Principals Corner Archives - Voorheesville, NY

With only a handful of school days remaining, I wanted to take a moment to reflect upon the splendor of this school year. With the taste of summer in the air (mostly in the form of some recent humidity), it is quite a bittersweet emotion to say goodbye to the 2010-2011 school year.

As a student and classroom teacher, I always enjoyed playing a game of “calendar bingo.” This simple game would begin in August, and would consist of blindly turning to the September calendar, and, analogous to playing a round of pin the tail on the donkey, selecting a random date. Upon opening my eyes, I would place a question mark on this date, without any other notation. Like many students and those who work in the field of education, the weeks and days preceding a school year can cause quite a bit of anxiety. The inability to answer the “what ifs” causes one’s mind to race with questions, concerns, and for some, dreams of school that usually innately indicate that Labor Day is around the corner. This question mark served as a point of reflection, like many things on the calendar, would be forgotten as the year commenced. But, upon approaching the “question mark day,” it allowed me to reflect upon those worries, fears, and questions, and to determine whether they had any validity.

As a principal, I still engaged in this game, and placed my question mark on the calendar. This year the date happened to fall on September 20th. My reflections and anticipation for this school year were quite specific. The year prior, I was new, and hoped for a smooth transition into the opening of school. Returning for my second year, my thoughts had greater depth, and, in my journal, I looked back at what was concerning me as we approached the beginning of a new school year:

Though my reflection points also consisted of some surface-level ideas about the success of open house, and the pilot of the recess first schedule, the aforementioned questions certainly required some reflection beyond the first few weeks of school.

In looking at our progress, I am beyond pleased with the insatiable drive and spirit of Voorheesville Elementary staff in researching and implementing best instructional practices. Our work commenced this year in improving our math instructional practices, and, through extensive attendance at conferences, book discussion groups, and through the process of curriculum mapping, the increased use of engaging, differentiated practices has been astounding. Having the privilege of visiting each classroom throughout the day, I have seen drastic changes, from increased instructional time, to the posing of upper level critical thinking questions centered-around the applicability of the content. Our work in this area, like all others, is never concluded, and we will continue our pursuit of providing a hands-on learning environment that caters to all learner needs into the next school year. Our work in the area of literacy continues to flourish, with all grade-levels utilizing the data gleaned from the Fountas and Pinnell running record benchmark assessments to guide small group literacy instruction. With 21st Century Skills a necessity for students preparing to compete in a global economy, project-based learning and collaborative opportunities continue to be infused as means of exploring content. From the creation of cave drawing murals in grade five, to the sharing of poetry books at the Voorheesville Public Library in second grade, experiential learning is not a rarity, but the expectation.

Each evening, I am impressed with the number of families I have seen in our building throughout the day and evening. From parent volunteers running literacy centers in the classroom, to the after school classes offered by families in our Go Beyond after school enrichment series, it is our goal to continue to provide contemporary opportunities for our school community to interface with our school. I encourage you to share any ideas you have that would allow you to play a role in our school community.

Economically speaking, we are very fortunate to have been financially guided by Mrs. Sarita Winchell and the business office staff, who have allowed us to maintain our programming. With the budget passed, I am pleased we can continue to offer our students the opportunity to learn in smaller learning environments (we are very happy to maintain our fifth section of first grade), while also maintaining our investment in professional development work for our staff. At this point, you might be aware that, due to a significantly lower number of Kindergarten students enrolled for next year, we will be offering three sections of Kindergarten instead of four (two in the morning and one if the afternoon). Yet again, the flexibility and versatility of our staff is astounding. Mrs. Nowik, who originally taught first grade two years ago before her maternity leave, will be returning in a part-time capacity, working with Ms. Zionts as a morning Kindergarten teacher. Ms. Losee will be moving to first grade, which will allow many of her students the opportunity to continue their positive relationship with their first teacher. Ms. Willsey, who has worked with us for the past year as a first grade teacher, will be joining our fourth grade team (a vacancy created by the retirement of Mrs. Flynt and the movement of Mr. Murray from fourth to fifth grade). Despite some unexpected changes, our spirit and commitment to providing a dynamic program is unwavered by such modifications.

With the remaining days of this school year filled with celebratory activities (from Kindergarten graduation to field day), I am pleased to have such positive reflections and sentiments for a building I truly adore. As we enter the summer, know that our doors are always opened, and that while this is a season of rejuvenation and recreation, we look forward to another year of great ideas, innovation, and reflection, now and in future years to ahead.

Have a wonderful, restful summer. Again, it is truly a pleasure serving you!

Greetings! I do hope this post finds you in preparation for the final weeks of school. Though the constant rain would make one think otherwise, the summer season and vacation is upon us in 23 school days. The dormancy of winter is over, which is most certainly evident by the perpetual flow of students and families onto our fields in the evening. The longer days bring about the possibility for our building to stay illuminated with activity; a perfect symbol of a school community whose energy and activity far surpass the typical school day.

As mentioned in my previous post following the April vacation, this time of year requires a hybrid of planning and thinking for both the present and future school year. The creation of class lists for the following school year, the assignment of staff, and the creation of event calendars represents the need and desire to think towards the future, aiming to provide yet another seamless opening to our school year in September. Though the majority of the planning and scheduling will appear familiar, I want to formally announce a positive change in our report and communication, which will be a step forward, but also a change from our traditional practices.

At the May 9th Board of Education meeting, the Board of Education unanimously approved a trial year for the Elementary School to offer a second parent conference opportunity in the spring. After a year and a half of research, exploration of neighboring school district best practices, and the solicitation of parent feedback through two informal surveys posted in this corner, we are pleased to offer formal parent conferences in late November, and now, in late March. Though written report cards will be sent home in early November, early February, and June (as they have in our current structure), we are pleased to substitute the report card that was previously sent home before April vacation with a live, face-to-face parent conference opportunity.

Our journey to this decision began with conversations during our Site-Based Management Committee and through PTA conversations, in which it was noted that, while informal parental meetings do take place at a parent's request or during classroom events, it was somewhat unsettling to meet formally with a teacher in November, leaving the remaining seven months to two-dimensional conversations (written communication in assignment notebooks, emails, or other means that cannot convey the information and strategy that comes from an individual meeting). Working in concert with the elementary teachers, who unanimously returned the half-days assigned in January and April for record keeping in order to offer full afternoons of face-to-face communication with parents in March, we are very pleased to pilot a model next year that provides three evenly-spaced report cards, interspersed with two formal meeting opportunities. Thanks to the assistance of Board of Education members in the alignment of a community-friendly calendar, the feedback from families regarding their support and suggestions, and most importantly, the unanimous commitment of the elementary staff to maximize the same number of half-days to provide authentic, meaningful information to the families and students of our school community, we look forward to what promises to be a positive addition to our menu of communication tools.

It goes without saying that, communication with your child's teacher in between report cards and parent conference opportunities is of the utmost importance. Regardless of your preferred means of communication (phone call, email, assignment notebook, or written note), please know that we are committed to remaining 100% response to your needs and questions. Though we will continue to reach out whenever there is an area of concern or noteworthy information to convey immediately, we are most pleased that, in our winter survey, 100% of survey takers found our staff approachable and receptive to communication. It's very rare to receive a 100% approval rating in anything, but this is certainly not an accident. The diligence of our staff in providing an individual level of communication appropriate to student and family desires does not come from doing the bare minimum, but from pursuing the maximum. We thank you for your vote of confidence and feedback in allowing our staff to continue to pursue excellence. Rest assured more information will be forthcoming in the fall, but like anything else, we want to remain proactive in our communication.

The final days of the school year are also a monumental time for the ceremonial aspect of our educational program. Our final Spring Concert will take place this week (Wednesday, May 18th at 7:00 p.m.), and will feature the culminating work of our band, chorus, and bell choir performers. Yet another amazing contribution to the performing arts has occurred this year, with the addition of hand bells (thanks to the support of the PTA and Voorheesville Community School Foundation). Not only has this become a staple of our general music program, but the addition of this instrument as a formalized performance piece is yet another example of our constant desire to improve upon what already works, and make positive additions to our program. I am very pleased to be a guest conductor for both the Band and Bell Choir, and do hope you might entertain the thought of joining us for an evening of a wide array of music (from traditional folk tunes to the musical renderings of the 1980s rock band "Journey").

It's amazing to think that, within five final weeks, we will have had a concert, field/spirit day (more information to follow), Kindergarten and Fifth Grade Graduation, fourth grade science testing, culminating grade-level humanities and field trip experiences, and of course, the awaited Moving Up Day, in which students have the opportunity to meet their teacher for next year. With such a calendar, it's not a surprise that we continue to maximize our instructional and experiential time with students, up until our last day of school on Friday, June 24th. Some of the previously mentioned dates are as follows:

May 20th- Fifth Grade Activity Night (7:00-9:00)
May 28th- Memorial Day Parade (starring our Kindergarten students and families)- 10:00 a.m.
May 30th- No School (Memorial Day)
June 3rd- New York State Day (grade 4); Early Dismissal 11:50 a.m.
June 6th- BOE meeting (7:30 H.S.)/Volunteer Recognition Ceremony
June 9th- 4th grade Instrument Recruiting Night (7:00 p.m.)
June 16th- Field/Spirit Day (rain dates of June 17th, June 20th)
June 21st- Kindergarten Graduation
June 23rd- Moving Up Day (afternoon)/ Whole School Assembly at 10:00 a.m. to bid farewell to Fifth Grade Students
June 24th- 5th grade Graduation 9:30 a.m./11:30 a.m. Dismissal (last day of school)

Once again, thank you for the opportunity to lead such a forward thinking school community. We look forward to seeing you in and throughout our buildings over the next few weeks!

Greetings! Perhaps by the time you read this posting, you might have just returned from a wonderful vacation in a warmer climate. Or, perhaps you took this spring vacation to relax and rejuvenate before the final leg of the 2010-2011 school year. Regardless of your surroundings or when you receive this information, rest assured that Voorheesville Elementary School is prepared for a glorious remaining ten weeks of a fabulous year.

It is at this juncture of the year that we begin to make preparations for the following fall. The staffing and creation of class lists of the subsequent year has been a process we take very seriously, placing each of our 530 students by hand. Over the past two months, I have solicited families who would like to share information regarding their child's learning and social behavior to communicate with me via email, phone, or in person. Though we welcome any feedback, rest assured that the process we have used over the past two years incorporates a tremendous amount of data, in the form of assessments and daily observations that allow our team to place each student in an environment in which they will truly flourish. In my previous position in which I supervised the creation of class lists, I remember numerous conversations with families in which they would indicate that they wanted their child with a teacher who is approachable, compassionate, and dedicated to meeting the individual instructional needs of their child. I remember humorously thinking, "shouldn't ALL children be placed in such environments?" Over the past two years I have come to intimately know and observe the amazing instruction that occurs in each of our 23 classrooms, and can confidently state that there isn't a classroom in this building I wouldn't stand behind as meeting this high standard.

With this in mind, coupled with the fact that our staff works tirelessly to continuously improve their instructional delivery, we construct classrooms that are not only balanced in regards to gender, but also learning style, services needed, and the personalities of their surrounding peers. Each classroom decision is made over the course of a set of meetings, which involve me, and the current, and future grade-level teachers, where we work collaboratively to balance our sections. Like an intricate puzzle, each of our student placements has been successful, and we look forward to sharing this information with you through your children after our Moving Up Day, which is scheduled for Thursday, June 23rd in the afternoon. For those new to this experience, students will have the opportunity to visit with their teacher for the next school year, which in turn allows them to see the classroom, their classmates, and have a small sample of the environment and expectations of their new grade-level. I am very proud to offer this information, as it truly represents the culmination of our work, and represents yet another viable use of the data gleaned from our assessments, instruction, and anecdotal observations. It is a pleasure sending students into the summer with this information, rather than waiting until the end of the summer as many neighboring districts do. It is because of your support and respect for the process that we are able to continue to offer such a valuable transitional experience for your children.

In regards to our staffing, you might have heard that Mrs. Flynt, one of our fifth grade teachers, has elected to retire at the conclusion of the school year. Though a loss to our building, we wish her the best of luck in a much-deserved new chapter of her life. Mr. Murray (fourth grade), will be taking Mrs. Flynt's place in fifth grade. I am very proud of the academic environment we have instilled at Voorheesville Elementary School, which fosters teacher flexibility and willingness to take on a new grade-level. Mr. Murray's fourth grade vacancy will be posted and interviewed for mid to late May. In addition to Mr. Murray's transition to grade five, we are very pleased to introduce a modification to the current fifth grade schedule. Beginning next year, fifth grade students will remain in their homeroom for Language Arts and Math, thus allowing their homeroom teacher to maintain a close academic and social connection with their students, and also to minimize the extensive rotation between classrooms that currently exists. Following lunch, students will rotate between two classrooms, experiencing science and social studies with two other teachers (Mr. Guerette and Mr. Murray will be teaching social studies; Mr. Burch and Mrs. Riccio will be teaching science). This new model allows for greater instructional time as a result of the minimized transitions, but also allows students the opportunity to meet and experience other teaching styles, which is a tremendous part of their future middle school careers. We look forward to providing an experience for our fifth graders that meets the developmental and instructional needs of an elementary school student, while adequately preparing for the middle school and beyond.

Change and flexibility represent skills sets that not only make for a positive school environment, but also represent the skills needed for successful competition in a global economy. As referenced in a previous posting regarding 21st Century Learning, problem solving and critical thinking go hand-in-hand with flexibility, and the ability to think through problems in ever-changing conditions. In yet another example of our staff's work towards continuously providing innovative instruction that will engage and prepare students for the future, our staff participated in two building workshops that address these skill sets. On April 5th, staff participated in a half-day workshop that stressed the importance and necessity for providing Critical Thinking opportunities during class discussions and larger class activities. Though a tenet of our instruction, such a workshop was extremely helpful in providing questioning techniques and means of allowing students to take content a step further. One such website that I would like to share with you (which serves as a wonderful conversation starter) is www.curiousmind.com. I think you'll find the quotations and word games alone are wonderful means of instilling critical thinking and questioning at home.

On Thursday, April 14th, our ENTIRE staff participated in a half-day workshop with Gail Sobolewski (Capital Region BOCES Math Instructional Specialist), who worked with K-2 and 3-5 staff to assist in our continuous development and attention to providing math instruction that is both engaging, and lasting in regards to math concept retention. Math at the elementary level has certainly evolved beyond the simple recollection of math facts, and our staff has worked tremendously hard this year to examine differentiation of math instruction within the classroom, and means of providing students with opportunities to critically think through mathematical concepts. Though this is a work in progress, I am very proud of our building commitment to take math beyond the textbook, and rote computation.

As we return from our final vacation of the school year, and the third quarter report cards are distributed, rest assured that, while such clichés as "the school year is winding down" will pervade the playgrounds and local ball fields, our spirit continues to gear up for the remainder of the 2010-2011 school year and beyond.

I look forward to seeing you soon!

Greetings! I do hope this post finds you filled with hope at the onset of spring. In our previous post I referenced a metaphor involving Rip Van Winkle and his extended slumber. Though we have lost an hour due to daylight savings time, our waking hours of sunlight are increasing, and our push towards the spring and beyond continue to keep our building bustling with activity. Our fifth graders are busily preparing for the premiere of Disney's Alice in Wonderland Jr. , rehearsing frequently throughout the evenings and weekends to prepare for a production that involves 92 fifth grade students, representing both the cast and crew. Our classrooms continue to create and implement means of instruction that truly incorporate the hands-on, 21st-Century Skills that epitomize the current research regarding successful student preparation for the upper grades and beyond. From the infamous authentic fourth-grade trial that culminates the grade-level study of forensics in science lab, to the virtual field trips experienced by our third grade students visiting the Buffalo Zoo via the Computer Lab, 21st Century Learning is not simply a catch-phrase at Voorheesville Elementary School, but a true, living, breathing concept that naturally exists in our exploration of curriculum.

In addition to the aforementioned projects, I'd like to draw some attention to the fact that, while such examples represent culminating activities, such examples represent our staff's response to the need and desire to provide students with authentic learning opportunities. Responsive Teaching epitomizes the importance of not only using student data to inform or guide instruction, but also the importance of listening and recognizing student interest. Just as much as our staff uses the data gleaned from in class and standardized assessments to determine what skills need to be reinforced, such a reflection is used when arranging for such virtual field trips, and planning for in-class activities such as the trial. Without significant student interest or the opportunity for students to engage, such projects would lack a purpose. Responsive Teaching recognizes the relationship between the teacher and student, the teacher and data, and the importance of communication between all parties when designing appropriate instructional activities.

Over the past two Principal's Corners, we have solicited your feedback regarding the parking lot, your use of the Renzulli Learning System, and the ability for you to communicate with your child's teacher. While we are very proud of our academic and social programming (hence the information showcased in such postings), the collection of such data is not meant to simply validate our work, but also to provide us with the means for improvement. The concept of responsive teaching can certainly be applied to responsive leadership and management, in that while success should certainly be showcased, we as a learning community wish to be responsive to the needs set before us, so that we can continue to celebrate even greater success. So, the essential question presents itself as such:

How has the information you've shared anonymously in these surveys served to improve our programming? Is the VES community responsive to such needs?

Our parking lot survey revealed that, the majority of families that do drive their children do so because of the convenience, the extra time such a trip allows for families to spend together, and lastly, because of the length of the bus ride for some students. With 112 survey takers providing comments regarding length of bus trips and the tendency for some routes to appear overcrowded, only one comment referenced a child not riding the bus due to inappropriate student behavior. Though anonymous, this survey did spark one family to reach out to Mr. Goyer and I to assist with a bus behavioral issue (the survey directed and reminded takers to contact the main office immediately if there is an incident of bullying or harassment). While Mr. Goyer works tirelessly each year to create efficient, well-balanced routes with the shortest bus rides to and from school, such data is helpful in reminding us to continue to pursue quick yet economically efficient bus runs. In response to this data, we have focused our energies in providing parking lot safety guidance via frequent communications via letter, website, and School News Notifier, increasing our staffing when available in the parking lots to assist families in quick, safe drop offs, and also the pursuit of appropriate signage to remind patrons of our traffic flow and safety rules.

In our latest Renzulli/Parent Communication survey, we asked families about their home use of the Renzulli Learning System Differentiated Search Engine software, that has been made available for students and their families to use at home. Noticing that there was not significant use of this software during home hours, the survey data revealed that the majority of families were not aware that such an option was available for use at home. Though correspondence regarding log-on logistics was sent earlier in the year, such a message was not thoroughly received. As a result, we have recently added a user-friendly link to the Renzulli website (www.renzullilearning.com) and clear-cut directions for students and their families to log on at home. Staff have also reminded students that, regardless of whether the software is being immediately used in the classroom, it can and should be used at home as a means of safe Internet searching, as well as for finding enriching activities that fit the learning style of your child (as dictated through the student learning profile).

On a positive note, the sample size of approximately 45 survey takers did universally feel that their teachers were 100% approachable via email, phone, or in person regarding their child's progress. Overall, close to 85% of survey takers found their child's teacher proactive regarding communication, in between formal report card periods. The survey also revealed that families preferred email as their primary means of communication, which served as a reminder to us as a building to ensure our email communication is thorough and succinct. With very few families utilizing the voice mail option, our staff will continue to utilize email lists, newsletters, and frequently updated websites as means of maintaining family involvement in the classroom, that fits within the busy schedules of working parents.

Just as we use data to reveal areas for further instructional remediation, rest assured that the formal and informal data (both through surveys and anecdotal comments) is always heard, and used to not only showcase our successes, but also adjust our program so that we can continue to receive such reviews. It is truly a pleasure to work with such a responsive staff and community, and I thank you for the opportunity. I leave you with yet another essential question pertaining to the responsive learning community: What else can we do to make your experience at VES even better? Your comments are always welcomed, and heard!

Happy Spring!

Greetings! I do hope this posting finds you in preparation for an enjoyable winter vacation. As we approach the final days of February (and the beginning of the second semester), I am reminded of a posting I wrote last year pertaining to the importance of 21st Century Learning Skills. As you might recall from last year, our faculty began to explore the fundamentals of the 21st Century Learning framework, as put forth by the Partnership for the 21st Century Skills Coalition (www.p21.org). This framework captures the concept that the effective leaders of the present and future must not only be well-versed in the skills of technology, but must also be able to think creatively and collaboratively with their global counterparts.

Through one of our visits to the Tech Valley High School, whose mission is to provide a learning framework that completely emulates the P21 framework, I was captivated by a quotation revealed by the school's instructional leader. He painted the scenario of Rip VanWinkle in his perpetual slumber, and what would have happened had he woken up in 2011. "Though the technology and scenery would have overwhelmed Rip Van Winkle, he could take comfort in the fact that while the rest of the world changed drastically, schools remained relatively the same." The leader went on to illustrate how the traditional school practices of over 100 years ago still exist today. From the teacher standing before students in rows, to the school calendar based around the agrarian lifestyle, public education has fundamentally remained the same. Though I understood his teaching point, I couldn't help but reflect upon the fact that while, education and as whole might look the same, the work of the staff and students at Voorheesville Elementary School is anything but a remnant of a previous time period.

By simply "thin slicing" the last week to observe the constant state of evolution and change at VES, I can't help exude pride in the implementation of a 21st Century framework within our own community. On Monday, our faculty came together for a meeting, and utilized this time to work with staff developer Laura Lehtonen from Capital Region BOCES to look at the importance and methodology of instilling critical thinking and higher level questioning across all content areas. Staff worked collaboratively well into the afternoon to brainstorm ways of instilling deeper thought into daily instruction, specifically through the form of asking more open-ended questions. This work will be continued into the Spring, with teachers working in smaller groups to further develop projects and activities that capture this value.

Progressing into the week, the fifth grade class presented their 21st Century Learning Projects, which allowed students to pick an electronic medium of their choice (PowerPoint, Photostory, a website, etc.) to answer one of four "essential questions" pertaining to their social studies curriculum. Capturing the importance of essential questions in both curriculum mapping and in sparking deeper thought and curiosity, inter-class collaborative groups used research and their own synthesis of information to answer such global questions as:

Students combined both their ability to effectively research with their own opinions and synthesis of such information to draw conclusions regarding these specific historical benchmarks. The

classes then came together to share their creations, and to spark discussion based upon the facts shared.

On Friday, I had the privilege of observing an even deeper example of the creativity and innovation our staff brings to our students on a regular basis. Mrs. Scott's second grade class, after months of research and collaboration, was presenting their Arctic Animal projects, utilizing a new web-based software, Prezi, as a means of conveyance. Prezi has been dubbed "the new PowerPoint" in the technology world, as it is free, and allows creators to

collaborate using this web-based platform. With transitions and text much sharper than PowerPoint, this platform is a non-linear approach to the traditional presentation software. Students, sharing their research in groups of four with their families and classmates as seen in the photos to the right, learned this software after a presentation made to the Board of Education regarding literacy instruction (which also used this medium). Wanting to try something new and expose students to something different, the students, along with Mrs. Scott and Mrs. Milano, learned the software along side the teachers. Though this was presented at the Tech Valley High School as an "up and coming" software amongst high school and college students, our students clearly had a working mastery of this program, and used it quite effectively to share their information. Our students were also quite proud to learn a platform that was informally relegated to "older kids." To see this software in action, do visit www.prezi.com.

Throughout the rest of the week, I couldn't help but notice the increased level of use of our student differentiation software, Renzulli Learning Systems (www.renzullilearning.com). Students spent the early part of the school year creating a learning style profile that tailors their information searches to items that fit their preferred learning style. With this profiles in-hand, teachers have been able to differentiate both their whole and small group instruction to fit the needs of their students. In addition to this differentiation benefit, students are also free to do their own information searches, and yield content that is both of interest and age appropriate. I do hope your children have shared this site with you, as each student is well-versed in their log-on names and password. If you have not experienced this software and your child has forgotten their log on information, do contact Mary Anne Milano at milano@vcsdk12.org for more information.

Collaboration goes far beyond our students and faculty. In an effort to constantly improve the delivery of our program and information, we have asked you to take a series of informal anonymous surveys, which have been a strong data source for our decision-making. Everything from our recess first schedule to the possibility of providing a second parent conference opportunity, your input has been valued and processed. In an effort to further ensure our two-way communication systems are in place, we do ask that you take a moment to complete the following survey (http://www.surveymonkey.com/s/3PVPW8Z), which assesses your home use of the Renzulli Learning System, and also our ability to keep families adequately informed. I thank you in advance for providing us with this input.

While Rip VanWinkle might find some solace in the consistency of other locations, I am confident that our building, be it this past week or the other 39 instructional weeks, would provide him with an equally confusing and perplexing feeling as he would experience in other areas of a developed society. Though his confusion might be overwhelming at first, I am confident he would also enjoy the engagement and innovation of Voorheesville Elementary School.

Have a wonderful, much-deserved vacation!

Voorheesville Elementary School: Possessing All the Traits of the Perfect Family

I hope this posting finds you enjoying all of the gratuities of a three-day weekend. Though the bitter cold and lack of ground that lacks snow is upon us, I am pleased to begin to notice the slightest increase in daylight hours. It is a pleasure to look out the snow-caped windows each evening after school, and still catch a few moments of much-coveted sunlight.

This weekend also marks the celebration of Dr. Martin Luther King Jr.'s contribution to our society; raising awareness of the importance and necessity of equity between races. His touchstone "I have a Dream" speech certainly epitomizes what we continue to strive for both in our school and in our society; a community which lives harmoniously and possesses complete and tireless respect for one another. In essence, the same qualities that constitute a successful family, if applied to any community, would result in a wonderful environment. With that said, the essential question does ask us, "What are the traits of a successful family?"

In looking at my own family (and what has allowed it to thrive despite life's setbacks), I am prone to describe my own familial unit using the following traits:

Though the majority of my relatives reside in the Bronx, many still possess their Irish citizenship, and travel frequently between Ireland and New York City. We certainly range in education, careers, opinions, and talents. But, despite the disparity between our experiences and backgrounds, we work together, despite being separated geographically. Be it assisting a younger sibling in the college search, or having a place to stay when in Dublin, working together is certainly not a foreign concept. Above everything, I/we are thankful for such a support mechanism, and take advantage of opportunities to be thankful for this collegial, perpetual network of support.

I couldn't help but look at the events of our Spirit Assembly last Friday afternoon as a perfect representation of our Voorheesville Elementary School family. For the last 45 minutes of the school day, the entire K-5 population of staff and students gathered together to share their grade-level projects, based upon this year's touchstone spirit text, "Ordinary Mary's Extraordinary Deeds." In this text, the main character (Mary) transforms ordinary blueberries into things that will benefit the community and world, the message being that the smallest of deeds can certainly have a great impact. Beginning with ordinary popsicle sticks, our Kindergarten students began by painting them green. Over the course of the last four months, the popsicle sticks were passed upward through the grade-levels, with each grade-level adding another level to the project. Many transformations later, the entire building participated in the creation of a three dimensional structure, containing illustrated frames that depict the events of Voorheesville Elementary School. The roof of the structure contains four class poems, written by the fifth grade homerooms. This project, which is on display in our main hallway, not only represents the collaboration between students and grade-levels, but also the opinions and ideas of 530 diverse stud

ents, each with a different lens of viewing their contribution. This project will certainly be displayed and save, as a record of our ordinary to extraordinary contribution (one that can appreciated many years from now). Our appreciation of each other and our community was certainly illustrated in our final unveiling of our new Welcome to Voorheesville Elementary banner (pictured at right), which will be displayed above the main entrance. Replacing the current banner (which reads, "You Did a Great Job Today,"), the banner consists of word art (compliments of www.wordle.net) depicting the words our students submitted describing Voorheesville Elementary School. Thanks to the efforts of our students, and the donated materials and labor of Mr. Feck, this banner serves as a true visual display of what makes Voorheesville Elementary such a special place. I do encourage you to view this banner in-person on your next visit to our building.

Like any family, we are always looking for feedback opportunities and means of improvement. As you might be aware, we are continuously looking to maintain a safe, orderly flow of traffic in our main parking lot. Abiding by the rules we have set forth for dropping off students (and the flow of traffic around the parking lot) allows us to ensure your children safely and promptly enter the building. With so many vehicles coming through such a small area in a finite period of time, such order and procedure are vital. I once again thank you for following the flow of traffic around the orange cones, and for allowing your children to swiftly exit the right side of your vehicle (without pulling over or exiting your vehicle to escort your child). Even the slightest stop will cause a traffic back-up, and can put your child at risk. Mrs. Ghovanloo and Mrs. Smith work diligently to safely cross your children into the elementary school, and we thank you for your trust in allowing them to do this. As we work to tighten this situation, it does raise the question as to the number of vehicles that do pour through our lots each morning. In order to get a glimpse of our family's reasons for continuously driving their students, we would invite you to complete a brief two-question survey (click on link). Such information can only serve to assist us in continuing to provide a safe, orderly environment for our families.

This Friday (January 21st) serves as yet another example of our family working together to improve our academic and social environment. Though we will have an early dismissal for grades 1-5 at 11:50, our staff will remain for the afternoon, working as individuals and teams towards their professional goals. All goals are directly related to revising or exploring curriculum that will further enhance our K-5 instructional program. From technology integration into math curricula to the revision of remedial program procedures, our staff has spent significant time going above and beyond to explore an area of curriculum that is currently unfamiliar. We are proud to foster this sense of curiosity in both our staff and students.

Though my nuclear and extended family is less than twenty people, I am proud of the familial dynamic we have emulated with 530 students at Voorheesville elementary school. A true family can not only showcase its strengths, but also embrace opportunities for improvement and feedback. I am honored to be a member of this family, and thank you for the opportunity to speak on behalf of such a collegial environment. As our days grow longer and spring within arms reach, we look forward to seeing you in our building, so that you can experience the joys of our family first-hand!

Greetings! Last year (on the final day of school), I was doing my traditional evening walk-through the building, and became quite pensive. As I walked into the small gym to turn off a stage light, I was immediately entranced with the idea that, hours before, this has been the site of our fifth grade graduation. The room was full of energy and families, eagerly anticipating the transition of their children from elementary to middle school. Hours later, the room was cleared, and only a few balloons who had the staying power of helium served as a reminder that this event had taken place. By Monday of the following week, the 2009-2010 school year was certainly a distant, positive memory.

Flashing forward to this year, I had this same metaphorical reaction in doing my final rounds last evening. The building, which, hours before, had been alive with holiday celebrations, and a much-coveted sing-a-long that featured the premiere of our bell choir instruments, was suddenly still. The holiday vacation not only marks the overall mid-point of a school year, but also a great time of reflection. Like most passages of time, the first half of this year has certainly been quick! At least once a day I pass a newspaper clipping showing our first student unload from the buses in September. Now, four full months later, we can actually say we are beginning to prepare for the Spring and beyond! To list a few of our many accomplishments, it's amazing that, in four months, we have:

The aforementioned pieces, coupled with the daily victories of a building that continues to passionately pour its heart and soul into creating an academically and socially enriching elementary environment, have certainly made this a monumental year. But, like everything else, we will continue to seek other ways and means to make our learning community even greater than it is. Truly, we have a wonderful equation: a wonderful, dedicated, forward thinking staff, plus a community of students and families who support our work to its fullest extent, leads to the greatness we see every day.

I once again thank you for allowing me the opportunity to lead such a charismatic, dynamic environment. I wish you the greatest of holiday vacations, and look forward to the magic and splendor of 2011!

Do let us know what you think about our trimester reporting proposal....and Happy Thanksgiving!

I hope this post finds you in festive preparations for the onset of the holiday season! Over the past few weeks, it has been wonderful to see you walk through our doors for parent conferences, American Education Week visits, and classroom celebrations. I am perpetually proud to work in a community that makes a tireless effort to be visible in all areas of your child's education. It was very comforting to know, that, over the course of a week and a half, almost 100% of our families walked through our doors to engage our teachers in conversations regarding the academic and social progress of your child. This participation, coupled with the overwhelming attendance of our Open House Parent evenings, illustrate the synergistic dynamic that makes our institution such a powerful force. Innovative curriculum and instructional programming aside, it is your involvement and authentic investment in the process that allows us to continuously experiment and improve an already stellar program.

As we conclude our formal parent conference season and first quarter of grade reporting, I would like to take a moment to solicit your input regarding a potential proposal. Once again, it is your steadfast involvement and participation in parent conferences that have sparked this proposal, hence why your feedback is crucial. Though we have worked tirelessly to continuously improve our reporting mechanisms (revising our report card to make it more user-friendly for families, placing the document in computer format for both posterity and for ease in reading), it is evident that the best method of obtaining authentic information, strengths, and areas for future growth regarding your child lies in the face-to-face and direct contact with your child's teacher. Though we continuously attempt to craft a document that captures the work in your child's classroom, it is still a two-dimensional document. As an elementary school, we pride ourselves on the fact that your child is academically, socially, and emotionally changing drastically throughout the year. As an elementary faculty, we would like to do more.

Currently, we report student progress quarterly, which translates to a report card document being generated once every ten weeks, with parent conferences taking place in November. The remaining reporting periods (January, April, and June) involve the creation of a report card that is sent home, always with the proviso that follow-up information is available through contacting your child's teacher.

If we were to move to a trimester (three) reporting period, we would have the ability to offer a second parent conference period, allowing families the optional opportunity to re-visit formally with their child's teacher regarding progress. Though the exact dates of the trimester reporting are up for discussion (and certainly could be contingent upon other factors since they require early dismissals), the option of reducing one written report card and replacing it with the opportunity for live face-to-face communication is an option we would like to explore. We want to continue to foster a positive, authentic relationship between you and your child's teacher, and with only one opportunity early in the school year for this interaction, this is certainly a great time to re-visit the current schedule. Half-days would not be added in order to facilitate the second conference. The current structure allows for an early dismissal day in January and April, for the purposes of report card writing and curriculum improvement. These half days would be cancelled, and instead placed as parent-teacher conference days in March or April. Thus, the overall number of half-days would remain the same; just re-allocated to better accommodate family communication.

Like everything else we brainstorm at the elementary school, we want to solicit your feedback to ensure we are on the same page. If you could kindly take the short five-question survey (links to Survey Monkey) it would be greatly appreciated. This will help us not only gauge how valuable this change would be, but also give us a sense of where to focus our logistical attentions.

Once again, thank you for always being a community that values creativity and thinking differently. If there is anything I can do, never hesitate to let me know! Have a wonderful Thanksgiving!

Greetings! I hope this posting finds you enjoying the many splendors of Autumn. One of the unfortunate parts of this season is the decreased number of daylight hours. One of my favorite aspects of summer is the fact that there are more light hours than dark. One can have a full-day of school, a series of evening meetings or events, and still walk out to experience a leisurely sunset. As we prepare for the winter and set our clocks back for daylight savings next week, one must accept the fact that our days will begin and end without the beauty of the sun, which at times can bring about a sense of hibernation. Chronologically, the days are shorter, but the activity-level at the elementary school is anything but lethargic!

Last year, you'll remember I spent some time discussing 21st Century Skills, and the educational movement associated with this concept that attempts to capture the importance of collaboration and creativity throughout the learning process. This movement recognizes the interconnected nature of our world and society, from the explosion of technology to the fact that a nation can no longer be self-sufficient in its pursuit of progress, but instead must be willing to utilize the resources available throughout the globe. For more information on 21st Century Skills, please visit www.p21.org.

Over the past two weeks, I've had the privilege of observing this learning theory in authentic practice, through a variety of activities that span our entire K-5 community. Last week, our Kindergarten teachers opened their classrooms throughout three evenings, so that parents and students would have the opportunity to observe the process of small-group cooperative learning (which is a strong component of our Balanced Literacy Program that we implement throughout all grade-levels). Using Nursery Rhymes as a friendly-theme, parents, along with their children, had the opportunity to rotate throughout various stations that mirrored the activities (sorting, phonemic awareness activities, and emergent reading practices). As quoted by one parent in attendance, "it's nice to not only see your child's classroom, but to actually see your child interfacing with the information sent home is great!" As a principal, I am proud on many dimensions that our teachers went above and beyond to create this opportunity, but also that an innovative means of connecting our students and families with the learning process was crafted. Though not everything can be an instant success at all times, the insatiable spirit of innovation and experimentation exists within our building, leaving me confident that we will always have a plethora of new ideas that will enhance our program.

In an age with finite resources due to constrained budgets, innovative thinking and experimentation for program enhancement is a vital necessity. Also, though the Albany area is rich with history and opportunities, a truly global society must look past the immediate geographical boundaries. The Royal Tyrrell Museum in Alberta, Canada, possesses one of the finest dinosaur exhibits in North America. Though a live visit to this site would take approximately two driving days, such a limitation no longer exists! Taking advantage of an opportunity provided to us by Cisco Technologies, our third grade students had the opportunity to participate in an interactive "virtual field trip" to this museum; complete with a personalized tour guide and question session. Though a time zone away, the authenticity of this experience was amazing, and utilized the resources of a network connection, web camera, and SmartBoard (see photo to the right). Students were truly engaged, and had academically traveled close to 1500 miles round-trip....all before lunch! This is the beginning of our exploration of means to provide students with experiences that surpass the constraints of costly bus transportation and admission fees. Allowing students to not only experience an amazing opportunity immediately unavailable to us in Voorheesville, but also instilling a sense that the world truly surpasses what we can immediately grasp is a priceless opportunity that I'm proud our staff and students have embraced.

Your children might have also mentioned that we've been experimenting with a new web-based software during their computer lab time, that allows your child (and teacher) to search for information tailored to their interests and learning style. The Renzulli Learning System allows students to complete a learning style profile, which is then used to assist students in locating safe, web-based information. Teachers can also guide students to locate information that pertains to a specific area of instruction. Though this is a new area of exploration for us, the willingness to embrace novel thinking is ever-present at the elementary school. Close to 100% of our staff attended professional development to better learn this software, and how this applies to the art of differentiating learning and instruction for all learners. Once again, though this a new piece of software, it is evident our staff fully embraces the opportunity to provide students with more diverse, student-specific means of learning and exploration.

Though we are a building that is rooted in tradition and stability, the aforementioned events thoroughly represent our willingness to take risks in trying and exploring new ideas, with the express purpose of providing our students with an innovative instructional program. Similar to the skills referenced in the 21st Century Framework, we are modeling the importance of creativity, collaboration (both locally and globally), and innovation. I am extremely proud to lead a building with such a strong foundation that will forever be long lasting, but with a mindset that will never stagnate.

Greetings and welcome to autumn! With three successful open houses behind us (and an overwhelming 95% attendance rate), it is comforting to write this post well-into the 2010-2011 school year. I had the chance to do some reflection in a recent update to our staff, in which I discussed the anticipation experienced as both an educator and student, as the summer concluded and the beginning of the year became inevitable. I distinctly remember as a student and teacher randomly picking a date on the September calendar and marking it with a small dot (the code meaningless to anyone else using the communal family calendar). With the commencement of a new school year being quite a whirlwind, such a date was ignored and forgotten about until it surfaced on the calendar. This "dot" served as a reminder to reflect upon all of the wishes, worries, predictions, and anticipations that tend to occur during those final weeks of summer, when the beginning of a new school year is both promising and yet daunting at the same time. As a student and teacher, I would ask such self-questions as: Will I get along with my class? What will happen on the first day? Will I have the same connections as the year prior? Will I have a favorite subject?

As a principal, I had these same questions as the summer drew to a close. Would our new recess schedule be successful? What would our open houses entail? How will our new staff be in the classrooms? Will families feel a sense of connection and community with the elementary school once again? For my "point of reflection," I picked Friday, September 25th, as we would be in school for 13 days, and experienced a variety of events that truly capture the consistent synergy of the elementary school.

Having just enjoyed the procession of the Bike Ride for Missing and Exploited Children through our parking lot, it is evident that our sense of school community and pride has waxed, and not waned. With a wonderful Welcome Back assembly on September 10th, we had the opportunity to once again re-establish our sense of unity, welcoming our new students and staff to our cohesive group. We also used this assembly as an opportunity to introduce our touchstone text for the school year, Ordinary Mary's Extraordinary Deed (Pearson 2002), reading the text aloud and stressing the concept that a good deed, no matter how large or small, has a magnificent impact upon our building. What a wonderful transition and display as we crafted close to 500 signs to cheer on the bicycle caravan on their journey throughout the Capital Region. As our enthusiastic crowd cheered for the cyclists as they departed the parking lot, it is evident that the theme of our touchstone text will be carried on throughout numerous class and building activities throughout the school year. Our introduction of a new schedule placing recess first has not only been a tremendous hit with our students, but has also increased our useable instructional time in the classrooms, as less time has been needed to re-acquaint students to the classroom after recess. On average, teachers have commented that they have gained an extra 15-20 minutes per day of time! What an immediate impact to our program!

As stated previously, our Open Houses were a phenomenal success, drawing a record percentage of families to attend the stellar presentations of our faculty. Having had the privilege of observing our staff in action, I couldn't be more proud of our staff, both old and new, of the zeal and enthusiasm they conveyed in their conversations. The concluding line of my opening speech unequivocally captures the mantra of our building. We are truly here for your children, and couldn't be happier to have you and your children in our lives. I have observed this in our 13 days by the hand-on, innovative instruction that has students critically thinking in all disciplines. From tracing the origins of the Mississippi River in fifth grade, to the hands-on manipulatives used to purvey the concept of estimation in second grade, we certainly haven't wasted any time in beginning our program.

So, after completing another year of traditional September reflection, it is evident that my aforementioned anticipated questions, predictions, and feelings have been assuaged with the opening of the new school year. Our staff, students, and community are as active as ever in re-creating the wonderful Voorheesville Elementary School environment of previous years, but with continuous new innovative academic and social programming to maintain our competitive edge. To once again quote our Open House Welcome Speech, we truly are the best elementary school in the Galaxy, and I thank you for allowing me the opportunity to lead such a stellar institution.

Late summer greetings to you and your family! As we approach the final days of summer, I can't help but be reminded of some of the societal stereotypes portrayed when discussing the return to school. One of our most prominent images has been displayed by a local office supply retailer, who runs a commercial showing students painfully walking through the store to gather their supplies, while their parents rejoice, singing and dancing their way to purchasing new glue sticks. Those in education (through various movies, sitcoms, commercials, and even conversations with relatives) are also painted with this same brush. I can't tell you how many family functions I have attended in which my relatives ask/tell Alesha (my wife) and I, "you must be sad that you have to go back to school and that your vacation is over." We usually just smile and talk about how it's time to go back, and what we anticipate for the fall. Regardless, such a message falls upon moot ears, as it is human nature to assume that one wants as much vacation as possible, and parents, after two months of being home with children, are more than eager to return them to school.

Important Dates to Remember:

September 7th- First Day of School
September 8th- Site-Based/PTA/Room Parent Meetings (6:15, 7:15, and 8:00 respectively)
September 9th- No School- Rosh Hashanah
September 10th- Welcome Back Assembly (for students only)- 2:15 p.m.
September 15th- Open House (grades K-1)
September 16th- Open House (grades 2-3)
September 22nd- Open House (grades 4-5)
September 24th- Visit from the Bike Ride for Missing and Exploited Children Caravan- 8:50 a.m.

I am proud that Voorheesville Elementary School does not fit this generic stereotype, and like everything else, stands above the standard. Over the course of the past ten weeks, I have been present for all but one of those weeks (as you are aware from previous posts, I took my vacation in late June-early July). Though I can't account for this initial week into summer, I can attest that there has not been a single summer day in which the building has not seen multiple staff members, either working on summer curriculum projects, or making room preparations for a new school year. In the last few weeks we have hired numerous staff members, which involved the creation of numerous hiring committees. Over 25% of our building volunteered their time this summer to assist in selecting the finest teachers on the market (which we certainly succeeded). In addition to putting teachers into classrooms, our staff has assisted in planning our ten-month Spirit Programming, and working in both horizontal and vertical groups to use our Curriculum Mapping software to initially map the first few months of grade-level math curricula. Such an endeavor is truly a work-in-progress, and in mapping and re-visiting math curricula, new ideas and means of instruction are consistently added to teacher repertoires. Curriculum is not a stagnant, linear process that only occurs periodically throughout the year. Our teachers, in the spirit of perpetual self-improvement, have undertaken the process of Curriculum Mapping so that they can constantly re-visit and add to their instruction. Throughout all of their work this summer and in the fall, the overarching Essential Question for each unit continues to be, "When can I use this in real world applications?" Our staff is not simply set on delivering curriculum scope and sequence, but has invested a commitment to assisting students in recognizing the overall purpose of the knowledge and skills they acquire each year. Clearly, re-framing instruction to be more than just delivery is a year-round job, and our staff's commitment this summer has provided a firm foundation to continue. Clearly, a staff that invests year-round in making curricular improvements is certainly not a staff more pre-occupied with prolonging their summer vacation, but prepares (shortly following the end of one school year) to begin the next year with an even better instructional base! We are very pleased to welcome the following staff to our family:

Susan Frye will be a new addition to the teacher aide staff, working exclusively in the cafeteria and outside during recess. Julie Rossi will be joining Ms. Lee and Ms. VanWie in the Speech Language office suite, replacing the irreplaceable Judy Hundemann. Julie comes to us from the Greenville Central School District, and is very excited to be working with K-5 students. Caitlin Willsey will be teaching first grade this year! A Berne born and raised native, she comes to us from the Cairo-Durham School District with experience at the first and second grade levels. When not hanging out with her dog, Reilley, she can be found spending time with her family, or completing her masters degree in Literacy.

Laura Pasquali will be substituting for Mrs. Jordan's second grade 6-8 week maternity leave. Laura, a Voorheesville native (class of 2005) has completed her Bachelors in Childhood Education, and is in the process of pursuing her masters degree, both at LeMoyne College. Carolyn Losee will be joining us from the Ravena-Coeymans-Selkirk Central School District to teach Kindergarten. She comes to us with an experience, drive, and enthusiasm that stood out to all members of the committee. Carolyn possesses her Childhood and literacy certification, and is in the process of completing her Students with Disabilities certification. When not working (though her references indicated this is rare), she spends her time cooking and preparing for road races. Though Shauna Worthley has been with us for three years as a Kindergarten teacher, we are very excited to have her join our fourth grade team!

Of course, the main quotient of the summer stereotype involves students, and their reticence to return to another school year. During the summer, I've had the opportunity to remain connected to our families, both formally and informally. In each of the 350 phone calls I made to all of our Voorheesville Families, there was not one household in which the students who answered the phone didn't emphatically express their excitement to return to school. Our new student orientation, which was held on August 18th, allowed us to welcome over 18 new families to our school. Our newest additions were met with the finest enthusiasm from our fifth grade tour guides, who within an hour's time frame acclimated our students from near and far to our building. With soccer season upon us, our parking lots and fields are packed with elementary students through dusk. In my walks through the fields before returning home in the evening, I've had the privilege of stopping to see students, and inquire of their summer adventures. When the subject is brought up that we will be "back in school within two weeks," I am not met with a look of anxiety or malaise, but instead with a smile, followed by how excited they are to be in their new teacher's class. I'm also asked if it's true we will have a longer recess and play BEFORE we eat (all of which is true), and have received 100% of student approval for this change.

Contrary to the media pitch of school supply commercials, Voorheesville Elementary School cannot wait to re-open its doors. With a top notch team in place to execute an ever-changing curriculum, a student group whose attitude is universally enthusiastic, and a building that is freshly cleaned and painted (just wait until you see our cafeteria) serve as the perfect ingredients for a powerful start to the 2010-2011 school year. Once again, I thank you for the opportunity to lead a building through another school year that clearly has the makings to be the best one yet!

See you soon!

Greetings! I hope this summer is finding you some time to do things not typically possible during the school year. With an unseasonably hot summer thus far, I couldn't be happier. I can distinctly recall last summer's record rainfall, and the few days where one could actually enjoy the carefree weather and warm days. Those of you with access to a swimming pool, enjoy these next seven weeks.

I was recently walking through the large gym when the final balloon from Fifth Grade graduation slowly returned to the surface. Though impressive that the helium lasted for four weeks, I was once again amazed that our final day was almost a month ago! I still think of ourselves as freshly on vacation, as certainly the impression of this school year will forever be in mind. Not just because it was my first, but because of the major impact all of you have had upon me. You assisted me in making this place my home, and for discovering first-hand the excitement, enthusiasm, and compassion that pervade our staff and students. But, as we creep towards the mid-point of summer, I couldn't be happier to prepare for an even more impacting and powerful 2010-2011 school year.

I had the privilege of taking a cruise with my wife the second week of the summer, celebrating our one year anniversary. Being new to the concept of cruise travel, my curiosity was certainly piqued. I was amazed that, a ship so large (yet so small in the grand scheme of size), was able to consistently meet the needs of over 3,000 guests at any given time throughout the tour. From the cleanliness of windows to the presentation of food, even the positive, enthusiastic attitude of the entire crew from housekeeping to ship administration, this vessel was truly a fine testament to perpetual positivity, hard work, and what it can truly accomplish even in a small amount of time. Also impressive was that while this was a short seven day vacation for my wife and I, this crew repeated this week-long experience 52 weeks per year! Taking numerous opportunities to discuss the uniquely positive attitude of this vacation with the crew, I of course asked how they were able to maintain their enthusiasm week after week, despite the repetition that is a natural part of the schedule. Universally, the answer was simple: "though it might be our 30th tour, it's YOUR first...the challenge and prize is in making you feel that this truly is our first."

In returning from this vacation, I immediately noticed the parallels in this line of thinking with our own at V.E.S. Certainly, we are not offering unlimited buffets of food and access to evening entertainment (though I would argue our most recent version of Mulan Jr. would rival any professional performance), our philosophies are certainly the same, and clearly evident throughout the summer. Though this is typically the time for a building to become dormant, our custodians are madly cleaning, waxing, and scrubbing their way to make this building appear as if it were recently built. Our summer school and summer reading program students, though returning to a building they have known for many months, are greeted daily by teachers and teaching assistants that maximize summer instructional time; providing innovative, student-centered activities. I have yet to encounter one day so far this summer when at least two staff members have not stopped in to begin preparations for next year, or to work on a variety of exciting summer curriculum projects, that will be implemented day one.

We have had, and continue to have, some changing faces in our building, but insist on replacing the irreplaceable with nothing short of the best candidates on the market. Ms. Caitlin Willsey has recently joined us from the Cairo-Durham Central School District, and will be filling in for Mrs. Nowik for the 2010-2011 school year. Ms. Willsey surfaced as our top choice amongst over 150 applicants, and endured three interviews with various representatives of the District. Whether we are hiring for a classroom aide or a full-time teaching position, each hire is treated seriously. While a time-consuming process, rest assured that our staff is nothing short of the absolute best, and has been through numerous rigorous tasks to prove their efficacy. We are in the process of interviewing for Mrs. Jordan's maternity leave for the first few weeks of the school year. Again, rest assured that these same standards will be applied. Many of you have also heard that one of our fourth grade teachers, Ms. Ashley Hillard, will be leaving us in order to be closer to her family in Virginia. Though we will miss her greatly, we also take this as an opportunity to look at our programming, and to decide how to maximize the infinite talents of our staff members. Regardless of what grade level we replace, they will be a true asset to our team, and will represent the caliber of educator they are replacing.

Once again, though we are in the business of education and not recreation (though I do think we do a phenomenal job of providing our students with stimulation both in and out of the classroom), it is obvious we are building that possesses a similar philosophy: to maximize all of our time and energy to ensure an experience that supercedes the standard expectations. I thank you once again for allowing me the opportunity to be at the helm of this fantastic school community. As always, please never hesitate to let me know if you have any questions! Besides email and phone calls, never hesitate to stop in over the summer, we love visitors!