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Inside this issue
  • Learning is Hard
  • Communication Peace
  • Adults Love to Read Too
  • ​In the Spotlight: Dylan Mackey, Career Navigator
Important Upcoming Events/Meetings

February 4         EDB Cohort
February 6         AT Cohort
February 10       Special Education Leadership Team Meeting
February 11       ASD/DCD Cohort
February 13       CAREI Assembly Meeting
February 13       SLD Cohort

February 14       MAG
February 19       Coaches/ADSIS Teachers Cohort
February 20       Principals Meeting

February 26       Superintendent Council
February 27       SLD Cohort
February 28       School Psychologists 

Click here to access GCED's Professional Development Calendar
The Progress, February 2020:
​Volume 5, Issue 5

The Progress archive
Click here to view past issues from the current school year.
Comments? Suggestions for new articles?
Contact Jillynne Raymond, jraymond@gced.k12.mn.us
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Learning is Hard

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Communication Peace


At midyear we ask our teachers to reflect on professional growth goals, an important step of being a reflective practitioner. This is also a good time of year to reflect on any learning from the year.  Who remembers our keynote speaker from GCED Day? Dr. Jody Janati entertained us but also had some practical advice for our 'communication peace' that can help us balance conflict in our lives. 
  • Remember that only 7% of our communication comes from the actual words we say. All other messages - intentional or not - are sent through paralanguage, or the tone of voice we use, and nonverbal communication. The person receiving the message will always believe the paralanguage and nonverbal communication over the actual words. As a former communications teacher, it was also terrific how she stressed that we need to teach our students this. 
  • Men and women communicate differently; men have a hunter brain and women have a gatherer brain.
    • So for example if a man asks his wife what she wants for her birthday, he is truly hunting for an idea. He is at a loss if she responds, "surprise me!" His brain needs and wants her to say "I'd prefer an evening out with good food and drinks?"
    • The hunter and gatherer operate differently when it comes to eye contact too. Females will eyeball each other and gather to meet. They look at each other in the eye as they communicate, gathering as much information as possible. Men on the other hand get into trouble by appearing not to listen when they don't make eye contact.  Ironically, if one is upset with someone, a man will use eye contact to 'punish' that person whereas a woman will withhold eye contact as a form of punishment. 
    • Could/Would are interpreted differently by women and men. When speaking to women use "could" and when speaking to men use "would" for maximum peace.
  • Assertive Communication is a term that Dr. Janati would like us to use more often. It simply indicates an agreement that "I won't violate your rights and I won't allow you to violate my rights." When using assertive communication it is important to show up neutral or robotic; express little to no emotion during am interaction. 
  • When others' communication frustrates you it's important not to lose it; we need to balance our communication and behaviors. Dr. Janati shared her personal strategy of using a mental model. For her, she just thinks to herself, "Oh they're drunk again." Someone impaired with drinking can be irrational; it helps her to understand that they cannot help being irrational in their current state. She then can then remain calm and rational and explain whatever it is...again. 
  • If we want to change or resolve conflict, we must first be aware. She helps others become aware with "I noticed" statements. I noticed that you were late for the staff meeting again, I hope nothing is wrong. I noticed that you missed completing section D of the paperwork. 
  • On a neurological level, we cannot process these 3 words: Don't, Stop, Not. Our students are "dumb as dogs" when we use these words to no fault of their own.
  • The words we choose matter and there are 4 words that contribute to peaceful communication.   ]
    • (1) May; You may take your seats. This allows you to be in charge without entering into resistance.
    • (2) Feeling and (3) Need; Language of Collaboration is when we use feeling and need together. I'm feeling frustrated because you forgot my birthday and I need to  know that you care about me.  Or if you're trying to communicate with someone, stay calm and robotic and say "Ella, it sounds as if you're feeling frustrated with your assignment. Let me know if you need anything."  Research says that this approach allows the adult to walk away without any drama; we validate the child and offer support.
    • (4) Prefer: Instead of looking at what you don't want, what do you stand for that is positive? What does your classroom stand for? Your family? Shift your focus to what you do want.  I prefer that you complete your math problem without swearing. I prefer that you call him by his given name.
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Do you remember the Polite Pattern? Dr. Janati suggests that we politely communicate in this sequence; examples in italics. 

Cliche = Oh when it rains, it pours!
Fact = Yeah, the weather forecast says that it's supposed to rain for five days.
Opinion = Oh gosh, I hope not. I was going to weed the garden.
Emotion = Oh, I'm so sick of this weather!

It is unsettling to people if we mess with this order and impacts communication. She used an example of communicating with her mother to explain:
  • Fact/Jody = Gosh Mom, they did not pay me the bonus I deserved.
  • Emotion/Mom = Geez, Jody why are you so emotional about it?   
or
  • Cliche/Mom = Oh Jody, hard work is its own reward. or You don't always reap what you sow.

A better outcome will be to follow the pattern even if Jody begins with the fact:
  • Fact/Jody = Gosh Mom, they did not pay me the bonus I deserved.
  • Opinion/Mom = Geez, Jody that doesn't sound right to me.
  • Emotion/Jody = I know, it makes me so mad.​


Adults Love to Read Too!

All schools promote the love of reading all year long, but February has a special focus as I Love to Read Month. As we promote reading among our students, what are the adults reading from a professional standpoint? Here are some of the responses I've gotten to the question:
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  • Ambitious Science Teaching by Mark Windschitl, Jessica Thompson, and Melissa Braaten
  • The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma by Bessel Van Der Kolk, M.D.
  • Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants by Robin Wall Kimmerer
  • Effective Universal Instruction: An Action-Oriented Approach to Improving Tier 1 by Kimberly Gibbons, Sarah Brown, and Bradley C. Niebling
  • Facilitating Teacher Teams and Authentic PLCs: The Human Side of Leading People, Protocols, and Practices by Daniel R. Venables
  • Growing up Digital: The Rise of the Net Generation by Dan Tapscott
  • How Children Succeed: Grit, Curiosity and the  Hidden Power of Character by Paul Tough
  • It's About Time: Planning Interventions and Extensions in Secondary School by Mike Mattos and Austin Buffom [Note to the reader of this book - thank you and of course this is what you are reading; we appreciate you!]
  • Lost at School by Ross Greene
  • Make Just One Change: Teach Students to Ask Their Own Questions by Dan Rothstein and Luz Santana
  • Solving for Why: Understanding, Assessing, and Teaching Students who Struggle with Math by John Tapper
  • Stamped from the Beginning: The Definitive History of Racist Ideas in America by Ibram X. Kendi
  • Standards Based Learning in Action: Moving from Theory to Practice by Tom Schimmer, Garnet Hillman, and Mandy Stalets
  • Whistling Vivaldi: How stereotypes affect us and what we can do by Claude M. Steele
  • White Fragility: Why it's so hard for White People to Talk about Racism by Robin Diangelo


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​In the Spotlight:  Dylan Mackey, Career Navigator

Thanks to a Career Technical Education (CTE) grant, the SE Service Coop in Rochester has hired a Career Navigator to help develop career-connected learning opportunities for a consortium of small rural school districts including GCED.

Help us welcome Dylan Mackey to this new role as our Career Navigator! Dylan will be supporting our CTE work here at River Bluff Education Center as well as Cannon Falls, Pine Island, and Zumbrota-Mazeppa school districts. With a limited 18 month grant, Dylan will focus on the system level for each district, working on a systematic CTE plan including an appropriate scope and sequence. Dylan's education and experiences will serve him well in this role.

Dylan grew up in LeRoy, MN and graduated from LeRoy-Ostrander High School before attending Winona State, initially as a business major. At some point he took a sociology class to satisfy a general credit requirement, which shifted his professional trajectory.  The class helped Dylan see that he wanted to work with people, helping them improve their lives. There was a case study of an American helping a small community in Africa build a community around a healthy water system. It sparked a love of macro social work, which investigates large scale social problems along with developing and implementing social interventions intended to positively effect a community. With the spark ignited, Dylan was uncertain if that meant finding a position in sociology or in social work when opportunity knocked in his home school district.

He went back to LeRoy-Ostrander as a K-12 school social worker. He loved the work, learned a lot, worked long days. He also experienced the challenges of working and living in a small community, especially when filing child protection reports. While the fit wasn't quite right, Dylan knew he was in the right profession as a social worker. He moved on to Minnesota Prairie County Alliance where he served as a case manager for clients on disability waivers. During his tenure there he served clients that ranged in ages from 2 to 90. Collaborating with school districts and vocational rehabilitation, he attended many IEP meetings.

These experiences along with Dylan's pragmatic viewpoint will serve us well in this role. Dylan fully understands that post-secondary plans may or may not include college for students, which is fine. Dylan saw that in his own family. His father supported a family as a local 49 heavy machine operator, with great benefits and pension. His mother does accounting and payroll in Rochester; she earned a 2 year degree for her career. Dylan graduated from college, whereas his brother is doing great as an auto technician and does not have student loan debt. 

These are all stories and experiences that Dylan will use as he connects in the communities that he is serving. All building to his ultimate professional goal to direct a non-profit someday with the schools and the county working seamlessly together. 

Until then, we're happy to have Dylan on our team.  
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From https://www.ssc.coop:

Major Duties and Responsibilities of Career Navigator:
  • Program Development & Coordination:  Develop "soft skills" curriculum for each student participating in an experiential learning opportunity, to include critical thinking, flexibility, following direction, initiative, positive attitude, reliability, enthusiasm, verbal communications, and attention to detail. Maintain and grow best practice knowledge of career-connected learning and pathway development. Assist school administrators in meeting the expectations in each district's World's Best Workforce plan. Promote the career-connected learning and pathway opportunities within the district, consortium, and local communities. Act as instructional coach with educators to embed curriculum as appropriate.
  • Relationship & Partnership Development: Establish and maintain effective working relationships and partnerships with multiple stakeholders including administration, teachers, learning teams, counselors, workforce development experts, and employers.  As needed to support partners (e.g. Workforce Development, Inc. Employer Outreach Specialists), serve as a liaison to industry representatives to develop and promote partnership opportunities in career-connected learning experiences and pathways.  Work with administrators and department leaders to develop concurrent enrollment agreements with community colleges and other institutions of higher learning.  Represent schools/districts in interactions with parents, community, staff, and students. Grow and manage regional portal that connects education and industry.
  • Student Supports: Lead and promote the student recruitment process at the middle school and high school levels for career-connected learning experiences and pathway courses. Provide career counseling support as needed by district staff.  Connect eligible students to support resources available (e.g. WDI grant programs).
  • Event Planning: Work in cooperation with colleges and school administrators in planning events for college and career readiness, such as student/parent information nights and job fairs.
  • Regional Networking: Participate in regional Career-Connected Learning Network at SSC. Provide regional information on the labor market and in demand careers of the region. Provide regional support for educators and employers to connect them with resources for professional development/training on experiential work and/or based learning tiers of support, child labor laws, etc. Monitor legislative changes and advocates for policy changes that can advance career-connected learning and career pathway work.
  • Continuous Improvement: Develop and maintain metrics to measure success and growth. Collaborate on the development of recruitment and marketing collateral.


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          ​Remember that you have access to free resources through Infinitec. 

A full listing of this semester's webinars can be found by clicking >  Winter/Spring 2020 Webinars
        


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Goodhue County Education District, 395 Guernsey Lane, Red Wing, MN 55066         651-388-4441      
Goodhue County Education District is a group of six southeastern Minnesota school districts: Cannon Falls, Goodhue, Kenyon-Wanamingo, Lake City, Red Wing and Zumbrota-Mazeppa. Working  together, the districts provide effective and efficient educational services and funding for special education programs, staff development, extended and alternative summer school services.