Partnership Brings Research Into the Classroom
Visit the Gheens Institute for Innovation on Thursday evening, and you would find ambitious cohorts of kindergarten through grade-five teachers engaged in the analysis of research models and evaluation methodology. The graduate-level coursework is made available through funding provided by a unique partnership between the Gheens Institute for Innovation and Spalding University. The cohorts of teachers were selected through an application and interview process held at the Gheens Institute. Ten teachers representing four elementary schools were selected for the Leading the Way pilot project. Cohorts include teachers from Chancey, St. Matthews, Sanders, and Young Elementary Schools.
According to Dr. Marco Muñoz, who served as the lead instructor for this two-semester course, the overarching goals and outcomes were to provide guidance on how to go about systematically using action research as a strategy to identify classroom problems of practice, find possible solutions to solve the problem of practice, test research-based classroom solutions to improve teaching and learning, and share the results with professional learning communities. Subsequently, a major goal of the project was to develop reflective, evidence-based, collaborative teacher-researchers and use classroom action research as a tool for positive change and improvement by moving from an understanding of a student learning problem to the design, implementation, analyses, and reporting of an effective instructional improvement plan.
Projects included such topics as "Impact of self-assessment on reading comprehension and attitudes," "Acquisition of alphabet knowledge in kindergarten," "Effects of sensory integration exercises to improve achievement in math," and "The impact of number sense on clarity in mathematics instruction." Dr. Muñoz; Dr. Beverly Keepers, dean of the College of Education at Spalding University; and staff from the Gheens Institute conducted classroom observations in each of the treatment classrooms. The course concluded with student presentations before their building principals.
How has the coursework had an impact on teacher practice? Class member Karen Stone, P1 (kindergarten) teacher at Chancey Elementary, reports, "This class has given many of my best classroom practices new merit. I was engaging in practices because they were right for children; they were developmentally appropriate, research-based, and even district-recommended. However, now with the ability to conduct my own research, I can look at my practices, decide how and what data I want to collect, and view it with the lens of a teacher-researcher in an effort to improve my instruction and further impact my students' achievement."
Up Close and Personal With Innovation
Submitted by Elizabeth Fuller, Kentucky's Elementary Teacher of the Year (Atkinson Elementary)
My entire teaching position is innovative. I teach at Atkinson Elementary in a model setting called the Demonstration Site Classroom. I teach the most struggling third-grade readers and spend four hours of the school day teaching them only literacy skills they need to reach grade-level performance. The idea behind the Demonstration Site is to put the most talented teacher with the most struggling students while also putting that teacher's practices on demonstration for others to learn from. My classroom is always open while I demonstrate best practices for other teachers, principals, instructional coaches, and student teachers. The Demonstration Site is an innovation in itself. Part of the reason for Atkinson's rising test scores is the work done in our Demonstration Site classes. This has been a very positive change.
In every classroom, teachers have to find ways to be innovative. They need to constantly seek ways to reach their students and educate them for the world they will face outside of the classroom.
In my classroom, I try to find innovative ways to help my students succeed. They have typically not been successful in a regular education setting, which is why I must always find creative, effective ways of teaching them and hooking them into learning. One thing I have started in my classroom is the PAWS Reading Program. My students all have their own reading dog to read to. I have partnered with Paws with Purpose, and they bring their therapy and assistance dogs out once a week for my students to read to. They practice reading all the time in order to be a better reader not just for themselves, but for their dog. My students are very motivated to read because of this program. I have been doing this for the past three years and have seen amazing results from students in the program.
Last school year, I had a very active group of students. Several of my students were diagnosed with Attention Deficit Disorder. I was researching and looking for ways to engage them and help them with their stimulation needs when I came across a very innovative method, using stability balls as chairs in the classroom. I was fortunate to have a donor grant my wish on Schoolwishes.org, and I was provided with enough stability balls for my entire classroom. All of my students sit on them, and there are no chairs even in my classroom. I conducted research last year and had proven results that this method was very effective. I still use the stability balls in my class this year. The students love them, and they have become a great way to keep my students focused on instruction. It is amazing how much one simple innovative idea can truly change an entire classroom.
My students have always struggled to bring back homework. After several unsuccessful attempts in solving this barrier to learning, I knew that I needed to start something new and try something innovative. I turned one of my white boards into a giant game board for homework. Every day that the students complete their work, they get to take a turn on the homework board. The spaces offer incentives, such as a small treasure, a treat, a chance card, or time on the computer. Since implementing this game incentive program, I have had the most successful year with my students bringing back their homework. They love the game, and it has really motivated them.
As a teacher, you have to constantly seek ways to be innovative in order to stay effective. I have only been teaching nine years, but every year, I have changed my instruction and my practices in order to meet the needs of my students. I have to be innovative in order for each student in my class to be successful. I feel that you do not necessarily have to be creative but you have to be willing to take risks. You have to be willing to make changes and do things that are sometimes "outside the box." Our society and culture are constantly changing; therefore, we must constantly find ways to make substantial, positive changes in our classrooms.
Gheens Institute for Innovation Announces 2012 Creativity and Entrepreneurship Award Applications
The Gheens Institute for Innovation promotes innovative programs, projects, and activities within Jefferson County Public Schools (JCPS). The Gheens Institute for Innovation Creativity and Entrepreneurship Awards will recognize practices that exemplify creativity, innovation, and social and/or academic entrepreneurship both in and out of the classroom. The awards will be available in two categories.
Inspiration Award
These awards will honor individuals who have designed and implemented an innovative program, practice, or strategy within the past five years. ($1,000 an individual)
Visionary Award
These awards will honor teams of individuals who have collaborated to design and implement an innovative program, practice, or strategy within the past five years. ($2,500 a team)
Monetary awards must be used by the individual or team to sustain the program, practice, or activity.
Any individual and/or team of individuals currently employed by JCPS may apply (e.g., central office administrators, principals, counselors, teachers, instructional assistants, classified support personnel, facility and transportation staff, food service staff, curriculum and instruction support staff, professional-development [PD] staff, and/or a combination of the above).
The application period is February 1 to April 1, 2012. A maximum of eight individual and/or team awards will be given annually. Awardees will be announced in the fall of 2012.
Apply online at https://apps.jefferson.kyschools.us/GheensInstituteAwards/. For more information, call 485-3961.
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Gheens Institute Celebrates Innovation at
2011 Creativity and Entrepreneurship Awards Ceremony
The Gheens Institute for Innovation held its fourth annual Creativity and Entrepreneurship Awards Ceremony on September 15, 2011, at the Muhammad Ali Center. The institute honored Sharon Darling, Laken Cosby, and Marilyn Hohmann as the 2011 Pioneer Innovators of the Year and five district teams as winners of the Creativity and Entrepreneurship Awards. The audience was entertained by the Brown School Steel Band and the Eastern High School Choir. Six talented young artists were also honored for their winning entries in the Imagine art competition, and two students from Indian Trail Elementary were honored as 2011 Young Entrepreneurs. Congratulations to our winning entries!
2011 District Innovation Awardees |
Project Proficiency |
Teacher Team Data Days |
Fern Creek Traditional High SchoolRebecca Nicolas, Jose Alfaro, John Barbagallo, Justin Brown, Margaret Preston, Judith White, Andrew Ames, Paul Barnwell, Hollie Echevarria, Vickie Joyner, Brent Peters, and Tyler Stevens |
Algebra II Collaboration |
Doss High SchoolErin Kenney, Stacy Justus, Christina Punches-Gunther, and Jane Grieb |
Reaching Proficiency in High-Stakes Exams |
2011 School-Based Innovation Awardees |
Elementary SchoolsParkland on Display
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Sweet Tweets From the Classroom |
2011 School-Based Innovation Awardees |
High School and Special SchoolsThe Student Spaceflight Experiment ProgramThe Academy @ ShawneeImogen Herrick, Pamela Zipper, Charles Wade, William Vandermeer, Joshua Raper, and Nathan Harris |
Creative Technology with At-Risk Teens (CTART) |
MaryhurstMaRi Renn and Jill Tabor |
2011 Health and Fitness Innovation Awardees |
Cosponsored by the Kentucky Children's Health and Fitness Fund, Inc.
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Cardinal Chef |
Gutermuth ElementaryTodd Henderson |
Guest Commentary Thoughts for the New Year
Regina MJ Kyle, Ph.D.
The new year has arrived, and during this time of new beginnings and hopes, I want to challenge you to think about the difference between barriers and constraints. One example: a barrier to learning is teachers not really believing that all children can learn; a constraint to learning is autism. We all need to examine the barriers and constraints to innovation at the classroom, the school, and the district levels and not mistake constraints for barriers. Innovation is not something we do when we have time; innovation must become part of our DNA.
The Gheens Institute for Innovation exists because of this belief. My challenge to you is to think about the differences between barriers and constraints to innovation in our work as educators. Two recently published books offer great ideas about leadership and innovation. William C. Taylor's Practically Radical is full of great ideas and examples of innovation in all types of settings: business, the military, education, and health care, among others. As Guy Kawasaki puts it, "Practically Radical is a game plan for leaders who want to change the world." Another great resource is Little Bets by Peter Sims, who demonstrates over and over again how small ideas can lead to big ones and to the changes that are needed in organizations. Both are easy reads and should find permanent places on your bookshelf.
There is also a terrific Web site called the Daily Grommet that ferrets out all kinds of new products. The games I am suggesting are definitely low-tech and hands-on—and that is partially my point. With all the technology, we need to remember that all of us—and most particularly our students—need to build, solve, and create new wonders by hand. These four games made a particularly strong impression on me: Perplexus, a 3D maze game; Laser Pegs Lighted Construction Set; Crazy Aaron's Thinking Putty (relieves stress, supports creativity); and Plantarium Garden Lab, developed by NASA engineers and brought to market by Massimo Massuri. You might also wish to check out Edmodo, probably the fastest-growing safe and secure Web site for educators to connect, network, and share ideas.
Innovation is alive and well in JCPS! During the new year, the Gheens Institute for Innovation will continue to support and recognize professionals who are willing to think out of the box. Come and take the journey with us!
Dr. Regina MJ Kyle is the education adviser to the Gheens Foundation and CEO of The Kyle Group. Contact her at kylegroup@aol.com. Contact Sondra Ferren at sondra.ferren@jefferson.kyschools.us.
Innovation in Education Classroom Teacher Mini-Grants
The Gheens Institute has awarded Innovation in Education: Classroom Teacher Mini-Grants to support classroom teachers and/or teams of teachers who want to think out of the box. These competitive mini-grants support new innovative projects, activities, or programs that move the district's vision and mission forward in innovative and creative ways. The Gheens Institute awards $500 mini-grants annually to projects that support the district's vision for engaging all students in the learning process.
The Gheens Institute is proud to announce the 2011-12 awardees of the Innovation in Education: Classroom Teacher Mini-Grants.
Holistic Education for Enduring ExcellenceCrystal Waddell and Erica Lawrence |
Sounds of the CityKristin Lewis |
Individualized Learning in the Spanish ClassroomMegan Johnston |
Homework HeroJessica Ender |
Multicultural Art: Early American CulturesLaura Seigle |