Leadership for Learning

Analysis and Synthesis

After reviewing the standards for the key characteristic, Leadership of Learning, the Mundy’s Mill Middle School leadership team communicates expectations for learning in the STEM program and monitors progress toward meeting such expectations by incorporating conducting weekly collaborative meetings geared toward interdisciplinary planning. Interdisciplinary meetings, much like any other collaborative planning sessions are aligned with our schools planning protocols listed in the Collaborative Planning Toolkit. This toolkit includes goals, protocols, roles, and expectations necessary to convening on a weekly basis. A few examples of behaviors and actions by leaders that influence a positive impact on the culture of the STEM program are the recognition of the consistent implementation of STEM integration in their lessons and field trip planning. 

These same educators gain opportunities, within and outside of the school, to mentor and coach other teachers in STEM integration . Additionally, field trip experiences such as venturing to the Mercedes Benz Stadium,  Georgia Aquarium, The Science Machine Showcase, High Museum of Arts, CNC Film Studio, Atlanta Botanical Gardens, Fernbank, Spelman College, and the Atlanta World of Coca Cola to explore STEM/ STEAM integration into real-world jobs locally that impact the rest if the world. In turn, these field experiences have exposed our scholars to traditional and non-traditional STEM/ STEAM career options as well as allowed them to make curricular connections in and beyond the classroom. Ways in which our Mundys Mill Middle leadership team model and engage in STEM learning while supporting others is by conducting and participating in weekly, and monthly professional development with building/ district staff members. Additionally, school administrators communicate with stakeholders via ConnectED phone calls informing them of the STEM integration throughout the school year, STEM Partnerships, STEM Field Experiences, and upcoming STEM Showcase events conducted by our student body. Etched throughout the Mundys Mill Middle School Community, STEM Committee members as well as the leadership team has designed a layered approach to demonstrating leadership for learning by crafting a specialized STEM Integration Planning schedule, providing ongoing professional development, attending and redelivering content from STEM-based conferences to staff, communicating with stakeholders through the school website and social media outlets. Additionally, we have acquired specific partnerships aimed to support our STEM goals in an effort to transition from a transactional partner to an advocating partner. 

Findings and Interpretations

As we continue to move forward from the pandemic, Mundy’s Mill Middle School faces several challenges.  These include but are not limited to learning loss, acclimating teachers and students to in-person learning, building the social-emotional capacity of students and staff, and involving all stakeholders in the educational journey.  

A major challenge we’ve faced is the social-emotional capacity of students and their ability to cope post-pandemic.  Students are coming to school upset, angry, sad, and out of sorts but they aren’t able to articulate these feelings.  As a result, they are confrontational with their peers and adults which adversely affects their ability to learn.  We will continue to look for ways to build their social emotional capacity via Rethink Ed and other avenues to further support their development.  

A second challenge we face is acclimating new teachers to in-person instruction in the post-pandemic environment.  New teachers were negatively affected during their pre-service training due to covid protocols in many areas.  Observation hours and student teaching requirements were varied and the transition to full-time teaching has been challenging.  When you combine the student deficits with the reduced support as a pre-service teacher, many are feeling overwhelmed and need additional support.  We are utilizing our First Look program and have paired new teachers with mentors on their grade levels and/or content areas.  This has proven to be a great program for giving new teachers a place to share their concerns, reflect on best practices, and receive support and strategies to respond appropriately to the stresses of in-person instruction.

Finally, an on-going challenge both pre and post pandemic has been increasing the level of stakeholder involvement, specifically parents and guardians.  We have implemented weekly ConnectEd calls home, utilized our parent liaison to reach out to parents, and are hosting monthly meetings with our principal to encourage parental involvement.  Going forward, we will  monitor these efforts to determine the impact they have on increasing parental involvement.  

In closing, materials for use in achieving increases in student performance should be selected based on their ability to enrich student learning experiences.  Discussions during collaborative planning should be aligned with this goal and focus on resources that are relevant to students' lives and that prepare them for real-world success.  Training for faculty and staff should continue to focus on STEAM-based instruction and project based learning as well as the rigor and relevance framework.      

Summary 

As we continue to move forward from the pandemic, Mundy’s Mill Middle School faces several challenges.  These include but are not limited to learning loss, acclimating teachers and students to in-person learning, building the social-emotional capacity of students and staff, and involving all stakeholders in the educational journey.  

A major challenge we’ve faced is the social-emotional capacity of students and their ability to cope post-pandemic.  Students are coming to school upset, angry, sad, and out of sorts but they aren’t able to articulate these feelings.  As a result, they are confrontational with their peers and adults which adversely affects their ability to learn.  We will continue to look for ways to build their social emotional capacity via Rethink Ed and other avenues to further support their development.  

A second challenge we face is acclimating new teachers to in-person instruction in the post-pandemic environment.  New teachers were negatively affected during their pre-service training due to covid protocols in many areas.  Observation hours and student teaching requirements were varied and the transition to full-time teaching has been challenging.  When you combine the student deficits with the reduced support as a pre-service teacher, many are feeling overwhelmed and need additional support.  We are utilizing our First Look program and have paired new teachers with mentors on their grade levels and/or content areas.  This has proven to be a great program for giving new teachers a place to share their concerns, reflect on best practices, and receive support and strategies to respond appropriately to the stresses of in-person instruction.

Finally, an on-going challenge both pre and post pandemic has been increasing the level of stakeholder involvement, specifically parents and guardians.  We have implemented weekly ConnectEd calls home, utilized our parent liaison to reach out to parents, and are hosting monthly meetings with our principal to encourage parental involvement.  Going forward, we will  monitor these efforts to determine the impact they have on increasing parental involvement.