TIME?!?!

Time....where does it go? It seems like it is moving past faster each day. So what can we do about it? As you can tell it has been years since I have posted. Is this lack of time or lack of interest? 

We know more time cannot be created, but organization and planning can make all the difference. Setting daily goals can ease the laundry list of tasks needed to be completed. Delegating and sharing the workload can help remove some of the requirements. Prioritizing necessities can alleviate the pressures. 

But most of all to make more time we need to decide what in our lives must be completed to accomplish our job or other responsibilities, but then stop. Time needs to be taken for our friends, our families, and ourselves. 

Giving Feedback and Encouragement

Feedback is crucial to learning. It is an important part of learning....adults and students alike. For some students it is the only time they hear anything positive all day. Feedback is to inspire someone to create an action plan to solve a problem and act upon it. There are many types of positive feedback models. Choose one that best fits your desired outcome. Please remember: 

Four Principals of Positive Feedback and Encouragement:

1. Contingent on appropriate behavior

2. Descriptive

3. Conveyed with enthusiasm

4. Contingent on effort

My personal choice of feedback is based on appropriate behavior or on the child’s effort towards the appropriate behavior. To be most effective,  it must be descriptive of the child’s desired behavior that is desired. For example, “Rachel and Sarah, thank you for following directions and pushing in your chairs! Can you help the others? Maybe Mike needs some help with his chair.”

Just start small. Try to give a few more than the day before. Begin with a reminder system for you. Maybe place rubber bands on your wrist and remove one when you give positive feedback or encouragement. A little goes a long way in the eyes of a child.

Being Purposeful….

We all went to college…we are all are certified….we all heard the same information on what is best practices and what makes good teaching.  We get side-tracked by things other than teaching.Many times the world around us gets the better of our attention.

It is our responsibility as professional educators to use what we have learned to better the education of the students we teach. And sometimes we need to be reminded.

Since time on instruction is precious, we need “to get the most bang for our buck.” When we are intentional and purposeful in planning instruction, students benefit. When we look back at our educational career in college as well as our professional development as a teacher, we all learned there are items in instruction that make a bigger impact than others. 

Some of the most important parts of the plan are:

What do I want my kids to learn? Do the students know what they are learning? If you asked a group of students at any point in the lesson what they are learning, would they be able to answer that questions?

 

Are the students able to answer questions about their learning? Many times the students can give teachers back the low level information that has been given, but can they answer the deeper questions? Are they able to apply what they have learned to new situations?

How do I know my students have mastered the learning? What type of assessment am I giving? Is it appropriate for what I have taught?

If as teachers we can keep these few things in mind, we will see our students progress and become more successful in their learning. 

Designing Purposefuland CoherentLeadership PreparationCurriculum:A Curriculum MappingGuide 

The Glass Wall...

Often it happens...out of nowhere....you hit the "wall". 

An invisible seemly insurmountable blockage where it seems nothing is going your way, your kids just aren't getting it and you working twice as hard as usual but getting nothing accomplished. For many people, it is hard to get around this. As you can tell by my last blog posting (November 2015). I have hit that wall.

Try as we might, it takes a lot of reflection and hard work to get yourself out of that place. Remember:

1. Why did you being this journey in the beginning?

2. What makes you smile during the day?

3. What new thing can you learn from your kids this week

If you are able to remind yourself of these things you just might be able to break through this wall or at least step over it. Hang in there...this too shall pass...jen

Goal Setting

"Many people feel as if they're adrift in the world. They work hard, but they don't seem to get anywhere worthwhile."...Mind Tools

One reason people feel unsatisfied or that they do not have a purpose is because they have not set a goal. By setting what you want to achieve your efforts can be focused on attaining those goals.  

Setting goals gives you long-term vision and short-term motivation . It sets your focus, and helps you to organize your time and your resources so that you can make the very most of your life.

Spend some time brainstorming  the things you want to accomplish. Each day we ask our students what their goal is for the year and for life. We, as teachers, should be able to answer the same questions.

As a district we set goals for our campus. We strategically set S.M.A.R.T goals to better our school. These are constantly reviewed and revised.  This method is perfect for personal goal setting as well. As we move into the T-TESS era in the State of Texas reflection and goal setting will become part of our daily lives. This process of goal setting will be beneficial to ourselves and our students, both on a personal and professional level. 

                                           

Differentiation:

Differentiation:

A standard of excellence means that each child makes at least a year’s growth in achievement no matter what their starting point for the school year.  That includes children that are way below or way above their actual grade level.

Why Differentiate?

• To maximize student’s potential, we have to attend to individual differences.
• Research shows students are more successful in school if we respond to readiness levels, interests,  and learning profiles.
• All students should show progress no matter what their level or where they begin.

What is Differentiation?

• Modifying the pace and level of instruction
• Incorporating flexible grouping    
• Varying the products of learning to reflect students’ best ways to learn

What to Differentiate?

Differentiating Content

• Using reading materials at varying readability levels
• Putting text materials on tape
• Using spelling or vocabulary lists at the readiness levels of the student
• Presenting ideas through auditory and visual means
• Using reading buddies
• Small group re-teaching of skills for struggling learners
• Extending the thinking or skills of advanced learners

Differentiating Process

• Developing personal agendas or task lists that include work for whole class and work that addresses individual needs
• Manipulatives or other supports for those who need them (different grouping methods, graphic organizers, maps, diagrams, charts, etc.)
• Varying length of time to complete a task

Differentiating Product

• Giving students options of how to express required learning
• Using rubrics that match and extend student’s varied skill levels
• Allowing students to work alone, in pairs or in small groups on their products
• Encouraging students to create their own product assignment that meets all required elements

Differentiating Environment

• The way in which students experience the classroom learning environment profoundly shapes how they experience learning.
• In positive classroom environments, students work together and collaborate.
• They display the characteristics of an effective team.
• They learn responsibility for themselves, for one another, and for class processes and routines. 

A Person's Actions

As we move through the world today, our social media presence is vital. Much of the time it is the way we make initial contact. Sometimes it is just a few words that get people’s attention or turn them away. Many of us have chosen a quote that defines who we are and what we stand for. And it makes an impression.

Then you hear or see something about that person that makes you questions their quote.

A careless face book post…

An inopportune instagram…

An unpleasant tweet...

In the world of social media, we are no longer alone. Our very move has the potential to be on display for the world to see. I say to all…be careful. What our Moms told us years ago is still true today…

actions speak louder than words.

How Important is Attendance?

Every year it seems to be harder and harder to have children attend school.  Whatever the reason, maybe some families do not find the importance of attending school especially in the early grades.

It is vital for our families to understand the importance of regular attendance. Not only does it impact the rating and monies the school receives in Texas, but, more importantly, it impacts students each and every day.

Showing up for school has a huge impact on a student’s academic success starting in kindergarten and continuing through high school. Even as children grow older and more independent, families play a key role in making sure students get to school safely every day and understand why attendance is so important for success in school and in life.

We don’t want your child to fall behind in school and get discouraged. Please ensure that your child attends school every day and arrives on time. Here are a few practical tips to help support regular attendance:

• Make sure your children keep a regular bedtime and establish a morning routine.

• Lay out clothes and pack backpacks the night before.

• Ensure your children go to school every day unless they are truly sick.

• Avoid scheduling vacations or doctor’s appointments when school is in session.

• Talk to teachers and counselors for advice if your children feel anxious about going to school.

• Develop back up plans for getting to school if something comes up. Call on a family member, neighbor, or another parent to take your child to school.

By adhering to these simple plans a child's attendance can greatly improve. Schools  are striving to support parents and  children so that they can show up for school on time every day.

Please check out this website for more suggestions. 

Flipped Meetings....Are they right for your campus?

Faculty meetings are held for a variety of reasons…to share information, to discuss a new idea or to decide on a program. Because of the time of day we can all get together, many of these meetings are for information dissemination, but no resolution or consensus is made. Instead of spending time unproductively, why not flip the meeting and make it productive?

Flipped learning is an approached now being implemented by some classrooms.While it is a practice that has been around for ages, many teachers flip their classes by having students read text in advance, watch videos, or solve additional problems. But flipped learning is so much more.

According to FlipLearning Network, Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

As shared by Stephanie McConnell, “often our meetings can be dry with the content of the information we are having to deliver.” A flipped meeting gives the teacher an opportunity to read, explore and reflect on the material so that the meeting is more engaging and productive. Even though our meeting will not looked exactly the same as a flipped lesson; what better way to introduce our teachers to an innovative teaching method? 

Flipped

Coaching Conversation: the Next Tool for a Principal

As principals there is always something new for us to do: a new form to use, a new program to implement, or a new system to carry out. Finally there is something on the horizon that administration can get excited about. Because the role of the principal is more encompassing, coaching has now become a part of our repertoire.  For many this is a return to why we started down this administration path. 

The primary role of the coach is to ask questions that are open-ended and promote cognition. Listening, probing for deeper meaning, and being non-judgmental are critical skills. Good coaching is built on a foundation of trust. It occurs when the coach creates a open, respectful and inviting setting.

Coaching cannot be forced. Good coaches share several traits. They . . .

• Enroll Teachers – Coaching cannot be see as punishment or as a requirement. Good coaches create a setting that welcomes teachers and in which teachers choose to participate.

• Identify Teacher Goals – A top-down approach rarely works. Good coaches help teachers identify goals for their work and support the teacher’s efforts to improve.

• Listen – Perhaps no other skill is as important as the ability to listen intently to those being coached. Good coaches create a setting where teachers feel comfortable, can be candid without fear of retribution, and are curious and inquisitive.

• Ask thoughtful Questions – Good coaches ask thoughtful, open-ended questions that promote reflection. They are interested in promoting teacher cognition rather than providing answers.

• Provide Feedback – Good coaches don’t provide feedback in the traditional sense. They don’t tell teachers what to do. But they are comfortable using data from an observation, or comments made by the teacher, to provide feedback. All feedback is precise and non-judgmental. Good coaches are always open to the teacher’s point-of-view. (Knight, 2011)

Coaching can be one of the most rewarding learning opportunities for both participants. So educational leaders: take this opportunity to reconnect with one of the reasons why we became administration….helping teachers grow. 

Change

The Important Practice of Self-Reflection....

“By three methods we may learn wisdom: 

first, by reflection, which is noblest; 

second, by imitation, which is easiest; and 

third, by experience, which is the most bitter.” ~ Confucius

As we come to an end for the 2014-2015 school year, we pause and reflect on the past accomplishments and defeats. We revisit and make self-recommendations to do better and to be better.

Reflection is a skill that must be taught. To reach a place of inner growth we must attain personal clarity through reflection. 

Don’t get distracted…keep with it….the benefits outweigh the effort.

• Get in the right state of mind and environment
• Ask the right questions
• Be 100% truthful
• Attain clarity: Analyze the situation by writing and coming to a solution
• Make a decision and commit to it

It is hard to look find those things that keep us from being the best us. But this is a process of bringing inner road-blocks or wishes to the light are one of the most important things to do for personal inner growth. It’s one of the best ways to attain clarity and by that immense power.

One Word...

Jon Gordon had written a wonderful book called One Word. In this book, he describes have one word that guides your life; one word that expresses who you are and who you strive to be.

Jon Gordon

Our team was tasked with giving "one word" that describes ourselves, something that drives us. I pondered this questions for a few days. Each time I thought  this is it, the word just didn't say enough. Jon Gordon states,  "The simple power of One Word is that it impacts all six dimensions of your life – mental, physical, emotional, relational, spiritual, and financial. "

Finally I found the word that describes the word that influences each aspect of my life; the one word that describes what I strive for "QUALITY". 

Mental:  Each task that I am given I try to complete with organization and thoroughness. I must be devoted to the task at hand.

Physical:  Don't think you must be strong to be physical, but you must try your best and give your all.

Emotional: I must be "all in" to be emotional vested. I must  be willing to bring my heart and soul.

Relational:  Every conversation I have or connection I make I try to give my undivided attention to that person. I want them to know at that moment this is what matters.

Spiritual: I make time for those spiritual moments. To be truly reflective, my thoughts and mind must be in that moment.

Financial: For must this is the easiest, the least involvement. However, to show financial quality I must be willing to sacrifice. 

"QUALITY" doesn't mean you know it all, but it means you will give your best at all times.

graphic from Residential Care

Spring Time...Testing Time

As the weather starts to thaw, schools are faced with the inevitable round of spring testing. And the conversation of test taking comes to the forefront of the educational scene.

What have the students learned? How much have the teachers taught them? Are they prepared to move on?

Whatever our personal opinion on high stakes testing is, we s educational professionals must do our due diligence in preparing students to succeed on whatever test they may be taking.

New Year...New Classroom

With the tradition of beginning the new year with  personal resolutions, why not consider making professional resolutions?

The beginning of the new year hold the opportunity to make changes in your classroom or school...why should you wait?

You have spent the first semester of the school year getting to know your students, what deficiencies they have and where they soar. The second semester of the year is a great time to put into place all the new learning you have gained.

So use this opportunity wisely...

Make the necessary changes to improve.

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.