Principal - Mott Supplement - January/February 2018 - 27

be more conducive to that transition for
the students, and we've gone to a couple
of conferences that address middle-level
learning styles, just brain research and that
sort of thing, so I've tried to build their
capacity. Then, one of our goals is to create
multiple leadership opportunities for our
fifth-grade students that teach them how
to be leaders, to be self-sufficient, to take
ownership in their building, in their school.
My goal from an elementary standpoint is
to build those students up as much as I can,
as strong as I can, as healthy as I can, before
I send them over there.
Partin: First of all, I think the hiring
process and placement process of teachers
is always very critical. Making sure that
you have people, especially in those transition years, in place that will support the
transition for those students is extremely
important. So, you have to have a balance
of someone who's going to be there to
nurture them through that process and
understand that it can be somewhat difficult, and also someone who is willing to
work with the parents and communicate.
I'm blessed to have a team that was
already in place that works really well
with our students, and their dedication to
come in on their own time to work and to
meet those students during the jump-start
program really helped get that off to a
good start.

"My goal from an elementary standpoint is to
build those students up as much as I can, as
strong as I can, as healthy as I can, before I
send them over there."

- Kim Templeman, principal

In addition, our school counselors work
exceptionally well at both the front end
and tail end for us in the eighth grade in
helping both of those transition periods
run very smoothly. They also coordinate
what we consider our social-emotional
learning, our SEL committee work,
in making sure that we're being very
intentional about what we're doing to
touch every child and make sure that
we're connecting with every student in
some way.
Shanoff: For us, I would definitely say
that our ninth-grade English professional
learning community is probably our
strongest collaboration group at my high
school, simply because, to me, they seem
to understand and be more sensitive to
the needs of incoming freshmen than, say,
folks who may be teaching sophomores
or juniors or even seniors. I actually look

at that transition out of high school and
look at the teachers of our seniors as really
the ones who are either going to make
or break a student graduating on time or
not. So, we actually have to do quite a
bit in terms of big-picture conversations
with our teachers at the 12th-grade level
because there's an assumption that our
students who get to 12th grade should be
ready for college or ready for some sort of
post-secondary activity. Well, at the end of
the day, when the students are coming in
as incoming seniors, they're really just old
juniors, and they're not really college-ready
yet. So, it's reminding them that our
students still need to get to the finish
line, and we still need to support them in
getting to the finish line. All of our seniors
by the end of the first quarter have to have
a post-secondary plan already established
so they will look at high school graduation
as not the end, but the beginning. *

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Table of Contents for the Digital Edition of Principal - Mott Supplement - January/February 2018

Principal - Mott Supplement - January/February 2018 - Cover1
Principal - Mott Supplement - January/February 2018 - Cover2
Principal - Mott Supplement - January/February 2018 - 1
Principal - Mott Supplement - January/February 2018 - 2
Principal - Mott Supplement - January/February 2018 - 3
Principal - Mott Supplement - January/February 2018 - 4
Principal - Mott Supplement - January/February 2018 - 5
Principal - Mott Supplement - January/February 2018 - 6
Principal - Mott Supplement - January/February 2018 - 7
Principal - Mott Supplement - January/February 2018 - 8
Principal - Mott Supplement - January/February 2018 - 9
Principal - Mott Supplement - January/February 2018 - 10
Principal - Mott Supplement - January/February 2018 - 11
Principal - Mott Supplement - January/February 2018 - 12
Principal - Mott Supplement - January/February 2018 - 13
Principal - Mott Supplement - January/February 2018 - 14
Principal - Mott Supplement - January/February 2018 - 15
Principal - Mott Supplement - January/February 2018 - 16
Principal - Mott Supplement - January/February 2018 - 17
Principal - Mott Supplement - January/February 2018 - 18
Principal - Mott Supplement - January/February 2018 - 19
Principal - Mott Supplement - January/February 2018 - 20
Principal - Mott Supplement - January/February 2018 - 21
Principal - Mott Supplement - January/February 2018 - 22
Principal - Mott Supplement - January/February 2018 - 23
Principal - Mott Supplement - January/February 2018 - 24
Principal - Mott Supplement - January/February 2018 - 25
Principal - Mott Supplement - January/February 2018 - 26
Principal - Mott Supplement - January/February 2018 - 27
Principal - Mott Supplement - January/February 2018 - 28
Principal - Mott Supplement - January/February 2018 - 29
Principal - Mott Supplement - January/February 2018 - 30
Principal - Mott Supplement - January/February 2018 - 31
Principal - Mott Supplement - January/February 2018 - 32
Principal - Mott Supplement - January/February 2018 - Cover3
Principal - Mott Supplement - January/February 2018 - Cover4
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