This page contains a Flash digital edition of a book.
PREEMPTIVE RELATIONSHIPS


A Reflective Look at Next Steps Thus, reflection and planning require an honest look at how to improve a working model. And of course, any initiative such as this also has challenges. We noted, in our busy structure of scheduled routine and very little free time that it is indeed difficult to always match a staff member’s schedule with that of the COSTS student. This is particularly challenging when working with a student for two consecutive years and requires flexibility and working with colleagues to find appropriate times to work with the students. Another challenge is variance in approach; some staff model consistency and 100% effort in their work with the students while other staff members may have difficulty maintaining that same pace. Though this variance is not necessarily an indicator of staff commitment, we realize that perceptions can influence our notion of success in an initiative such as this.


However, actions speak louder than words. We have noted differences in discipline referrals over time and have many anecdotal “success stories” that speak to the consistency in mentoring that has resulted from the COSTS approach (See Vignettes below). Teachers are thus able to “construct and shape learning communities” (Charney, 2002, p. 5) and the COSTS structure has enabled this to occur in a consistent, strong, and collaborative manner (See Success Vignettes below). By forming meaningful, preemptive relationships with students, our staff has taken collaborative ownership in a powerful and effective way that has enabled our students to succeed.


Success Vignettes: The following fictitious narratives provide examples of this approach.


SUCCESS VIGNETTE #1


Jack was a struggling reader who failed all both of his end of grade level assessments in third grade. He received 12 discipline referrals for “angry outbursts,” “refusal to work,” and for “disrespect toward staff.” He was oſten sent to the hallway to cool down, yet his teacher realized that much of this stemmed from his desire to gain attention. He excelled at puzzles and sports, and had perfect attendance in his winter soccer league. Te assistant principal knew Jack well. He volunteered to serve as his COSTS mentor, and his father and mother readily agreed.


Starting the second day of his fourth grade year, Mr. Allen and Jack had lunch every Tursday. Mr. Allan would check in with his math and reading performance (Jack’ teacher would oſten send an e-mail update) and allow Jack to bring a friend for table tennis in the gym following their lunch. Tis 30 minute


24 Virginia Educational Leadership Vol. 8 No. 1 Spring 2011


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93
Produced with Yudu - www.yudu.com