Developmental+Projects

Developmental projects challenged Fellows to assume that we were principals of an elementary, middle, and high school in our school district. We were charged with the task of informing our superintendent with more information about what students should be able to do developmentally at each of the age levels explored. We created full reports on child development at each level, as well as a number of separate products that could be shared publically with the school board and with newly hired teachers. As a part of the projects, Fellows explored: district context, district programming information, child development, data collection, and implications for practicing principals.

Pre-K/Early Elementary School

**Implications for Practice** **Reflective Narrative**  As a result of completing this developmental project, I learned that it is important to create a classroom environment and lessons that cater to this crucial growth period. According to //Working with Children and Their Families: Applying What We Know//, children between the ages of three and six are growing by leaps and bounds. This article also pointed out that the layout of a pre-kindergarten and kindergarten classroom and the scheduling of activities can hinder or aid a child’s physical development. As an elementary school principal, one implication for practice is to ensure that teachers understand all the developmental needs of students in pre-kindergarten through second grade. It is also critical that teachers at these age levels understand that these grade levels are the foundation for all other grade levels

Upper Elementary

**Implications for Practice** **Reflective Narrative** Children at this age are truly eager to learn and influenced mostly by the adults in their lives. As an elementary school administrator, I could capitalize on this and help to build a solid foundation before they move on to middle school. Knowing the developmental stages of kids in grades three through six can help me tailor professional development for my staff.

As a result of this project, my belief that literacy is the foundation for all learning was further confirmed. According to a study, //Achievement Trap: How America is Failing Millions of High-Achieving Students from Lower-Income Families//, more than half of low-income students who at one time were high achievers in reading while in first grade fall behind by fifth grade. Why? Lack of a literacy-rich environment. “Obstacles to students reaching their potential include limited life experiences, a lack of books and insufficient exposure to books, and a lack of both accessible libraries and stimulating summer experiences,” wrote Christine Beck in the article “No More Lost Ground” from //Educational Leadership//. While many of the language and literacy characteristics occur naturally, they still need to be nurtured in both school and at home.



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This video looks at how Halifax County Schools is meeting the developmental needs of students in upper elementary school.

Spring 2011

Middle School

**Implications for Practice** <span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: center;">**Reflective Narrative** <span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: left;">If you read the headlines of articles focusing on middle school, some headlines use words and phrases like “chaotic”, “distractions of adolescence”, and a “test of wills.” Middle school is a trying time and children aged 11 to 14 have trying experiences as they transition into adolescence. Middle school is often viewed as a different world. So, one implication for practice as a middle school principal is to deeply understand this transition. A middle school principal should know, understand and have a passion for middle school kids. Otherwise he/she is misplaced.

<span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: left;">As a result of this project I have learned that it is crucial that there are programs and processes in place to assist students. A second implication for middle school administrators is to ensure that there are programs and processes in place for staff and parents to assist adolescents. The students have to be taught how to cope with peer pressure, resist drugs and build self-esteem. Staff must strive to develop critical thinking, teach organizational skills and instill social and moral values.

<span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: left;">In the article, “Putting Middle Grades Students on the Graduation Path” by Robert Balfanz, “It is during the middle grades that students either launch toward achievement and attainment, or slide off track and placed on a path of frustration, failure, and ultimately, early exit from the only secure path to adult success.” A third implication is to know that it is key to understand middle school as the bridge between elementary and high school. Elementary and high school administrators must have a basic knowledge of middle school development and curriculum at minimum to ensure vertical alignment.

<span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: left;">As a middle school educator for 13 years, I have experiences the challenges of adolescence. It takes a very skilled administrator to juggle being an instructional leader and disciplinarian. More often than not, discipline will be a main task. This happens because of the transition that middle school students experience. They struggle to deal with so many changes. But another hindrance is ensuring that you have teachers who understand middle school students. If not, there may be more discipline issues than necessary.

<span style="display: block; font-family: Georgia,serif; font-size: 17px; text-align: left;">[|Executive Summary.pdf] 

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<span style="display: block; font-family: Georgia,serif; font-size: 130%; text-align: center;">This video highlights some of the ways Roanoke Rapids School District works to meet the developmental needs of its middle school students.

<span style="display: block; font-family: Georgia,serif; font-size: 130%; text-align: center;">Fall 2011

<span style="background-color: #ffff00; display: block; font-family: Georgia,serif; font-size: 17px; text-align: center;">High School <span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: center;">**Implications for Practice** <span style="display: block; font-family: Georgia,serif; font-size: 19px; text-align: center;">**Reflective Narrative** <span style="display: block; font-family: Georgia,serif; font-size: 130%; text-align: left;">As students progress through the different grade levels, the availability of clubs, sports and various classes or subjects increase. This is especially true of high schools. One implication for practice is being aware that a variety in curriculum and programs is necessary for the growth and development of high schoolers. High-school aged children experience rapid gains in height and weight and continued brain development also. The clubs, sports and other extracurricular activities help tremendously with the stage of establishing an identity. It also helps with the achievement stage where teens begin to see the relationship between their current abilities and their future vocational aspirations. Having a diverse set and choice of programs helps students to further identify strengths and set career goals.

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">[|HS Executive Summary.pdf]

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<span style="font-family: Georgia,serif; font-size: 130%;">This video looks at the positive culture that Bunn High School has created. A team of NELA fellows (Doug Miller, Erica Shoulders-Royster, Shelley Williams and I) traveled to this school of distinction to gather strategies for establishing school culture and identity. <span style="font-family: Georgia,serif; font-size: 130%;">Spring 2012