Journal of the Effective Schools Project, Volume 1, 1994 Page: 18
39 p. : ill. ; 28 cm.View a full description of this periodical.
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principal.
Culture, too, is studied at Haslet Elementary.
Historic culture is enhanced when
fourth graders, for example, partici-
pated in a four-week pioneer simula-
tion. They became aware of their
mixed ancestry and heritage as they
sang around the campfire, experi-
enced trials, learned map skills, read
in-depth, used mathematics skills,
and wrote. Artistic culture is devel-
oped through music with the entire
student body attending symphony
concerts with the Dallas Symphony
Orchestra and also by the Dance
Consortium's appearance at the
school. Other artistic presentations
included batik dying and authors' teas. In environ-
mental culture, fifth graders prepared an anti-drug
musical. Other languages are respected; Spanish is
taught to first and second graders.
Haslet emphasizes achievement and learning
rather than grades.
Believing that assessment should come only
after a child has had every opportunity to obtain
mastery, Haslet Elementary applauds ESP presenter
Stephen Barkley who said, "When learning is real
and teaching is real, assessment is mostly self(-
assessment)." Consequently, Haslet Elementary
teachers train students to self-assess. Students con-
duct conferencing and keep writing portfolios in
which they trace their progress throughout the years.
Kindergartners begin keeping portfolios. They must
make the decisions of which is their best work as they
select or revise portfolio items. The staff aims to
follow Barkley's encouragement, "Authentic assess-
ment will evaluate competency and will move to
mentoring and coaching for quality."
According to Principal Finley, "Professional de-
velopment is meaningless if teachers are not al-
lowed to take risks."
_~~_~fShe provides a constant safety net for the staff
by fostering risk-taking, open discussion, freedom tomake mistakes, flexible schedules which encourage
collaboration, and faculty decision making. With the
full support of the faculty, the following areas were
investigated: Glasser's Quality School, Michael
Eaton's math and writing, New Jersey Writing, Lions
Quest, and Harry Wong's Classroom Management.
Brad Greene from Quality Schools and Dr. Roger
Taylor of Curriculum Design for Excellence, Inc.,
were brought in to train the staff. Implementing
Quality Schools tenets, the campus has begun to
move from extrinsic to intrinsic motivation. Honor
assemblies have been discontinued in lieu of "Cel-
ebrations of Success." Believing that quality is a
conscious effort, teachers instruct the children to self-
evaluate their work and place a Q at the top of their
papers when they have done their very best. The
faculty is also learning to use reality therapy (now
called "responsibility training" by Glasser) and resti-
tution as a means of understanding and dealing with
inappropriate behavior. Although restitution and
responsibility training take more time and effort, the
staff believes the end result will be lasting.
The lines between school and community are so
blurred in Haslet that it is often difficult to deter-
mine where one entity ends and the other begins.
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 1, 1994, periodical, 1994; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201678/m1/18/: accessed July 16, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Tarleton State University.