Gratitude

This year it has been a new requirement for administration to have “conversations” with teachers. What an odd request? We talk all the time. But these conversations were different. It has been an opportunity to pause the craziness and talk. Even though we have an objective to meet, these conversations have opened up so much more.

For me it has been an opportunity to ask questions, and to listen; to see where I can help and to show my teachers how much I appreciate them. Jon Gordon states in his newsletter this week, “Gratitude and appreciation are also essential for a healthy work environment. A simple thank you and a show of appreciation can make all the difference.”

For all the teachers out there:

MLBlogs Network

To Assess or Not to Assess

According to Edutopia, when assessing educators should:

"Look beyond high-stakes testing to learn about different ways of assessing the full range of student ability -- social, emotional, and academic achievement."

In today's education system looking beyond high-stakes testing may not always be an option so educator's must be creative keeping in mind the social, emotional and academic achievement of the student and how those interact together.

Gone are the days of "end of the week" testing. Educators must assess for learning, as learning and of learning at various times to get a complete picture of the student's ability.

NSW syllabuses for the Australian curriculum

Each of these assessments has a place in the learning process. But quality learning cannot take place with out revision after assessment. Reflection by the teacher, and reflection by the learner must take place so that lessons can be improved or learning can continue.

The answer to success?

With the so many states implementing Common Core and high stakes testing in other states, teachers and administrators must decided how to increase the students’ cognitive ability. How can this be done in the same number of school hours? The answer is a delicate balance of rigor, relevance and relationship.

By revamping student questions and activities to purposefully illicit higher level thinking, students can be successful on these tests, as well as in the 20^th job force. Through higher expectations, scaffolding throughout lessons, and demonstrations, students can thinking at a more rigorous level in the classroom and learn to think on their own at these higher levels.  

Expectations

We’ll start with the first part: rigor is creating an environment in which each student is expected to learn at high levels. Having high expectations starts with the decision that every student possesses the potential to be his or her best, no matter what.

Supports

It is essential that teachers design lessons that move students to more challenging work while simultaneously providing ongoing scaffolding to support students learning as they those higher levels.

Demonstration

The third component of a rigorous classroom provides each student with opportunities to demonstrate learning at high levels. We’ve learned that if we want students to show us that they understand what they learned at a high level, we also need to provide opportunities for students to demonstrate that they have truly mastered that learning. 

Recognizing Rigor in the Classroom

As the year begins....

As the school year begins, teachers and administrators are busy with new initiatives, new materials and new students. I would just like to remind you to pause and remember the reason we are all here...the kids. As the saying goes "out of the mouths of babes", this young man says it all. Please watch and reflect. Have a productive and positive school year.

The great aim of education is not knowledge, but ACTION

I was asked recently what I  thought was the biggest challenge we face in public education today. After much reflection in my opinion, it is engagement…or rather the lack of engagement. Let me be clearer, many of the problems in classrooms, on campus or in the public arena can be traced back to lack of engagement.

Lack of student engagement

o  Students are not engaged with the public schools. The students do not understand the reasons they are there and why they should care to do their best. They do not “see” the big picture, their future.

o  Students are disengaged with the way material is presented to them in most classrooms. Our students today are all about the technology. If a teacher cannot make an impression with the material in the first few minutes of class, most students “turn off.”

o  These two factors have a huge impact on student attitudes and behaviors. If students are not engaged in the classroom, their behavior will also be disconnected with the school community. If the student doesn't feel connected to their peers or their school, may act out on campus by bullying others, or using drugs.

Lack of family/community engagement

o  For various reasons, parents may not feel comfortable coming to the school. It is the responsibility of the school to seek out involvement from the community and from families.  Students will react in a positive way when families have a positive attitude about public education.

o  Communities have taken a back seat to our public education system. Gone are the days when everyone met at the school for events, and functions that celebrated our children. Schools would benefit if they make an effort to engage communities face-to-face.

o  Without the help of families and communities, educating students is an up-hill battle. Public education needs that involvement to create the positive image we so desperately require for success. Having families engaged in activities such as hosting booths at a cultural fair, holding forums to fill volunteer spots, being part of a organization or sport booster club.

Lack of educator engagement

o  Many times students will say that a class is a “waste of time” or the “I don’t understand the teacher”. Sometimes educators need to take that extra time or professional development to reconnect with their content and in turn connect with their students.

o  Education has evolved over the years, yet some teachers remain the same. To limit disruptive behaviors, student drop outs and keep student engagement at the highest level, some teachers may need to reflect on their practice.

o  When asked “What is public educations’ biggest asset?”,  many respond the teachers. That is very true, but it has to be the right people. Public education needs the best of the best to guide, challenge and engage tomorrow’s future. 

Image from National Education

Reflections on a school year

At the end of every school year many things happen. One of the most important is reflection.

Students reflect on what they have learned. Teachers reflect on what they have taught. Leaders reflect on the job they have done.

In Texas, our appraisal tool is a balanced look at the teacher's ability to effectively reach the students though deeper understanding of our state performance standards (TEKS) and appropriate higher level questioning techniques and outside classroom situations like communication with parents, students, colleagues and the community and using data to drive instruction.

As a teacher, I used the appraisal tool as a guide to keep me grounded to expectations. I maintain an on-going portfolio to ensure that I am following what the state is asking me to do as a classroom teacher. At the end of the year, teachers have an option to discuss the appraisal or just sign off on it. I always ask for a conference. I may need to fill in gaps or clear up misunderstandings, but I also use this time to set goals with my administrator for the next school year.

I take this opportunity to have a professional conversation with my administrator. I take a proactive role in my appraisal. However, some teachers, for whatever reason, do not take advantage of this opportunity. As a future administrator, I feel that it is my responsibility to make my staff feel comfortable in talking about the past year, the present circumstances and the future goals.

This brings us back to reflection. Reflection is good for the soul and necessary for improvement. Only when honest conversations can happen within someone can change and growth occur. As an administrator, I want my staff to see that I am a reflective practitioner. In doing so maybe they will be too.

Teaching the Whole Child in the 21st Century

Several years ago the Legislature of Texas took a huge cut out of the education funds. This time around, they were generous enough to make some more critical changes to our education world. These changes have come by the way of House Bill 5.

House Bill 5 made changes:

•to End of Course Exams, dropping the requirement from 15 tests to 5 tests to graduate
•to the graduation plans, giving students more choices in core classes and electives
•to the ratings that campuses and districts receive, from academic only to a more comprehensive rating system

It is this last point that registers with me as an Early Childhood Educator the most.

House Bill 5: Community and Student Engagement requires that campuses and district to reflect on their opportunities that are offered and engagement of students and communities. Basically to return to teaching the "Whole Child."

According to ASCD, formerly the Association for Supervision and Curriculum Development, states that The Whole Child Initiative:

The demands of the 21st century require a new approach to education to fully prepare students for college, career, and citizenship. Research, practice, and common sense confirm that a whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow by addressing students' comprehensive needs through the shared responsibility of students, families, schools, and communities.

The State of Texas would like to encourage campuses and districts to supply what is needed for our children to complete in the 21st Century. This is not only a chance to show what you have done; it is a time to look to the future to what campuses and districts can do to improve.

“Reflection: capacity to exercise introspection and the willingness to learn more about the fundamental nature, purpose and essence and the opportunity to make change for the better.”

Do we have to choose?

Throughout the state of Texas spring time is correlated with testing time. Now with Common Core adopted by many states, they understand our situation. As a classroom teacher who has given the state standardized testing and as a parent who has watch my children prepare for the state standardized testing, I have conflicting views. Now with the administrative conversations I have precipitated in, I am being pulled in another direction.

As a classroom teacher I understood that testing was to improve my teaching as well as reteach misconceptions. For my students it was a chance to see what they understood and what they needed to review. I viewed testing, at least on a local level, as a reflection piece.

It wasn’t until I asked in a meeting if my classroom data from local testing was viewed by other departments did my eyes open to a different perspective. Multiple departments use the data to track and improve staffing, curriculum, budget and many other factors. My local testing is my chance to have an input.

On state level, the stakes are a little higher; results can impact funding, student promotion, students’ choice of classes, and much more. I have learned if I teach my standards in depth and give my students the tools to think critically and independently, I have prepared them to be successful not only on the standardized tests, but in life.

When assessment works best, it does the following:

Provides diagnostic feedback •What is the student's knowledge base? •What is the student's performance base? •What are the student's needs? •What has to be taught?

Helps educators set standards •What performance demonstrates understanding? •What performance demonstrates knowledge? •What performance demonstrates mastery?

Evaluates progress •How is the student doing? •What teaching methods or approaches are most effective? •What changes or modifications to a lesson are needed to help the student?

Relates to a student's progress •What has the student learned? •Can the student talk about the new knowledge? •Can the student demonstrate and use the new skills in other projects?

Motivates performance

For student self-evaluation: •Now that I'm in charge of my learning, how am I doing? •Now that I know how I'm doing, how can I do better? •What else would I like to learn?

For teacher self-evaluation: •What is working for the students? •What can I do to help the students more? •In what direction should we go next?

from Why Is Assessment Important?

How can feedback hurt??

As an early childhood major, we were told to "praise, praise, praise". However over the years I have heard teachers "praise” that has made me cringe. I can only image how the child feels. The 12 Touchstone of Good Teaching, has reminded me what type of praise children need. Please take a moment and remember how to praise. Your words can affect a child more than you know.

The two type of feedback that are the most positive and most effective are non-controlling and growth mindset feedback. With a change of wording or a different inflection, we can change the way a child feels about himself/herself. Be cognizant of your words.

Non-controlling Feedback - Focuses on encouraging, motivating, and guiding learning. Growth-Mindset - A belief that reinforces the importance of effort and its link to achievement.

Mullan's Teaching Toolkit

a touchstone (noun)...

Webster's Dictionary defines a touchstone as a "fundamental or quintessential part or feature". As a classroom teacher I look for activities that will benefit my students today, but as a future administrator I try to think of benefits for my staff. 12 Touchstones is a program that has brought me back to my core, what I stand for and what I try to accomplish each day. I hope they are beneficial to you as well. 12 Touchstones of Good Teaching

Be Demanding, Be Supportive, and Be Intentional

Resources Every Teacher Needs to Know About

Do you want to ... * Learn about the latest technologies helping other teachers excel? * Join discussions with other educators about implementing new standards? * Stay in tune with what matters most in today's schools? * Feel up-to-speed on the "latest and greatest" strategies and tools? If you answered YES to any of the above, join me inside the hottest education resource: SimpleK12’s Teacher Learning Community. Create a FREE Basic Membership Today. SimpleK12, the leading provider of 21st century teacher professional development, brings the fun, energy, and excitement back into learning. 200,000+ educators from around the world have access to SimpleK12's PD resources, information, and training ... and you can too! Take learning into your own hands and explore the fastest-growing social network and Professional Development community for educators... Create a FREE Basic Membership. I look forward to seeing you inside the Community! Kind Regards, jen

I have been introduced to a wonderful resource! Simple K12 allows me to learn about innovation in the education profession from my laptop. Thanks Simple K12 for helping me start this blog. Kind Regards, Jen

The Fierce Conversation Training has made a huge impact on my life. I am more conscience of my words. I have tried to be a better listener and friend.

 As I was sitting in training over the weekend, it finally hit me.  As stated in Fierce Conversations, "tackle tough challenges". I took this phrase to heart. Not just in the Fierce Conversations context, but in life in general.  I have been wanted to create a blog for educators. So I have tackled by challenge...starting a blog. I hope you will contribute.
Kind Regards,
jen