1. Meeting Agenda
I. Introduction - Chad & Natasha (4:30 PM)
II. Power-Up (4:35-4:40 PM)
III. Deliberate Practice (4:40-4:50 PM)
OUR
MISSI
IV. Efficiency and Dibert’s Morning Routines (4:50 – 5:00 PM)
ON
V. Next Week’s Cultural Restart Schedule (5:00 – 5:15 PM)
To
VI. Staff Feedback Form (5:15 – 5:30 PM)
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2. Name Position
Part I: Power Up
Directions: Write your name and position at the top of this sheet. Use the next 4 minutes to write about
one non-teaching practice that you do well (i.e. golf, piano playing, writing, etc.). What three specific
practices contributed to your success or improvement over time? How did you know you needed to
improve? Why did you take the necessary steps to improve?
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3. Part II : Deliberate Practice and You
Directions: Read the passage below, and answer the questions.
Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else
By Geoff Colvin
“Chapter Five: What Deliberate Practice Is and Isn’t”
For starters, it isn’t what most of us do when we’re ‘practicing.’
Deliberate practice is characterized by several elements, each worth examining. It is activity designed
specifically to improve performance, often with a teacher’s help; it can be repeated a lot; feedback on
results is continuously available; it’s highly demanding mentally, whether the activity is purely intellectual,
such as chess or business-related activities, or heavily physical, such as sports; and it isn’t much fun. The
story of the Polgar sisters is a particularly dramatic illustration of deliberate practice because it highlights
these principles so clearly.
Laszlo Polgar, a Hungarian educational psychologist, formed the view in the 1960s that great performers
are made, not born. His research persuaded him that the greatest performers had all been made to focus
and work on their field of eventual achievement from an early age, and he believed he understood the
process well enough that he could make it happen himself. He wrote a book about how to do it. He and
his wife Klara, a Hungarian-speaking school teacher in the Ukraine, had three girls and devoted their lives to
an experiment—to turn their children into champion chess players.
The Polgars had three daughters: Susan, Judit, and Sophia. Susan was four when the experiment began. All
three daughters were homeschooled—the parents quit their jobs to devote themselves to the work—and
the schooling consisted largely of chess instruction. The family accumulated a library of ten thousand chess
books. A giant pre-computer-age filing system of index cards cataloged previous games and potential
opponents. The daughters learned other subjects as well; the Hungarian authorities insisted that they all
pass regular exams in school subjects. But chess was the main thing—hours and hours of it every day. The
results: At age seventeen, Susan became the first woman to qualify for what was then called the Men’s
World Championship. She qualified but was not allowed to compete because of her gender. When Susan
was nineteen, Sophia fourteen, and Judit twelve, they competed as a team in the Women’s Olympiad and
scored Hungary’s first-ever victory against the soviets, becoming national heroes. At age twenty-one,
Susan became the first woman ever to be named a grand master, the highest rank in world chess. Soon
thereafter, Judit became a grand master at age fifteen, the youngest person of either sex ever to win the
designation, beating Bobby Fischer’s previous record by a few months. As of this writing Judit is the world’s
number 1 woman player, and for years she ranked consistently in the top ten of all players worldwide.
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4. Writing Directions: Read the questions, and answer all of them in sentences or bullet points.
1. According to Colvin, what is deliberate practice? What does it entail? What is it designed to
do?
2. How did Lazlo and Klara Polgar use deliberate practice to separate their daughters from
everybody else?
3. How do you think deliberate practice in school-wide consistency will shift Dibert’s school
culture from good to great?
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5. Efficiency and Dibert’s Morning Routines
Directions: After several observations of Dibert’s morning routine, it was observed that not all classes during first
block begin on time. Determine the amount of instructional time wasted weekly, monthly and annually if classes
begin 5 minutes late, 10 minutes late, etc.
INSTRUCTIONAL TIME WASTED
TIMEFRAME ROUTINE Daily Weekly Monthly YTD
(Minutes x1) (Daily x5) (Weekly x4) (Monthly x8)
Checkpoint/Breakfast/Recess 5 min
8:10-9:30 /Beginning of 1st Block (Late starts 8:15)
Checkpoint/Breakfast/Recess 10 min
8:10-9:30 /Beginning of 1st Block (Late starts 8:20)
Checkpoint/Breakfast/Recess 15 min
8:10-9:15 /Beginning of 1st Block (Late starts 8:25)
Checkpoint/Breakfast/Recess 20 min
8:10-9:15 /Beginning of 1st Block (Late starts 8:30)
If classes begin late, it is usually the result of ___________________________________________________
.
Now review the list of morning routines below that have an effect on instructional time.
Explain what needs to happen to ensure that our classes begin on time.
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6. Cultural Restart Morning Schedule
7:10 7:20 Staff Meeting (Yes, every day during re-start week! Please be in library at 7:10 sharp!)
7:30 Staff Report to Morning Posts
7:30 – 7:45 Buses Unload, Checkpoint, Breakfast, Morning Recess
7:45 Upper School transitions into cafeteria to sit on floor and prepare for meeting
Lower School transitions to classrooms
7:50-8:00 Community Meeting - During the first week back after testing, we will use 10 minutes of
our morning breakfast to induct students into an aspirational and inspirational school
culture. Every week afterwards, morning meetings will be 2-3 times per week.
8:00 Transition to homeroom
MORNING POSTS
Please report to your morning post at 7:30 SHARP!
Morning Duty Roles and Responsibilities
Buses 1. Arrive at bus at 7:30AM SHARP!
2. Drivers dismiss student’s one bus at a time once directed by JDS staff.
3. Students exit bus.
4. Staff have students walk in single file line and enter building and proceed through security.
Checkpoint, Assigned staff: See Morning 1. Webb Outside Zone – Greet scholars with, “Good Morning.”
Breakfast, Duty List Have students form single file line outside and then send into
Recess, building and continue with entrance flow. If a student fails to
Community comply with the request of uniform, gum, etc., radio Sanders
Meeting and she will expedite the student through security and escort to
the reflection room.
2. Harvey Door – Greet scholars with, “Good Morning, are you
ready to learn?” Check for uniform. Any student who has on
anything other than the uniform must report to Ms. Sanders in
the reflection room.
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7. 3. Lower School- Eat breakfast and go back to class.
4. Upper School - Eat breakfast, go outside, line up and come
back in for community meeting.
Staff Feedback
1. What are three changes you would like to see implemented in the morning routine?
a)
b)
c)
2. What are three changes you would like to see implemented to impact student behavior?
a)
b)
c)
3. As an educator consider your strengths and list:
a)
b)
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8. c)
4. As an educator consider your challenges and list:
a)
b)
c)
5. What questions around the morning routine would you like answered?
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