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Tie Your Shoes

Platform 600

Kris Borland

on 3 November 2014

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Transcript of Tie Your Shoes

Kristopher Borland
Tie Your Shoes!
Hey Mom... Watch This!
Learning to Teach
Sometimes... We are not aware of the impact we have
Father passed away when I was 18 months...
Raised by my beautiful & resilient mother
A Rough Start
New Start... New Challenges
Comments from Report Cards and Conferences
Learning to Sit Still
Lost in the Crowd
Love of sports... but a little clumsy
An Uphill Climb
Graduated & tried to "find myself"
Finding My Way
A semester away from graduating
Learning to Teach
Innovative professors & a renaissance of quality Physical Education
Learning to Teach
As a Teacher
Most students learn through movement and play
Up to 85% of students, are predominantly kinesthetic learners. Hannaford (2010)
I Have Learned
Everyone is an artist…
if they insist on being great at something
Leave a Smile
They Call Me Coach
The Principal promotes the success of all students by maintaining a culture that supports student achievement, high quality instruction, and professional development to meet the diverse learning needs of the school community.
The Principal uses communication and relationship-building skills to engage the larger community in the knowledge of and advocacy for equity in meeting the diverse needs of the school community.
Learning to Lead
Competency II
Competency I
The principal

and coordinates ongoing
professional learning
opportunities that are aligned with
the New Mexico
Professional Development Framework
and supports the
diverse needs of the school community.
Competency III
The Principal manages the school campus, budget, and daily operations to equitably meet the diverse learning needs of the school community.
Competency IV
The middle school and high school Principal develops, supports, encourages, and supervises programs that lead to increased student attendance, achievement, and graduation rates resulting in college readiness and work skills to meet the diverse needs of the community.
Competency V
Coaching has taught me:
"If you treat a person as he is, he will remain as he is. If you treat him for what he could be, he will become what he could be." Ralph Waldo Emerson
Think that some students should come with an instructional manual
My Journey Continues...
When music, art, PE and technology are recognized for their academic value and their potential for student engagement, we have a much greater possibility of nurturing and sustaining learning communities. Reeves (2009)
Instructional Council develops detailed Code of Conduct

with nearby colleges & universities
Develop guidelines & policies to ensure equitable opportunities & benefits for all students
Leading Professional Development efforts comes from the faculty itself, and a large part of it professional education takes place in the classroom while teachers are engaged in authentic learning. Reeves (2009)
We learn best by doing. Our deepest insights and understandings come from the action, followed by reflection and the search for improvement. Dufour, Eaker & Many (2010)
Trust teachers to implement:
- Quality instruction - Classroom management
- Remediation skills - Differentiated instruction
Empower Teachers
Infuse curriculum that aligns with
local traditions
Education is a progressive field with diverse learners
Motivate and encourage staff to continue to grow professionally
Provide time, funding and resources for ongoing
grade level
vertical collaborations
When collaborative teams work together to create a guaranteed and viable curriculum, each member of the team has the benefit of a key precondition for effective leadership: clarity regarding what is to be accomplished. Marzano and DuFour (2011)
Strong foundation of
manners, values, morals
and respect
Forgot to apply them a lot... was reminded a lot - OUCH!
Very little positive male
role model influence
Diagnosed at 5 with Attention Deficit Hyperactive Disorder
“Oh, the things you can find if
you don't stay behind!” Dr. Seuss
Very busy, energetic & cannot sit still
Not working to potential
Difficulty with listening and paying attention
Ms. Highland – Fourth Grade Teacher
Nurtured the learner in me
Would not allow the counselor to “label” me
Worked with my mother to design a
structured and specific daily regimen

Average Student in High School
Struggled to stay interested
Had issues with attendance
No guidance from counselors
High Scores on the SAT and ACT
Still no guidance from counselors
Played football - usually ran for my life
Friends played basketball
Tried out for basketball team...
did not make the cut
Coach Beach (C Team coach) showed up at my house and
said "Tie Your Shoes!"
Ran sand hills in the mornings before school
Trained in the evenings - footwork, defense & rebounding
Made the team my sophomore year

Explored the southwest
Climbed mountains
Eventually I found myself…
sitting on the couch
Enrolled at UNM without any specific goal
Loved working with coaches & athletes
Found it difficult to sit on the sidelines
Had a change of heart
Loved working with kids and sports
I wanted to teach
Parents were extremely disappointed and unsupportive with the new educational path
PE had a lot of negative stigmas both as a major and a profession
I wanted to be different, bring new ideas and actually be a teacher
Dr. Napper-Owen was extremely tough on me
Challenged me to be a better student & reach beyond my potential
Dr. Griffin asked me about one day becoming an administrator
I thought he was crazy and told him “no”
To this day his question has echoed in my head

Develop and nurture my students’ overall self-concept
Student success is not defined by their home life
Students learn best:
I strive to leave my students with a smile, laughter and inspiration
I want to have an impact in their lives, just as Ms. Highland, Coach Beach, Dr. Napper-Owen and Dr. Griffin had in mine
Self Discipline
To serve and to lead
To control my emotions
Coaching is my:
I am not PATIENT
... most of the time
Share school grade and AYP scores with families and community
Implement a strong parent involvement component
Encourage parents to be involved with school based decisions
Maintain a culture of enthusiasm, teamwork and fun
Celebrate teachers, professional growth breakthroughs & school successes
Be professional and model desired behavior, ethics and character
Be visible... and available
Field days, fairs and family nights showcase student talents, skills and accomplishments
Promote community outreach & partnerships
Community members and partners assist with:
Establish an environment of trust and support amongst all staff members, families and community
Invite Board Members, district, local and state leaders to school-based functions and celebrations
Assemble an Instructional Council that:
Develops educational framework, programs and goals that align with the EPSS
Consists of goal teams that study and refine areas of educational focus within and student programs
Effective leadership involves “the extent to which staff feel empowered to make decisions and feel free to experiment and take risks.” Marzano, Waters and McNulty (2005)
Transformational Leader
Intrinsic motivation
Individualized consideration
Inspirational motivational
Intellectual stimulation
Moral responsibility
Change agents, courageous leaders, believe in people, value-driven, deal with complexity, visionaries
Contribute and Commit
Apply and follow the Baldridge Model for
continuous improvement
Opportunities for
professional reflection
Surveys and data lead to next steps
Expose staff
to cutting edge research & training
Ongoing professional
development provides quality teaching
and addresses student deficits
into trainings:
- E Instruction 360; Ipad apps; Promethian Boards
Provide students opportunities for independent studies and personalized learning
Technology as the foundation of curriculum
Small group project based learning
Life Skill courses/electives
Personal finance management
Professional dress/attire, resume & interview skills
Designate and entrust a Title IX coordinator to monitor compliance and ensure equivalence
Establish communication and collaboration among elementary and secondary schools
Encourage secondary students to volunteer in elementary schools
Tutoring, youth mentoring and role model groups
Coordinate professional in-service for all levels
Rotate schools to visit for PD
Prioritize based on educational goals
Pursue grants - writing team
Technology proposals to state legislators
Funds are directed by the EPSS for quality teaching and optimal student learning
Teacher directed
teaching within
our school
Collaborate with Risk Management and Campus Security to train staff on policies regarding emergencies
Proactive planning
Contingency plans
What I Want to be
When I Grow Up
High concern for people and results
Utilize feedback, criticism and experience to drive objectives
Find ways to strengthen team
Encourage and challenge ideas
Take risks and test limits
View student work and discuss
best practices
Opportunities to
Collaborations build a culture of trust and professional support
Collaborations built into the schedule
Continuing opportunities for
professional development
Implement into EPSS through Instructional Council
Collect & analyze student data to drive instruction, implement programs and design professional development
to make
educational decisions
drive instruction
3 Tier intervention framework
Challenging instruction for accelerated learners
Support programs that supplement classroom skills
Know and understand the diverse learning needs of our students
Resources from the National Hispanic and Indian Cultural Centers
Local guest speakers, story tellers & literature
Cultural Nights hosted by the school - Traditional food, music and student performances
Initiatives must be taken by both teachers and administrators to implement and maintain cultural activities and strategies that are embedded in existing classroom and school routine. Dukes (2006)
Laughter can lead to joyfulness, which in turn can lead to greater creativity, productivity and collaboration. Pink (2006)
- Offer additional guidance
- Create support system
- Opportunities to contribute
Give quality performance feedback to all staff members
opportunities to discuss, analyze, connect and share
Designed with student and parent input
Emphasis on positive expectations and desired behavior
Discipline framework that teaches effective alternatives
Peer mediation
Anti-bullying program - Current social media component
Protect student rights and privacy
Building partnerships requires developing purposeful and systematic initiatives that welcome families into the school community. Henderson et al. (2007)
Many discipline problems can be dealt with in a more proactive way by analyzing a problem area and developing a more corrective strategy. Cunningham & Cordiero (2009)
Community Partnerships
Workforce training
Human Resource
Adapted from
BiE IN Baldrige Model
Effective strategies are executed by teachers and leaders who begin the process with the confidence that their professional practices influence student achievement. Reeves (2009)
Teachers & Educational Assistants
Custodians & Food Service
International Baccalaureate
Students have more responsibility and accountability for their education
Of all the variables that influence student achievement, the two that have the most profound influence are teacher quality and leadership quality. Reeves (2009)
Chose a new major every semester
Settled on Athletic Training
When basic needs are met
They know they are valued
Love that teachable moments come when you least expect
Know and understand negotiated agreements
Provisions, rights & conditions
FERPA - Family Educational Rights and Privacy Act 20 U.S.C. § 1232g; 34 CFR Part 99
Up to date training
Safeguard all FERPA documents & information
Vertical observations & collaborations within school clusters
Students conducted assemblies: drug awareness, extracurricular involvement and educational goals
From peer modeling and working in small groups
Discovering connections to an activity
Encourage "outside of the box" thinking and risk taking
Cultural educational programs at The Albuquerque Museum
Implements curriculum decisions and programs based on student need
Represented by teachers, staff, parents and community members
Curriculum & cultural nights
Breakthrough programs
Program awards
Student showcases
Classrooms visits
Family Events
Conduct meetings throughout the community
- Increase participation
- Improve outreach
- Health/College fairs
- Career days
- At-risk programs
- Code of Conduct - Student Programs
- Family Nights - Cultural Events
- Food drives & school-to-community service
- After school tutoring & language classes
Match student learning styles with teaching styles
Indian Ed, ELL and Bilingual services
Align teacher professional development with the school EPSS
- Advanced degrees - Professional Development
- Board Certification - ESL Certification
Social skills, ethics & etiquette
Conflict resolution
Mother refused medication
"Lively” conversations with the
school counselor
Depth over breadth in learning
Problem solving critical &
higher order thinking
- Including special education, bilingual and
support staff
Support ALL staff with needed resources
and modalities
Athletic Director
Continue to Teach & Coach
College Professor'...
Instructing in a classroom like this
She struggled to make a better life for us
Latch-key kid in some rough
Transparency with students, families and community
Surveys of interest for students
Create a Memorandum of Understanding (letter) for parents, booster clubs and vested partnerships
All educational and program funding
adheres to Title IX compliance
Equal access to programs & services
Symphony is the capacity to synthesize; to see relationships between seemingly unrelated fields; to detect broad patterns and to invent something new by combining elements nobody else thought to pair. Pink (2006)
"To know oneself is to study oneself in action with others." Bruce Lee
My Refuge and Strength
Thank you
... To Be Continued
Pink, D. H. (2006). A whole new mind: why right-brainers will rule the future. New York: Riverhead Books.
Reeves, D. B. (2006). The learning leader how to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works from research to results. Alexandria, Va.: Association for Supervision and Curriculum Development.
Dufour, R., & Marzano, R. J. (2011). Leaders of learning: how district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.
Duke, K (2006). Fostering Cultural Competence Through School-Based Routines. Multicultural Education, 14(1), 42-48.
Reeves, D. B. (2009). Leading change in your school how to conquer myths, build commitment, and get results. Alexandria, Va.: Association for Supervision and Curriculum Development.
Henderson, A. T. (2007). Beyond the bake sale: the essential guide to family-school partnerships. New York: New Press.
DuFour, R. (2006). Learning by doing: a handbook for professional learning communities at work. Bloomington, Ind.: Solution Tree.
Cunningham, W. G., & Cordeiro, P. A. (2009). Educational leadership: a bridge to improved practice (4th ed.). Boston: Pearson.
- Open house - Meet your teacher
- Kick start programs - Curriculum Nights
Observe different school levels
Compare curriculum and discuss alignment
Maybe try the Board of Education
Hannaford, C. (2010). Playing in the unified field: raising and becoming conscious, creative human beings. Salt Lake City, Utah: Great River Books.
Students thrive when given
chances to explore
Leaders must have a good reputation and be faithful in marriage. They must be self-controlled, sensible, well-behaved, friendly, and able to teach. 1 Timothy 3:2
Like Dr. Duran
Ensure new teachers are properly mentored
Use PDP's & observations to determine additional needs
Our art is teaching… We are about to create our masterpiece
Dr. Duran
Full transcript