What if the whole world went on a playdate one day a year? That’s the idea behind Global School Play Day, an international movement to recognize and celebrate the value and importance of time for unstructured, screen-free play in our children’s lives.
As explained in the Global School Play Day Press release, “In 2015, a small group of six educators took action and created Global School Play Day because of their concern that adults and technology were encroaching on playtime for children. On February 4, 2015, the first year of Global School Play Day, over 65,000 children participated in the first ever Global School Play Day after only four weeks of social media promotion from those six educators.”
Fletcher Elementary StudentsFletcher Elementary Students with their Rockets
This year, 554,632 participants from 75 nations participated in this special day, and schools and classrooms within FWSU were among them. The idea was first shared by Marcy Perotte, one of the members of the FWSU Whole School, Child, and Community (WSCC). The team discussed the idea, which supports several of the 10 areas of wellness the FWSU WSCC focuses on, and then brought it to the building principals and fellow teachers.
Georgia Elementary Students
From rocket launches to board games, students engaged in play that inspired curiosity, self-direction, fun, problem-solving, movement, kindness, and connecting and communicating. As GEMS Elementary Principal, Steve Emery noted, “Play is an essential part of learning and should be implemented throughout every student’s day. The transferable skills utilized come naturally and allow for individual growth within each performance indicator. What is showcased on Global School Day of Play should be a necessity for all age levels each and every day.” In our first year of global participation, we did not play all day…but extra time and attention were dedicated to the spirit of the day. Getting discussion percolating about unstructured, screen-free play time opportunities is one of the goals of participation in this day. In FWSU, the value of play is reaffirmed by such a celebration. Our schools do understand the importance of play and have tried to create flexible learning environments that encourage the intersection of play and learning in much of what we do. Fletcher Elementary principal, Chris Dodge summed it up, “Play really is children’s work. Learning and play go hand in hand and are not mutually exclusive. Through play, children learn essential social and academic skills that set the stage for a successful school and life experience. Too often, play is misunderstood and undervalued when in fact it’s time very well spent.”
Games at BFA Fairfax
Linda Keating is the Director of Curriculum, Instruction, and Assessment at Franklin West Supervisory Union. She is a regular contributor to THE FWSU STORY. You can follow her on Twitter @Educate4ward
Science, technology, engineering and math (STEM) learning just doesn’t get any more exciting than watching a pair of sleek F-35 jets thunder off into the horizon. Or, does it? How about building flatulence molecules (yes, that’s a fart!) to learn about the periodic table of elements or designing actual working rockets that travel more than 200 feet into the air to accelerate one’s knowledge of Newton’s laws of motion? These adventures, and more, are being experienced by Fletcher’s fifth and sixth grade students.
The class has been on the Vermont Air National Guard base in Colchester as part of a five-day program called STARBASE. An affiliate of the U.S. Department of Defense, STARBASE focuses on teaching students about physics, chemistry, technology, engineering, and math, with an emphasis on possible careers in those fields. Students spend 25 hours in the STARBASE facility and the instructors also teach lessons at the school.
“Programs like STARBASE are important because it gives learners opportunities to see how science, technology, engineering, and math can be applied to everyday life,” Fletcher’s fifth and six grade teacher, Lorrene Palermo, said. “Since STARBASE is located at the Air National Guard base it also allows for students to see these important life skills in everyday careers. We had the opportunity to visit the Fire Department on base and made many great connections to student learning that we experienced at STARBASE.”
It was Amelia Earhart herself who once said, “The most effective way to do it, is to do it.” In many ways, this has become the teaching mantra at STARBASE Vermont, where the lessons are hands-on and include everything from exploring jet technology in the hanger and flying planes using flight simulators, to studying gravity through cooperative games and learning about air pressure by experimenting on marshmallows.
But, the program teaches much more than science. Its mission includes fostering collaboration and healthy choices, exposing children to cutting-edge technology and building a sense of community. Each “Starbaser,” as they are called, selects a “call sign” like a pilot. The call sign represents them personally and they are referred to by that name throughout the STARBASE experience.
“STARBASE has been my favorite part of the year. The science is just really fun to do. They teach it to you in creative and fun ways like designing a space shuttle that protects an egg when launched,” fifth grader, Collin Lucci, said.
“They explain the lessons in a way that is fun and interesting,” sixth grader, Sabrina Nadeau, said. “They go over everything step by step to make it easier and it’s just fun to do things like design space vehicles on the computer and doing coding. It’s a fun place to be.”
STARBASE opened its doors in 1994 and reaches more than 1,300 Vermont students annually. There is no fee for schools to participate. The program even offers schools financial support with transportation. During the program’s physics component, students learn Newton’s Laws of Motion through hands-on experiments that include building and launching model rockets. Other topics include fluid mechanics and aerodynamics, much of which is learned through experiments and observations of military planes that enter and exit the base on which STARBASE is housed.
“I liked building different shapes on the computer that helped me design my own space shuttle,” fifth grader,, Fletcher Simonds, said. “Math and literacy are still part of STARBASE, but with explosions in a tube and other cool stuff it’s very exciting.”
“It was really cool to get to see planes taking off right outside the window. The whole time we’re there it’s about science and testing out our theories and learning about the work that scientists do,” fifth grader, Maddie Weaver, said.
Students also had the opportunity to meet and speak with Brigadier General Greg Knight, the Adjutant General for the State of Vermont, who is responsible for the recruiting, administration, equipping, training, maintenance, and readiness of the 3400 Vermont National Guard soldiers. Knight spoke about the importance of school and taking every educational opportunity they were given.
Building blocks of matter, physical and chemical changes and atmospheric properties are all taught as part of the program’s chemistry strand. Additionally, technology innovations including the latest in mapping, nanotechnology, robotics, and chromatography (a method for separating organic and inorganic compounds to determine their composition) are features.
Three-dimensional computer-aided design (CAD), along with information about the engineering and design processes, comprise the engineering elements of the program, while number relationships, measurement, geometry, and data analysis bring in the math. Among other projects, students used computers to design unmanned aerial vehicles.
“Place-based experiences such as STARBASE spark memorable learning opportunities for our young students,” Fletcher’s Instructional Coach, Denette Locke, said. “From these experiences we are apt to be in the presence of the future chemist or scientist who creates the next great cure or helps to come up with the solution to global warming. Perhaps the community partners on the base inspired a future firefighter, pilot or the next general. The Science, Technology, Engineering and Mathematical learning will transfer back to their in class learning and that of future dreams, inspirations and careers.”
Students’ last STARBASE experience is scheduled for early February, when they will launch their homemade rockets at the school. Read more about STARBASE Vermont here.
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
It resembled something from another era. Teachers suited up in tie-dyed t-shirts and all students and staff donned brightly colored fluorescent sunglasses. On the wall, a gym-length banner on which bubble-letters spelled out: Be Respectful. Be Responsible. Be Safe. Be Caring.
It was a groovy scene as the Fletcher School community reviewed it’s four behavior expectations last Friday. The whole-school gathering, entitled, “Groovin’ Into the New Year,” kicked off 2020 by bringing everyone together to celebrate community and to serve as a reminder of the school-wide behavior expectations, all part of a tie-dye theme.
Periodically reviewing school-wide behavior expectations is an essential practice within the Positive Behavior Interventions and Supports (P.B.I.S.) framework. While the proactive teaching, modeling and practicing of expectations happens throughout the year, a “booster” review after school breaks is an important way the Fletcher staff helps everyone get back into the “groove.”
“While the longer school breaks are a fantastic time to unwind, the many changes to children’s routines can make it more challenging for students to settle back into the expectations of school,“ Instructional Coach Denette Locke, a member of the school’s Leadership Team, said. “Our goal is to get out ahead of those challenges by reminding everyone of the expectations. The new calendar year presents a particularly great opportunity to renew our commitment to a positive school community.”
Students were encouraged to think about one of Fletcher’s four behavior expectations to focus on as a new year’s resolution, of sorts, and each student helped fill in the letters of the banner with a tie-dyed coffee filter they made in art class. As students completed the project, Locke serenaded the group with a song about positive behavior written to the tune of the song, Feelin’ Groovy.
“I put my design on the expectation that says to be caring,” third grader Koda Chipman said. “I think it’s important to know when someone is feeling down and do whatever you can to cheer them up. That’s my goal for the new year.”
Fifth grader Maddie Weaver said, “I chose the expectation that says to be respectful because that helps everyone learn better and makes people feel welcome here.”
“The more our students think about the expectations in various contexts, the more meaning they will be able to make of them,” Locke said. “That’s precisely why frequently reviewing the expectations and what they mean across settings is important.”
“This is a nice way to start school again after vacation,” Fourth grader Cailin Macaulay said. “It sets the tone for a good new year.”
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
As the calendar year draws to a close, the day before December break seems a fitting time to look back on the past 12 months through the lens of our FWSU Action Plan. Below are two Fletcher Elementary School pictures representing each of the four sections of the Action Plan. The FWSU Action plan guides our work throughout the year, and emphasizes the following targets:
Target 1 –Proficiency-Based Personalized Learning:FWSU students and staff design and engage in proficiency-based personalized learning that integrates collaborative inquiry, problem-solving and creativity.
Part of Fletcher’s Positive Behavior Interventions and Supports (PBIS) work has included students analyzing individual and class behavior data to identify successes and challenges, and plan specific strategies that reduce rule-breaking behavior. While this work is more often done by adults, FES believes that by involving students in the process that will be more invested in the solutions. Read the FWSU Blog, Fletcher Students Take A Closer Look At Behavior, to learn more.
Fletcher School graduate Monica King produced a professionally published photography book last spring. In collaboration with YMCA Site Director, Hallie Wolklin, Monica digitally designed the ABC book, which she ultimately took on tour to classrooms throughout FWSU. Read more about this project in the FWSU Blog, Fletcher Student Publishes Book, Goes on Tour.
Target 2 –Leadership: FWSU students and staff lead innovative, personalized learning opportunities, both locally and globally.
For the second consecutive year, Fletcher Elementary was named a Positive Behavior Interventions and Supports (PBIS) Exemplar School. Exemplar status represents the highest possible recognition for reducing rule-breaking behavior and simultaneously increasing academic performance. Read more about PBIS and Fletcher’s accomplishment in the FWSU Blog, Fletcher named PBIS Exemplar School.
Fletcher students took the lead when showing families and friends around the school and their classrooms during Open House last fall. Open House features a glimpse into students’ daily routines, academic work and social-emotional learning.
Target 3 – Flexible Learning Environments: FWSU Maximizes flexible learning environments by redefining the school day, promoting learning experiences that extend beyond the classroom, and fostering creativity, innovation and personalized learning opportunities for all.
Students in fourth through sixth grade visited an archaeological dig site in Fletcher last fall. They learned about the process of conducting a dig and assisted with collecting and sifting soil Read more about this adventure in the FWSU Blog, Fletcher Students Dig Into Learning.
Target 4 – Engaged Community Partners: FWSU staff and students engage in authentic learning opportunities with local, regional, state and global partners to make a difference in their community, state and world.
Fletcher Elementary has partnered with the wellness group RiseVT to set both classroom and school-wide goals for the physical health of the school community. Last spring, F.E.S. Read More about our RiseVT Partnership in the FWSU Blog, Fletcher Students Rise to the Top With Healthy Lifestyles.
Members of the Cambridge Fire Department visited Fletcher for the annual Fire Safety Day. During the month of October, Fletcher students participated in fire safety activities such as designing a fire escape plan, when in turn made them eligible to be entered into a drawing for a smoke detector. During October, FES gave away nearly 50 smoke detectors. Read more about this project in the FWSU Blog, Fletcher School and Cambridge Fire Department Partner for Safety.
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
Last year, four FWSU teachers made a decision that would change their educational lives. Amy Gray and Karen Lehning from GEMS, Jensen Welch from BFA, and Denette Locke from Fletcher Elementary decided to move their learning to new heights; they applied and were accepted into the Southern New Hampshire Doctoral Program in Education. FWSU could not be prouder!
The University describes the program like this: “The Southern New Hampshire University Doctorate of Education degree is designed to develop Scholar-Practitioners by advancing participants’ knowledge of leadership theory and practice, their understanding of approaches to organizational development, and their ability to effectively implement research methodologies and disseminate associated findings. SNHU’s Ed.D. program is offered as a regional cohort model, with hybrid courses occurring in a condensed weekend format during the Spring and Fall academic terms and a week-long residency each summer.” Those courses began last spring for our 4 teachers, and their journey is well underway.
As outlined in the program description, the program helps prepare “a new generation of transformational leaders to engage and lead positive change in education organizations and education systems.” As with their Master’s Program, SNHU program uses a cohort model for the Doctoral program, which helps to guide the development of the participants as “scholar-practitioners” in three areas: leadership theory and practice, organizational development, and research methodologies.
Our teachers really value the cohort model. The four of them can support each other here in FWSU, along with the other cohort members who meet regionally in Essex. Our teachers are able to apply their learning to their current work. All of them serve in some leadership capacity in their teams, schools, and across FWSU. The program is truly innovative, which makes it particularly attractive and a good fit for FWSU educators. And as anyone in a cohort model will tell you, the bonding with your colleagues unleashes support, creativity, and well, even some fun!
I asked each of the teachers what attracted them to this program at this time in their teaching career, since typically it’s administrators who pursue doctorates. Here is what they had to say:
Amy Gray, Grade 8 Math Teacher at GEMS: “I get asked frequently why I decided to do this. Most people are wondering what I’m going to do with that degree. And, I do have goals, but that’s not what it’s really about. For me, education is all about personal transformation. Learning is a journey, a journey I love and have always wanted to travel. In fact, that’s why I teach. What other job asks you to be a lifelong learner? As far as the EdD program, I wanted to do something that would push my learning to the next level and really challenge me. And, it certainly is!”
Karen Lehning, Math Content Leader and Interventionist at GEMS: “I chose to pursue a Doctorate of Education (Ed.D.) in Educational Leadership through Southern New Hampshire University because I was looking for an opportunity to grow professionally in a challenging and supportive environment. Pursuing this degree has allowed me to think critically about complex educational issues that will impact both current and future students. My hope is that this program will transform my practice as an educator and provide me with new ideas, resources, and perspectives to support the efforts of educators and students in this district.”
Jensen Welch, BFA Fairfax High School Math Teacher and Proficiency-Based Learning Support: “I’m pursuing a doctorate in education because I was looking for an opportunity to pursue ‘something next’ and the SNHU Doctorate Cohort was being formed, so I jumped at the chance. When friends and family ask me how I am able to do all of the work and be away from family for most of a weekend a month, I explain that the topics and theories we are studying are so fascinating and interesting and engaging, that the extra effort and time are worth it.”
Denette Locke, Fletcher Elementary Instructional Coach: “Originally I was not sure that the timing of the doctoral journey was right for me because of my crazy, wonderfully busy personal life, caring for a parent, and my own professional responsibilities. Those reasons also sparked why I should be starting the journey, too, kind of weird really! When Jensen and Karen both reached out to me after the Profile Weekend and said ‘you would be perfect for this,’ knowing the value of a cohort model and having colleagues reach out to me sparked me in moving forward. The cohort, the model of the Ed Leadership program, and the fact that I am a ‘scholarly practitioner’ in this journey makes it make sense to me. I love learning…I love the opportunity to make connections to both my professional and personal lives and I love growing, challenging myself and using my brain muscle!”
These four outstanding educators, who also just happen to all be skilled math leaders, have captured the most essential reasons why teachers pursue doctorates, reasons that we need to pay attention to in designing professional learning for all educators: personal and professional transformation of practice, challenging and supportive environments, complex and engaging issues to address, the motivation and inspiration of a cohort model, and valuing teachers as “scholarly practitioners” and researchers. Dr. Wendy Baker, SNHU Executive Director of Advanced Studies and one of their doctoral professors, summed it up this way, “FWSU doctoral students are deepening their work as educators by designing original research into an area they’re passionate about within their school setting. Their tireless pursuit of the scholar-practitioner lens has already changed their outlook on their work with classrooms and colleagues. We can’t wait to see where their studies take them next!”
I couldn’t agree more — these teachers are truly challenging themselves to actualize “a belief in what is possible.”
Linda Keating is the Director of Curriculum, Instruction, and Assessment at Franklin West Supervisory Union. She is a regular contributor to THE FWSU STORY. You can follow her on Twitter @Educate4ward
Fletcher Elementary is one of 20 schools nationwide to receive the 2019 Champion Creatively Alive Children Grant from Crayola and the National Association of Elementary School Principals. The grant provides $2500 cash to support the arts and $1000 worth of Crayola art supplies.
“This grant affirms Fletcher’s dedication to being on the cutting edge of arts integration,” art teacher MC Baker said. “Through art, we teach math, literacy, science, creativity and a variety of other academic and social skills. Art has such potential to span the entire curriculum, to create spectacular connections, and we are incredibly thankful that the funding and materials from Crayola will allow us to expand our commitment to arts integration in the future.”
Baker, along with kindergarten teacher Cathy O’Brien and first and second grade teacher Katheen Pellegrino, authored the grant request, which asks students to think about how they can make the world a better place. Entitled, Personalized Global Projects, the grant asks students to design and participate in art based one or more of four focusing Global Goals that include reducing inequities, good health and well-being, quality education, and peace, justice and strong institutions. As part of the project, each student will create an artist’s statement around one of the Global Goals and consider the impact they can have on solving the problem.
Created by world leaders in 2015, the 17 Global Goals aim to make the world a better place through international collaboration. In addition to the goals that focus Fletcher’s current grant work, the Global Goals include 13 additional efforts such as gender equity, ending hunger and poverty and protecting the environment.
“The arts play an essential role in supporting students’ exploration of these broad, global ideas,” Baker said. “Through drawing, painting, design and other creative outlets, students can process the significance of world issues in a developmentally appropriate way and think about solutions and how they can help.”
Fletcher has also connected the grant project with its schoolwide behavior approach, Positive Behavior Interventions and Supports (PBIS), within which four schoolwide expectations to be respectful, responsible, safe and caring encourage a positive culture on a more local level. Using materials from the grant, students creatively decorated both large and small stones as part of the Kindness Rocks Project. The smaller stones, called palm stones, were exchanged school wide before Thanksgiving break so that each student received a stone to take home while celebrating thankfulness. Students and staff transformed the song, Rock you, to become Rock you, With Kindness, for the exchange (see video). Students wrapped their stones in small gift boxes adorned with ribbons and designs before the exchange. Larger stones will be displayed and placed outside in the spring.
“Doing acts of kindness regularly actually has a scientific impact on the chemistry of the brain,” Fletcher School Counselor Lisa Coale said. “Through the act of intentionally being kind to others the body creates endorphins that activate the areas of the brain that are linked to social connection and trust.”
According to Coale, highlighting kindness, as a theme for the school, sends the important message to students that simple acts of treating each other well has a ripple effect that not only benefits their overall happiness and wellbeing, but contributes to the happiness and wellbeing of the greater community and world.
“Beyond increased social connection and trust, my hope is that by focusing on kindness we will also see students feeling less stressed,” Coale said. “We know that when children and adults alike feel connected, safe, loved and accepted, their brains are better able to think creatively, process information effectively and regulate their thoughts and emotions more consistently.”
“The Crayola grant allowed us to bring the kindness theme together with art for a common goal by providing the materials needed to design the stones and gift boxes,” Baker said. “This is an incredible partnership between Crayola, our art program and our school’s efforts to create a welcoming, positive environment while also thinking about issues that impact the word globally.”
Students’ projects will be on display at the school’s STEAM (science, technology, engineering, arts and math) Night in the spring.
“Having new art supplies is very motivating,” sixth grader Colin Wolfe said. “You get to enjoy making really special art and think about how you can help other people around the world at the same time. Those two things kind of go hand-in-hand. It’s like making beautiful art with a bigger purpose than just looking good. It’s about saving the world. I think Fletcher School can do that. I really do.”
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
On Monday, November 4, Fanfare, the Brass Trio of the Vermont Symphony Orchestra, performed before a school-wide audience and several community members at Fletcher Elementary School.
For over three decades, Fanfare has toured the state, performing in town halls and other local settings. Through their annual school performances, they introduce hundreds of elementary school students to brass instruments each year. Current trio members include Glendon Ingalls on trumpet, Ron Wold on horn and Bear Irwin on trombone.
“It was a great concert,” first grader Mateo GraffBell said. “They played songs and then taught us stuff and then played more songs and then taught us again.”
Fanfare’s performance included a variety of musical styles plus demonstrations of how the instruments produce their sounds and how each one has changed over time.
“My favorite part was when they used a long garden hose and a funnel to show us exactly how brass instruments work,” GraffBell said. “Those instruments would be very long if you unwound them like the hose.”
In addition, audience members had an opportunity to ask questions of the performers. The program used a unique blend of old and new music, serious and popular, to produce a lively and informative concert.
The performance was part of the Vermont Symphony Orchestra’s SymphonyKids education program, which reached over 18,750 school children last year with 262 presentations in 131 Vermont schools. It was made possible and cost-free by a grant from the George W. Mergens Foundation.
“Part of our obligation as teachers includes helping students realize opportunities for lifelong learning beyond the school walls,” third and fourth grade teacher Tracey Godin said. “The great thing about having the trio here was that our students can begin to learn an instrument and play in the school band now, as elementary school students, and potentially continue that experience beyond Fletcher in middle and high school and into their adult lives.”
“I never even knew that you could have your job be playing an instrument as a professional,” fourth grader Faye Hood said. “Or that playing an instrument involves so much math. They have to practice and study a lot to get this good but it pays off because they get to travel around and share everything they know with other people.”
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
The Franklin West Supervisory Union (FWSU) Board seeks a full-time Superintendent to begin July 1, 2020. The previous Franklin West Superintendent approached this position with an ambition and vision that has made FWSU an active part of the global community. Within our three schools, this leadership created a culture of education that focuses on giving our students the tools they will need to create solutions for the problems of tomorrow by engaging in authentic learning today. The FWSU community is seeking a candidate that can continue to lead Franklin West with the same amount of energy, creativity, and vision, focusing on a “belief in what is possible.”
(left) Fletcher Elementary Students Rise to Top with Healthy Lifestyles, (right) A Colorful Collaboration at BFA Elementary
Located in beautiful Franklin County, Vermont, FWSU is pleased to serve the thriving communities of Fairfax, Fletcher, and Georgia by providing innovative, personalized public education for over 1,700 students. Franklin West Supervisory Union is comprised of three member school districts and serves Bellows Free Academy Fairfax (PreK-12), Georgia Elementary & Middle School (PreK-8), and Fletcher Elementary School (PreK-6). A leader in #VTED, FWSU is proud to be an Apple Distinguished Program, be recognized as a P21 21st Century Learning Exemplar District and an IVECA Distinguished Global School District, and an inductee into the Digital Promise League of Innovative Schools.
Georgia Elementary & Middle School 4th Graders Work Through Design Process
SUPERINTENDENT LEADERSHIP AND MANAGEMENT NEEDS
Bring to the FWSU a vision that will continue to foster the progressive goals of the SU and its individual districts.
Oversee the management and supervision of the Supervisory Union Central Office and its wide variety of financial, operational, and educational functions.
Provide supervision to and support of the leadership team (which represent the elementary, middle, and high schools in the supervisory union) so that the administration and staff of each school are inspired to maintain their focus and commitment to supervisory union and building-based goals for continuous improvement; special emphasis includes orientation, support and development of two principals who will be completing their first year in the SU.
Instill and maintain a positive, supportive working relationship with school boards based on shared values of transparency, effective communication, and collaborative problem solving.
Lead negotiations for collective bargaining agreements.
Create, modify, and oversee significant technology initiatives.
Conduct ambassadorial work on community-school relations.
Offer fresh eyes and insights on the SU for administrative and/or board consideration.
Demonstrate currency and experience in the areas of Vermont policy, law, union relations, and AoE interfaces.
Have specific knowledge, understanding and insight into state-wide AoE priorities.
BFA Fairfax Gr 6-7 Band and Chorus Celebrate “Superior” Ratings at Trills and Thrills
PERFORMANCE RESPONSIBILITIES
Carry out the policies adopted by the school board relating to the educational or business affairs of the school district.
Identify the educational goals and objectives of the school district and prepare plans to achieve those goals and objectives for adoption by the school board.
Recommend that the school board employ or dismiss persons as necessary to carry out the work of the school district.
Furnish the Secretary of Education data and information required by the Agency of Education.
Provide for the general supervision of the public schools in the supervisory union.
Act as link of communication among Board, schools within district (including staff, parents and students), and community members/groups. Maintains relationships with Agency of Education.
Organize, prepare for, and attend Board meetings as needed. Submit recommendations along with essential documentation that will assist the Board in making decisions. Alerts Board on all matters that require approval (policy changes, master agreements, etc) to ensure legal compliance. Develop and recommend long-range plans and vision for the school district which are consistent with Board objectives. See to the execution of all decisions of the Board.
Hire, supervise, and evaluate FWSU and school administrators. Conduct meetings supporting and directing Administrators as needed.
Oversee educational program with Director of Curriculum, Instruction, and Assessment on short and long term curriculum goals.
Assures school districts follow necessary state guidelines regarding Education Quality Standards and the Vermont Comprehensive Assessment Program.
In support of the Director of Support Services, assure appropriate programs are in place for students with disabilities and directs Administrator when needed.
Assure adequate records for the schools, including a system of financial accounts, business and property records, personnel records, school population and scholastic records. Act as custodian of such records and all contracts, securities, documents, title papers, books of records, and other papers belonging to the Board.
Be directly responsible for news releases and/or other items of public interest emanating from all District employees that pertain to education matters, policies, procedures, school related incidents or events. Approve media interviews of this nature with District employees. Acts as spokesperson as necessary.
Oversees Business Manager in areas of budget operations and annual/quarterly reporting. Confirms annual proposed budget and submits it to the Board. Assures all funds, physical assets, and other property of the District are appropriately safeguarded and administered by the Business Manager.
Assure effective relations with employees/organizations; assume ultimate responsibility for collective negotiations with employees of the District. Conducts negotiations with union(s) regarding contracts, disciplinary issues, master agreements, etc.
Assures proper licensure for all districts, including accurate contract offerings.
Ensure a safe and educational environment for all learners.
BFA Fairfax 8th Graders at Boston Science Museum
REPORTS TO Franklin West Supervisory Union Board of Directors
EVALUATION Performance in this position will be supervised and evaluated by the FWSU Board of Directors.
SUPERVISES/EVALUATES Supervises all school and district administrators and staff; evaluates all FWSU Administrators, School Principals, Executive Assistant.
BFA Fairfax HS Students Travel to Alaska (left) Schuur Lab Ecosystems and Dynamics Research site near Healy, AK (right) Students after setting up camp near research cabin
Job Requirements
The successful candidate will possess:
A proven record of accomplishment as an educational leader
A solid vision for creating 21st Century learning environments in our schools
Comprehensive understanding of best practices in curriculum/instruction
Knowledge of Vermont education law
Exceptional communication and human relation skills
Innovative problem-solving and effective decision-making abilities
Superior planning/organization/time-management skills
Demonstrated capital and fiscal management experience
Healthy sense of humor
Evidence of Vermont licensure as superintendent of schools or being appropriately licensed on or before the first day of employment.
Salary will depend on experience.
The famous BFA Fairfax Senior Walk through the halls of the Elementary School
Franklin West is a strong and functional supervisory union known for its progressive and forward-thinking approach to learning. The SU’s vision and direction is well established, and the result of this is a highly student-centric organization that has earned the respect and support of its communities, as well as national and international recognition. Teachers work collaboratively, staff is committed to student learning, and the administrative team consists of both relatively new and veteran members. Individual boards thoughtfully govern their respective districts, which then work together to create equity across the SU. This is an exciting opportunity to lead a high-quality district committed to partnering with its schools and communities, to influence education for its students and staff in a positive way.
Fletcher Elementary STEAM Night Focuses on Sustainable Development
For the second consecutive year, Fletcher Elementary has earned Exemplar status as a Positive Behavior Interventions and Supports (PBIS) School. The designation was awarded by the state level VTPBIS Team of the Vermont Agency of Education and the UVM Center on Disability and Community Inclusion Collaboration at the annual PBIS Forum in Killington on October 10. Fletcher’s PBIS Coordinator and School Counselor, Lisa Coale, accepted the award on behalf of the school.
“We are excited to have the hard work of our students and staff recognized at the Exemplar level again this year,” Coale said. “Creating a respectful, responsible, safe and caring school climate is a priority at Fletcher and the results not only create a more positive environment for all learners, but pave the way for increased academic teaching and learning time, as well.”
Exemplar designation represents the highest of three tiers of PBIS recognition and affirms Fletcher School’s unwavering commitment to supporting a positive school climate. Of the 156 Vermont schools using the PBIS approach, Fletcher was one of only 28 schools that received Exemplar status this year. Slightly more than half of Vermont schools and about one in three schools across the US use the PBIS approach. Fletcher school is in it’s sixth full year of PBIS implementation.
Positive Behavior Interventions and Supports (PBIS) is an approach to creating proactive, school-wide systems that support students’ behavioral and academic success. It begins with the teaching, modeling, and practicing of school-wide behavior expectations with all students and staff and a formal system of recognition when students meet those expectations and supports when challenges arise. The Fletcher School has created clear and concise behavior expectations for each physical area of the school, on the school buses and for field trips. The school emphasizes respectful, responsible, safe and caring behaviors.These school-wide expectations are modeled and taught to students throughout the year. Individual classroom and school-wide successes are recognized and celebrated regularly.
The school’s PBIS Team uses data from classroom and office behavior referrals to identify students, locations around the school, times of day, problem behaviors and other demographics needing additional support. Behavior data is provided to families throughout the year as part of parent conferences.
Students are intermittently recognized when they meet school-wide expectations. The recognition comes in the form of small wooden “falcon” tokens, representing the school mascot. Tokens accumulated in classrooms and other locations around the school result in class and school-wide celebrations.
“Being data-driven is an important part of the PBIS approach,” Coale said. “We track both major and minor behavior referrals and gather information such as the perceived motivation, location, time of day, type of behavior, and more. Using specific information allows us to more precisely target our interventions and supports.”
The school also involves families in the PBIS approach. During Open House, families were given tokens to give to participations whom they spotted meeting the school-wide expectations. The school also sends home tokens before school vacations and encourages families to award them at home, keeping up the momentum of positive behavior across settings and when students are away from school.
Coale has even engaged students in analyzing their own PBIS behavior data. Last year, fourth and fifth graders identified celebrations and challenges in their class-wide behavior, speculated on the root causes, and suggested solutions.
In 2014, the Fletcher School was designated a Vermont PBIS School of Recognition based on its strategic use of data to support student behavior, celebrating school-wide and individual successes and working to support behavioral challenges, as well as noted decrease in behavior issues overall. In the following three years, the school received the PBIS School of Merit designation based on a continuation of that work, as well as receiving exceptional scores on its state-conducted school-wide evaluation of its PBIS implementation. This year’s Exemplar designation, the second in two years, recognizes both a continued decrease in rule-breaking behaviors and an increase in academic performance and comes following a rigorous selection process that included documenting both improved behaviors and increased academic achievement.
“Fletcher is a ‘go to’ school for model PBIS practices and implementation fidelity. They are truly an Exemplar school, and they should be very proud of the recognition for the work they have done on behalf of their students to ensure safe and responsive learning environments,” FWSU Director of Curriculum Linda Keating said.
In addition to receiving the Exemplar designation, members of Fletcher’s PBIS Leadership Team presented to schools from around the state on parent engagement and student voice at the annual statewide PBIS Forum.
“As a classroom teacher, I’ve noticed substantially more positive behaviors since I started using the PBIS approach,” third and fourth grade teacher Tracey Godin said. “Students understand what our schoolwide expectations look and sound like across locations and because of that they just behave more positively and responsibly. The time we have put into modeling and teaching behaviors has given rise to a community that cares about each other.”
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
October is Fire Safety Month and Fletcher Elementary School has teamed up with the Cambridge Fire Department to bring fire safety lessons to students both at school and at home.
According to firefighter Kristy Wyckoff, who is also the department’s treasurer and chair of the fire prevention committee, teaching fire prevention at an early age is essential because it creates connections between the children and firefighters that help students not be afraid of the firefighters in the event of a real emergency.
“Fires can be scary and we want the kids to know that we are there to help,” Wyckoff said.
For several years, Wyckoff, along with a team of firefighters from the all-volunteer Cambridge Fire Department, have taught fire safety lessons at the school during a designated fire safety day in October. The lessons include a discussion about creating a home fire escape plan, the importance of smoke detectors and their maintenance, and fire prevention. Students interact with firefighters who don nearly 50 pounds of protective gear that makes them virtually unrecognizable in an effort to dismiss any fear the students might have about their unusual appearance.
“My main goals are for the kids to learn something new each year,” Wyckoff said. “Our biggest components are learning about smoke detectors, including when to change the batteries and when to replace the entire detector. We also focus on escape plans and meeting places, encourage getting out and staying out during a fire, and sleeping with bedroom doors shut.”
In addition to Fire Safety Day, Fletcher Elementary created a smoke detector giveaway this year. Cambridge Fire Department and J&L Hardware each donated smoke detectors to be given away to Fletcher families. Students were asked to complete at least two of three suggested fire safety activities at home with their families. Once done, students and their families documented their work and were entered into a drawing for a free smoke detector. The school is giving one smoke detector away each day during October, Fire safety month. The daily drawing takes place during school-wide morning announcements.
“The smoke detector giveaway is a great way of getting detectors into our community. And, projects like this are important because it brings the learning home in a practical sense,” Wyckoff said. “Most people are unaware that smoke detectors expire after ten years. The fire department bought the detectors using funds from our yearly fundraising events. We feel it’s important to get unexpired detectors into homes. Our hope is that it will inspire families to check the dates on their own smoke detectors to ensure they are not older than ten years.”
According to Wyckoff, students have responded with great enthusiasm and an eagerness to share what they have learned in previous years.
“Their favorite part of fire prevention is Rollie, our robotic fire truck,” Wyckoff said. “Their response to Rollie has been overwhelmingly positive. Rollie adds a new exciting way to learn about fire prevention.” Using robotics, firefighters can speak through rollie’s speakers, squirt water, and control flashing red lights.
During fire safety day, students received junior firefighter helmets and backpacks filled with fire prevention goodies like pencils, trading cards, notebooks and pencil sharpeners and erasers.
“I’ve learned fire safety from the firefighters for five years now,” fourth grader Donovan Austin said. “Every year there is something different. You have to remember to test your smoke detector batteries once a month and change them every year. That is one of the most important things you can do. You can also feel a door before you open it to see if it feels warm. If it does, don’t open it because there may be fire on the other side.”
“When there is fire you have to stay low,” fourth grader Will Mauck advised. “Gasses, heat and smoke all rise. You don;t want to be breathing those in. Also, if your clothes catch on fire, stop, drop, cover your face and roll like mad. That puts the fire out.”
“Something new I learned this year is that smoke detectors all beep three times in a row to tell you that there is smoke and maybe a fire,” third graders Lorelei Sloan said. “You need to get out quickly and go to your family meeting place. Make sure you have a fire escape plan ahead of time.”
“There are so many mutual benefits to engaging with Community Partners like the Cambridge Fire Department,” FWSU Director of Curriculum Linda Keating said. “Such partnerships allow schools to expand their education efforts, raise community awareness of such efforts, and most importantly, with this project, support the safety of children and families.”
“Nothing gets the attention of young elementary students more than firefighters and firetrucks,” first and second grade teacher Kathleen Pellegrino said. “These men and women are great role models to show our students just how important it is to give back to your community and make responsible decisions. Being safe is one of our four schoolwide expectations and the firefighters’ visit is one more way to reinforce how important that is.”
Christopher Dodge is the Principal of Fletcher Elementary School and is a regular contributor to THE FWSU STORY. You can follow him on Twitter @FletcherFalcon
