This morning teachers at my grade level had a few hours to determine a roll out for next year's major ELA curriculum goals, standards, and efforts. We also had the chance to share multiple ideas, tools, and strategies for teaching children well. The meeting began with a focus on the big ideas and main teaching themes. Then the discussion moved to multiple topics including read aloud, digital projects, home study, class/school structure, field studies, and specific teaching strategies. In the end we left the meeting with a "loose-tight" scope and sequence, a few new and wonderful project ideas, and a strengthened grade level team.
When I returned to my room, the students were busily turning the classroom into an endangered species museum. Paper trees, rope vines, balloon animals, clay creatures and more brightened the empty bulletin boards. Later we spent the day cleaning up our project type by adding capital letters, punctuation, great words, and images. A busy, but wonderful day.
What a difference responsive activity and share makes for learners of all ages.
Showing posts with label Collaboration. Show all posts
Showing posts with label Collaboration. Show all posts
Thursday, June 06, 2013
Ask: Will This Make a Valuable Difference?
This is an age of limitless paths of exploration. With respect to education, we have countless tools, strategies, and possibility at our finger tips. How do we choose what to pursue?
Before embarking on any decision, we should ask ourselves, Will this make a valuable difference?
Choosing strategies, tools, and paths that make a valuable, meaningful difference is the way to go? Yet, how can we tell ahead of time if a choice we make will make a difference?
We can't be 100% sure, but we can heed the signs of success and promise with some of the following actions.
Before embarking on any decision, we should ask ourselves, Will this make a valuable difference?
Choosing strategies, tools, and paths that make a valuable, meaningful difference is the way to go? Yet, how can we tell ahead of time if a choice we make will make a difference?
We can't be 100% sure, but we can heed the signs of success and promise with some of the following actions.
- Following Twitter, Google+ and other streams of important topics, vital chats, and successful educators as one way to determine promising choice and action. For example many will be discussing Dave Burgess's book, Teach Like a Pirate. The book has educators talking and making positive changes in their craft. I want to know what everyone is talking about, and utilize Burgess's strategies. Last year I followed the Twitter stream to Hattie's Making Learning Visible, Maximizing Impact for Teachers, and I've never looked back.
- Choose timeless, 24-7, easy to access/use tools for students' inquiry, content creation, and expression. Use tools that students will be able to learn, use for a long time, and easily share with others. Google is not going away anytime soon--the tools are wonderful. Google is playing their part too by updating tools for student use in a timely, intuitive, teacher-friendly way. It's okay to try out new, exciting tools, and jump on if you think they're going to last, but don't spend time on klunky, cumbersome tools with too many rules--they won't last. Also try out the tools with children--children and teachers together should decide on new tools.
- Teach essential skills that suport life-long learning. There are some skills that students need to be successful. Make sure that your program continually emphasizes those skills including critical thinking, speaking, writing, multimedia composition, creation, experimentation (formal and informal), programming, numeracy, reading, emotional intelligence, and social skills. Students who have those skills will have a better chance at success.
- Timely education. Use timely topics to engage and empower students. Choose problems, knowledge, and information that pertain to their lives in developmentally appropriate and enriching ways, then give students the chance to engage with those topics with strength and impact. Ask, What knowledge, problems, and information will make a positive difference for the students, community, and world?
- Tradition. Provide students with a sense of time and people by sharing and exploring classic thought, tools, stories, and strategies as well as a solid, straightforward knowledge of the history of all discipline areas. Teach the big ideas, and save the specific details for those students who are passionate about the content.
- Questions. Let student and teacher questions drive the learning process. Questions rather than content should take center stage.
As we move schools forward let the question, Will this make a valuable difference?, lead your efforts. Don't waste time discussing or fretting over issues that don't make a difference.
What have I missed on my "make a difference" list? What "make a difference" issues will lead your work and thought in the weeks and months to come?
What issues are you spending time on now that really don't matter and won't make a difference? How will you shift your focus?
Sunday, June 02, 2013
Collegial Challenge
A colleague publicly challenged me stating that even though I talk about, and try new ways of teaching, my scores are no better than anyone else's. Her colleague challenged me further to tell me that my students weren't partaking in a particular teaching strategy with strength due to my classroom management style. Ouch!
I'm sure that I've done the same at times, boldly making a statement that unintentionally causes pain. When we're working with many philosophies, varied experiences, and roles, there's bound to be uncomfortable moments of finger pointing and painful statements. Yet public humiliation is never a good thing, in fact the undesired weight it brings serves to undermine and hinder all the good work a team is able to do. Although, on the other hand, I'd rather be at a table where people reach out to communicate with honest opinion, passion, and thought, than sit at a table where everyone is too afraid or uninterested to talk truthfully, share their point of view or debate.
In every statement, bold and painful as it may be, there could be truth. So I analyzed. Typically I do analyze my scores to see if I'm keeping up with the others, and I have found that over many years of many scores, as the teacher suggested, I come in with the pack--actually all teachers typically come in with the pack. Some years, some scores are better for one, and some years some scores are better for another. There are ways to share strengths and boost each other up, and there are times when the scores are low for reasons far beyond our control such as absenteeism, illness, botched schedules, and more. Yet, I also wonder if the new strategies and tools are aimed at the old goals, and should they be aimed at the old goals? Do we resist the temptation to try out new strategies for a new world because our scores might not live up to our colleague's scores? Is that a positive rationale?
Hence, further analysis. As I analyzed multiple scores after that, scores of many dedicated teachers and hard working students, I found that for some students, new strategies seemed to hit the scores out of the ballpark. Similarly I found that for some students old, tried and true strategies did the same thing. Across all classes there were some amazing gains, and some not so amazing gains--even some losses. And remember, this is only one small set of scores--a fraction of a year's effort and scores gained in a total of about 10 minutes altogether. My analysis demonstrated that steady effort towards worthy goals does matter and in every class I looked at that steady effort was evident--the teachers I work with are dedicated, caring, and always go beyond the call of duty to serve students well.
Hence, what about scores in general. As we use data in schools, what does that mean for our work, teams, and effort? Who sees and judges the data, and who puts in the most time to reach for optimal student growth? How is the data analyzed? In the example above, that colleague sees my scores, but I don't see her scores--what does that do with regard to a level playing field of judgement? Also, as the scores suggest, there is no one-size-fits-all strategy for success for every student, yet we can work together to look for trends of success as we try out new technology and pedagogy for student gain.
Then the comment about management. I don't want to be the teacher that mandates one way or approach for children. My experience has demonstrated that typically when a child has tried something many times and still resists, it's not the right tool. With the multiple tools available today, I believe, and Hattie's research supports, that once we do a thorough assessment, and students still resist and show no growth, then it's time to find another method, tool, or approach to move the student forward. Children at the early levels are typically eager to learn, and will resist when a method is too difficult, frustrating, or uninteresting to them. I remember as a young girl, my teachers used an approach to build my reading fluency. The approach, a large screen quick reading approach, made me so dizzy and physically uncomfortable that I just gave up. Eventually they stopped using the tool and I was so relieved. I was an eager student, but that approach made me seasick thus unable to access.
Taking on the many challenges I face as I think deeply about schools in a blog has served to make me unpopular in many ways. Have I become a "Harriet the Spy" divulging the daily ups and downs of a school system? Is this blog a sort of reality show for school life? Have the posts caused undue disruption and discomfort? Why do this? as one leader asked.
First, while I want to work with the team in earnest, the truth remains we simply don't have much time at all to discuss the big issues facing schools today. Classroom teachers, like me, are mainly on task with large numbers of students most of the time each day. Our time for planning in comparison to our time teaching is about a 1:6 ratio. Our regular time for collaboration is about a 1:29 as we have about 29 active hours of teaching/planning each week, and one hour for collegial work. I can imagine that some think why not use the after hours time for that collaboration. The challenge with that is that professionals have a great diversity of other school commitments and personal schedules thus making after hours collaboration difficult. I know our administration is reviewing schedules and times to try to build in more common planning time and efforts, and at times hire substitutes to cover so we can have extended days for specific topics and initiatives.
As this post takes on the mood and motion of a rambling vine, I'll stop and make some final comments.
I'm sure that I've done the same at times, boldly making a statement that unintentionally causes pain. When we're working with many philosophies, varied experiences, and roles, there's bound to be uncomfortable moments of finger pointing and painful statements. Yet public humiliation is never a good thing, in fact the undesired weight it brings serves to undermine and hinder all the good work a team is able to do. Although, on the other hand, I'd rather be at a table where people reach out to communicate with honest opinion, passion, and thought, than sit at a table where everyone is too afraid or uninterested to talk truthfully, share their point of view or debate.
In every statement, bold and painful as it may be, there could be truth. So I analyzed. Typically I do analyze my scores to see if I'm keeping up with the others, and I have found that over many years of many scores, as the teacher suggested, I come in with the pack--actually all teachers typically come in with the pack. Some years, some scores are better for one, and some years some scores are better for another. There are ways to share strengths and boost each other up, and there are times when the scores are low for reasons far beyond our control such as absenteeism, illness, botched schedules, and more. Yet, I also wonder if the new strategies and tools are aimed at the old goals, and should they be aimed at the old goals? Do we resist the temptation to try out new strategies for a new world because our scores might not live up to our colleague's scores? Is that a positive rationale?
Hence, further analysis. As I analyzed multiple scores after that, scores of many dedicated teachers and hard working students, I found that for some students, new strategies seemed to hit the scores out of the ballpark. Similarly I found that for some students old, tried and true strategies did the same thing. Across all classes there were some amazing gains, and some not so amazing gains--even some losses. And remember, this is only one small set of scores--a fraction of a year's effort and scores gained in a total of about 10 minutes altogether. My analysis demonstrated that steady effort towards worthy goals does matter and in every class I looked at that steady effort was evident--the teachers I work with are dedicated, caring, and always go beyond the call of duty to serve students well.
Hence, what about scores in general. As we use data in schools, what does that mean for our work, teams, and effort? Who sees and judges the data, and who puts in the most time to reach for optimal student growth? How is the data analyzed? In the example above, that colleague sees my scores, but I don't see her scores--what does that do with regard to a level playing field of judgement? Also, as the scores suggest, there is no one-size-fits-all strategy for success for every student, yet we can work together to look for trends of success as we try out new technology and pedagogy for student gain.
Then the comment about management. I don't want to be the teacher that mandates one way or approach for children. My experience has demonstrated that typically when a child has tried something many times and still resists, it's not the right tool. With the multiple tools available today, I believe, and Hattie's research supports, that once we do a thorough assessment, and students still resist and show no growth, then it's time to find another method, tool, or approach to move the student forward. Children at the early levels are typically eager to learn, and will resist when a method is too difficult, frustrating, or uninteresting to them. I remember as a young girl, my teachers used an approach to build my reading fluency. The approach, a large screen quick reading approach, made me so dizzy and physically uncomfortable that I just gave up. Eventually they stopped using the tool and I was so relieved. I was an eager student, but that approach made me seasick thus unable to access.
Taking on the many challenges I face as I think deeply about schools in a blog has served to make me unpopular in many ways. Have I become a "Harriet the Spy" divulging the daily ups and downs of a school system? Is this blog a sort of reality show for school life? Have the posts caused undue disruption and discomfort? Why do this? as one leader asked.
First, while I want to work with the team in earnest, the truth remains we simply don't have much time at all to discuss the big issues facing schools today. Classroom teachers, like me, are mainly on task with large numbers of students most of the time each day. Our time for planning in comparison to our time teaching is about a 1:6 ratio. Our regular time for collaboration is about a 1:29 as we have about 29 active hours of teaching/planning each week, and one hour for collegial work. I can imagine that some think why not use the after hours time for that collaboration. The challenge with that is that professionals have a great diversity of other school commitments and personal schedules thus making after hours collaboration difficult. I know our administration is reviewing schedules and times to try to build in more common planning time and efforts, and at times hire substitutes to cover so we can have extended days for specific topics and initiatives.
As this post takes on the mood and motion of a rambling vine, I'll stop and make some final comments.
- First, I'll continue to blog as I journey to work with strength and success to teach children well.
- Next, I will continue to try new strategies and pedagogy, and analyze those approaches with colleagues to determine the best ways to use new learning approaches and tools to move students forward. It's essential that we prepare students for the world they are living in now and the world of the future. Also new tools and approaches are engaging.
- As I blog and analyze, I'll make a special effort not to single people out, name names, or point blame. We're all in this together as schools evolve, and we all share a common purpose--to teach children well.
- Finally, I'll continue to work towards a better balance of planning and teaching, collaborating and working alone, and traditional vs. new methods and strategies.
As I repeatedly state, I work in an optimal system. Children come to us prepared to learn. Teachers dedicate their days, nights, and weekends to the work. We have multiple new and old tools to forward our efforts. The community supports us, and our students do very well. Systems like ours can serve to lead the way when it comes to new practice, efforts, and growth; we have what it takes to be an innovation incubation lab of sorts--a "Googleplex" of schools where students are invited to work with engagement, empowerment, and direction towards worthy, wonderful goals.
As I've heard many fine educators state, good schools demand "conditions of excellence" to move students forward. Our system has those conditions, and that's something to be proud of, and something that we should advocate for with regard to every school in the country. Having what it takes to be excellent doesn't mean that we don't have to work at it, develop, and move forward--education is an evolving institution, and it's imperative that we continue to work together with strength to evolve too. Finding just right systems, communication, schedules, tools and efforts will assist our journey in this regard.
Saturday, June 01, 2013
Thank You!
As the year rolls to the finish line, I am thinking about all the people I should thank. Though I can be seen as a contrarian who is always pushing for new and better with critical analysis, I really am grateful for so many that provide me with the support, encouragement, motivation, skill, and understanding it takes to do your best work during the school year.
Hence a thank you list.
First, I want to thank my building administrator who truly embraces the notion of servant leadership as he encourages and supports the multitude of diverse learning and teaching styles displayed by the many children and educators in our building. The fact that he embraces diversity with respect and care has made our school a dynamic school.
Next, I want to thank the many leaders I work with. I want to thank them for the times that they support us with responsive and timely tools, strategies, and learning endeavors that forward our work with students.
After that, I want to thank the family members. I have found that families have been eager to become active members of the learning community if given voice and choice. I hope to continue to build my efforts to bring families into the decisions and daily efforts of classroom life. Parents frequent supportive emails, ideas, targeted questions, help, and encouragement have made all the difference this year.
Then, I want to thank my collegial group. I want to thank them for working with me to build a vision and practice that serves children well.
Of course, I want to thank the students who motivate me daily with their honesty, playfulness, surprises, challenges, kindness, hugs, wisdom, and potential.
And, the community that I work in. As I've mentioned many times, I stay in this community because of the incredible support they bring to education.
Finally, the many support staff that make our work possible including the bus drivers, crossing guards, custodians, food service personnel, administrative staff, grounds crew, nurses, and more.
This year of innovation and change has been a bumpy, but successful road. One which could not have succeeded without the care and support of so many.
Hence a thank you list.
First, I want to thank my building administrator who truly embraces the notion of servant leadership as he encourages and supports the multitude of diverse learning and teaching styles displayed by the many children and educators in our building. The fact that he embraces diversity with respect and care has made our school a dynamic school.
Next, I want to thank the many leaders I work with. I want to thank them for the times that they support us with responsive and timely tools, strategies, and learning endeavors that forward our work with students.
After that, I want to thank the family members. I have found that families have been eager to become active members of the learning community if given voice and choice. I hope to continue to build my efforts to bring families into the decisions and daily efforts of classroom life. Parents frequent supportive emails, ideas, targeted questions, help, and encouragement have made all the difference this year.
Then, I want to thank my collegial group. I want to thank them for working with me to build a vision and practice that serves children well.
Of course, I want to thank the students who motivate me daily with their honesty, playfulness, surprises, challenges, kindness, hugs, wisdom, and potential.
And, the community that I work in. As I've mentioned many times, I stay in this community because of the incredible support they bring to education.
Finally, the many support staff that make our work possible including the bus drivers, crossing guards, custodians, food service personnel, administrative staff, grounds crew, nurses, and more.
This year of innovation and change has been a bumpy, but successful road. One which could not have succeeded without the care and support of so many.
Friday, May 31, 2013
Test Scores: The Good and The Bad
The growth was amazing--so many points, but the score remained in the red.
There was a dramatic drop? Was it a bad day? What happened? I wasn't there.
His growth was amazing, the best in the whole school--what made that happen?
As we look at end of year dipsticks and scores, there's a tendency to forget about all the efforts that go into a year beyond a few test scores--all the efforts including class community, projects, interdisciplinary learning, new ideas, and more. School is not just a test score or color coded mark on a page.
Yet, some would like to reduce it to that--to point to the red mark on the page and summarize a year of care and effort with one mark--it's easier to do that than to take the long look at the multiple efforts that go into a worthy education.
Education is not a perfect science. It's true that data can help us to target teaching efforts, but data alone can't be the reason why we teach the way we do, education is more holistic than that.
Hence at the end of the year when summative scores roll in, remember that that those scores are only one small piece of the teaching year, evidence of one out of a multitude of efforts employed, all efforts aimed at teaching children well.
There was a dramatic drop? Was it a bad day? What happened? I wasn't there.
His growth was amazing, the best in the whole school--what made that happen?
As we look at end of year dipsticks and scores, there's a tendency to forget about all the efforts that go into a year beyond a few test scores--all the efforts including class community, projects, interdisciplinary learning, new ideas, and more. School is not just a test score or color coded mark on a page.
Yet, some would like to reduce it to that--to point to the red mark on the page and summarize a year of care and effort with one mark--it's easier to do that than to take the long look at the multiple efforts that go into a worthy education.
Education is not a perfect science. It's true that data can help us to target teaching efforts, but data alone can't be the reason why we teach the way we do, education is more holistic than that.
Hence at the end of the year when summative scores roll in, remember that that those scores are only one small piece of the teaching year, evidence of one out of a multitude of efforts employed, all efforts aimed at teaching children well.
Thursday, May 30, 2013
PLC Considerations: Moving Forward
What practice and protocol supports PLCs with strength?
I engaged in that conversation with a professional group recently, and as I think ahead to our professional learning communities for the end of this year and next, I don't want to forget these questions and considerations. I also welcome additional thoughts to broaden and deepen thought in this regard?
The professional learning community, known as the PLC, in my opinion, has been a worthwhile addition to school life. The PLC provides opportunity for child-centered, learning discussions that have the potential to develop our craft with care and effect.
The PLC meets the goal of bringing diverse voices together regularly to discuss school issues, try out new ideas, and revise practice to better meet students' needs. The PLC also can serve as a point of disagreement and struggle as professionals work to meld voices, define paths, and share knowledge.
Hence, what considerations do we bring forward in an effort to shore up our PLC efforts, and support this work with a sturdier foundation.
First, defining roles gives a structure to the PLC. Currently the roles we've defined are facilitator, dialogue monitor, time keeper, and recorder. It is thought that greater definition of those roles might strengthen our work and understanding. The idea was also posed to vary roles by months, and assign a role schedule at the start of the year so it's not a weekly consideration.
Next, we discussed our differing underlying perceptions and ideas when it comes to expectations, preparedness, conversation, discussion, urgency, reasonableness, issue size, positivity, and critique.
Also, there's the area of decision and agenda process--what's the best process to set reasonable agendas and make decisions? Do we employ backwards design, time lines, lead time, and online correspondance and communication in this regard?
What about etiquette? With every new structure, the issue of etiquette comes up? What is considered polite, and what is not? Also some noted the action of presence--what is the expectation for that at our meetings?
By working together with the leadership of a talented guide we identified strengths and challenges and were able to begin thinking with greater depth about our PLC, and how to grow this effort with stronger effect. I look forward to the discussions that follow, and a fresh start next fall as we embark on the year with a new team and new wisdom related to the possibility and promise of PLCs.
I engaged in that conversation with a professional group recently, and as I think ahead to our professional learning communities for the end of this year and next, I don't want to forget these questions and considerations. I also welcome additional thoughts to broaden and deepen thought in this regard?
The professional learning community, known as the PLC, in my opinion, has been a worthwhile addition to school life. The PLC provides opportunity for child-centered, learning discussions that have the potential to develop our craft with care and effect.
The PLC meets the goal of bringing diverse voices together regularly to discuss school issues, try out new ideas, and revise practice to better meet students' needs. The PLC also can serve as a point of disagreement and struggle as professionals work to meld voices, define paths, and share knowledge.
Hence, what considerations do we bring forward in an effort to shore up our PLC efforts, and support this work with a sturdier foundation.
First, defining roles gives a structure to the PLC. Currently the roles we've defined are facilitator, dialogue monitor, time keeper, and recorder. It is thought that greater definition of those roles might strengthen our work and understanding. The idea was also posed to vary roles by months, and assign a role schedule at the start of the year so it's not a weekly consideration.
Next, we discussed our differing underlying perceptions and ideas when it comes to expectations, preparedness, conversation, discussion, urgency, reasonableness, issue size, positivity, and critique.
Also, there's the area of decision and agenda process--what's the best process to set reasonable agendas and make decisions? Do we employ backwards design, time lines, lead time, and online correspondance and communication in this regard?
What about etiquette? With every new structure, the issue of etiquette comes up? What is considered polite, and what is not? Also some noted the action of presence--what is the expectation for that at our meetings?
By working together with the leadership of a talented guide we identified strengths and challenges and were able to begin thinking with greater depth about our PLC, and how to grow this effort with stronger effect. I look forward to the discussions that follow, and a fresh start next fall as we embark on the year with a new team and new wisdom related to the possibility and promise of PLCs.
One Tough Meeting
Everyone knows, mistakes happen. Everyone realizes that debate and discussion can result in disagreement. It's true that we're not perfect.
Yet, when you have to face a challenging meeting that focuses on mistakes, disagreement, and imperfection, it's a bit like walking into a burning house.
And when it comes to walking into a burning house, survival depends on the way you walk (run) and the equipment you wear and bring with you.
Hence, I'll bring the following:
Yet, when you have to face a challenging meeting that focuses on mistakes, disagreement, and imperfection, it's a bit like walking into a burning house.
And when it comes to walking into a burning house, survival depends on the way you walk (run) and the equipment you wear and bring with you.
Hence, I'll bring the following:
- Knowledge that I erred, and a humble acceptance of new learning, norms.
- Consideration of the factors that create opportunity for success and growth. Factors, simply stated, that create better systems of decision making and discussion:
- decision making processes,
- preparation,
- online share,
- right-sized issues that match time/intent, and
- collective understanding of purpose and rationale.
- Listening and considering with an open mind the many opinions and ideas expressed.
I'll walk with the knowledge that we're all working together to uplift and develop student engagement, empowerment, and education. I'll also walk in with the open mind that developing our collective skill and strength when it comes to collaboration and shared work will serve to strengthen our ability to serve children well.
Walking into any storm prepared serves to develop empathy, compassion, and strength--hence I'll "walk into the burning house" today, and hopefully walk out the other side with renewed commitment, greater wisdom, and new goals for growth. Onward.
Follow-Up
PLC Considerations: Moving Forward
Follow-Up
PLC Considerations: Moving Forward
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.
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.
The Best Person for the Job?
A new teacher will be hired at my school soon, and I am wondering if there is a "best person" for every job.
Probably not, but there are definitely people whose skills, attitude, and experience match a job better than others.
Several years ago I was asked to do a job, a job that was not a match for my skills or abilities. I could have taken the job and earned a few extra dollars, but the effort to do the job well would have taken away from the areas I've prioritized for growth and skill. Hence, I didn't take the job, and the person who did was well suited for the job's requirements.
Organizations grow with strength when people are well chosen for a job by demonstrating the skills, attitude, investment, and experience that match the job description well. Everyone suffers when a person is chosen for a job for the wrong reasons, and when that person does not have what it takes to do that job well.
Hence, it's important that individuals accept jobs that they are well suited for, and similarly important that organizations choose individuals who have what it takes to do the job well.
When one accepts a new job or is chosen for a new position, he/she will always have room for growth--no new (or veteran) employee will be the perfect fit as with all good work and effort there is always room for growth.
Hiring, when done well, is not a simple matter. Typically, every candidate brought to the interview table demonstrates strong skills, intent, and abilities. Also, no matter how terrific a candidate is, leaders look to match candidates to the current context and future need. Budgets are considered too.
Soon, I'll play a small role on an interview committee. I'm keenly aware of the candidates' solid resumes and strengths in this time of competition when it comes to elementary school teaching jobs. I know that even though all candidates won't be chosen for this position, it's likely that the candidates not chosen will be recommended and interviewed for future jobs in our system and others.
There is never a "best" person for the job, but one person is chosen--a person who appears to fit the context, needs, and requirements of the job.
Probably not, but there are definitely people whose skills, attitude, and experience match a job better than others.
Several years ago I was asked to do a job, a job that was not a match for my skills or abilities. I could have taken the job and earned a few extra dollars, but the effort to do the job well would have taken away from the areas I've prioritized for growth and skill. Hence, I didn't take the job, and the person who did was well suited for the job's requirements.
Organizations grow with strength when people are well chosen for a job by demonstrating the skills, attitude, investment, and experience that match the job description well. Everyone suffers when a person is chosen for a job for the wrong reasons, and when that person does not have what it takes to do that job well.
Hence, it's important that individuals accept jobs that they are well suited for, and similarly important that organizations choose individuals who have what it takes to do the job well.
When one accepts a new job or is chosen for a new position, he/she will always have room for growth--no new (or veteran) employee will be the perfect fit as with all good work and effort there is always room for growth.
Hiring, when done well, is not a simple matter. Typically, every candidate brought to the interview table demonstrates strong skills, intent, and abilities. Also, no matter how terrific a candidate is, leaders look to match candidates to the current context and future need. Budgets are considered too.
Soon, I'll play a small role on an interview committee. I'm keenly aware of the candidates' solid resumes and strengths in this time of competition when it comes to elementary school teaching jobs. I know that even though all candidates won't be chosen for this position, it's likely that the candidates not chosen will be recommended and interviewed for future jobs in our system and others.
There is never a "best" person for the job, but one person is chosen--a person who appears to fit the context, needs, and requirements of the job.
Wednesday, May 29, 2013
Issue Weight
How much does that issue weigh?
How much does it weigh in time?
How much does it weigh in personnel?
How much does it weigh in impact?
We can travel multiple paths in education. We can embark on numerous paths of innovation, investigation, and change. Yet, time, personnel, and support is limited. Hence, we have to make choices about what paths are most important and profitable when it comes to the vision and mission of the work we do.
Taking on a heavy issue with limited time, personnel, and support has the potential to fail. Yet, determining that a heavy issue is worth the time, personnel, and support necessary will create a viable path to the issue's efforts and work.
Prior to embarking on any educational path, it's important to chart the course, determine the needs, and make a plan. When invited to partake in an issue discussion or effort, it's okay to ask for details about purpose, time lines, and supports in place. Once you have those answers, you'll be better able to assess how much energy the issue is worth, and the potential the issue holds.
Determining issue weight and impact prior to discussion and effort is an important first step in any endeavor. Assessing the weight and impact on the other end of the effort is similarly important.
The work up front is essential to charting a path to success.
How much does it weigh in time?
How much does it weigh in personnel?
How much does it weigh in impact?
We can travel multiple paths in education. We can embark on numerous paths of innovation, investigation, and change. Yet, time, personnel, and support is limited. Hence, we have to make choices about what paths are most important and profitable when it comes to the vision and mission of the work we do.
Taking on a heavy issue with limited time, personnel, and support has the potential to fail. Yet, determining that a heavy issue is worth the time, personnel, and support necessary will create a viable path to the issue's efforts and work.
Prior to embarking on any educational path, it's important to chart the course, determine the needs, and make a plan. When invited to partake in an issue discussion or effort, it's okay to ask for details about purpose, time lines, and supports in place. Once you have those answers, you'll be better able to assess how much energy the issue is worth, and the potential the issue holds.
Determining issue weight and impact prior to discussion and effort is an important first step in any endeavor. Assessing the weight and impact on the other end of the effort is similarly important.
The work up front is essential to charting a path to success.
What Matters to Children?
There are many competing interests in schools, but the one we must focus on is the children. What do they want? What do they need?
That's not to say that the other matters in schools aren't important, but at the end of the year when you're a bit tired, it's possible to put the other matters on hold while students own the energy left.
With that in mind, what do my students need right now?
First, they need to work through the research project's tough part--finding the best facts in the sea of information that exists. I'll have meeting after meeting to help children discern which facts are accurate, and which information is important for the projects. Following the research, students will embark on multiple presentation paths.
Next, it's time to engage in the many end-of-the-year celebrations including a field trip, field day, instrumental concerts, class games, and picnics.
After that, there needs to be time to rest during the hot days in a a room without air conditioning. Read aloud on the rug is perfect for those moments. We have one book to finish (Wonder) and another one to start and finish (The One and Only Ivan).
Then, time for play. I rarely give extra recess at the start of the year. Instead I save those minutes for the end of the year when I know a few extra minutes of play serves to fuel students' energy for end-of-the-year project/skill study.
There's 19 school days left--19 days to teach children with care. That's the main focus.
That's not to say that the other matters in schools aren't important, but at the end of the year when you're a bit tired, it's possible to put the other matters on hold while students own the energy left.
With that in mind, what do my students need right now?
First, they need to work through the research project's tough part--finding the best facts in the sea of information that exists. I'll have meeting after meeting to help children discern which facts are accurate, and which information is important for the projects. Following the research, students will embark on multiple presentation paths.
Next, it's time to engage in the many end-of-the-year celebrations including a field trip, field day, instrumental concerts, class games, and picnics.
After that, there needs to be time to rest during the hot days in a a room without air conditioning. Read aloud on the rug is perfect for those moments. We have one book to finish (Wonder) and another one to start and finish (The One and Only Ivan).
Then, time for play. I rarely give extra recess at the start of the year. Instead I save those minutes for the end of the year when I know a few extra minutes of play serves to fuel students' energy for end-of-the-year project/skill study.
There's 19 school days left--19 days to teach children with care. That's the main focus.
Tuesday, May 28, 2013
PLC Norms?
What norms support positive, professional conversation and debate?
How can norms ensure that everyone is heard?
What is the optimal size in breadth and depth of an issue to take on in an hours' time?
What kinds of prep, communication, and planning are expected when it comes to problem analysis and debate?
What issues take priority? Who chooses the agenda?
What issues underly decisions and discourse? Who is responsible for the decisions made?
Soon, our PLC will revisit norms.
That's a challenge for me. Since my earliest days, I've had a lot to say. I read, think, and write a lot. I make the time to think deeply and carefully about decisions. In college, I devised the a..b...z response where I never responded if it was an "a/b question--one with a predictable response" and always waited for the "z response--the answer that demanded a risk and a lot of thought." That was my way of limiting my responses, not taking over.
At PLC's I've tried many approaches, all unsuccessful. It takes great patience for me for multiple reasons. Hence, now it's time to reset the norms mostly to remind me to wait my turn, not interrupt, sit quietly, and listen. The challenge lies in the fact that all decisions made at the table affect my daily work with students. All of the decisions directly impact the classroom teacher, and even little decisions made quickly or without sufficient thought can mean less time for the good work possible with children. Hence it's difficult to just sit by and listen without input.
I frankly share this dilemma as I believe there are many out there that will have advice for learners and thinkers like me. I'm not always right. I don't know it all. I look forward to challenge and debate, yet it's time to face the facts, similar to the classroom discussions and debates, there's limited time and everyone wants a voice at the table.
How do we make time for everyone's voice? How do we choose, prepare for, debate, and make decisions about issues that matter--issues that affect teaching children well?
Addition 1/2/15
Since writing this post, I've determined that the process makes the difference. Well thought out process creates positive avenues for deliberation and share. Our PLC this year has used a number of successful strategies in this regard. Further the ideas set forth with regard principled negotiation have positive promise for PLCs.
How can norms ensure that everyone is heard?
What is the optimal size in breadth and depth of an issue to take on in an hours' time?
What kinds of prep, communication, and planning are expected when it comes to problem analysis and debate?
What issues take priority? Who chooses the agenda?
What issues underly decisions and discourse? Who is responsible for the decisions made?
Soon, our PLC will revisit norms.
That's a challenge for me. Since my earliest days, I've had a lot to say. I read, think, and write a lot. I make the time to think deeply and carefully about decisions. In college, I devised the a..b...z response where I never responded if it was an "a/b question--one with a predictable response" and always waited for the "z response--the answer that demanded a risk and a lot of thought." That was my way of limiting my responses, not taking over.
At PLC's I've tried many approaches, all unsuccessful. It takes great patience for me for multiple reasons. Hence, now it's time to reset the norms mostly to remind me to wait my turn, not interrupt, sit quietly, and listen. The challenge lies in the fact that all decisions made at the table affect my daily work with students. All of the decisions directly impact the classroom teacher, and even little decisions made quickly or without sufficient thought can mean less time for the good work possible with children. Hence it's difficult to just sit by and listen without input.
I frankly share this dilemma as I believe there are many out there that will have advice for learners and thinkers like me. I'm not always right. I don't know it all. I look forward to challenge and debate, yet it's time to face the facts, similar to the classroom discussions and debates, there's limited time and everyone wants a voice at the table.
How do we make time for everyone's voice? How do we choose, prepare for, debate, and make decisions about issues that matter--issues that affect teaching children well?
Addition 1/2/15
Since writing this post, I've determined that the process makes the difference. Well thought out process creates positive avenues for deliberation and share. Our PLC this year has used a number of successful strategies in this regard. Further the ideas set forth with regard principled negotiation have positive promise for PLCs.
Weathering the Storm of Innovation, Change, and Growth
Innovation, change, and growth can result in disruption--storms of new ideas, practice, and results. Change is met with a myriad of emotion, response, and actions. Some passions flame while others diminish--it's not a simple, predictable path, but I believe it is a path worth the effort.
How does one travel the path of change with both respect and effect? How does one differentiate between debate, disagreement, and disrespect? When is a question pointed, targeted, and positive, and when is a question deemed inhospitable or aggressive? What sense of urgency should fuel your journey?
The unpredictable, and sometimes stormy path of innovation and change can sometimes deter professionals from taking that path. Is there a way to make innovation and change less disruptive and more inviting for all? What protocols lead growth and change with positivity? What is the focus for changing patterns, innovative ideas, and new strategies?
Moving old systems like schools ahead may be more arduous than moving a start-up forward. Old systems can be mired in traditions too steep to change. Making the distinction between classic, formidable traditions, and traditions that simply survive due to age is imperative. What's old might make a strong foundation, but what's old might also serve to impede apt progress.
As I think about the year and the many changes we embarked on to teach children well, I've learned a lot. I can't say that I've learned so much that I now understand how to navigate a path of new practice without error, emotion, or surprise. If you know that secret, please let me know. In the end though, my intent has been focused on serving children well with best practice, and I'm always open to debate, honesty, and discussion when it comes to that topic as we weather the storms of innovation, change, and growth.
How does one travel the path of change with both respect and effect? How does one differentiate between debate, disagreement, and disrespect? When is a question pointed, targeted, and positive, and when is a question deemed inhospitable or aggressive? What sense of urgency should fuel your journey?
The unpredictable, and sometimes stormy path of innovation and change can sometimes deter professionals from taking that path. Is there a way to make innovation and change less disruptive and more inviting for all? What protocols lead growth and change with positivity? What is the focus for changing patterns, innovative ideas, and new strategies?
Moving old systems like schools ahead may be more arduous than moving a start-up forward. Old systems can be mired in traditions too steep to change. Making the distinction between classic, formidable traditions, and traditions that simply survive due to age is imperative. What's old might make a strong foundation, but what's old might also serve to impede apt progress.
As I think about the year and the many changes we embarked on to teach children well, I've learned a lot. I can't say that I've learned so much that I now understand how to navigate a path of new practice without error, emotion, or surprise. If you know that secret, please let me know. In the end though, my intent has been focused on serving children well with best practice, and I'm always open to debate, honesty, and discussion when it comes to that topic as we weather the storms of innovation, change, and growth.
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.
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?
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?
Friday, May 24, 2013
Collaborative Decisions in Schools?
There is an effort to build team in schools through the use of PLCs and RTI.
This team building involves collaborative decision making with multiple, diverse voices.
The learning community which represents multiple, varying years of experience brings many ideas to the table.
How can decisions be made with so many diverse voices and perspectives in efficient, targeted, positive ways?
This team building involves collaborative decision making with multiple, diverse voices.
The learning community which represents multiple, varying years of experience brings many ideas to the table.
How can decisions be made with so many diverse voices and perspectives in efficient, targeted, positive ways?
- First, leaders research and determine a collective focus and rationale, create a process and time line, and advertise the focus, rationale, process and time line to the learning community in an organized, concise way with lead time. Then, establish a small, diverse and dynamic leadership team to forward the goal and focus. Example: We are creating a "loose-tight" scope and sequence related to the new science standards. We are adopting the standards since this work represents worthy research and design, and serves the needs of our students well. We want to create a local scope and sequence that represents the standards and responds to our students and community well.
- Next, the leadership team creates a proposal, and the proposal and request for comments is shared online with the learning community (students, families, educators, leaders and community members) in an organized fashion. The learning community crowdshares comments in a live document. Example: With attention to timely research, past efforts, new standards, and system goals, a scope and sequence draft has been created. Please make the time as collegial teams or individual educators to comment in the space provided. Add your name to your comments.
- After that, the leadership team carefully reviews the comments and thoughts then redrafts, and sends that draft out online for crowdshare comment and response. Then once again the draft is edited and refined to reflect educator voices and perspectives. Example: The initiative has been redrafted, please review and comment.
- A face-to-face meeting occurs prior to the final revision. Interested members of the learning community are invited to this debate. Redraft once again.
- Finally, a "loose-tight" protocol, action, or result is determined and published with a guiding letter from the leadership team in charge. The protocol or plan is "loose-tight" leaving room for student response and need as well as the natural way that learning evolves.
Backwards design works well for initiatives. Making the time first to visualize the process from start to finish, then embarking on the process is integral. Research, time, voice, rationale, and focus are important factors when it comes to making positive decisions for the learning community.
As schools move forward, there is a need to move our decision making protocols and actions forward too, and it's important to relay information about changed protocols, expectations, processes, and time lines to the learning community with lead time, transparency, intent, and effect. It is equally important that initiatives are timely, efficient, and publicized regularly. Often when an an initiative is shared in advance of its start, much of the thought and work can be done with ease ahead of the actual decision process.
Most members of learning communities today want choice and voice so that they can do a job well. Most educators also welcome efficient, targeted collaborative work to grow their skill and craft with a focus on student success. To integrate educator choice and voice well we need to continue to look at the way we communicate and create decisions--decisions that impact the work we do each day for children's gain.
Thursday, May 23, 2013
Teacher Challenge: Forward Movement?
I love the notion of growing and building schools with student success as the focus.
I look forward to streamlined, thoughtful debate about ideas and issues as we focus our attention and target our energy to meet students' needs, standards, and interests.
Most of all I like the way my classroom runs with all these new ideas, structures, and efforts--mostly children are happy, engaged, and learning. It's amazing to see what students can learn today both independently and collaboratively when given extraordinary tools, environments, and encouragement.
As I always say, "I see the promise of the future in their eyes," and I enjoy the fact that I'm in a profession that contributes to this promise and possibility.
On the other hand, I'm always struggling with new ideas when it comes to system-wide support and care--I hurdle countless obstacles and try numerous approaches.
At first, I just shared at will.
Then, when my ideas were misreported or misrepresented, I started blogging so I had a public, transparent copy of my thoughts and ideas.
After that, I tried researching, writing up my notes, and being very prepared for meetings--sharing the ideas ahead so I didn't overwhelm.
None of these strategies have worked well enough, and the response mostly follows two paths. The first is "know your place, do your best in the classroom, keep the doors closed" and the second is to "choose your battles, pick one idea, and ignore the others."
Both paths are frustrating. By not speaking up, and speaking up about the myriad of so many initiatives that intersect with my students and classroom each day means I can't do my best job because I will be working with numerous less-than helpful supports with regard to curriculum, systems, and supplies. Yet by speaking up, my ideas rarely receive response of any kind--emails are mostly unanswered, time is limited for face-to-face meetings, and ideas are generally unsupported by many (not all).
I don't want work to be a battle ground, yet I do want to work with the best of what we can offer children by way of ideas, tools, systems, and strategies. Teaching is a challenging job today, and sometimes I feel like a marionette with multiple strings connected to multiple dictates, programs, and initiatives. Also, like a marionette, it feels like I have little voice in the whole ordeal.
I've got yet another idea, a new way to try to forward my ideas while respecting the perspectives and viewpoints of others--I'm not giving up as I know in my heart we're at the brink of something wonderful when it comes to education today. Try, try again.
I look forward to streamlined, thoughtful debate about ideas and issues as we focus our attention and target our energy to meet students' needs, standards, and interests.
Most of all I like the way my classroom runs with all these new ideas, structures, and efforts--mostly children are happy, engaged, and learning. It's amazing to see what students can learn today both independently and collaboratively when given extraordinary tools, environments, and encouragement.
As I always say, "I see the promise of the future in their eyes," and I enjoy the fact that I'm in a profession that contributes to this promise and possibility.
On the other hand, I'm always struggling with new ideas when it comes to system-wide support and care--I hurdle countless obstacles and try numerous approaches.
At first, I just shared at will.
Then, when my ideas were misreported or misrepresented, I started blogging so I had a public, transparent copy of my thoughts and ideas.
After that, I tried researching, writing up my notes, and being very prepared for meetings--sharing the ideas ahead so I didn't overwhelm.
None of these strategies have worked well enough, and the response mostly follows two paths. The first is "know your place, do your best in the classroom, keep the doors closed" and the second is to "choose your battles, pick one idea, and ignore the others."
Both paths are frustrating. By not speaking up, and speaking up about the myriad of so many initiatives that intersect with my students and classroom each day means I can't do my best job because I will be working with numerous less-than helpful supports with regard to curriculum, systems, and supplies. Yet by speaking up, my ideas rarely receive response of any kind--emails are mostly unanswered, time is limited for face-to-face meetings, and ideas are generally unsupported by many (not all).
I don't want work to be a battle ground, yet I do want to work with the best of what we can offer children by way of ideas, tools, systems, and strategies. Teaching is a challenging job today, and sometimes I feel like a marionette with multiple strings connected to multiple dictates, programs, and initiatives. Also, like a marionette, it feels like I have little voice in the whole ordeal.
I've got yet another idea, a new way to try to forward my ideas while respecting the perspectives and viewpoints of others--I'm not giving up as I know in my heart we're at the brink of something wonderful when it comes to education today. Try, try again.
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.
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.
Wednesday, May 22, 2013
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:
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.
Tuesday, May 21, 2013
Tech Choice?
The question of tech or no tech is outdated. For systems that still lack technology, it's a crime. Everyone knows that tech is here to stay, and the question that remains is how, when, and for what reason?
I will soon be part of a conversation that discusses where the tech needs are in our school and system? I'm curious as to how educators will react to this question?
Before considering where we are heading, I believe it's important for educators to know what's possible--the choices that exist? With that in mind, I created a tech integration list. I'm sure that I'm missing many pieces, and I welcome your additions and response.
Once we work together to finalize a list of what's available, and what we deem worthy for student learning today, then it will be time for educators to make educated choices about their tech learning, direction, and integration.
What would you choose?
Update: I noticed that people were reading this post, so I decided to update it today 2/3/2015
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I will soon be part of a conversation that discusses where the tech needs are in our school and system? I'm curious as to how educators will react to this question?
Before considering where we are heading, I believe it's important for educators to know what's possible--the choices that exist? With that in mind, I created a tech integration list. I'm sure that I'm missing many pieces, and I welcome your additions and response.
Once we work together to finalize a list of what's available, and what we deem worthy for student learning today, then it will be time for educators to make educated choices about their tech learning, direction, and integration.
What would you choose?
Update: I noticed that people were reading this post, so I decided to update it today 2/3/2015
-----------------------------------------------------------------------------------------------------------------------
Tech Integration List
There are many ways to integrate technology into the teaching/learning program to engage, empower, and teach children well. As you think about the tech professional development, consider the many venues for tech integration below.
Engaging, Effective Learning Design
Technology serves to differentiate, personalize, and develop learning design in effective, engaging ways. By embedding responsive tools into student learning efforts, you will be able to serve all students with greater effect.
- Learning Design
- embed tech standards into teaching/learning units.
- creation, presentation, information, and explanation tools.
- meet new standards in all disciplines.
- blog and share ideas in writing
- create films, infographics, illustrations, digital stories, presentations. . .
- identify and utilize apps.
- use skill and assessment tools.
- tell stories with maps
- Research and Field Study
- Google Hangouts or Skype share and research.
- content websites to guide student learning and independence.
- virtual field trips.
- tech tools for field study recording and research. (Put mini iPads on a string with a plastic cover and let students take them into the field)
- Independent Learning
- create menus of student learning options.
- "grow at your own rate" practice sites for student skill development.
- student/teacher engagement in online courses, conferences, and events.
- gaming for student engagement and learning.
Communication and Classroom Routines
Research today points to transparent, 24-7, two-way communication streams to support student learning. Utilizing tech tools will help you to create communication streams and patterns that support the learning community’s collaboration and success.
- Create websites and/or blogs for learning community share and information.
- Online home study lists with links.
- Email, Hangouts, Skype, Google+, Twitter.
Professional Evaluation, Evidence, and Learning
Technology can serve to facilitate new evaluation systems in efficient, targeted ways. Learning how to collect, revise, and input goals, evidence, and reflections will optimize your efforts in this regard.
- Accessing online assessment tools such as TeachPoint.
- Upload documents, screen shot, blog creation.
- How to create, save, and present teaching evidence.
- Blogging, professional ePortfolios, websites, and conference presentations.
Technology Tools and Programs
It’s impossible to learn all the tech tools out there with strength. Focusing on one student-friendly, versatile tool or program with depth and breadth can serve to strengthen the teaching/learning program with focus and engagement.
- Digital cameras, iPhones, iPads and video use.
- Use of Scanner and 2D/3D Printers.
- Google Apps Introduction, use.
- Math: That Quiz, Xtra Math, FastMath, Khan Academy, SumDog, Other Math game sites.
- ELA: Fluency apps, Lexia, Google Doc/Presentation/Sites, Digital books. . .
- Creation/Presentation Tools: KidPix, Google Apps, iMovie, GarageBand, Photobooth, SumoPaint, Google Apps, WeVideo
Invention, Exploration & STEAM (science,tech,engineering,art & math)
Companies like Google, FaceBook, IDEO and others are leading the technology revolution. Providing opportunities for students to learn like scientists, entrepreneurs, and inventors serves to both engage and develop student creativity, exploration, and investigation at an early age which, in turn, will support the future generation of inventors we need to solve the world’s problems and create a better world.
- STEAM Tools: Sketch-up, Minecraft, Tynker, SCRATCH, Lego Mindstorms
- New Science Standards.
- Coding, Exploration, and Investigation Time: SCRATCH, SCRATCH Jr. CodeCampKidz, Khan Academy, Code.Org
Assistive Technology
Technology can bridge the gap between knowing and unknowing in ways that were not accessible in the past. Finding the right tools can serve student learning in dynamic ways.
Data and Assessment Analysis
Data is here to stay in all disciplines. The ability to understand, manipulate, collect, and analyze data is essential. This ability informs the work we do to teach children well. Tech tools are at the foundation of this data work, hence understanding and using these tools well is essential.
- Assess and utilize data lists.
- Create classroom data lists.
- Choose software that produces student reports/data lists.
- Spreadsheet creation and use.
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