Class Choice?

Sometimes in school, I'd sit there and wonder, "Why does the teacher have to repeat that again and again." Repetition frustrated me, and led to my love of doodling. I learned the ABZ theory of learning where I'd never answer or respond to A or B, but instead wait for the Z--the out of the box, extraordinary question or answer. Otherwise I'd have my hand up all the time. I was obedient most of the time. Sitting, listening--struggling sometimes,finding the learning easy other times. Overall, I liked school. There were standout learning moments such as read aloud in kindergarten, math fact contests in third grade, mini plays in fourth, slide presentations in fifth, and Mr. Quist's great current events discussions in sixth. Later there was Mr. Titus' geography in seventh, Ms. Tatiosian's writing lessons in eighth, Ms. Cawley's world history in ninth, 10th Peace and Justice, 11th Art, and 12th independent study. College courses that stood out were Cording's Bishop and Frost poetry, Comparative World Religions by Esposito, Watercolor with Reardon, and Sociobiology. It is interesting to chart the courses that "spoke to you" and stood out in your learning career--for, me those courses were the events that opened doors to new learning for me. Generally these courses offered a bold conversation with rights and wrongs, and challenge. I didn't like the sit and listen, obedience-driven, repetitious learning. Always a passionate educator made a difference for me. As learners we bring different interests, needs, and skills to the table. As a teacher we need to be aware of the variety of learners in our midst. An important consideration.

21st Century Learner Attributes

Who is the 21st Century Learner?  What attributes depict learners today?

I offer the following.  Please let me know what I've missed.

The 21st Century Learner:

• Asks Questions and allows questions to drive his/her learning.
• Perseveres and doesn't give up even when faced with a challenge.
• Discusses and debates with an open mind and a focus on goals, growth, and learning.
• Researches and composes using multiple resources such as video, music, text, and image.
• Speaks clearly and concisely.
• Reads critically and is able to target specific information.
• Synthesizes information in order to solve problems and create.
• Writes with clarity, expression, and voice.
• Investigates, explores and experiments.
• Engages with play to understand and learn.
• Collaborates with empathy, focus, confidence, and the awareness that "one person cannot do or be all things."
• Seeks out experts near and far, online and off, to assist with research, understanding, and assessment. 
• Learns 24-7 in diverse locations and structures. 
• Takes charge of his/her learning.
• Has a growth mindset.
• Makes mistakes and learns from those mistakes.
• Uses the arts to convey a message in pleasing, memorable, and inspiring ways. 
• Tells stories.
• Engages, interacts with, and focuses on the audience. 
• Develops metacognition, and allows passion and interest to lead learning. 
• Shares his/her learning readily, online and off, with transparency and effect.
• Is aware of the impact his/her work has on the larger context of class, community, and world.
• Knows that multiple tools and paths to learning exist, and uses that knowledge to choose the best paths and tools. 

What would you add to this list?  How is this list different from the learning goals of the past? 

As I think about report card comments and end-of-the-year student recognition, I am keenly aware of the 21st century skills, knowledge, and attitudes my students have developed and used this year as they developed greater knowledge, concept, and skill. 

While essential skills and polite attitudes and actions are important to student learning, it is integral that we develop 21st century learning attitudes and actions in order to launch our students toward success.

Note: Link to Bookmark Template for Student Distribution: Copy, sign, fold, laminate, punch hole in upper left corner, add ribbon, distribute. 

Pacing Matters: A Graceful End to the Year

Pacing is an aspect of teaching that requires thought and attention.  Pacing at the end of the year is particularly important.  As the final games, celebrations, projects, and endeavor call parents and teachers to be "everyman" or "everywoman," it is imperative that one consider the pace--a just right stride that leaves time for the emotions, exuberance, and exhaustion the end of an ambitious, energized school year brings.

I write this post as much for myself as for other parents and teachers who will read it.  Hence, as the year draws to a close, how can we shift our time, patterns, and attention to what matters most?

• First, make time for regular class and family meetings to update each other on changing schedules, expectations, and needs.  These meetings are also a great time to troubleshoot scheduling snafus and miscommunications. 
• Second, don't try to do it all, do what matters most. Make a "loose-tight" plan which provides structure, but leaves room for the unexpected, important needs. 
• Third, make time to relax and reenergize.  Build in more routine activities such as quiet reading, map skills, tech practice, and end-of-year thank you cards.  These routines lend themselves to students' ease of talking to one another, thinking about the year's end, asking questions, and peaceful closure.
• At home, fill the cabinets with easy-to-prepare foods and healthy snacks because it's likely that you might run out of time for a family meal and need some last minute solutions.
• Lower your personal expectations, instead of trying to be super-parent or super-teacher, be nice, kind, and supportive parent/teacher as you say farewell to students and comfort your own children who might be experiencing emotions related to end-of-school-year traditions and transitions.
• Make time to think about your own emotions related to your children's changes and your departing students--translate your feelings into thoughtful cards, special read alouds, and simple outings.

When the pacing is off at the end of the year, the entire year's work can be forgotten and replaced by the memory of harried, worrisome, frantic efforts.  Dim the lights, pull out a great read aloud, watch an old movie, be artistic, write, and make plenty of time to rest so that you can end the year with the grace it deserves.

(Why didn't someone tell me this one week ago?  Yet, there's still time to take my own advice.  Happy Endings!)

Field Day Festivities

Our extraordinary physical education teacher will lead another field day today.

He crafts the day like a choreographer designs an intricate performance--every detail has been considered and the children have been prepared.  As with all work he does, collaboration, cheering each other on, and physical fitness take center stage during this festive, celebratory day.

As the classroom teacher, I'll follow my class to activity after activity.  I'll cheer for and coach my students through contests that involve running laps, shooting balls, and jumping over hurdles.  I'll also help with skinned knees, disappointing results, and thirsty/hungry athletes.

Field Day brings the whole school together in a colorful, playground celebration--one the students look forward to each year.

Scope and Sequence Meeting: Purpose

Today, I'm attending the first of two scope and sequence meetings.  Today we'll review the math scope and sequence.

Is a scope and sequence document an important tool?
I believe that having a "loose-tight" scope and sequence is essential for a working team. At the elementary level our aim is to provide students with a strong foundation of concept, knowledge, and skill.  Our new standards provide us with a guiding sequence of concepts, knowledge, and skill--essential standards for life-long learning.  If we share a "loose-tight" plan for teaching the standards, we will be better able to implement strategies and schedules to share materials, craft, and approach.  "Loose-tight" is important because we are teaching students first, and they might need more or less time with varying standards.

Why a spring scope and sequence meeting?
Teachers often do a lot of reading and thinking over the summer months.  Creating, refining, or reviewing a scope and sequence plan in the spring gives teachers a document to digest and develop over the summer months with reading, research, and study.

Is a scope and sequence only standards-based?
It is essential that the standards are embedded in the scope and sequence, but the scope and sequence should not reflect the grade-level standards alone as there needs to be room for remediation and enrichment.  Also, when possible, the standards should be embedded into worthy learning design that reflects students' interests, the learning community's needs, and context.

Is the scope and sequence a working document?
The scope and sequence should be seen as a working document rather than a static piece of information. The changing learning landscape, tools, and efforts will impact the scope and sequence regularly.  Hence, the scope and sequence is a guide not a rule.

As I listen to the participants describe and explain the scope and sequence priorities and parts today, I'll take lots of notes.  I hope to mostly note the resources available to teach each standard.  I will be thinking about the diversity of students too, and how we can meet the needs of all.  Further, I'll note areas where I can strengthen my repertoire and effect with regard to mathematical understanding and teaching.

I'm delighted that our system put aside the time to discuss and create a guiding scope and sequence.  I look forward to the learning and collegiality ahead.

What is the Purpose of a Report Card?

Last week, prior to analyzing new ideas for a report card, I posed the question, "What is the purpose of the report card?" 

My question was met with surprise.  I think people were surprised that I asked that question because they may have felt that everyone knows what a report card is for?

Yet, in this changing landscape of education, I am wondering about the purpose of the report card, and I am wondering about the audience for whom we are writing the report card.

Is the report card written for the child.  If so, then we have to think carefully about the language and intent.  After all, we don't want to discourage children.  Instead, we want to inspire them.  We also want to build their metacognitive awareness by helping them to understand who they are as learners--their strengths, interests, and challenges.  If the report card is mainly for children, then that will affect not only the way we create the card, but also the way we mark and share the report.

Is the report card for the family members.  If so, that requires sensitivity to the fact that families differ with respect to their knowledge and understanding of school talk and vocabulary.  How will we write a card that will be understandable to all. Also, how will we write a card that helps families help their children--what kinds of comments, descriptors, and "grades" will serve to support families when it comes to supporting their child's education. Perhaps the report card is simply written to prompt a successful parent-teacher conference.

Is the report card for administrators?  If that's the case, the report card may become part of evidence requirements for new evaluation systems, and perhaps, administrators will use report cards to decide if a teacher is on probation or reaching proficiency?  If the report card is for administrators, what kind of language and "grading" would be most helpful in that regard.

Is the report card fo the collegial team?  Is it a way to compare and contrast our students?  Will the report card help us with RTI efforts and our ability to teach all children well.

In the old days, report cards were a way for teachers to assess students.  Sadly, when I was at school, a child with developmental issues would be given an "F" because he or she wasn't keeping up with the others.  Also children from homes that could not support their education or emotional well being were similarly marked with "D" or "F" sending a message that the child was unworthy, unsuccessful, and probably not going very far.

I believe that report cards should be written with children and shared with the learning community.  Report cards should serve to send a message of "here are the learning goals I've reached so far," "here are the current challenges," and "here's how my family and teachers can support me to reach those goals."  I think a report card as a "working document" that inspires and provides strategies for growth is a good idea, but I also believe that the card has to be crafted carefully so that it serves children's positive growth well.

Asking for the purpose before starting a task is an essential first step?  When we understand the underlying purpose of, and audience for, a task, we are better able to do the job well.  Don't you agree?

Report Card Review

What role does a report card play in today's education system?  At our PLC this morning we're examining the report card and sharing ideas for growth and change.

I believe that the report card at the elementary school level is a snapshot of a child's skills, knowledge, concept, and "learning to learn" habits and attitudes.

The report card should be fairly quick to complete and provide a holistic snapshot of a child's accomplishments and future goals.  Our elementary school report cards do not include traditional grades.  Instead children are marked with developing/progressing, meets grade level expectations, and exceeds expectations.  I think this kind of marking is much more reasonable for young children whose development is impacted greatly by their physical development, social/emotional factors, personal environment, and intellectual growth.

Our report cards are only one part of of many student assessment, coaching, and communication efforts.  We have two scheduled parent conferences, and conferences by request when needed. We also stay in regular communication with students and family members with newsletters, websites, special events, formative/summative assessments, and digital shares.

I'm leaning towards advocating for a standards-based and "learning to learn" habits and attitudes report.  A report like that will give teachers a chance to make sure that they embed essential learning standards into worthy learning design, and at the same time coach students with the "learning to learn" mindset and actions necessary to be a successful learner today.  This kind of report card will also be easily understood by students and family members by providing a view of where a child has strong skills, and what areas can be strengthened.

What kind of a reporting system and paperwork do you have in place related to young children? What do you think is essential when it comes to today's report card?  Do you think a report card is still necessary in this information age?  I'll be interested to see how the discussion moves this morning. I hope that we'll end up with an efficient, holistic report that directs and empowers students and family members with confidence, understanding, and support.

Guided Research Focus

Tech today offers lots of bells and whistles when it comes to creating research reports. Teachers debate the way to focus students' attention and process with regard to so many available choices.

I'm in favor of the following:

• Introduce students to what's available and possible.
• Give students time to investigate, explore, and try out the many research tools including video, image, text, and conversation.
• Schedule regular research meetings for focus lessons to guide work, engage in discussion, share ideas, and respond to questions.
• Observe student work, coach where needed.
• Once the project gets going, and you have a sense of the collective group's work, create a time line with students related to project "have-to's" and "extras."

Some might debate that allowing students to jump into all aspects of research at the start will delay the standards-base work of reading, thinking, taking notes, and writing the report.  After trying these projects myself, I believe it's best to introduce all aspects, and give children the time to try out their own paths and find their own, best ways to complete the project with significant teacher coaching and response. 

Although I've engaged in this endangered species research many times before, this is the first time that I'm delving into the project with a greater focus on 21st century project base learning and design--a worthy challenge for both teacher and students.  Stay tuned. 

Challenge

Teaching shares many similarities to parenting--there are the good days and the challenging days.  The challenging days prompt reflection, revision, and renewed effort.  Similar to parenting, good teachers want to get it right--we want to serve children well.

Unlike parenting, the teacher works with system complexity which includes the many structures in place to provide materials, leadership, and support.  We can't do it alone, and we rely on many to do the job well. When systems work with organization, lead time, and support, schools thrive.

Also, when the structures are devoted in both time and focus to what's best for children, then systems move ahead with success.  When the focus moves from a child-focus, then systems distance themselves from success.

Hence as one reviews a learning community's strengths, I suggest the focus continually seek to understand actions with regard to what really matters for children, what truly helps children succeed with happiness, inspiration, and optimal learning.

System complexity can challenge that focus, but we have to resist that challenge and turn our attention again to children's needs and interests.

The Website: Guided Research Home Base

The website is the home base for guided research.

The website provides the initial paths to student exploration and investigation.

The website is an efficient self-guided resource center that responds to students/families' questions and needs 24-7 leaving room for important coaching and guidance during the time-on-task in the classroom.

A useful guided research website should include the following:

• Project introduction and checklists.
• Project examples and exemplars.
• Project research resources, both online and offline.
• Project Enrichment

The website should not be static, but instead serve as a flexible piece that morphs and changes as students' needs, standards, and resources change.

Utilizing a website as the home base for project/problem base learning brings all students and their families into 21st century learning and design, and prepares our students for the information-laden, connection-full world where they will one day independently live, learn, and work. 

Here's an example of our latest project website.  What would you add?  What would you take away?  

Designing Learning: Details

Crafting the best lesson means crafting a lesson where children are engaged, active, inspired, and learning. Signs of a lesson taught well include the following:

• Students are active, engaged, and focused throughout the lesson.
• It's not too easy. Students have to struggle a bit with conversation, debate, and research.
• Students express questions and new ideas related to the lesson concept, knowledge, and skill.
• Students use the language of the lesson in their speak long after the lesson.
• Students replicate the lesson in their independent and collaborative work.
• Students embed the lesson's intent and focus in future work.

The age old adage, "You can give a man a fish and he eats for a day or you can teach a man to fish and he'll eat for a lifetime," is a good rule of thumb when crafting lessons.  Every lesson should be crafted to help students become independent and inspired in their learning.


Note:
Great Learning/Teaching Design Film:

Project Base Learning: Details

Patrick Larkin's recent post about relevant classrooms connects nicely to the current focus for my fourth graders as we embark on our endangered species study.

Truly, the start of this project has had the give-and-take quality of a dance or conversation.  Initially, I plan, they respond, and we move forward together.  Currently, we're laying the foundation for the project with background information and experiences including the following:

• A class lesson on "reading to find out" and research as we study biomes.
• Introductory film and crossword puzzle practice related to the unit vocabulary. 
• A field study experience at the zoo with an expert presentation, exploration, and note/image taking
• Exploration and investigation of the Endangered Species Website created to support student research. 
• Using an online presentation to find/learn specific facts/standards related to biology. 
• Crowdshare (studentshare) creation of a project time line.
• Project topic/question choice and targets.
• Project team and team space decisions.  Who will work together and where will their classroom project/presentation space be?
• Library resources investigation and exploration. We reserved the school library space for this event.
• Creation of a classroom project resource space with books, computers, and other resources.
• Introduction to project "have-to's" and project choices.  Grade level standards in reading, writing, and science are embedded into this project and those standards make up the project "have-to" expectations.  

Once the introductory activities have been completed, then students will begin their individual and team research. After that students will create online presentations, short films, and other displays as we prepare for our class share presentation and open house.  

Project base learning is a conversation and dance between teacher and students--we work together to develop skill, concept and knowledge in relevant and meaningful ways. 

Setting the Stage

Today was like a giant slumber party as children snuggled up in blankets with books, and it was also like a giant slumber party when rain forced an indoor recess and the blankets became forts while children played with abandon--that's a lot of play for 25 students in one room on a humid day.

After lunch we cleaned up and had tech choice to calm everyone down and complete the transition from test prep/test mode to project base learning.

Tomorrow we'll set the stage.  We'll spend the morning reading about biomes and the afternoon turning our now dull bulletin boards (we had to take all content info down for the tests) into biome displays.  Next week we'll create the infographics.  Then the review, and at last, independent endangered species research, writing, and project work.

The tests tired us out--both teachers and students. We did a lot of prep, and the tests themselves take a lot of stamina. I get tired just watching the children labor during the assessments, but as I've mentioned a zillion times (and to cheer myself on) we're now embarking on the PBL.  Onward.

That Quiz: Terrific Math Review

I've been using the wonderful website That Quiz for tailored math practice, review and assessment.

Today we had a wonderful math tech hour featuring That Quiz as we prepped for the upcoming math MCAS test.

Prior to the start of the year, I set my students up as a That Quiz class.  Then for today's math tech lab, I created a number of tests with 20 review questions on topics ranging from area and perimeter to geometry to measuring and more.

Once students completed their paper/pencil problem solving packets, they got a lap top, logged into our Math menu on our class website and began linking to the tests. As I helped individuals at my table, I had my lap top open with the test results in front of me. I told student that they had to get 80% or above on each test, and if they got less than 80% they had to retake the test.  I welcomed students to come up to me with their lap tops with questions.

As I watched the scores come in and helped students at my table, I could hear lots of chatter all around the room as students coached each other on the tests.  Their conversation included lots of math vocabulary and trouble shooting as they reviewed and practiced each skill.  When students came up with questions, I could clearly see what was causing them trouble with the concept.  Also many students were calling out to me, "Ms. Devlin, please reset my test so I can take it again."
    I responded, "Do you need my help?"
    And they typically answered, "No, ______ taught it to me," or they came up to me with questions.  I always tell the students, "I love questions; that's a true sign of intelligence."

Unlike days of old when students would labor over problems, pass in their papers and wait for the teacher to correct the set, the quick-feedback tests on That Quiz offer instant feedback as well as online measuring tools such as rulers and protractors and problem images and models.  That Quiz also offers the teacher a spreadsheet of scores to refer to and analyze as he/she plans follow-up lessons and practice.

What online tools do you use to give students practice and review with math concepts?  How do you organize the use of those tools for best effect and optimal student learning?

This is one way that technology is positively affecting the work we do each day as educators.

A New Learning Landscape: Perspective?

It's vacation week in Massachusetts. Essentially, for me, it has been a catch-up week of personal matters and school thought--a needed reprieve from daily practice.

Six days into the vacation has brought me clarity and energy.  I'm ready to embark on the end-year goals of math education, project base learning and literacy studio.  I know my students well and have many individual and collective goals at-hand for the students.

As I begin to think ahead I find myself desiring the broader view, the system-wide goals and vision.  In the old days I was content to hear this vision in the fall as learning didn't change a lot from year to year.  But today, an update in September seems too late as tools, processes and strategies are changing at a fast rate in this information age.  Children are coming to us with different skills, goals and questions due to their ready access to technology and learning at home. Plus, the potential to serve each child well in a personalized fashion is greater than ever before. We hold wonderful promise in our hands.

Yet, that promise demands that teachers hone their craft, research, and learn in order to catch-up with the quickly changing learning landscape around us. There's been a leap with regard to research, innovation and potential, and to sit by and just be satisfied seems to no longer be a plausible route to travel. Educators today need to take on the pace and direction that new learning offers because this new learning has the potential to empower and engage students in ways not possible before.

How has your vision and goal sharing changed since the onset of tech tools and innovation?  What is the best pace for the changing learning landscape?  What does this change look like? Am I impatient or am I rightly directed towards wanting to understand, create new paths, and revise our school environments, processes and efforts?  I welcome your thoughts and ideas?

The Blended Environment: Weekly Routines

Teaching and learning routines have changed now that tech is integrated into almost everything we do. How has your teaching and learning routine changed?  I've noticed the following changes related to focus and practice each week.

Weekly PD: Rather than professional development via structured events or books alone.  I find that the Internet offers a weekly menu of professional development including the following structures:

• Twitter chats.  I try to make Tuesday's #edchat each week, and when I get the chance I also participate in #satchat, #teaching2030, #4thchat and others that fit my schedule.  These are quick information exchanges that serve to wake up one's mind and practice with up-to-date links, articles, ideas and questions--a weekly PD burst.
• Online Interviews and Webinars: Steve Hargadon's weekly Future of Education interviews are excellent.  I'm really looking forward to this week's interview with John Hattie.  Since the world of education thought, theory and practice are Hargadon's focus, he's a terrific interviewer who speaks to wonderful leaders that impact education each week.
• Daily reading of social media such as Twitter, Google+ and blogs as part of my morning coffee routine.
• Books: More books than ever since so many in my PLN are pointing to terrific books and research each day--information that will positively impact craft. 

Weekly Communication with the Learning Community (students, family members, colleagues)

• Weekly Newsletter and Home Study List: Each week I send all members of my classroom learning community a newsletter with information about classroom accomplishments, current learning goals and efforts, future efforts and related information notes and links. This information is always available on the class website for ready reference. 
• PLC (Professional Learning Community): Our team meets weekly to discuss curriculum focus, practice and prep. 

Teaching Routines

• Blended Learning Environment: Throughout the week the classroom and at-home learning activities include a wide blend of platforms including tech, hands-on, collaborative and more as we focus on students' needs, interests and passions. 
• Lead with Rationale: Lessons are led with the rationale of why we're focused on that learning task or unit.
• Student Voice: As much as possible student voice is welcomed and integrated into the daily learning efforts.
• Healthful Habits: Our school is a healthy school environment with time for play, social competency efforts and healthy foods. 
• Regular Assessment: Tech tools and games make it easier to assess student learning in ongoing, targeted ways.  We use this regular assessment to inform instructional work and choice. 

The onset of technology has positively impacted learning with the structures above. I look forward to continued transition as we build student-friendly learning communities that promote positive, life-long learning mindsets and habits. 

Moving Up in Education?

There should be a sense of excitement and encouragement with regard to "moving up" as an educational professional, but in many ways this movement is met with a range of emotion.  Why?

I think this is true because for some "moving up" means "moving away" from students and teaching.  The upward mobility in education is a path where moving up is seen as a positive movement and suggests that staying in the ranks of classroom teaching and coaching is not as positive. The financial rewards and role/time flexibility of "moving up" support this notion. In many cases though, we're talking about two very different jobs as what a classroom teacher does and what an educational administrator does differ in many regards.

There needs to be leadership in education, and there needs to be highly qualified teachers and coaches.  The best leaders recognize the difference in the two jobs and work to support, encourage and lift up the potential and possibility for classroom teachers, while those who are not as positive put "ambition ahead of mission" and don't serve teachers or students as well.  Those leaders that don't serve teachers or students well have a top-down, controlling attitude that puts them above the teacher or coach whereas the most positive leaders have an attitude of collaboration, shared problem solving, respect and transparency.

To "move up" in some systems is tricky business that necessitates political savvy and favors, while systems with clear mission, role definition and practice create "moving up" processes and roles that are fair pickings for any professional interested in a role change.

I'm in favor of role audits and reviews in education today.  I believe the skills, talents and interests of positive education leaders differ in many ways from the roles of teachers--I don't always think that "moving up" means that a teacher moves to leadership, but instead I think there should be many ways to "move up" and many roles of advancement in education. I think the current education roles are too narrow and mirror old factory notions in too many ways.

I'm not sure what the new roles would be or how new pathways to advancement and leadership would be created, but I do believe it's an area in education that needs reconsideration and revision. What do you think?

Building a Holistic Learning Environment

We've come a long way with regard to learning design, tech integration and student engagement this year.  I like what we're able to do now so much more than teaching in the past.  Due to digital tools, PLCs, and RTI we have greater ability to serve students in differentiated, personalized and responsive ways.  This increased ability to service students well has served to develop student engagement, investment and growth.

Now we're working on further growth. To grow further, it's first important to realize what we have.  Here are the program elements that are serving our students well.

English Language Arts

• A strong developing multimedia, student-centered writing/composition program that focuses on organization, voice, genre and craft.
• Literacy studio that focuses on students' reading interest, comprehension, fluency and response writing.
• Read aloud that promotes reading comprehension strategies, story elements and further literary discussion.
• Multiple digital tools available to further develop students' literacy skills including iPods, Kindles, iPads, and laptops.
• Many wonderful programs that support student learning including KidPix, iMovie, Google docs, Animoto, Garageband, Lexia, SumDog English and more.
• Wonderful school and classroom libraries.
• Terrific cultural enrichment events, a weekly school assembly and frequent interdisciplinary classroom learning events
• Streamlined data sources: GRADE test, Progress monitoring, MCAS
• Reading Intervention Teachers and an ELA Director

Math

• Great software program support including Symphony Math, SumDog, That Quiz and Xtra Math.
• Multiple digital tools and programs that support math project work such as Google docs/apps, iMovie and YouTube
• Clear, learning standards. 
• Streamlined data sources: GMADE, CBM, Symphony, Xtra Math, That Quiz, MCAS
• Manipulatives, games and hands-on tools to develop math skill, knowledge and concept.
• Math Director support. 

Social Studies and Science

• Interdisciplinary units to grow content knowledge, skill and concept.
• A great playground, healthy lunches and Open Circle/Responsive Classroom efforts which support optimal health and time for social skill development. 
• Just Like Me Program which develops understanding for those facing challenges. 

As I think about our current program, the areas that stand out for growth and development include the following:

• STEAM work and study (science, tech, engineering, art and math). Our students are hungry for this. 
• Assistive Technology: tools to meet our learners with greater personalization including writing, reading, ELL, math and enrichment tools that focus on specific skills.
• Creative, multimedia composition tools to develop students' repertoire for presentation and content creation.
• Greater work in the area of guided research, discovery and presentation via unit research websites.
• More hands-on materials for in-depth science and social study inquiry and project work.
• Greater project planning and work related to units and field studies. 
• Revision of curriculum map, student reporting vehicles and data collection schedules.
• Guided social media use.  Family Twitter and student social media platform to be identified.
• Brain coaching and executive functioning software, tools and activities. 
• Greater inclusion of service learning in our social studies/science work. 
• Greater use of "grow-at-your-own-rate" digital programs such as Lexia, Xtra Math, Symphony and others for home study to decrease need for parent help and teacher response, thus creating greater time for teacher response and planning for significant teaching/coaching efforts. 
• Greater access and use of digital books that are accessible 24-7. 
• Multiplayer social studies/science gaming such as Atlantis Quest.
• More outdoor, nature exploration and study.

My team is meeting soon to begin the process of outlining and obtaining tools to develop our program more.  This collaborative process will serve to strengthen the work we do with regard to student learning and engagement.  Let us know if we're missing any primary tools, content or processes that make a difference.  Thank you!


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What is a holistic education?

A Good Education: Feeding Many Sides of the Brain

What makes strong, versatile, flexible students?  I believe a mixed-diet of the arts, physical fitness, nature, traditional academic subjects, collaboration and more creates facile, flexible students--the kind of students that will identify their passions, navigate new paths and find happiness in life.

How do school systems nurture this diversity?  I believe that school systems can nurture this diversity by strengthening and promoting students' and educators' areas of expertise, competence and passion.  Just this week, I was struck by this notion in my own school system as I witnessed many competencies at play to further develop, challenge and strengthen students' mindsets, abilities and skills.

First, our high school basketball team had two successful games.  Over the years I have watched parents, teachers and coaches nurture these student basketball players in countless ways pitching in and collaborating their care and effort in school and outside of school to help these young men develop their athletic, academic and social/emotional skill and strength.  Hence, I believe these wins are evidence of countless hours of personal and community investment, and I am in awe of all that contributed to this success.

Secondly, I watched 100 fifth graders perform "The Trial of the Big Bad Wolf," a musical that proved to lift every fifth grader with music, imagination and performance.  The pride on students' faces and the chance to see so many students shine in new, significant ways was priceless.  Our talented music teacher, Ms. Pohl, starts planning for this show from the first days of school.  She not only teaches all the skills and abilities connected to performing a musical, but she also carefully crafts the the play to respond to student's individual areas of competence and strength thus building pride, investment and confidence.  To enhance the community aspect of the performance, she works with colleagues to personalize some of the dialogue to match our learning community and enlists the playful inclusion of teachers, the principal and teaching assistants.

Third, our art teacher, Christine Soeltz, has crafted a wonderful art website to showcase the "quieter" side of the arts--the visual arts.  This allows students who shine in this area to share their strengths and skills to a larger audience.

Fourth, most students in our school are engaged in instrumental music by taking lessons in grades three-fifth.  Music teachers have access to a number of musical instruments too that they use to engage students in during music lessons.

Fifth, our physical education teacher builds collaborative skill, physical fitness strength and healthy habits with all-school events and weekly lessons.

Meanwhile, classroom teachers, coaches, special educators and intervention teachers are working together to strengthen reading, writing, math, science and social studies teaching and focus with research, debate and discussion as they craft lessons, units and projects to respond to student interest, learning and engagement.

Our school system is fortunate to be part of a larger community that respects and supports holistic education, and I share this good news as I believe all schools throughout the country should present a holistic, diverse and broad menu of learning and engagement to students. There is not one way to teach children well, but a focus on students' and teachers' diverse strengths, competencies and passions will lay a foundation for a successful, holistic approach.

Tech Communicate

As technology becomes more and more integrated into the daily lives of students and teachers, it's essential that patterns of tech communication and change evolve.

What might that look like?  Many of the ideas below are ideas that people in my school system have put into place.  I've marked those ideas with an *.  Other ideas are ideas I've read about or constructed to meet tech communication and change goals.

• A Published Vision for Technology Integration: With the help of all in the learning community, draft, discuss, revise and publish the vision to all i.e. families, students, educators, staff, administrators and community members. (our school is putting this process into place)
• Professional Development and Curriculum Planning and Design Options
• Interdisciplinary "edcamp-like" PD Sessions*
• Tech Tuesdays (time with tech leaders and colleagues to learn, share ideas)*
• Attendance at Workshops--my school system supports this readily.*
• Professional Sharing Blogs*
• Regular updates with information related to vision, opportunities, current events and successes shared both with a predictable schedule of newsletters and a spontaneous feed such as Twitter. (Don't forget to credit people too as lack of credit creates an untrusting environment.)
• An efficient, dynamic process for sharing new ideas, piloting tech efforts, and accessing current practice with dynamic conversation, positive protocols and diverse voices. It may be that educators need consultation and learning when it comes to dynamic conversation.  Old time "factory model" schools did not support this kind of conversation. 
• One-to-one coaching.*  (While this is currently in place in my system, I believe our current tech integration model could be changed to foster greater collaborative coaching when it comes to tech integration related to teaching and learning. Collaborative could point to many models including teacher-teacher, admin-teacher, student-teacher, community member/family-educator. . .)
• Professional Development Run By Staff *: Educators in my system are welcome to provide courses for other staff members.  They earn a small stipend and pd points.  Also the educators that attend the courses can earn pd credits.
• System Institutes *: Our system hosts two institutes to build learning within and outside of our system.  Educators are invited to attend as well as lead workshops.  A noted expert or experts in the field is invited to present at these events as well. 
• A greater collaborative effort towards learning design that integrates best practice, research and tools.  This could be done, in part, with our current PLC model.  The model would have to be expanded for best effect. 
• An efficient, timely purchasing system that allows educators to spend money wisely with attention to student needs, current standards and future vision.
• Assessment of efforts and practice through use of surveys, conversations and written reports.  Assessment results should be shared with all as a way of growing our practice and efforts with student learning as the focus. 

In days of old when information was slow moving and many educators and students were not involved in technology, the model looked more like a top-down, factory model--that's how all leadership models in schools of the past looked.  Today research points us to the direction of "autonomy, mastery and purpose" (Pink's book, Drive), and that demands new processes of leadership, communication and collaboration as the learning landscape evolves. Also, ready access to information and information-everywhere presents a situation that calls for streamline systems and prioritization. How do we all move forward with this vision in mind?