Principal's Message



                                            Dr. Ashby picLindsay Larson pic

January 2023 Message                                                


 LollipopReflecting on our School POP (Problem of Practice) as We Kick off 2023

Here at Monte Vista our staff and students had a productive and engaging half-year journey with our current problem of practice. As a staff, we work hard to model for our students that we are learners as well and that we are transparent about what we do, why we do it, and what we would like to aspire to in the future. We are working to help students have an equal investment in our current problem of practice as well. Our quarterly instructional leadership team instructional rounds in December yielded much learning, reflection, and celebration. The following is our staff level feedback on our progress and future with our problem of practice:


Problem of Practice (POP): What academic and social-emotional teaching strategies, structures, and routines support and promote students as they transition from dependent to independent learners with an inquiry mindset? How are we building inquiry into our classroom instruction to support independent learning?



1) Scaffolded supports and feedback to release students for independent and collaborative practice opportunities.

2) Artifacts, evidence, or activities related to inquiry arc work.

3) Students put into positions where they were invested and eager to work independently with peers around a task.

4)High student engagement related to discourse & work choice.

5) Teachers use language or other means of reinforcing the idea of using multiple strategies to solve a problem.

6) Students were self-directed, monitoring their on-task focus.

7) Provided targeted questioning and feedback to push or get more evidence from student thinking.


Questions for the Future

1) What kinds of visual and verbal supports and routines can we build into tasks and lessons to support our English Learner students and students who are not as independent?

2) How can we more cohesively embed inquiry teaching moves and questioning into everyday core instruction and tasks?

3) How can we incorporate more formal and informal small group instruction opportunities when students (especially older students) need more differentiated support?

4) What language and support can we norm on as a staff to encourage productive struggle?


--With utmost gratitude, Dr. Joe Ashby & Mrs. Larson