by Robert Pritchard, Ed.D. | Feb 16, 2018 | Updates
On January 5, I wrote a blog post entitled, “Students and Personal Electronic Devices.” In this blog, I acknowledged that some members of the community have weighed-in on cellphone use in schools. There has been much public debate on this matter with folks picking sides on either side of this argument. The position of the SOCSD Board of Education and the school administration concerning student use of digital devices is defined by our SOCSD Policy 5695: Students and Personal Electronic Devices.
As a community, we understand that there are “pro’s and con’s” associated with cellphone use during school hours by students and staff. Several years ago, this school district made a commitment to empowering students by enabling wifi access in all schools. Accordingly, the SOCSD Board of Education supports instructional practices that include responsible use of digital technologies through “bring your own device (BYOD)” strategies that encourage students to “own their learning” in a device-agnostic environment.
Student learning is not confined to classroom spaces. Mobile technologies have empowered students to create, collaborate, communicate, and think critically throughout the day (even during recess or riding home on the bus) and in ways that are meaningful for each. We, as a community, collectively agree that students should be empowered and not simply engaged. We still believe in student empowerment and our responsibility to teach our children how to use these technologies in a responsible manner. We live in a world where digital technologies are abundant and ubiquitous. As such, the SOCSD Board of Education’s current policy reflects a commitment to students using wireless devices in a safe and responsible manner. This would be difficult to accomplish by banning cellphone use.
The Board of Education will continue to review this policy in light of the recent research and suggestions from our School Quality Task Force. To this end, we encourage thoughtful and respectful dialogue from our community members. On behalf of the Board of Education, myself, and the staff, we appreciate everyone’s patience as we develop and implement policies that best meet the needs of our young learners in a rapidly changing technological environment.
by Robert Pritchard, Ed.D. | Feb 1, 2018 | Updates
People have a lot of different opinions about social media. Social media can be an incredibly useful source of information and, conversely, can be a source of misinformation. In the latter sense, social media is like other forms of media in that it must be used with care and consideration. So…after that lengthy disclaimer, here’s my bottom line:
Please follow me on Twitter at https://twitter.com/SOCSD_Supt
My Twitter handle is @SOCSD_Supt and I try to post weekly highlights from around our district that can be searched using the following hashtag #SOCSD2018 (you can search for last year’s moments using the hashtag #SOCSD2017). Nobody can be everywhere at once, but I find that many of our staff have been keeping us all well-informed about all the great activities happening in and around our School District. If this is helpful for me, then I am hopeful that you will also find this tool similarly helpful.
I keep a list of the weekly highlights, or “Moments.” Click on this link to find a list of SOCSD Moments. These “Moments” are compilations of the interesting highlights that our many staff members “tweet out” over the course of the week. In addition to following me on Twitter, you may wish to follow our SOCSD staff also.
If you follow me, I will follow you back. This is yet another way that we can stay in touch using two-way communication. For me, Twitter has been a useful tool to stay connected with my SOCSD colleagues, community, educators from around New York State, and important “thought leaders” in the world of education and learning. As such, it has also served as a useful tool for me to grow as a professional and I am hopeful that others can benefit from my findings as well.
by Robert Pritchard, Ed.D. | Jan 25, 2018 | Updates
Recently, I visited with some of our seventh-grade students whose goal it was to envision and redesign classroom spaces to reflect a more contemporary learning environment. Since this project was an assignment in their pre-algebra class, they were expected to use math as a tool to help them design scale models of these contemporary educational spaces. I was encouraged to see these students integrating quantitative methodologies, such as ratios and proportions, with the spatial qualities associated with design thinking. The qualitative considerations that come into play when designing a classroom space include, “transparency, flexibility, dispersed technology, soft seating, adaptability, variety, indoor-outdoor connectivity (Jacobs, 2017).”
What fascinated me the most was how well the students were able to take this open-ended requirement and generate ideas that were bounded only by their own imaginations. How we group students for the purposes of math instruction plays a significant role in educational outcomes and expectations (Pritchard, 2012). Traditional schooling systems encouraged students to work alone effectively and rewarded the “diligent solitary scholar (Jacobs, 2017).” That sort of “classical” or “antiquated” system limits the possibilities that can be generated by grouping students according to interests or a “felt need” rather than initial perceived ability levels. Contemporary instructional grouping permits the free-flow of ideas that are needed in a global society that places a premium on innovation.
A very special “THANK YOU” to the 7th-grade math teachers, Ms. Reilly and Ms. Abrahamsen, for this lesson. The “21st Century Classroom Redesign Project” encouraged students to solve real-world, relevant problems using an array of techniques and ideas in a collaborative fashion. What better way to learn algebra than by “doing” algebra – in this case, by scaling down the classroom into a working model.
From my own personal experience, here’s a problem that recently required me to “do” algebra that sounds almost like a seventh-grade math exam question:
My brother Dan and I took an airplane trip to Florida to visit our father. Dan bought two round-trip airline tickets for $425 and I paid for the car rental at $120. If Dan and I agreed to split the total costs evenly, how much did I owe Dan? I like to think that I have a basic understanding of algebra (or in this instance, the “mathematics of equality”) so I wrote the following equation:
let x = the amount of money that I owe Dan (in US dollars) where:
425 – X = 120 + X
2X = 305
X = 152.50
I owed him $152.50 (we figured that the airport parking that I paid was a wash for the night he took me and our dad out for dinner). My point to this whole story is that when we use algebra, we’re not solving math-problems, we’re solving life-problems. Algebra is a math tool that helps us find equality, balance, and proportionality in our lives. More importantly, these quantitative tools, when combined with a qualitative analysis of the world around us, will allow us to find innovative solutions to all sorts of problems that have yet to be solved.
References:
Jacobs, H. (2017). Bold Moves for Schools. ASCD. Alexandria, VA
Pritchard, R. (2012). “The Influence of Ability Grouping on Math Achievement in a Rural Middle School” unpublished dissertation. Seton Hall. University Dissertations and Theses (ETDs). 1817.
by Robert Pritchard, Ed.D. | Jan 11, 2018 | Updates
Many of us – myself included – shudder at the prospect of another “planning document” that sits in a three-ring binder on an office shelf. It’s unfortunate that the function of planning in any organization (but especially in public education) is viewed as an end unto itself. A strategic plan that guides the actions of our staff and subsequent learning outcomes for our students should be more than “art on the shelf.” At our Board of Education Meeting on January 11, 2018, the central office administrative team and I presented the community’s shared vision for the next three years and our expected outcomes for our students. In short, our discussion answered the question, in plain language, “what will the South Orangetown Central School District look like in the months ahead?” Also, “what visible metrics will help us to understand if we have reached our goals?”
What to Expect
Below, please find a few sample outcomes of that we expect to achieve during the term of our strategic plan. Some of these indicators are in the process of completion, and other outcomes will take more time. As our school district moves forward with implementing the three-year strategic plan, the following are a few key “mileposts” to look for:
- Development of the Family Resource Center as a robust resource for strengthening home-school partnership
- Redesigned classroom spaces and facilities enhancements, starting this summer, to include the Cottage Lane Elementary School library, South Orangetown Middle School auditorium and makerspace/tech labs, and Tappan Zee High School wrestling room and main gym bleachers. We have also formed a subcommittee of community stakeholders to review the replacement of turf at our high school and stadium upgrades
- Exploration of student-focused scheduling at Tappan Zee High School and South Orangetown Middle School
- Expand recruitment pool with an annual district career fair for prospective applicants
- The launch of Anonymous Alerts, a third-party tool for students and families districtwide to report safety threats
In a few weeks, every household in the South Orangetown Central School District will receive a summary of the SOCSD Strategic Plan in the mail. It is my hope that you will read this document and participate in the public process of local control of our system of education. This can be accomplished by attending board of education meetings, volunteering in one our school events, voting on our annual school budget, asking questions or making suggestions about how to improve our schools. A copy of this plan will also be published on our website in a few weeks. The bottom line is that a strategic plan is only as good as its ability to help us accomplish our vision for our children and our stated mission which is:
“In a rapidly changing world, the South Orangetown school community affirms its positive vision of the future by providing a safe and caring environment where the excitement of teaching and learning is shared by all, and where we encourage and nurture the uniqueness of each child. Through diverse and challenging programs, we promote high academic standards, creative and critical thinking, self-respect and respect for others, and acceptance of our responsibilities in a global society. We are committed to fostering a love of learning in our students.”
by Robert Pritchard, Ed.D. | Jan 5, 2018 | Updates
I was recently contacted by a local news reporter to give my opinion about whether schools should ban student mobile phone use in schools. That was a difficult question since my own experiences as the parent of two teenaged iPhone users, a long-time smartphone user myself, and a school administrator are the basis of my opinions on this matter. Additionally, I am familiar with the scientific and popular literature on both sides of this argument – either discouraging or promoting the use of personal electronic devices in a school setting. It is also of note that the South Orangetown Central School District has a Board of Education Policy that guides student and staff behavior during school hours as part of our Code of Conduct. The policy-making function of the popularly elected school board is the mechanism by which we exercise local control over public education in New York State. A copy of our code of conduct, specifically as it relates to cell phone use can be found at: POLICY 5695 STUDENTS AND PERSONAL ELECTRONIC DEVICES. Please review this policy and ensure that you and your child have a basic understanding of what constitutes the acceptable use of personal electronic devices on campus during school hours.
Getting back to the reporter’s question: I reminded her that the banning of cell phones would not be consistent with our existing policy on student use of personal electronic devices. Recently, there have been articles in the media that consider the different sides of this complicated issue. Advocates of personal electronic devices suggest that there is an educational and a practical benefit for kinesthetic, 21st Century learners and their families who struggle to coordinate their busy schedules in an active learning environment. Opponents of student cell phone use suggest that a ban on these devices will prevent antisocial or even dangerous online behaviors by emotionally isolated youngsters. Both sides of this argument provide scientific research and popular opinion to support their claims. Beyond this, it is apparent that the vast majority of school-aged children, who own and use personal electronic devices, do so with the permission and approval of parents who are paying the wireless bill each month. Many of these parents feel that having this 24/7-level of communication with their children provides an assurance of safety and a modern convenience that outweighs any potential adverse effects that could possibly result from their child having a cell phone.
So…in the not-so-final analysis, it is my opinion that this issue merits further discussion and a related review of our existing BOE policy. As technologies advance and the way we interact with each other changes, schools will continue to play a vital role in how these technologies are integrated into daily use in our society.
by Robert Pritchard, Ed.D. | Dec 22, 2017 | Updates
Hello everyone. This is my last blog post of 2017 and I am excited at the prospect of the new year ahead. The Board of Education and I would like to start the new year with a renewed commitment to our vision for our students. At our December 21 Board of Education meeting, our Administrative Team and the BOE Trustees met to discuss the vision for the South Orangetown Central School District for the next three to five years. It was a productive conversation that emphasized our dedication to empowering all students by giving them the knowledge and the skills to pursue their passions and interests. Students who are empowered to take charge of their own intellectual and emotional growth are more resilient and have a much better chance at being happy and productive members of society. The vision of the South Orangetown Central School District is to ELEVATE, ENGAGE, and INSPIRE our students by building a culture of:
- High expectations where students will possess the knowledge and skills that will prepare them for a variety of post-graduation options (ELEVATE). In an empowered learning environment, expectations far exceed state or national standards of achievement. In a culture of high expectations, standardization becomes less critical since students are always striving to learn more.
- Healthy, productive, and supportive relationships between staff, students, families, and the community (ENGAGE). Engagement refers to the relationships that exist between our teachers, our students, and our families. For our students to truly be empowered, these relationships matter.
- Equitable access to opportunities in order for students to pursue their full potential as responsible citizens and lifelong learners (INSPIRE). The unique learning traits of each of our students become important factors towards an empowered learning environment…these unique characteristics are defined by the student’s passions, interests, and future aspirations.
So, I would like to propose that our district’s vision of student empowerment is a function of elevated expectations, productive relationships, and learners who are inspired to pursue their passions and interests. I must give credit to our Board of Education president, Mrs. Pitruzzella who suggested this to our Extended Leadership Team (XLT) in April 2017 as part of our strategic planning effort. The XLT considered the implications of “Engage, Elevate, and Inspire” as a basis for a vision for student learning and ultimately, student empowerment.
Empower = Elevate + Engage + Inspire
Our school leadership stands committed to the vision of student empowerment. Having a clearly articulated vision of an empowered learning environment becomes a central feature of an effective school system. To this end, I recently came across an interesting quote while reading George Couros’ blog at The Principal of Change. This quote is attributed to John Spencer and A.J Juliani (2017):
“Empowered environments allow our connections and impact to move beyond the classroom walls and continue to be powerful, long after our students are out of sight. There is no better time to be in education than right now. Education is the bridge to so many opportunities for our learners. We must step aside as the gatekeepers and instead move next to our learners to take the journey together.”
I am hopeful that you will share our vision for students who are empowered to pursue their passions, interests and lifelong learning. It is my sincere wish that 2018 is our year to unite in support of this powerful vision and bring together all that this great community has to offer on behalf of its children. Have a happy and safe New Year!
Spencer, J. and Juliani, A.J. (2017). Empower: What Happens When Student Own Their Learning. Kindle Edition.
