December 22 Update

Happy Winter Break!

Read that again.  And, again.

It's ok to rest.  It's ok to do nothing.  You've earned it.

Spend the next 9 days being with those you love and doing the things you love.  

It's ok to focus on you!  

Connection Day - January 2

A huge thank you to our 2nd Grade team for planning the January 2 Connection Day! Click here to access the choiceboard for the day.  

Phy-Ed Long Term Sub:

As you know, Kyle (and Madison) Melcher are having a baby.  While Kyle is out (January 2 - February 9), Kayley Camerer will be filling in.  Kayley was a student teacher at Lincoln and has done some subbing.  We are excited to have her join us!  She will be starting on January 2 and will be working Monday-Thursdays.  

A huge thank you to Tom and Zach for covering on Fridays!  

Building Weekly Newsletter:

Click here to access the building weekly newsletter

If you celebrate Christmas, I hope you have a Merry Christmas!  

Have a GREAT winter break!  You've deserved it! 

-Justin

December 15 Update

Happy Friday! 

Another great week at McKinley!

A short blog update this week...  

WOO HOO Challenge:

With having 5 days next week, we are doing a Woo Hoo Challenge in classrooms!  I am sharing the slideshow that will be shown in classrooms on Monday.  At this time, we are limiting this to homeroom classrooms.  If this goes well, we may expand schoolwide another time in January/February.  

Connection Day - January 2

A huge thank you to our 2nd Grade team for planning the January 2 Connection Day! Click here to access the choiceboard for the day.  

McKinleyStrong Celebration:

We filled the jar!  Next Thursday, we are heading to Manthey Park.  See linked sheet for schedule and additional information.  More information is coming on extra support/supervision coming with your grade level.  I plan to share with students at Monday Morning Announcements.  

Building Weekly Newsletter:

Click here to access the building weekly newsletter

Have a great weekend!

-Justin

December 8 Update

Happy Friday!

MLK Day - Register! 
If you haven't registered, you need to do so today.  Teaching and Learning is finalizing the details of the day and need all registrations complete.  If you didn't - or don't know if you did - please reach out to Laura Millar or Julie Sullivan today.  

Warm Demander & Staff Power Hour:

Just a reminder - we are NOT meeting on Monday for a Staff Power Hour.  Instead, I am asking you to listen to the 22 minute podcast and complete a short reflection about your role and thoughts on the warm demander work.  Please take care of this by Friday, December 15 (all staff).  

Save the Date - International Day of Fun at Work 2024!

This is a very important day in this building - International Day of Fun at Work!  This is our 8th annual  celebration - can you believe that?

Save the date - Friday, January 19, 2024!    More to come on the details of the day!

Between now and then, find a team and decide what your costume/dress will be that day!  Prizes will be awarded for Most Creative and Student's Choice (the one the kids love the most). 

Building Weekly Newsletter:
Click here to access the building weekly newsletter

Have a great weekend!

-Justin

December 1 Update

Can you believe it's already December???

We had a PTO Open Gym last night.   What a great activity - the kids had a blast.   A  HUGE thank you to Zach Waletich for organizing the activities and leading them.  If you see him today, please share a thank you.  He went above and beyond to make this a great night!  

Building Observation:

I've had three people in the last month share some feedback with me (separately).   All three people have intentionally found me to share the positive energy in the building - the "welcoming feel", the smiles, and the positivity.  I heard comments like "Everyone seems so happy" and "I want to come work there".  

Each of you play such a critical role in the climate and culture of our building.  Kudos to each of you for making McKinley such an amazing place!   

Scaffolds & Supports:

I saw this picture on Twitter over the weekend and it's made me think a lot about the way we support students.   Bare with me as I share my thoughts....

We create amazing supports for students, every single day.  This can be academic supports, social emotional supports, adult supports, etc.  We do a great job of getting this into place.  Do we do the same when it comes to removing the supports?  Do we have a plan to create independence in students or are we velcroing students to a support and never releasing them from this support?  I believe our brains are wired to develop the supports and slowly ease students into these.  Do we follow a gradual release after the student has showed some independence or mastery, and slowly remove some of the supports?  Or, do we leave these in place and create a crutch instead?   If you've read this far, please email me to be entered in for a drawing.

Our students are like the above Statute of Liberty -  do we leave these supports up or remove them to truly see the beauty of the work?  

Visitors to Building Wednesday:

Next Wednesday, December 6, we will have some visitors to the building in the Learning Studio all morning.  My elementary principal association, MESPA, will host a regional meeting here.   This is just an FYI that you will see visitors in that area.

Building Weekly Newsletter:

Click here to access the weekly newsletter

Have a great weekend!

-Justin

November 16 Update

Happy Friday, McKinley!

Due to Thanksgiving break, this blog will be for this week and next week.

2 more days..... 2 more days..... 2 more days......

Take some time next week to truly check out and eat some yummy food.  It's important you recharge yourself.  Make sure you do something you enjoy and be with those you love!  

Volume in Building:

Starting Monday, we need to monitor the noise our classes/groups are making as they are in our common spaces and hallways.  In full transparency, it's gotten really bad and it seems we've given up on even addressing it.  I now have staff, students, and families commenting on the noise.  We need to be monitoring this, stopping the class, and overall supervising and addressing this.  It is no longer an option to just send our kids by grade level - we need classes and a controlled line.   Please let me know if this is something your grade wants to discuss more and I'd be happy to chat.  

Transition Day - 11/27:

Linked is our plan for Monday, November 27's transition bingo board.  

Warm Demander - all staff read:

This quote really hit me.  

Read this quote a few times.  There's a few phrases that stand out to me about our work as a warm demander.   

"Convince them of their own brilliance".... it's more than just telling them to do something.  it's about getting students to discover their strengths, passions, and capacity.  

"in a disciplined and structured environment".... it's more than just rules or expectations.  It's about setting a structured environment where students can be safe (intellectually safe, too).  The word "disciplined" stands out to me... students know the routines, expectations, and are regularly reminded of this to meet that expectation.  

I watched a webinar this week in which Zaretta talked about warm demander.  She gave an analogy that still sticks with me.  Our job as a warm demander is about being a "personal trainer of cognitive capacity".   It's about being that cheerleader, advocate, push, and coach.   Zaretta talked about how, as personal trainers, our job is to expect that extra sit up.  When students say "I can't do it", we say "Yes, I know you can" and cheer them on.  Then, when they do that extra sit up, we help them see the intrinsic excitement and pride that comes with realizing they really could do another sit up.  So, my question for you is - as a warm demander, are you warm, demanding, or acting as that personal trainer?

Tasks -vs- Learning:

This idea may sound common sense - tasks vs learning.  However, as you really start to think about this (and notice what is happening in your classroom, as well as others), this whole idea starts to get challenged.  Are we focused on tasks or learning?  When you design your learning blocks, are you thinking of the learning you want students to master or a task (learning activity) they can complete?  Now, think about your day.  Are you seeing tasks or learning?  Are students revisiting their learning days later or are they turning something in and moving on?    I recently came across this blog entry - it's a quick read (please take the time to read). 

This is an idea I'd like to challenge you to think more about - are you creating tasks or learning experiences?  

Building Weekly Newsletter:

Click here to access the building weekly newsletter

Click here to access building weekly newsletter (week of Nov 27)

Have a GREAT weekend!  Two days next week.... enjoy your Thanksgiving Break! 

-Justin

November 10 Update

Happy Friday!

Another great week of relationships, learning, and positive energy at McKinley!  

Positive Recognition:

Just a friendly reminder to be using the positive recognitions (Positive Office Referral, High Five letter home, McKinleyStrong slips, and Good News Calls).  

I give you two challenges with these for the month of November & December - 

• All staff giving positive recognition, not just classroom teachers.  All of you play an important role in our building - it's great for non-classroom teachers to also recognize our scholars.
• I challenge you to think about who is getting these recognitions.  Often times, we use these with students who may need a "boost" or have been doing positive work for the day.  That's awesome and I hope people still do this.  Don't forget about those students who are always doing their job or who often get missed because they are always doing amazing things.  They could use it, too. 

Building Thinking Classrooms in Math - Guest Blogger Eric Oppegard

This summer I had the opportunity to read the book, Building Thinking Classrooms in Mathematics, by James Liljedah.  After reading this book, my curiosity peaked, and I was anxious to do some summer professional development with a few other teachers and coaches from Owatonna.  Our team spent two days in Plymouth with presenter Jessica Strom learning more about the 14 teaching practices for enhancing learning.  I am excited to break down my learning for you in a series of three blog posts.  

“Much of how classrooms look and much of what happens in them today is guided by institutional norms-norms that have not changed since the inception of an industrial-age model of public education.”  This is a great quote from the book that matched my thinking over the past few years that the model of education we are a part of is antiquated and what has worked in the past with students and learning is not as effective anymore.  The I do, we do, you do does not build deep meaningful thinking.  I often thought to myself, I showed them, we did some together, and now they can’t do it themselves.  What is their problem?  Well, the problem was me!  I did the thinking for them and never gave them the opportunity to develop their own understanding.  Basically, I was taking away their opportunity to make meaning, make connections and think.  When we would get to the now-you-try-one stage, I was met with disappointment by their work.  As the book states and I know, the students were either slacking, stalling, faking, mimicking, or try it on their own trying to make connections or find the answer.  I thought to myself, I was a strong math student and could memorize procedures very easily.  The teacher showed me what to do, I could do it, and I would do well on the test.  But…I really didn’t know or understand math.  This came to me as a slap-in-the-face moment after reading this book.  I need to do better!  We need to do better!

As I take you through this book in three blog posts, I will highlight the content, not all because that would be another book, and my thinking.  Please know this is just skimming the surface.  The author suggested starting with chapters 1-3, so I will address those chapters in this first blog post.  

Chapter 1: What Types of Tasks We Use in a Thinking Classroom

“If we want our students to think, we need to give them something to think about.”  This thinking should come in the form of a task.  Tasks are more than just finding an answer to a simple problem.  Tasks should create struggle where students get stuck, experiment, try, and even fail.  There are three types of tasks noted in the book. 

1.  Highly Engaging Thinking Tasks-When reading about this type of task, I couldn’t help but think about a great book.  It is so great, that I don’t want to put it down.  I don’t want to stop.  I need to know how it ends, even if I can barely keep my eyes open.  

2. Card Tricks-The book states that these are like highly engaging tasks.   These make the students think.  These are not sleight-of-hand tricks. Honestly, I have not looked into these tasks yet, but plan to over the summer. 

3. Numeracy Tasks-According to the book, these tasks are based on and connected to the lives of our students.  These real-life tasks are also engaging involving sports, entertainment, and money.  

*Our Building Fact Fluency resource can be used for these tasks.  

There is more to this chapter, but this just gives you an idea of tasks and the need for thinking. 
Each chapter ends with macro moves and micro moves-I view these as something I can do BIG to make a difference and then what I can do SMALLER to make a difference when my understanding is deeper.   Chapter 1-BIG MOVE-Begin each lesson with a thinking task-this should take about the first five minutes.  

Chapter 2: How We Form Collaborative Groups in a Thinking Classroom. 
“Students, by and large, know why they are being placed with certain other students, and they live down to these expectations.”  Many of you may know that I have used “clock partners” in my classroom for many years.  These were very intentional heterogeneous and homogeneous groups based on ability, sex, and test scores.  This was a time-saving routine when partner work was planned, I would just look at my key and tell the students which clock partner they would work with.  This book challenged my past practice and thinking about grouping. 
The book suggests groups of 3, not partners, and to make these groups random that change daily.  Okay, I can do groups of 3.  But RANDOM grouping…daily…why?  Can I give up that control?  After reading more and thinking about this though, yes, yes, I can give this up.  What do I have to lose? But, how do I create these random groups?  I could use playing cards, shapes, or numbers.  Thinking through this I decided that each day, students would start the day entering the classroom with their random groups posted on the Smartboard.  I have used Classroomscreen.com in the past, and this would work great.  Students would unlock their wheels, and form pods of 6.  Luckily 6 is a multiple of 3 (see what I did there…connected back to math-lol) Pods of 6 would be 2 groups of 3.  Students would work in these groups of three all day for all curricular areas.  This was not mentioned in the book, but I thought I would try.  The students had a lot of questions about changing their seating chart each day, but by day 4 this had become an unquestioned routine.  I showed the students that this is truly random by pressing the shuffle button, and told them they might end up with someone they aren’t friends with or even know very well.  What a great opportunity to get to know someone or become friends with them.  I know what you are thinking.  It can’t be that easy, but after two months of school, there haven’t been many issues at all.  Students know they will be working with two different people tomorrow or at least one.  So far, it has been very seamless and has worked well. 
Chapter 2-BIG MOVE-Frequently for visibly random groups.  

Chapter 3: Where Students Work in a Thinking Classroom
“When students are sitting, they feel anonymous.  And when students feel anonymous, they are more likely to disengage.” This chapter addresses workspaces around the classroom called (VNPSs) vertical non-permanent surfaces.  These are vertical workspaces that are large enough for all three students to gather around and show their thinking.  I have used small individual whiteboards for many years.  Students could write their answers, hold them up, and I could do a quick assessment.  As all teachers know, students could have copied from their neighbors, not held their whiteboard up, or even had an empty whiteboard and wanted to hide it.  Hmmm, so this vertical space might work.  It will allow me to survey the groups, look at their work, and check their understanding just to name a few benefits.  

I think I can do this!  Wait, where am I going to find enough space for 7-9 groups of 3, depending on the year? I don’t have that much whiteboard space.  If I was going to commit to this, I needed to look at my room and see where I could maximize the wall or counter space.  After much deliberation, and purchasing a few things, I was able to make it work.  Stop by sometime and take a look! 
But, is the investment and change worth it?  Absolutely, I have to say that with a resounding YES!  The VNPSs have been the biggest game changer for me as a teacher.  I am able to see misconceptions, use student work to guide my teaching (this will be addressed in a later chapter/blog), and students are up, standing, interacting, and being engaged.  

Chapter 3-BIG MOVE-Use vertical non-permanent surfaces (PNPSs)

Building Weekly Newsletter:

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Have a GREAT weekend!

-Justin

November 3 Update

Happy Friday - and end of 1st Quarter!

I hope you had a great week.  A few updates - 

Monday, November 6:

Just a reminder - Monday is a professional development day for elementary.  Below is the email from Julie with more specific information:  On November 6, E-5 staff will come together for a day of professional learning. Please view this document for your schedule. To find your specific schedule, you can use the links at the top.  Please remember - as adult learners, this is a great day to embrace learning and growth!  

Perspective:

One of my favorite reminders - all about our perspective.   As we enter into November, this is a great reminder for us all.   Every day, we get to determine our perspective.  We can either live in a solutions-based world or a problem-based world.  We can choose to focus on all the negative, frustrating, and irritating things in our day or celebrate the little moments, positives, and times we smiled.  And, with all that's going on in the world, this is a great reminder for us all - we control "the seat" (perspective) we sit in every single.  What perspective will you choose each day?

Conferences:

On November 14, 16, and 17, we have our first Family-Teacher Conferences (see building calendar for times). We moved away from parent-teacher conferences to be more inclusive of who is joining the conference (it's not always a mom or dad).  Please take some time to read through the tips, as well as watch the 6 minute video clip.  Both are from the Search Institute and will help remind us of tips to a great conference.  

Tips for Teachers - We have some tips for educators who hope to make the most out of conferences:

1. Think of this (short but important) meeting as a relationship-creating opportunity. Use intentionality. Start off by sharing a bit about yourself, ask about the parents. Share a few wonderful observations about their child. Build a connection. This will set a positive tone for the meeting and create the kind of conversation that will yield benefits throughout the year.
2. Be the expert, but listen to parental concerns. Parents expect you to be adept at teaching, but they want to feel that you value their input too. Not focusing only on the child’s weaknesses, but also their strengths, can help parents feel like you know and care about their child.
3. Don’t start with the negative. Don’t begin the conversation with “I have no concerns”—that starts the exchange in deficit mode. Instead, start with a simple, plain-language description of the three things you hope the students learn by being in your class.
4. Emphasize your goals. Giving a syllabus or written materials is great, but talking clearly, even passionately, about your goals for the class is better. Talk about what you hope to accomplish during the semester with excitement, and you’ll be amazed at how the parents become your partners in learning.
5. Provide feedback—both good and bad. Give them the feedback you need to provide, such as a review of grades and assignments. But if you feel it’s necessary to point out a deficit, find a way to do it with understanding, and try also to point out a strength.
6. Before they leave, ask one last question. This is one of the most important ways a parent can see that you really notice and care about their child and are seeking to develop a positive relationship with them; that they are more than just one among many. Something such as “What do you think I should know about your son or daughter to help him or her thrive in my class?” works. Or something more specific, such as “Tell me about your child’s sparks,” or perhaps their strengths, struggles, or “How might I be able to help your child navigate these challenging times, or give him or her extra support?”
7. Take notes on what you learn. Integrate what you learn from the parent into your interactions with the student, and return to your notes at your next parent-teacher conference. 
8. Remember it’s about the relationship! Parents want to know their child is seen and cared for and that you are paying attention to the insights they are sharing with you about their child. They want to feel like they have built a connection with you. They—and you!—want to build on that connection next time you meet.

American Education Week:

November 13-17, we celebrate each of you!  Please see the linked document on the ways we will celebrate each of you!  

Building Weekly Newsletter:

Click here to access the building weekly newsletter

Have a GREAT weekend!  Make sure you do something for YOU this weekend! 

-Justin

October 27 Update

Happy Friday, McKinley!

Ordering Additional Staff Shirts:

If you are interested in ordering a staff shirt, sweatshirt, etc, you will need to purchase this online at: https://oak-glenn-gear.printavo.com/merch/mckinley-elementary

We Filled the Jar!

Next Friday, November 3, we are heading to Kaplan's Woods for a Scavenger Hunt.  Please see the linked document with your scavenger hunt and lunchroom time (this will be considered final at 3pm today).   Please remind students to dress for the weather.  If it's raining or weather is really bad, we will reschedule.  Otherwise, we are on! 

If you notice that programming times (MTSS, EL, Special Education, etc) are impacted by these times, please connect with them.  I apologize, I tried to work this out around many factors. 

Next week, you will get a slideshow to show your class to explain the scavenger hunt.  More to come!  

Halloween:

Just a friendly reminder - we have moved away from doing Halloween activities, including having students dress up on this day. Not only is the dress up a distraction, but it becomes an equity issue with some not celebrating, having the funds to get a costume, etc. We are not doing any dress up.
Also, we have moved away from celebrating Halloween. This includes any jack-o-lanterns, skeletons, death, etc. Many teams have still found fun ways to turn this into a fall event - STEM activities around designing and building with a pumpkin, for example.
If your team is planning anything and want to run it by me, I'd be happy to offer any help.

Volume in Building:

Over the last few weeks, I have noticed the volume in the building getting louder and louder.  It started in the hallway space, but has now moved into our instructional spaces.  A few reminders -

• Hallway - we should be walking classes/groups in the hallway and redirecting when volume is too loud.  If we are walking classes -and stopping at points to check in on volume - we should be able to get this under control.  Please start this ASAP.
• Classrooms - Please be aware of what others are doing in your spaces as you enter into louder activities.  With an open school and having kids engaged, it will create volume.  I understand that.  However, I am noticing almost screaming and volumes that are being heard across the building.  This includes adults and teaching.  One thing to remember - kids rise to the occasion.  The louder we get (or the environment gets), the louder they get.  

Daily Desired Experience Survey:

Next week, our 3rd-5th graders will be doing a survey in regards to their experience at McKinley.  This survey is aligned to a few of our goals in the Vision Card, too.  

Building Weekly Newsletter:

Click here to access the building weekly newsletter

Have a GREAT weekend!

-Justin

October 18 Update

Happy MEA Break!

I hope you are planning to spend the next four days focused on the things and people you love!  

Transition Day - Monday:

This Monday, October 23, we have our first Transition Day.  Our transition days are found after long breaks and are focused on re-establishing routines, re-building relationships, and regulating students.  We found that students (and us!) need a "soft start" after a long break.  These days have helped ease back into the swing of school.  On these days, don't forget to wear your McKinley gear and comfy pants!  

Thank you to Sami, Jess, Michelle, and Gia for organizing this day.  Click here to access the bingo board for the day.  

Productive Struggle:

Please take the 2 minutes to watch the below video on productive struggle.  One of our goals is to build independent learners.  Understanding productive struggle and utilizing it in the classroom is a deep way to build this independence - at any grade level! 

Jen Schwab Update:

An update on Jen from Jodie - 

As many of you know, our friend and colleague Jen Schwab is still in a current battle with breast cancer.   She was so hopeful to have her scheduled Bilateral Mastectomy tomorrow, but there were a few road blocks.   Her last chemo treatment left her with infection and extremely low white blood counts. She was hospitalized for 10 days, and very weak.   She also has been dealing with a very painful kidney stone that she had removed through surgery yesterday.   The painful drainage tube will finally be removed on Friday this week!  In other good news, the most recent PET scan showed no cancer anywhere else in her body!

Her surgery has been moved to November 15th.  We decided maybe this is a blessing as her daughter is due to have a second baby any day!   Jen feels like this might also give her time to get her strength built back up.

Jen misses her students and being at work with all of us so much!   She is grateful for any communication, cards, emails, etc.   I begged her for other ideas of anything we could be doing, and I finally got her to come up with some gift card ideas if anyone is interested in wanting to something other than the meal train.  

1. Subway

2. Mizuki

3. Fresh Cafe

4. Old Town Bagels

5. Hy-Vee

Her home address is:  185 Hickory Lane NE   Owatonna -55060

Another option is donating to the Go Fund Me donation page that has been set up for her.  Go Fund Me:  Jen Schwab

Please know how appreciative she and her family are for all that everyone is doing and has done.   She was in great spirits tonight, and despite being disappointed that surgery was postponed, she is looking forward to some time with family this MEA.

Thank you so much!   As one of Jen's close friends for the past 31 years, I know that she is sincerely grateful, and would be the first one to do any of the above ideas for anyone else.

Building Weekly Newsletter:
Click here to access the building weekly newsletter

Have a great long weekend!  

-Justin

October 13 Update

Happy Friday!

I hope you've had another great week  of learning and relationships!  Just a reminder - the DNR is here today to work with our 5th graders (please see Katie Demmer's email).  

Carry the Banner:

Don't forget to carry that McKinley banner - and share all the AMAZING things you are doing with students!  Not only do we carry that banner with the outside world, but it's important we see this internally, too.  It's powerful to see what other things are happening in this amazing place. 

Learned Helplessness (this one's also important for all staff):

You've probably heard the term "learned helplessness" at some point.  In trying to help students, we can actually be unintentionally creating experiences that deepen learned helplessness.

Learned helplessness is a condition in which a student disengages, gives up, becomes helpless, and/or refuses to work.  This condition is really coming from students not having to go through the process of productive struggle (another upcoming post).  Bottom line - we can help this. 

As you work with students, start to think about this word.  If a student shuts down, disengages, etc., ask yourself - "is the task/learning something they can do AND has directions are clearly laid out".  If so, the student may be showing learned helplessness.  The positive?  We can help this!  

Rather than sweeping in and just solving the problem, consider:  

• Focus on their effort, rather than ability ("wow, I could see how hard you were thinking on this" or "It's pretty impressive the effort you just put into this, even when it was hard")
• Break tasks into smaller chunks.  Rather than giving a list, or having many directions, break it down into smaller chunks of directions/learning (as the student starts to master this, give 2 steps instead of one).  
• Define the space - "today, we will have a lot of hard thinking in this room.  You may not understand things right away.  We will be sitting in some struggle today"
• Think about this beyond just academics.  Are we doing things for students (academically, as well as physically) that they could be doing on their own?  
• Start small!  Start noticing your students when thinking about LH.  Choose one student and try some strategies to see if you can move them from dependent to independent. 

I will continue to share strategies and resources throughout the year.  If this is something you want to talk more about, or want to brainstorm around a student,  I'd love to help.  

Article - How to Counter Learned Helplessness

Article - 17 Ways to Combat LH

CEU Committee - Guest Blogger Kate Seifert

You may have heard that we have a couple new license requirements. There is now an American Indian History and Culture component that will be in addition to the Cultural Competency Requirement; and our Reading Preparation requirement now includes dyslexia and reading and development. The American Indian History and Culture component applies to all that are renewing in 2024. Our Staff Development and CEU teams are working on getting PD for us that will meet that requirement on MLK Day, with possible additional dates. We are approving CEUs at this time but are waiting to approve final transcripts until all of the requirements are completed and posted. Clarification from the state is still coming on this, but please reach out if you have questions!

Renewing your license soon? Or 5 years from now? Either way, you are responsible for your CEU hours and mandatory requirements. If you stay on top of it each year, it will be simple at the end of the renewal period.  Here are some helpful tips for a smooth renewal process:

• Log into PD Express. Make sure your dates reflect the 5 year period of your current license. You can change this by going under the My Information tab then Preferences. The start date is the date your new license was issued; the end date is when your license expires. 

• Check out the district website for instructions and requirements. See this presentation for step by step instructions.

• Each year, take a look at your transcript to see what mandatory requirements you have, and which you still need. Try to sign up for these courses on MLK Day throughout the 5 year period. 

• Submit CEU classes as you get them done on PD express. (Most of our requirements are provided in the district and get uploaded for us!) In order to get classes approved, make sure you attach your certificate of attendance or completion. 

• Ask questions! Your CEU committee is here to help with anything you need 🙂

Building Weekly Newsletter:

Click here to access the building weekly newsletter

Thank you for all the love, energy, and passion you have given to our kids (and each other) this week.  It doesn't go unnoticed.  You are truly some of the best - find some time this weekend to do something for YOU!

-Justin

October 6 Update

Happy Friday!

Another great week at McKinley!  

MN Pheasants - October 13:

Just a reminder - next Friday, October 13 is the MN Pheasants event at McKinley.  First, a huge thank you to Katie Demmer for all her work on organizing this!  

This day will be pretty busy around McKinley.  The event will be outside (nature center and north/west side of building).  We will have visitors, as well as media, showing up for the event.  On that Friday, please plan to be inside (unless it's recess or the fire truck visiting Kdg).  Also, please be aware of visitors and if they have signed in.  ALL visitors should have an office-issued badge on them.  If they do not, please walk them to the Office.  

Integration & Responsiveness Time:

Just a reminder - we have money allocated to integration, responsiveness, and co-teaching time.  Please complete the form to request this (integration time goes into the shared document).   After the request is approved and you do the time, please fill out a yellow paper voucher (from Steph).  Please give to Steph when you are done - do not send to DO.  

PTO Bingo Night - October 27:

Is anyone interested in helping at this event?  It goes from 6-7:30pm.  The PTO needs help and callers.  Please let me know if you are interested! 

Published Authors! 

I received word that Dr. Meagher and Michelle Simon are famous publishers!  Congratulations to Dr. M and Michelle!  See the note below:  

I just received an email from the Dr. Sophia Jeoung at Ohio State University the a book chapter I wrote with Michelle Simon has been published as chapter the new textbook from Springer: Navigating Elementary Science Teaching and Learning. Or Chapter is entitled: Demystifying Magic with STEM!

The case study is of Michelle teaching a STEM unit combining engineering practices and fairytales. The textbook is meant to be used in Elementary Science Teaching Methods courses. The chapter shares Michelle's ideas on how teaching science and engineering can help students understand how "magic" really works". The chapter finishes with discussion questions to encourage readers to reflect on the effectiveness of her teaching and its impacts on student learning.

Michelle and I worked with Dr. Gillian Roehrig form the University of Minnesota STEM Center in creating the chapter.

I appreciate all your support and want you to know the amazing teaching happening in Owatonna Public Schools and in particular Michelle Simon's classroom!

Building Weekly Newsletter:

Click here to access the building weekly newsletter

Have a great weekend!

-Justin

September 29 Update

Happy Homecoming, McKinley!

Today is a great day to celebrate Owatonna!  We have a lot going on - Teddy Bear Parade, family picnic, and early dismissal.   It will be an all-hands on deck kind of day! 

Week in Review:

These smiles sum up another great week of learning and relationships.  Don't forget to be utilizing social media and SeeSaw to tell our story!

Indigenous People's Day - October 9: 

Monday, October 9 is Indigenous People's Day.  This past year, a new law has gone into effect that our learners need one hour of instruction/learning on this day.  

Our Teaching and Learning Team has helped create a slideshow, as well as some activities for you to do on this day.  THANK YOU to this team!  You can access the resources in the shared folder of Google.  Go to "Curriculum (K-5) and then "Indigenous (Native) People's Day".  In that folder, you will find a slideshow to do with students, as well as some resources to follow up.  Please work with your team to look through the resources and create a plan for October 9 (1 hr of learning).  

Please let Katie or I know if you have questions.  

Counselor Monthly Lessons:

Amanda will be starting her classroom lessons next week (see schedule below).  The goal of these lessons is to provide SEL support to our learners (as a class) aligned to our monthly theme (October is self-control).   Click here to access Amanda's October Classroom Schedule

Staffing Update:

Rick Kelley, our evening custodian, has moved to Lincoln.  Marcus Blume is back at McKinley.  Welcome back, Marcus!

Ruby Vargas is our new Multilingual EA, who will be working part-time to support our scholars with language needs.  Ruby started Wednesday.  Welcome to McKinley, Ruby!

Today is Stacy Champeau's last day.  Please join me in thanking Stacy for all her energy, love, and commitment she has given to our students over the years.  We wish Stacy the best of luck!  We are still working to fill her position.  

Outdoor Learning:

Thank you to Katie, Michelle, and Tom for organizing an Outdoor Learning Refresher!  And, thank you to everyone who attended!  As you know, our building made an effort a few years ago to increase outdoor learning.  Katie, Michelle, and Tom have created a document with some tips, reminders, and strategies for outdoor learning.  Please take some time to review this.  If you need any help with planning an outdoor learning activity, please reach out to Katie, Michelle, or Tom.  

Pizza and a Book Night - October 26:

We are trying a new form of family night on October 26 - Pizza and a Book.  Basically, families will complete an RSVP to attend.  On October 26, they will come through the drop off lane and receive a bag - full of ingredients to make a pizza at home and a book with some activities.  We will not "gather together' that night, but instead create an opportunity for a family night at home.  

The RSVP opens on Monday and will be shared via SeeSaw and social media.   Just sharing with you! 

MN Pheasant's Opener - Friday, October 13:

Just a reminder -  the MN DNR will be here to lead our 5th graders through a day to kick off the opener (hosted here in Owatonna October 14-15).  Please get this date on your calendar as the building will be a busy place.  We will be doing activities outside (weather permitting) - please only have students on the playground on this day (the rest of the school grounds will be used).   Also, all visitors will check in the office.  Most visitors will not be in the building - however, the presenters will eat lunch inside.  As always, if you see someone without a printed visitor badge, please walk them to the office.  

Building Weekly Newsletter:
Click here to access the building weekly newsletter

Have a great Homecoming Day and weekend!