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Coaching Corner Newsletter

WUSD Academic Year 2022-2023


Welcome back to school! We are excited to see you back here for another outstanding new year! Check back in for weekly updates to our Coaching Corner Newsletter. 


Weeks of March 27-May 25:



March 27: Grades due by 8:00 a.m. - report cards sent home this week

March 29: Mentor/Mentee Academy, BB 4-6, Back to Basics

April 4 - School Librarian Day

April 7: Snow Day - no school
April 13: Site Council meeting 2:30
April 14: 301 folders due to the district (turn them into me by 4-10-23)

April 18: School team building Bunco 2:45
April 26: Secretary Day
April 28: 2-3:30 Mutual Link training all staff (PAC)
May 1: Math MAP testing -all grades
May 2: Reading MAP testing - all grades
May 3: Language MAP testing - only 2nd grade
May 8: Teacher Appreciation Week
May 10: Nurse Day
May 25: Last day of school


Bonnie Brennan:

March 29: Mentor/Mentee Academy, BB 4-6, Back to Basics

March 31- Testing Hype Pep Rally hosted by WHS Student Council
April 5-AASA Writing
April 6-301 Folders Due to Principal for Review 
April 7-Good Friday Snow Day
April 11-AASA Reading 1
April 12-AASA Reading 2
April 14-Chili Cook Off
April 18-AASA Math 1
April 19-AASA Math 2

April 21-EL Strategies and Engagement Training with Dr. Robertson 1:00-1:45
April 24-AASA ORF 3rd
April 25-AASA ORF 3rd
April 25-27 WUSD Art Show (BB visit on 27th)
April 28-Mutual Link Training for all staff 2:00-3:30 (PAC)
May 1-2 Grand Canyon Field Trip 4th Grade tentative
May 5-Regular School Day due to used snow day
May 7-Native American Honors Banquet 4:00pm
May 8-12 Staff Appreciation Week 
May 10-Q4 AR Goal Due
May 11-3rd Grade AR Movie Theater Visit 
May 12-4th Grade AR Movie Theater Visit 
May 17-3rd Grade field trip tentative
May 18-3rd Grade field trip tentative
May 22-Q4 Grades Due
May 23-Field Day
May 24-WHS Graduation Walk
May 25-LAST DAY 



March 28: AZ SCI (5th grade)

March 29: AZ SCI (5th grade)

March 29: Mentor/Mentee Academy, BB 4-6, Back to Basics

March 31- Testing Hype Pep Rally hosted by WHS Student Council

April 5: AASA Writing

April 7-Good Friday Snow Day

April 11-12: AASA READING

April 14: 301 folders due to the district

April 18-19: AASA MATH

April 28: 2-3:30 Mutual Link training all staff (PAC)

May 5-Regular School Day due to used snow day




March 29: Mentor/Mentee Academy, BB 4-6, Back to Basics

March 30th-TIMSS testing rotation
March 31st-Student Council Retreat in Phoenix
April 4th AASA Writing
April 5th AASA Science
April 7th Snow day
April 7th 301 folders due in the office (no school but Admin is working)
April 11th Math/Reading
April 12th Math/Reading
April 25th-April 27th Young Artists Showcase
April 28th 6th graders tour our campus
April 28th Mutual link/Raptor training for staff 2:00-3:30 (PAC)
May 11th WJHS Honor’s Assembly
May 24th WHS graduation walk



March 28: AZ SCI TEST (11th grade)

March 29: Mentor/Mentee Academy, BB 4-6, Back to Basics

March 30+31: Make up tests (AZ SCI)
April 4: ACT and ACT Aspire (9th + 11th)---delayed start for 10th and 12th

April 6: Make up tests (ACT/ASPIRE)

April 7: Snow Day - no school

April 14: 301 folders due to the district

April 28: 2-3:30 Mutual Link training all staff (PAC)

May 24-WHS Graduation


WHS Athletics:


Meet Mr. Johnson, our young, dynamic math teacher who is fresh out of college. Mr. Johnson has worked hard to fulfill his job requirements. He enjoys watching Star Wars and is most known for his ability to quote the movies. Although he teaches math, his true passion is history. As a matter of fact, he would love to travel to Germany to explore its vast and diverse history. Although he spent much of his life in Winslow he was actually born in Nevada and lived there until he was 5 years old. He is a hard working young man, not only here at the school, but he also works at our local restaurant, Captain Tony’s. Some of his fondest memories include the time he spent with his family during Christmas Eve. He has four dogs- Kimiko, Sookie, Shelby, and Ranger, and all of them are rescues (“We found Kimiko and her litter in a dumpster last November, so she is the baby of the pack.”) He is a self-proclaimed nerd who listens to a band that sings about historical events called Sabaton. Thank you Mr. Johnson.




According to bestselling author Gretchen Rubin (2014), “For most people, an orderly environment helps them feel more energetic, more creative, and more cheerful.” Does this feel true for you? To help us keep a handle on our environments, we’re going to tackle one very small strategy this week: the strategy is the one-minute rule. Here’s out it works: if you can do it in one minute or less, you MUST do it. Period. That means hanging up the coat, putting away the shoes, sorting through the mail, filing a paper, replacing the toilet paper roll, washing the dish, or putting the book back on the shelf. At work, it means clearing off your desk, watering the plants, and cleaning the coffee mugs before leaving for the day.

Consider how committing to the one-minute rule contributes to a sense of outer order but inner calm. When we take time to put things in their places, we reduce the possibility of creating or increasing visual or mental clutter.

This week’s invitation: Employ the one-minute rule. 

You have one challenge this week and one challenge only: employ the one-minute rule. If you can accomplish a task in one minute or less, you must do it.

Reflect on the Week

When and how did you incorporate the one-minute rule into your schedule this week; which options did you choose and why? 

Did implementing the one-minute rule contribute to your sense of calm? How? 

How do you stay on top of your clutter both at school and at home? 

Do you plan to continue to make the one-minute rule part of your routine? Why and how? 

Boogren, T. (2020). 180 Days of Self-Care for Busy Educators. Bloomington, IN: Solution Tree Press.

Rubin, G. (2006). Need a simple and effective way to get your life under control? Try the “one-minute” rule.

Spring 2023 ADE ESS Math Professional Learning Offerings flyer:

Arizona's test development process involves an extensive review before an item will count toward students' test scores. During the item-development process, all assessment items are written in accordance with Item Specifications. A committee of Arizona educators reviews and approves the items to confirm alignment and appropriateness for inclusion on the test. Each step in the process is designed to ensure that test results are valid, reliable, and appropriate for Arizona students, families, and other members of Arizona communities. Participating educators are representatives of Arizona's geographic regions and represent culturally diverse populations. For these committees, we are inviting content area teachers, teachers of students with disabilities, teachers of EL students, and instructional coaches/administrators to provide their perspective on the items and standards set on Arizona's statewide assessments. If you are interested in serving on an Assessment Educator Committee, please complete the form linked below.
The Mitch Warnock Actalso known as A.R.S. 15-120, went into effect at the beginning of the 2020-2021 school year and mandates that all Arizona school staff who interact with students in grades 6 through 12 must receive suicide prevention training at least once every three years. Each person who is required to obtain training shall complete that training at least once every three years.

 ACT on FACTS is an updated version of the school-based suicide awareness program “Making Educators Partners in Suicide Prevention.” Like its predecessor, ACT on FACTS is a two-hour online interactive training program, designed in a series of modules. It addresses the critical but limited responsibilities of educators in the process of identification and referral of potentially suicidal youth. It focuses on the practical realities and challenges inherent in the school setting through a variety of training formats that include lectures, questions and answers with content experts, interactive exercises, and role-plays. In addition to its other content, the program highlights four categories of youth who may be at elevated risk for suicide: youth involved in bullying, LGBTQ youth, gifted youth, and students being reintegrated back into school after a suicide attempt. The training includes optional content that addresses suicide in elementary and middle schools. There is also an additional module that includes the stories of individual survivors of suicide loss as well as a high school that experienced an episode of contagion. The focus in telling these stories is to highlight the importance of emphasizing resilience and protective factors after a loss event.

Structure: Two hours online in a series of modules. 

Professional Development for Educators
The Arizona K12 Center improves teaching and learning through high-quality professional development. The organization is a one-of-a-kind hub that supports educators along the teaching continuum. 
The National Education Association (NEA)  believes in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society. A micro-credential is a short, competency-based recognition. NEA offers over 175 micro-credentials that have been created by educators for educators.

As you continue planning for the new school year, consider making the Arizona Reading Fundamentals OnDemand Academy a part of your comprehensive professional learning plan.


These courses are best facilitated by a school or organization-level literacy leader. Participation is best completed in a collaborative and job-embedded manner.


Before you register, please watch our OnDemand Academy Introduction Video to learn more. Each knowledge block recommends a companion text. Please browse the Professional Development webpage for all details prior to registering.

Effective instruction and meaningful learning are crucial to student achievement. The lesson cycle is pretty simple, yet powerful:

  1. Model and explain

  2. Guided practice

  3. Independent practice

  4. Formative Feedback

  5. Improved Performance

Effective Instruction means the teacher is well prepared with high-quality Learning Targets and Success Criteria. Clear instructional delivery using the above cycle. Effective questioning and meaningful feedback allow students to think more deeply and improve their performance. Appropriately scaffolding learning and gauging student progress helps those students who might otherwise struggle to understand. Finally, differentiating instruction for those children who did not understand the concept the first time around allows access to all.

It is important to regularly reflect on your teaching practice. As John Hattie tells us, “…those teachers who are students of their own impact are the teachers who are the most influential in raising students’ achievement.”


Using Total Participation Techniques helps to engage students in the lesson. If you haven’t already, try using one of these this week. 



1) Ask students to reflect on a question or prompt, provide at least 30 seconds to formulate response.  

2) Ask students to find a partner or turn to assigned partner. 

3) Ask them to share responses with each other.


Chalkboard Splash

1) Create a sentence starter, prompt, or question for which you would like students to see all of their peers’ responses.

2) As students generate responses, ask them to copy their responses onto random or designated places on the chalkboards, whiteboards, or chart papers. Give them a word limit (like 15 words)

3) Debrief by asking students to walk around, analyze, and jot down similarities, differences, and surprises, perhaps using a form (short chart – similarities, differences, surprises)

4) Ask students to get into small groups and share what they noticed in terms of similarities, differences, and surprises, before asking for volunteers to share.


Lecture T-Chart

1) During presentation students take notes in left-hand column.

2) Periodically stop (at pause points) to allow students to read over their notes and summarize in the right-hand column.

3) Allow time for pair-share summaries and for recording questions on index cards or Chalkboard Splash.

4) Allow time to answer any questions students have.


Quick Writes

1) Select prompt you would like students to address

2) Give students a specified amount of time to collect their thoughts and jot down a response (about 3-5 minutes)

3) Follow up with pair-share, networking session, chalkboard splash, or other TPT


The Biggest ‘Aha’ Quick-Write

1.) At end of lesson ask students to think about and record their biggest “AHA” on a quick-write half sheet, index card or scrap paper.

2) Ask students to meet with someone they haven’t spoken to in over a day and share their “aha.”

3) Ask volunteers to share with whole group

4) Collect cards and review them, or a select few.  Be sure to return reflections even if you didn’t get a chance to read them all. Let students know that you randomly selected a few.


Congratulations Outstanding Teacher in Navajo County!


August Teacher Spotlight

Congratulations to Jennifer Remington who has received the distinction of Outstanding Teacher in Navajo County.  She will receive special honors during the upcoming Navajo County Fair alongside other outstanding county teachers.  

Jennifer is well deserving of this recognition.  She has served our littlest WUSD students for 24 years.  Her high energy and unwavering commitment to students shines through each day.  She uses adaptive strategies to help ALL of her students be successful.  She is a positive contributor to the school and community through her work.  Bonnie Brennan is lucky to have her! 


10 TIPS for Surviving and Thriving Your First Year Teaching 

  1. Build Community 
  2. Find Hopeful, Positive Mentors
  3. Ask for Help and Demand Good Professional Development
  4. Observe Other Teachers
  5. Do Home Visits
  6. Write Down Your Vision for Yourself as a Teacher
  7. Don't Neglect Your Body
  8. Do Something Non-Teaching Related
  9. Catalogue Every Single Success in the Classroom
  10. Take a Day Off


  • The idea that our brain (neuro) can be molded (like plastic)
  • What we focus on and how we discipline our thoughts and attitudes encourages brain growth in those areas 
  • New neural pathways are made


Fixed v. Growth Mindset


Fixed Mindset

~Intelligence is fixed 

~Angered or discouraged by criticism

~Valuing the end result

~A desire for approval




Growth Mindset

~Intelligence can change

~Active and responsive to criticism

~Valuing the process

~Satisfaction from the growth along the journey

~An opportunity to learn from your mistakes


Check out this video!


~Simon Sinek on Creating a Circle of Safety