplish Internship Goal:
1. Encourage staff members to become a peer mediation team member.
2. Attend a professional development workshop/training “Peer Mediation Design-A-Team” with select staff members.
3. Analyze school data regarding school climate.
4. Develop and administer a school climate survey.
5. Analyze school climate survey.
6. Research national standards for school-based peer mediation programs.
7. Identify the specific components of an effective peer mediation program.
8. Visit schools with similar demographics that have a successful peer mediation program.
9. Develop a peer mediation plan for the school that meets state and national standards as recommended by the workshop.
10. Apply a peer mediation program for the school.
11. Analyze school data regarding school climate.
Evidence to Document Accomplishment of Action Steps and Attainment of Goal:
1. List peer mediation team members.
2. Provide documentation that I attended workshop and have documentation as such.
3. Provide report based on current school data.
4. Provide examples of completed survey instrument.
5. Provide results of completed survey instrument.
6. Provide report based on national standards for school-based peer mediation programs.
7. Provide report that details components of an effective peer mediation program
8. Provide report regarding schools with similar demographics that have a successful peer mediation program.
9. Provide a peer mediation plan for the school that meets state and national standards as recommended by the workshop.
10. Provide documentation regarding the application of a peer mediation program for the school.
11. Analyze school data regarding school climate and provide a report (after peer mediation program has been instituted).
Peer Mediation
Mediation:
A process in which an impartial third party facilitates communication and negotiation and promotes voluntary decision-making by the parties to the dispute
Peer Mediation:
Students who have been trained in mediation help their peers in the above process.
Peer Mediation Program:
A program which trains and supports student mediators to offer mediation as an option for resolving conflicts within the school community
Peer Mediator:
A student who has been trained and has competence to facilitate the resolution of disputes between student peers using a mediation process
A Mediator:
· Is a good listener
· Is neutral
· Models and facilitates clear communication
· Helps the disputants solve the problem themselves
· Keeps the conflict confidential
A Mediator is not:
· A person who interrupts
· A person who takes sides
· A judge or police officer
· A person who talks about other people’s conflicts
Why do this?
1. The use of mediation to resolve school-based disputes can result in improved communication between and among students, teachers, administrators and parents and can, in general, improve the school climate and provide a forum for addressing common concerns.
2. Conflict is a natural human state often accompanying changes in our institutions or personal growth. It is better approached with skills than avoidance.
3. More appropriate and effective systems are needed to deal with conflict in the school setting than expulsion, suspension, court intervention and detention.
4. Recognizing that young people are competent to participate in the resolution of their disputes, encourages student growth and gives students skills – such as listening, critical thinking and problem solving – that are basic to all learning.
Teacher Professional Development Opportunity
SERVICE ACTIVITY:
State-wide Jazz Festival
EXPERIENCE:
Collaborate with colleagues and members of the Connecticut Music Educators Association in providing an opportunity for teachers and students to improve student learning through performance and evaluation in the area of jazz. School jazz programs will be invited to perform at Waterford High School to:
- be evaluated by jazz adjudicators
- perform for their peers
- perform for community
INCLUDES:
- State Music Teachers
- Jazz Students (10 high school and 10 middle school jazz bands - approx. 300 students)
- My Students – will perform, help publicize, organize and execute
- Community (includes parents/boosters) - will help publicize, organize and execute
- Community at Large – will be able to attend performances
FESTIVAL HIGHLIGHTS:
Two judges will give taped evaluated comments to each ensemble.
Two judges will use a rubric to assess each ensemble.
Each ensemble will perform is a 1,200 seat auditorium.
Awards will be given out at end of all the performances.
Each ensemble will receive a participation plaque.
Each ensemble will receive a CD recording of their performance.
Highlights from the festival will be shown on local TV station.
Three students from each ensemble will receive “Outstanding Musician” awards.
The following awards will be presented at the end of the last performance:
- Best Overall Woodwinds
- Best Overall Trombones
- Best Overall Trumpets
- Best Overall Rhythm Section
- Best Overall Soloist
REFLECTION:
This was an extremely successful community service project. This jazz festival provided several things for all stakeholders.
State Music Teachers – This project provided jazz ensemble directors in the state to have their performing group evaluated by professionals in the field. This acted as a professional development opportunity for the teachers. The judges/evaluators gave each director recorded feedback as their ensemble was performing. The teachers were able to use this feedback to enhance teaching and learning. It was also a successful collaboration to provide the teachers and opportunity for growth. The teachers and I collaborated on many aspects of the festival including:
- Which judges to use
- Time of day for the festival
- Evaluation rubric
- Awards given
- Allotted time for performance
- Allotted time for warm-up
- Award ceremony
- Feedback to make next year’s festival better (Survey)
Participating Jazz Students – Students found value in hearing someone besides their teacher give valuable feedback and suggestions in regards to their performance. They were also able to perform in a venue that is one of the best in the state. Each band was given a professional recording of their performance to listen to and evaluate on their own. Several students were recognized for their outstanding contribution to their ensemble’s performance. It was also evident that students learned from performances of other schools. The peer performance and evaluation aspect of the festival was a great learning experience.
My Students – The Waterford High Jazz Ensemble members were instrumental in making this festival a huge success. They collaborated with each other and with parents and community members in the promotional and logistical aspect of running such a large endeavor. Tasks that the students executed include the following;
- Publicize the event – Students contacted local newspapers and other community establishments via email and personal contact to promote the event. The students also promoted the event within the school to their peers and faculty.
- Students contacted and organized parent involvement in regard to organizing and running the food concession stand. This included establishing who will work when, what will be served, and how much each item will cost. The students and parents also organized the logistics of running a concession stand which included securing the venue, organizing and delivery of food, personnel, start-up and clean up.
- The WHS jazz students collaborated to determine which jobs they will hold and when they will be able to execute them. These jobs included:
- Greeting each band
- Directing each band
- Stage set up for each band
- Judge helpers
- Concession stand helpers
- Directions for community members (where to go)
- Recording helpers
- General clean up during the entire day
- Emergency issue helpers (includes things like: forgotten instruments, broken instruments, photo copy music, broken reeds)
- General festival set up (Chairs, tables, signs, directions)
The WHS students organized and executed the above and were also able to perform and reap the benefits of the above “Participating Jazz Students.”
Community (includes parents/boosters) – Members of the school community, including parents, faculty, and boosters helped make this event a huge success. Involving all stakeholders of the school community through collaboration made a huge impact on the success of this project. These stakeholders felt a sense of accomplishment and pride in helping with “efforts to improve student learning” (VI – School Culture).
Community at Large – This festival was a huge success in offering the community an opportunity to observe teaching and learning live. Community members were able to attend every performance and see what is going on educationally in the state. Many community members attended and were thrilled at the high performance level of the performing bands. The festival gave community members an opportunity to contribute in the life of the school.
RECOMMENDATIONS:
I would recommend that this kind of opportunity continues. It was well received by all stake holders. I would also recommend (as I have) that other colleagues consider hosting a festival like this one. There is a need to give our students more opportunities outside the schools walls. There is also a need to do these types of events to involve the community more. Ways in which the school leader can involve parents and community members is always a challenge. According to Karen Rasmussen (1998):
Establishing two-way communication between educators and parents in schools is one of the biggest challenges—but also one of the most important components—of parent involvement, according to Joyce Epstein, who directs the Center on School, Family, and Community Partnerships at the Johns Hopkins University. Educators need to take the initiative, she asserts. "You can't just say, `If we had parents involved in the school, we'd have higher student achievement.'" Epstein recommends that, in addition to parent-teacher organizations and councils, schools must make plans for how the school can communicate with families and involve them in a variety of ways.
In our school, our biggest challenge is having our students take ownership in the decision-making process and in ways that will help enhance learning. One of the goals of our new school climate committee is to create more opportunities for our students to take ownership and feel more connected to the success of the school. Creating more of these opportunities is vital to the success and climate of our or any school. According to Adam Fletcher (2008):
Another consistent theme is relevance: Students feel connected, engaged, and meaningfully involved when they are addressing relevant issues that reflect their interests, their passions, and their identities. Whether they are related to curriculum, leadership activities, or extracurricular programs, roles that students consistently identify as meaningful enable them to participate in design, facilitation, and assessment, with the goal of improving their schools and enhancing learning for all students.
School leaders need to create more relevant professional development opportunities for teachers as it relates to their area of study. I have received nothing but positive feedback from my colleagues that participated in this event. Most apparent is their praise for having an event that serves as a great professional development opportunity for them, an excellent learning opportunity for their students, and a change for their parents and stakeholders to witness their children perform outside of their own school. Relevant and meaningful professional development for teachers is essential. According to Joseph Durkin (2008):
The need for meaningful and relevant professional development has rarely been so critical as it is now, as educators are charged with increasing student engagement and achievement, balancing the playing field, and raising literacy rates. What makes for effective professional development?
- Any program must be focused on helping teachers grow. It must be ongoing and include the voices of the faculty. Otherwise, the learning soon becomes obsolete.
- Schools should also create professional development experiences that include experts from the faculty who can present successful instructional strategies.
- Professional development must be collegial in nature and built on respect.
I feel that this event met the needs of all stakeholders and was a huge success. I have already been contacted by some of my colleagues that have expressed interest in hosting their own festival. It was a win-win for all stakeholders! I am looking forward to doing it again next year.
REFERENCES
Connecticut State Department of Education (2009) Connecticut’s Common Core of Leading.
State Department of Education. Retrieved from http://www.sde.ct.gov/sde/lib/sde/pdf/
leadership/common_core_leading.pdf
Durkin, J. (2004, June). Fresh Perspectives on Professional Development from Our Toughest
Critics. Educational Leadership, 7(9), Retrieved from http://www.ascd.org/publications/
classroom-leadership/jun2004/Fresh-Perspectives-on-Professional-Development-from-Our-Toughest-Critics.aspx
Fletcher, A. (2008, November). Giving Students Ownership of Learning. Educational
Leadership, 66(3), Retrieved from http://www.ascd.org/publications/educational-
leadership/nov08/vol66/num03/The-Architecture-of-Ownership.aspx
Rasmussen, K. (1998, January). Making Parent Involvement Meaningful. Educational
Leadership, 40(1), Retrieved from http://www.ascd.org/publications/newsletters/
education-update/jan98/vol40/num01/Making-Parent-Involvement-Meaningful.aspx