feature story / 35 staff (or screens) said aye. Next, staff from the Leader in Me program came out to help the teachers set goals and map out steps to reach them. In order to ensure that everyone was involved, Bodnar com- municated to the par- ents through the PTA. “I knew it would [have to] be a whole- s c h o o l mindset,” she ex- plains. B o d - nar’s style is not to dictate in a top-down man- ner but rather to build consensus with broad involvement. “I know how important it is to roll things out carefully and make sure that people don’t think the pace is too fast or too slow,” she says. “We just felt the pulse of the building and the community to make sure that what we were doing would be long-lasting.” They also assembled a “lighthouse committee” of teachers who lead vari- ous sub-committees such as teacher learning, student learning, parent out- reach and academic goals. So far, Bod- nar concedes, “our teachers – the light- house coordinators – run the show,” but adds that “next year it’s our hope to get some kids on this lighthouse committee.” Once the teachers were engaged in the program, they introduced it to the classroom by modeling it to students and making connections to the habits in the classroom. Children received a red leadership binder, private to the student and teacher, where they listed their goals – called “big rocks” – and the steps to accomplish them. First thing each morning during their 25 minutes of daily “restorative circle time” the children take out their binders, log their attendance, and prepare themselves for the day by re- viewing their plans. In the circle, they use the tools – or habits – to discuss situations. As first-grade teacher Jan Wasserman explains, “Sometimes we take some of the conflicts that have happened in the classroom and put it to the group. It helps to build a class- room community on how we deal with a situation and what we would do differently.” (For a full list of habits, see page 37.) Throughout the school day, teach- ers help the c h i l d r e n make con- n e c t i o n s to habits, whether it’s ob- s e r v i n g t h e m t h r o u g h characters in a book or tackling ways to solve a problem. In a fifth-grade class this past May the children used the “Think Win-Win” habit when they discussed how to make the re- maining six weeks of class successful. The teacher explained that he needed to get through the curriculum, have kids listen to the lunch aides and have fun. The students, on the other hand, wanted more S.T.E.M. days to work on interesting projects and have op- portunities to talk with their friends. Together they worked out a plan and secured buy-in across the class. Math coach Katie Costello is par- ticularly pleased that kids are being given the time and tools to be success- Leader in Me asks: What would be possible if your school were filled with students who were responsible, who showed initiative, who were creative, who knew how to set goals and meet them, who got along with people of various back- grounds and cultures, and who could resolve conflicts and solve problems? Clinton School staff read this book and unanimously agreed to introduce the program. Saint Rose of Lima Academy 52 Short Hills Avenue, Short Hills 973-379-3973 www.srlacademy.org Saint Rose of Lima Academy A Catholic Approach to Exceptional Education Pre-K through Grade 8 Friday, October 19th 9:15 - 10:45 AM Sunday, October 21st, 12:00 - 1:30 PM Sunday, January 27, 2019 12:00 - 1:30 PM (To set up a private tour please contact Tina Underwood at Principal@srlacademy.org) FULL DAY PRE-SCHOOL AVAILABLE COME VISIT AN OPEN HOUSE! • Blue Ribbon School of Excellence • Nurturing environment that seeks to develop the full potential of all its students • A caring, qualified, and dedicated teaching staff • For 150 years SRLA has been committed to provide the attention and guidance nec- essary for students to grow academically, spiritually, and socially Looking for a Faith Based Catholic School?