3. “Good learning comes from good teaching. More and better
learning and great achievement for everyone require being
able to find and keep more good teachers.”
–Professional Capital: Transforming Teaching in Every School
4. “Teaching like a pro is about improving as an individual,
raising the performance of the team, and increasing quality
across the whole profession.”
–Professional Capital: Transforming Teaching in Every School
5. “Sustainable improvement can … never be done to or even
for teachers. It can only ever be achieved by and with them.
–Professional Capital: Transforming Teaching in Every School
6. “If you want a high-performing school system, a competitive
economy, and a cohesive society, we need the very best, most
highly qualified teachers who will have a deep and broad
repertoire of knowledge and skill in the schools that don’t
have the luxury of screening out children.”
–Professional Capital: Transforming Teaching in Every School
7. “Trust and expertise work hand in hand to
produce better results.”
–Professional Capital: Transforming Teaching in Every School
8. “In collaborative cultures, failure and uncertainty are not
protected and defended, but instead are shared and
discussed with a view to gaining and support.”
–Professional Capital: Transforming Teaching in Every School
9. “Talk together, plan together, work together —
that’s the simple key.”
–Professional Capital: Transforming Teaching in Every School
10. Teachers improve when they collaborate with and learn from
other teachers. Schools also improve when they collaborate
with and learn from other schools.”
–Professional Capital: Transforming Teaching in Every School
11. “Teaching is a profession with shared purposes, collective
responsibility, and mutual learning. Teaching is no longer a
job where you can hog the children all to yourself.”
–Professional Capital: Transforming Teaching in Every School
12. “Connect everything back to your students.”
–Professional Capital: Transforming Teaching in Every School
15. Utilize after-school hours to allow high school
students to earn credit
Successfully meet the requirements of the Nellie
Mae Education Foundation grant and create
Blended Learning environments at our high schools
Continue to incorporate technology in
thoughtful ways that increase student learning
and opportunities
Involve high schools in the League of
Innovative Schools and research performance
based assessments
16. • 200 Students Participating in
Personalized Learning
Experiences (PLEs)
• 250 Students Participating in
Odysseyware Online
Learning
Utilize after-school hours to allow high school
students to earn credit
17. • High School Saturday Academy
• Students earn lost credits
• Activities include:
• Life Skills
• Goal Setting
• Career Exploration
• Motivational Speakers
• Visits from Community
Leaders
• After School Academy
• 120 Students enrolled in credit
recovery
Utilize after-school hours to allow high school
students to earn credit
18. Successfully meet the requirements of the Nellie Mae Education
Foundation grant and create Blended Learning environments at our
high schools
19. Continue to incorporate technology in thoughtful
ways that increase student learning opportunities
20. Continue to incorporate technology in thoughtful
ways that increase student learning opportunities
300 Devices
2011-2012 2012-2013 2013-2014
80 Devices
1400 Devices
2014–2015
2500 Devices
2010-2011
0 Devices
21. Involve high schools in the League of Innovative Schools
and research performance based assessments
• Both Maloney and Platt High School Teams
participating in League of Innovative Schools
(LIS) meetings and workshops. Investigating
mastery-based learning.
• Consortium Committee develops standard-based
report cards for K - 5.
• Consortium Committee currently working on
standard-based report cards for 6-8.
22.
23. Ensure successful implementation of the
new Pilot Teacher Evaluation Process
Increase in-school enrichment offerings
Create a roadway for successful Common
Core State Standards implementation
Continue to provide support and professional
development for principals and other leaders
Expand extended day elementary school
model to other schools
Ensure that the State Alliance and Priority School
District Consolidated Application is approved by State
Department of Education and effectively implemented
24. Ensure Successful Implementation of the
new Pilot Teacher Evaluation Process
Collaborative efforts in Meriden lead to
successful Teacher Evaluation Rollout
25. Increase in-school enrichment offerings
Karate Yoga German Break Dancing
Scholars’
Research
Carpentry Drama Lacrosse
Weather
Hot Air Balloon
Making
Tennis
World
Drumming
Floral Design Golf Magic Social Skills
The Solar
System
Vision
Awareness
Technology Scrapbooking
Variety of Elementary Options
27. Increase in-school enrichment offerings
• Hired a teacher through
Adult Education to
support middle school
enrichment
• Ensures students receive
high quality, challenging
enrichment experiences
Middle School
29. Create a roadway for successful Common
Core State Standards implementation
• Grades K-2 - Reading and Math CCSS
implementation including standard-
based report cards in 2013-2014
☑️Completed
• Grades 3,4,5 - Standard - based report
cards in 2014-2015
• Grades 6-12 - Full CCSS implementation
• In progress
30. Continue to provide support and professional
development for principals and other leaders
Executive Coaching
Aspiring administrators and teacher leaders engage in targeted
professional development on leadership provided with support
from the CT Association of Schools and district leadership.
31. Continue to provide support and professional
development for principals and other leaders
Leadership Academy
Aspiring administrators and teacher leaders engage in targeted
professional development on leadership provided with support
from the CT Association of Schools and district leadership.
32. Continue to provide support and professional
development for principals and other leaders
33. Continue to provide support and professional
development for principals and other leaders
New Teacher Induction
Three%Day)New)
Teacher)Orienta1on)
District)Professional)
Development)
Throughout)the)Year)
New)Teacher)
Instruc1onal)
Observa1on)Walks)
Book)Studies)
Interac1ve)Online)
New)Teacher)
Discussion)Forum)
34. Continue to provide support and professional
development for principals and other leaders
10%
INCREASE
9%
INCREASE
12%
INCREASE
Teachers’ Perceptions
of a “positive school
climate.”
Teachers’ Perceptions
that “staff is supported
by administration.”
Teachers’ Perceptions
that “administration
treats all staff with
respect.”
35. Expand extended day elementary
school model to other schools
Fully Implemented
!
100 Additional Minutes
per Day
Plan approved for
implementation in
Fall 2014
!
100 Additional Minutes
per Day
36. Ensure that the State Alliance and Priority School District Consolidated
Application is approved by State Department of Education and
effectively implemented
Consolidated application
has been submitted and
approval pending
Positive Feedback Provided
Initiatives in Operation
37. Share Data Team process with BOE
and general public
Continue to implement Positive Behavioral
Intervention Systems across the district
Share the work of the Family-School Liaison Team
with the Board of Education and general public
Monitor high school construction projects
to minimize student and staff disruption
38. Share Data Team process with Board
of Education and general public
• Process shared with:
• Visitors from
Massachusetts and
Vermont
April 28, 2014
• Board of Education
April 22, 2014
• Visitors from Iowa
March 26, 2014
• Available to general
public on
meridenk12.org
39. Continue to implement PBIS across
the district
Defining PBIS for our
students, staff, families,
and community
Dr. Farrell and her
team from UCONN
work with the district
team, as well as our
schools
Tiered Level of support
based on student
needs
PBIS Rooms in
Secondary Schools
40. Share the work of the Family-School Liaison Team
(FSL) with the Board of Education and general public
FSL Presented to the
Board of Education on
October 1, 2013
FSL publications in
Meriden Record-Journal
Creating Public Awareness
Marketing
School and Community
Events
Utilization of FSL tracking
tool to provide support for
students and families
Presentation Available for Download at meridenk12.org
41. Monitor high school construction projects
to minimize student and staff disruption
48. Praise for the
STARS Program
STUDENT: Adrian
“The Stars program at Hanover has been a blessing!! It is a great starting
foundation for children like my son. It is comforting and rewarding for us
parents to see and know that our children are in the care of amazing and
talented staff members that take pride in seeing our children achieve and
accomplish their goals. I absolutely love the added incentives like the
“Family Fun Nights”, in which I’m sure it takes a lot of planning and
coordination to make these events fun and creative for our children! Also,
the swimming program at the YMCA, (talk about our kids being in their
element)…they have fun while learning social and motor skills, increasing
their attention span and self care. The sensory room and the playground
is like a wonderland where our kids can meet their sensory needs as well
as stimulate their minds. We have become a little community as the
parents and staff members work together in making a difference!!!”
52. Community Classroom
Collaborative at the YMCA
Vocational training
for students 18 to 21
years old
Allows students to
begin experiencing
adult activities
while having the
support of the
school system
54. Central Registration
260 Total
2013 - 2014
Registrations
430 Total
2014 - 2015
Kindergarten
Registrations
as of 4/15/14
T W O S T A F F M E M B E R S H A V E T A K E N I N :
61. Implementation of College-
and Career-Ready Standards
Transition from School
House to Community School
Treating Social-Emotional
At-Risk Students (AERA)
National Presentations
Lessons from AFT Labor
Management
The Data That Matters: Making
a Difference for your Schools
2013 & 2014 ISTE Conferences
Teacher-Driven Expanded
Learning Time
The Effects of the Patient
Protection and Affordable
Care Act on Schools
Time for Teachers:
Leveraging Expanded Time
More Collaboration + More
Time = More Learning
62.
63. Statewide Presentations
Turning Data into Action, Connecticut Council for Education Reform Best
Practices Forum, New Haven, Connecticut 2014.
Mandate Relief, State of Connecticut Education Mandates Relief Task Force,
Hartford, Connecticut, 2014.
Utilizing Data to Improve Student Achievement, UCONN/CAPSS Educational
Leadership Cohort, West Hartford, Connecticut, 2013 and 2014.
Closing Gaps in Meriden, State of Connecticut Interagency Council for Closing
the Achievement Gaps: Chronic Attendance, Hartford, Connecticut, 2013.
The Education System, Connecticut Association of Schools (CAS), Southbury,
Connecticut, 2013.
Leadership Panel and Extended Time Breakout Session, Connecticut Council for
Education Reform, New Haven, Connecticut, 2013
Alliance District Convening, Leveraging Resources to Support Students, CT
State Department of Education, Hartford, Connecticut, 2013
Alliance District Convening - Utilizing Teacher Evaluation Leads to Professional
Growth - CT State Department of Education, CT State Department of
Education, Hartford, Connecticut, 2013
64. VOL. 37, NO. 4 | WINTER 2013–2014
www.aft.org/ae
HowNotto
GoItAloneWAYS COLLABORATION CAN STRENGTHEN EDUCATION
AMERICAN EDUCATOR | WINTER 2013–2014 29
MovingMeriden
In Connecticut, a Road Map for Union-District Relations
B J D
I
n the 1990s, the relationship between the Meriden Public
Schools and the local teachers’ union, the Meriden Federa-
tion of Teachers, was frosty with a lack of trust. e union
spent much of its time elding concerns from teachers who
believed principals were not treating them as professionals.
Teachers did not have a voice in instructional matters. Teachers
and principals could not even resolve administrative issues like
scheduling and lunch duty assignments.
To help teachers navigate this uncomfortable climate, the
union president at the time deployed two assistants to meet with
teachers in their schools. roughout the district, the assistants
were known as “Doom” and “Gloom”; their presence in schools
always signaled a problem. When the duo scheduled their visits,
the teachers would instruct them not to come in through the front
door. Nervous teachers feared that the principal would see them
and gure there was an issue. So to avoid any confrontation, the
teachers let the assistants in through the back door. Relations
between teachers and principals were so strained that the pair
performedtheirclandestineoperationsseveraltimeseachmonth.
For the most part, the district’s central o ce administrators
did not visit schools to get to know teachers and did not involve
themselves in building issues, says Erin Benham, the current
president of the Meriden Federation of Teachers (MFT).
Benham has taught in the district for 34 years. For several of
those years, she was the union assistant known as “Doom.” She
laughs now when recounting this part of her career because
things have so dramatically changed. No doubt she wasn’t laugh-
ing back then.
In the last ve years, the union and the district have built a
stronglabor-managementpartnershipwhosefocusonsupporting
teachershasresultedinasteadyincreaseinstudentachievement.
Today, it’s fair to say that Benham belongs to another dynamic
Jennifer Dubin is the assistant editor of American Educator. Previously,
she was a journalist with theChronicle of Higher Education. To read more
of her work, visit American Educator’s authors index at www.aft.org/
newspubs/periodicals/ae/author.cfm.
ILLUSTRATIONSBYINGOFAST
65. Key Leadership Positions
Dr. Mark Benigni, Superintendent of Schools
American Association of School Administrators
(AASA) Governing Board Member
Co-Chair of the Connecticut Association of Urban
Superintendents
CAPSS, Connecticut Association of Public School
Superintendents, Board of Directors
Robert Angeli, Associate Superintendent for
Instruction
CAPSS, Connecticut Association of Public School
Superintendents, Board of Directors
Thomas Giard, Assistant Superintendent for Personnel
and Staff Development
President – CT Association of School Personnel
Administrators (CASPA)
Member – CSDE Taskforce on Minority Teacher
Recruitment
Dr. Miguel Cardona, Performance Evaluation Specialist
CT Legislative Achievement Gap Task Force, Co-
Chairman
United Way- Board of Directors
Dr. Alvin Larson - Research and Evaluation
Specialist
Member - U.S. Department of Education,
Center for Education Statistics National Forum
Susan Maffe, Director of Food Services
Executive Board for the School Nutrition
Association of Connecticut (SNACT) Member
Member - State Task Force on Childhood
Obesity
Erin Benham - Literacy Coordinator, Lincoln
Middle School
Vice President - AFT CT Executive Committee
Dr. Anne Jellison, Principal of Israel Putnam
Elementary School
President of the Meriden Association of School
Administrators
Chair of the Connecticut Association for School
Administrators
Member of the Governor's Common Core Task
Force
66. Key Leadership Positions
AFT National
Trainers for CCSS:
Anita Gennaro
Kari Baransky
CCSS Teacher
Ambassadors:
Krista Romeo
Anita Gennaro
Susan Axon
Sandra Polacheck
Heidi Popielarczyk
Janine Malave
Daisy Torres
Jason Gonzalez
67. Key Leadership Positions
Dream Team members will
translate proven teaching
methods and classroom
expertise into high quality
Common Core resources for
use by Connecticut teachers.
Competitive process, 97
teachers selected, Meriden
awarded 6 slots where they
will serve as “teacher leaders”
for the state.
CT Teacher Rubric Revision
Advisors:
Dave Levenduski
Katie Lopez
For Immediate Release: April 16, 2014
Contact: Kelly Donnelly 860.713.6525
97 TEACHERS SELECTED FOR ‘CONNECTICUT DREAM TEAM’
Teachers to Par cipate in Common Core Professional Development
(Har ord, CT)– The State Department of Educ (SDE) today announced that 97 teachers from
86 schools across Connec cut will take part in TeachFest Connec cut, an intensive professional
learning session on the Common Core State Standards, where they will develop high-quality
resources to be shared with fellow teachers. The ‘Connec t Dream Team’ will con nue working
with their peers in the weeks following TeachFest and later serve as teacher leaders at a larger
event this summer. Par ipants teach a wide spectrum of di rent grade levels, with 60 specializing
in English language arts and 37 in mathem cs.
“TeachFest will provide teachers with the opportunity to collaborate and innovate as they develop
high-quality Common Core resources to be shared with their colleagues. Par pants will also serve
as teacher leaders in future Common Core-related events and ac vi es. We thank and congratulate
the teachers who have volunteered and been selected for the Connec t Dream Team,” State
Department of Educ Commissioner Stefan Pryor said. “This is a new and exci ng element of
our growing array of Common Core supports for teachers and school leaders. We are grateful to
Governor Malloy and the General Assembly for providing the resources that enable us to provide
these cri cal supports for educators.”
TeachFest Connec cut represents one of the professional development opportuni es supported by
the State Department of Educ regarding the implementa on of the Common Core State
Standards. The Connec cut Dream Team will rst convene in Har ord from April 25-27 for
TeachFest Connec cut, a celebr of teaching and an intensive, structured working session
facilitated by LearnZillion. A provider of digital curriculum and professional development for the
Common Core, LearnZillion developed this innov ve model.
“Connec t teachers’ response to this opportunity has been wonderful,” said Eric Westendorf,
CEO of LearnZillion. “We’re excited to support the SDE’s commitment to teachers by sharing our
Fallon Wagner
Mary Jean Giannetti
Mary Lou Woods
Kari Baransky
Andrew Hutchinson
Josh Egan
68. Planning for Continued Success
Expansion of Blended Learning
environments
School Improvement Grant at
John Barry School
Opening of new wings at high
schools
Increase district-provided mobile
devices
Increase digital content
Expansion of in-district SPED
programs
Revising ELL programming
Pre-K to K alignment
Continuation of security measures
Continuation of CCSS
Implementation
Implementation of district-wide
Teacher Evaluation
Support for new administrators
Continue to Increase AP/ECE
enrollment and students in higher
level classes
Continue to increase partnerships
with families and community
providers
69.
70.
71. “Providing all of our students with a chance for a better life.”
- Dr. Mark Benigni
87. “You do not lead an organization, department,
or group, and your people do not follow
strategic plans, fancy goals, or year-end
reports. They follow a person.”
August 2014 - Administrators’ Retreat
88. August 2014 - Administrators’ Retreat
“Your followers deserve a leader who will
openly accept the presence of obstacles,
challenges, and even tragedies, but deny their
power and refuse to succumb, even if most
people believe they mean certain defeat.”
89. August 2014 - Administrators’ Retreat
“It's what you do with the data and information
you analyze that makes you a good leader.”
90. August 2014 - Administrators’ Retreat
“Courageous and healthy people take
responsibility for their contributions to their
failures and more readily share the credit for
their successes.”
91. August 2014 - Administrators’ Retreat
“Stand up in front of your direct reports and
own up to something you did that you
shouldn't have, or something you didn't do that
you should have. Want to build loyalty? Own
your mistakes.”
92. August 2014 - Administrators’ Retreat
“Leadership is influencing others to achieve
results beyond those that they believe are
possible.”
93. August 2014 - Administrators’ Retreat
“Your job is not to eliminate problems;
your job is to solve them.”
94. August 2014 - Administrators’ Retreat
“Do not tolerate mistreatment of others by your
reports. Confront it more strongly than you
confront failure to meet results.”
95. August 2014 - Administrators’ Retreat
“Do not allow yourself or your people to accept
the status quo.”
96. August 2014 - Administrators’ Retreat
“You don't just observe what's happening; you
care about the effect it's having on your
people.”
