This morning I worked on a number of efforts related to the SEL study/writing group I belong to. The group's effort is challenging me in new and positive ways. I'm learning a lot.
I somewhat reluctantly signed on to this group because of the level of challenge and time presented. I worried about whether I'd be able to keep up, but I knew that the mentorship of the more experienced members of the group would lead to very positive learning so I said yes, a yes I don't regret as the group is proving to be a very good teacher.
On the other hand, I had to say no to another new opportunity yesterday. It was a great opportunity to boost my skill and knowledge in another area, but if I said yes, I just would not have the time to do the job justice. I wouldn't learn what I could given the time constraints.
In today's world educators have to be choosy about where they put their teaching/learning energy--we simply can't do all that's available in this regard since there are countless opportunities to learn and develop online and off, but time is limited with regard to the balance of learning/develop time, teaching time, and time for our personal lives.
In light of this, how do you make decisions about professional learning and development?
Long Term Vision
First, I think it's important to make time to think about and create a plan for the long view--who do you want to be in ten years with regard to your professional life? It's best to feed that future vision. As I think about my choice to join the SEL study/writing group, I know that decision will support my love and interest in writing as well as my desire to coach, lead, and collaborate with educators in new ways in the future. This is a positive choice.
Gaps
Also, think about your learning/teaching gaps. Assess the data, consider your craft, and listen to your colleagues and leaders--where can you improve as an educator. Then seek out mentors, coaches, courses, books, conferences, and other learning events and activities that will bridge your professional gaps.
Compensation
It's also important to think about your current job and pay. It's important to choose learning/development that not only supports your future vision, but also supports your current paycheck. If your work place offers pay increases related to professional learning and development, steer your learning/development path in that direction. Get to the top of your pay scale as quickly as you can. Not only will you make more money, but you'll teach better too after all that learning.
Themes
Consider learning with a theme in mind. For example a few years ago when the new common core standards were introduced, I took several courses that extended my understanding and application of those standards. That learning has served me well. If you can learn via a theme with others, this is even better. For example, say that teachers in your school want to develop a deeper approach to STEAM teaching. You could work and learn together. This would support your individual and collective learning as well as deep, impactful application of the learning in your school which will serve students well.
So when it comes to professional learning consider your long term vision, current pay, and themes that will enrich your individual and collective learning and teaching.
Tuesday, November 22, 2016
School: The Learning Lab
I like the fact that our school is truly a learning lab. Together many of us work together to develop our programs and pedagogy to teach well. This is teaching and learning at its best.
Monday, November 21, 2016
Target Advocacy and Effort
Everyday the young man shouted from the mountain top. His voice became part of the landscape and no one heard his words.
This can happen to anyone who is always finding fault, criticizing, and speaking up. In short time, no one listens. No one can champion all causes, and when anyone tries to do this, the work and advocacy are diluted or not effective at all.
In this regard, it's essential to target advocacy and effort. What can you do that truly will empower your efforts and effect as an educator?
In my teaching and learning world, I have to continually redirect myself to the main areas of effort and concern. I write again and again to coach myself forward in ways that are supportive, positive, and effective--direction that matters. Ideally individuals wouldn't have to do as much self-coaching, and instead profit from collective coaching and direction. I'd like to see learning communities grow to include that kind of coaching/mentoring--a deeper level of professional learning and development that would happen due to greater streamlining of current efforts, revision of roles, routines, and structure, deeper elevated use of technology, and greater use of inclusive, transparent strategic process.
As I think of this at the start of the week, the areas I am focused on include the following:
Effective Math Teaching and Learning
This requires teaching lessons well, responding in ways that empower my students, and learning as much as I can about worthy, brain-friendly and effective math teaching and learning. This is the mainstay of my teaching efforts at this time. I really enjoy this work and am motivated to do this.
Currently this work includes teaching the scope and sequence, teaching and planning for RTI, participating in team meetings, and reading/research about the topic. I'd also like to get involved in more professional learning events related to this goal. There are many to choose from.
Social Emotional Learning and Classroom Community
To teach well requires that the classroom is a strong, positive community of learners. I will continue to collect good resources, learn, and facilitate this kind of community in the classroom. There is a lot of positive support inside my school district and beyond it with regard to this goal. One specific goal related to this is our grade-level goal related to culturally proficient teaching. A goal that includes updating curriculum units, field study, reading Emdin's book, and working together to boost our collective efforts in this regard. Another goal is learning more about emotional intelligence, and incorporating that learning into the classroom goals and efforts. I've ordered a good book related to this. A final effort is my work with a professional SEL research/writing group I belong to.
Professional Learning, Coaching, and Collaboration
In addition to math and SEL, I want to learn as much as I can about the new ESSA laws, distributive models of leadership in schools, and ways to embrace modern knowledge age learning/teaching communities. I believe this kind of movement will empower, engage, and positively affect all school stakeholders resulting in better teaching and learning. I will forward this effort via my work with Teacher2Teacher, TeachPlus, The Teacher Collaborative, CTQ, NEA, MTA, local union efforts, and NBPTS. I want to think more specifically about a weekly routine and good collaborative groups/efforts for this work.
There is so much to choose from when it comes to bettering one's efforts as a teacher and learner. There's infinite potential, but to do well, we must choose so we are not the young man on the mountain top crying out in vain.
This can happen to anyone who is always finding fault, criticizing, and speaking up. In short time, no one listens. No one can champion all causes, and when anyone tries to do this, the work and advocacy are diluted or not effective at all.
In this regard, it's essential to target advocacy and effort. What can you do that truly will empower your efforts and effect as an educator?
In my teaching and learning world, I have to continually redirect myself to the main areas of effort and concern. I write again and again to coach myself forward in ways that are supportive, positive, and effective--direction that matters. Ideally individuals wouldn't have to do as much self-coaching, and instead profit from collective coaching and direction. I'd like to see learning communities grow to include that kind of coaching/mentoring--a deeper level of professional learning and development that would happen due to greater streamlining of current efforts, revision of roles, routines, and structure, deeper elevated use of technology, and greater use of inclusive, transparent strategic process.
As I think of this at the start of the week, the areas I am focused on include the following:
Effective Math Teaching and Learning
This requires teaching lessons well, responding in ways that empower my students, and learning as much as I can about worthy, brain-friendly and effective math teaching and learning. This is the mainstay of my teaching efforts at this time. I really enjoy this work and am motivated to do this.
Currently this work includes teaching the scope and sequence, teaching and planning for RTI, participating in team meetings, and reading/research about the topic. I'd also like to get involved in more professional learning events related to this goal. There are many to choose from.
Social Emotional Learning and Classroom Community
To teach well requires that the classroom is a strong, positive community of learners. I will continue to collect good resources, learn, and facilitate this kind of community in the classroom. There is a lot of positive support inside my school district and beyond it with regard to this goal. One specific goal related to this is our grade-level goal related to culturally proficient teaching. A goal that includes updating curriculum units, field study, reading Emdin's book, and working together to boost our collective efforts in this regard. Another goal is learning more about emotional intelligence, and incorporating that learning into the classroom goals and efforts. I've ordered a good book related to this. A final effort is my work with a professional SEL research/writing group I belong to.
Professional Learning, Coaching, and Collaboration
In addition to math and SEL, I want to learn as much as I can about the new ESSA laws, distributive models of leadership in schools, and ways to embrace modern knowledge age learning/teaching communities. I believe this kind of movement will empower, engage, and positively affect all school stakeholders resulting in better teaching and learning. I will forward this effort via my work with Teacher2Teacher, TeachPlus, The Teacher Collaborative, CTQ, NEA, MTA, local union efforts, and NBPTS. I want to think more specifically about a weekly routine and good collaborative groups/efforts for this work.
There is so much to choose from when it comes to bettering one's efforts as a teacher and learner. There's infinite potential, but to do well, we must choose so we are not the young man on the mountain top crying out in vain.
Math Practice and Teaching Each Other
Today and tomorrow during math class, we'll practice, practice, practice. As part of the expected standards, students have to learn the "dance step" that is the traditional U.S. algorithm for multiplication. It's one of those areas that profits from lots of practice and knowing your facts too.
To support students, I'll have some facts charts available, practice packets, and the availability of lots of "teachers" - students and teachers who are willing and able to help those who are just beginning to grasp the algorithm.
Our charge as fifth grade teachers is to teach the standards as outlined by the our math department, and that's what we're doing. Onward.
To support students, I'll have some facts charts available, practice packets, and the availability of lots of "teachers" - students and teachers who are willing and able to help those who are just beginning to grasp the algorithm.
Our charge as fifth grade teachers is to teach the standards as outlined by the our math department, and that's what we're doing. Onward.
Standing Rock Protests: Why?
I woke up to the news that tear gas, mace, and potential projectiles were being shot into the crowd of peaceful demonstrators at Standing Rock. I paid particular attention since my son traveled out there to join in the peaceful protest and to stand in solidarity with our Native people as they work to protect their lands.
This is what I can't understand. As it is, Native peoples were pushed off their lands in the past. Then through treaties and agreements, they were given control of their own lands. Now they want to put a pipeline through their lands, and they don't want it. Seems to me to be a no brainer--it's their land, they don't want it, so find another way.
When I visited South Dakota a few years ago, it was so clear that in the past Native people were pushed off the better lands into lands less fertile and easy to live on. It was also clear that life isn't easy on the reservations, but that Native peoples had created strong culture. I don't know why, in this day and age, we would even attempt to take their lands again. Help me to understand why these protests are happening, and why the Native peoples can't have control of their own lands.
This is what I can't understand. As it is, Native peoples were pushed off their lands in the past. Then through treaties and agreements, they were given control of their own lands. Now they want to put a pipeline through their lands, and they don't want it. Seems to me to be a no brainer--it's their land, they don't want it, so find another way.
When I visited South Dakota a few years ago, it was so clear that in the past Native people were pushed off the better lands into lands less fertile and easy to live on. It was also clear that life isn't easy on the reservations, but that Native peoples had created strong culture. I don't know why, in this day and age, we would even attempt to take their lands again. Help me to understand why these protests are happening, and why the Native peoples can't have control of their own lands.
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