During summer I often encounter friends and family that I haven't seen in awhile. As we catch up on one another's lives, they inevitably ask me one question: What have you been doing this summer? The simple answer is that I have been doing "lots".
Like most teachers, I spend time catching up on all the things I can't get to during the school year. This includes doctor appointments, household projects, and reading the newspaper while sipping tea on my front porch. And, like most teachers, I spend a good chunk of my summer working on my craft--reading books, attending conferences and PD sessions, planning lessons and engaging with my Professional Learning Network (PLN). As July wanes and my school's August 14 start date draws closer, I have been reflecting on my summer experiences and trying to capture the significance of each. This will be the first of a series of posts where I reflect on my summer experiences. My first reflection involves my summer reading.
Most of my summer has been spent reading. I have read books that I can recommend to my students in the upcoming year and professional books that I believe will help me be a better teacher. I have always been a reader. Reading feeds my need for learning, while providing a relaxing break from the stresses of my day. During the summer I am able to read 2-3 books a week. I try to strike a balance between reading for fun and reading to grow professionally. Below are my top three picks in each category.
Reading for fun:
These books are a departure from my usual sci-fi choices. I read a lot of fiction so I can help students pick books during the school year. Former students will often visit me to see what I am reading and to recommend new books to me.
The Aviator's Wife by Melanie Benjamin
--historical fiction based on Anne Lindbergh's life
Where Did You Go, Bernadette? by Maria Semple
--fiction centered around a comically dysfunctional family
You Killed Wesley Payne by Sean Beaudoin
--fiction centered around a high school clique-entrenched murder mystery
Reading for professional growth:
These books reflect my professional growth goals for the upcoming school. Once the school year begins, I have little time for this type of reading, so I try to read as much as possible during the summer.
Switch: How to Change Things When Change is Hard by Chip and Dan Heath
--discusses practical ways to work through change
Everyone at the Table: Engaging Teachers in Evaluation Reform
by Ellen Behrstock-Sherrat, Allison Rizzolo, Sabrina Laine, & Will Friedman
--focuses on getting teachers involved in conversations and decisions around teacher evaluations
Classroom Discussion by Dixie Lee Spiegel
--offers detailed examples, rubrics, and tips around conducting classroom discussions
So, reader, I am curious. What are reading this summer? What books get you ready to enter your buildings recharged and renewed? I am always looking for a good book.
Wednesday, July 24, 2013
Thursday, June 6, 2013
Refections on Teaching the Common Core
I realize that the phrase Common Core State Standards brings about strong
reactions for many people. Numerous blogs, tweets, and articles have been
written about the pros and cons of these standards. In the meantime, teachers
across Kentucky have been teaching using these standards for the past two
years. I thought it was important to reflect on what I have learned these past
two years and why I am a supporter of the Common Core State Standards.
The common core has created a universal language
for teachers. This is powerful and has generated opportunities for teachers to collaborate across
districts and the nation. When teachers meet at national and state conferences, our conversations center around helping our students master those standards and not the differences in our standards. I rarely hear the refrain: "well that works for your state, but our state standards require _________". This universal language has begun to drive the professional development for teachers. Teachers are speaking up about what we need and speaking against the "one size fits all" PD sessions of the past. As a result, PD is becoming more individualized and relevant to what teachers need to teach the standards.
The
common core
is encouraging thinking among our students.
Students are asked to not only understand concepts, but also to think about those concepts in multiple ways. This is very important, especially for a generation that can find the answer to most any knowledge-based question with the tap of a finger. As a result, the products students are creating are stronger, more complicated than in previous years. The conversations we have in class are richer and less scripted and teacher-driven than ever before. Students are learning that there are multiple ways to answer a question.These skills will help our students as they leave our classrooms for the next stage in their lives.
The common core is changing my teaching for the better. The skills in the common core are high level and require more from me as a teacher. At first, this was intimidating. I had taught successfully for ten years. Would I be asked to toss out everything and begin again? The answer is no. I haven't tossed everything out. I have revised, and, in some cases, totally overhauled lessons in order to teach the common core. Contrary to some critics' opinions, I still use literature in my English classroom. I also use non-fiction, informational, print, and non-print texts. Along the way, I have added some new tools to my teaching kit. The literacy design collaborative has been instrumental in helping my students bridge the skills in the common core. A week ago I attended a Paideia training and look forward to using seminars to help my students with the speaking and listening skills in the common core.
To me, the conversations with my colleagues, the changes in my students' learning, and the improvement of my teaching are what makes the common core so valuable and why I am glad my state has made a commitment to the common core.
To me, the conversations with my colleagues, the changes in my students' learning, and the improvement of my teaching are what makes the common core so valuable and why I am glad my state has made a commitment to the common core.
Thursday, April 4, 2013
Policy Makers, Let's Talk
I'm back! I have been away from the blog dealing with a wrist injury and subsequent surgery. Since I am finally able to type/write consistently, it is time to update my blog.
This week is spring break and I have been catching up on the blogs, journals, and articles that have been gathering dust the past few weeks. One topic keeps popping up: teacher evaluations. You can believe this teacher has an opinion. After all, I will be evaluated using the new system. I want to be evaluated. I also want to be a part of the conversations with policy makers creating an effective evaluation system. A fair, consistent, and supported evaluation system is needed for teachers and students.
One concern my colleagues and I have is that the system will only use test scores to determine student growth and, in turn, teacher effectiveness. This brings up a few questions. How are teachers who teach in a non-tested area evaluated? How can teachers show student growth when students are tested at the end of the year?
Some have suggested that we create tests for the other content areas that are not tested. I think this is a huge mistake. I don't believe a paper/pencil test is appropriate for every content area. In fact, to suggest it for performance classes like music, art, and welding is ridiculous. Instead, add a performance component to the evaluation system. Allow teachers to upload work samples, photos, and videos of performances, artwork, and writing, etc.
This performance component allows teachers to demonstrate growth across all ability levels. How else can I demonstrate growth in my gifted students who walk into my class able to earn a high score on the test before I have even begun teaching? It would be more effective to upload that student's work at the beginning of the year and end of the year for comparison. This would ensure that I am helping students of high ability grow in skill/content.
Likewise, growth could be documented for students who struggle, and would not perform well on the end of the year testing. For example, my daughter walked into third grade behind in math and reading. Her third grade teacher has worked tirelessly to help my daughter overcome these "gaps" in her learning. While my daughter has made huge gains, her teacher and I know she will not meet benchmark on THE test. Nonetheless, this teacher has helped my child tremendously and should be recognized. If we only use test scores to determine a teacher's effectiveness, we will penalize this third grade teacher.
This teacher isn't afraid to be evaluated. In fact, I welcome it, especially if the system is designed to help me improve my craft. That is why the development of this system needs teacher and student input. After all, we will be the ones most directly impacted by a teacher evaluation overhaul. So, policy makers, please talk to us. Come to our rooms. Sit among our students. Ask us what we think about the evaluation system you are creating. Don't make decisions without our input. This is too important.
This week is spring break and I have been catching up on the blogs, journals, and articles that have been gathering dust the past few weeks. One topic keeps popping up: teacher evaluations. You can believe this teacher has an opinion. After all, I will be evaluated using the new system. I want to be evaluated. I also want to be a part of the conversations with policy makers creating an effective evaluation system. A fair, consistent, and supported evaluation system is needed for teachers and students.
One concern my colleagues and I have is that the system will only use test scores to determine student growth and, in turn, teacher effectiveness. This brings up a few questions. How are teachers who teach in a non-tested area evaluated? How can teachers show student growth when students are tested at the end of the year?
Some have suggested that we create tests for the other content areas that are not tested. I think this is a huge mistake. I don't believe a paper/pencil test is appropriate for every content area. In fact, to suggest it for performance classes like music, art, and welding is ridiculous. Instead, add a performance component to the evaluation system. Allow teachers to upload work samples, photos, and videos of performances, artwork, and writing, etc.
This performance component allows teachers to demonstrate growth across all ability levels. How else can I demonstrate growth in my gifted students who walk into my class able to earn a high score on the test before I have even begun teaching? It would be more effective to upload that student's work at the beginning of the year and end of the year for comparison. This would ensure that I am helping students of high ability grow in skill/content.
Likewise, growth could be documented for students who struggle, and would not perform well on the end of the year testing. For example, my daughter walked into third grade behind in math and reading. Her third grade teacher has worked tirelessly to help my daughter overcome these "gaps" in her learning. While my daughter has made huge gains, her teacher and I know she will not meet benchmark on THE test. Nonetheless, this teacher has helped my child tremendously and should be recognized. If we only use test scores to determine a teacher's effectiveness, we will penalize this third grade teacher.
This teacher isn't afraid to be evaluated. In fact, I welcome it, especially if the system is designed to help me improve my craft. That is why the development of this system needs teacher and student input. After all, we will be the ones most directly impacted by a teacher evaluation overhaul. So, policy makers, please talk to us. Come to our rooms. Sit among our students. Ask us what we think about the evaluation system you are creating. Don't make decisions without our input. This is too important.
Friday, December 14, 2012
I Didn't Delete
It's been eleven years since I have sponsored a club. I said I wouldn't do it again. I was too old, too tired, too something. At the beginning of every year I deleted the e-mails from our principal asking for teachers to sponsor various clubs. This year, I didn't delete.
When the e-mail came across my screen, I felt a strange tugging to respond. Perhaps it was time to step out of my comfort zone and interact with students beyond the classroom. After a brief phone conversation with the contact at the YMCA, I became the sponsor of the Y-Club at my school. Our club participates in a mock Kentucky Legislative session called the Kentucky Youth Assembly (KYA) and a mock UN session called Kentucky United Nations Assembly (KUNA).
Since my focus this year has been finding my teacher voice, I have been hyper-focused on hearing the voices of others in my school community. I noticed that my students were very passionate about issues in our community, state, and nation, but did not feel that their ideas and opinions were taken very seriously.
This is where my journey with the Y-Club began. I quickly went into sponsor-mode. I recruited students and another teacher to co-sponsor, facilitated meetings, and filled out paperwork (oh, the paperwork), so we could attend an overnight conference. Our group prepared for our first KYA experience, not completely sure of what we were doing.
This conference is where the magic happened. I saw a very real life application of the Common Core Standards. Students researched topics, wrote a bill, prepared and delivered a speech. They had to think on their feet to address technical questions and counter arguments. I saw students transform before my eyes. I saw students speak passionately and thoughtfully about topics that were important to them. I saw students who, despite their trembling hands and tight throats, spoke publicly for the first time. I saw students high five one another when their bill passed the House, the Senate, and then was passed into law by the Governor. I saw future leaders developing before my eyes.
This transformation led to a couple of weepy teacher moments for me. Watching my students stand in the Kentucky Capitol Building presenting their bills was an incredibly affirming experience. It was a reminder of why I teach. I teach because I want to positively affect students'
lives.
I am so glad I didn't delete the e-mail.
When the e-mail came across my screen, I felt a strange tugging to respond. Perhaps it was time to step out of my comfort zone and interact with students beyond the classroom. After a brief phone conversation with the contact at the YMCA, I became the sponsor of the Y-Club at my school. Our club participates in a mock Kentucky Legislative session called the Kentucky Youth Assembly (KYA) and a mock UN session called Kentucky United Nations Assembly (KUNA).
Since my focus this year has been finding my teacher voice, I have been hyper-focused on hearing the voices of others in my school community. I noticed that my students were very passionate about issues in our community, state, and nation, but did not feel that their ideas and opinions were taken very seriously.
This is where my journey with the Y-Club began. I quickly went into sponsor-mode. I recruited students and another teacher to co-sponsor, facilitated meetings, and filled out paperwork (oh, the paperwork), so we could attend an overnight conference. Our group prepared for our first KYA experience, not completely sure of what we were doing.
This conference is where the magic happened. I saw a very real life application of the Common Core Standards. Students researched topics, wrote a bill, prepared and delivered a speech. They had to think on their feet to address technical questions and counter arguments. I saw students transform before my eyes. I saw students speak passionately and thoughtfully about topics that were important to them. I saw students who, despite their trembling hands and tight throats, spoke publicly for the first time. I saw students high five one another when their bill passed the House, the Senate, and then was passed into law by the Governor. I saw future leaders developing before my eyes.
This transformation led to a couple of weepy teacher moments for me. Watching my students stand in the Kentucky Capitol Building presenting their bills was an incredibly affirming experience. It was a reminder of why I teach. I teach because I want to positively affect students'
lives.
I am so glad I didn't delete the e-mail.
Saturday, October 27, 2012
What Keeps this Teacher up at Night
A few times this past week I have found myself wide awake and thinking about my classroom at hours when I am normally sleeping . Yes, contrary to some people's beliefs about my work hours, I don't often "clock out" out once the students are gone. What has been weighing on my mind? My students and their progress. I know. Totally nerdy. Let's face it. I am a teacher. It is how I am wired.
After giving a recent common assessment to my students and completing my typical data analysis on it, I realized that many of my students didn't perform as well as I had expected. I was frustrated, but determined to figure out what happened and fix it. I began a question-by-question and class-by-class analysis.
I quickly determined that one question was poorly written and needed to be tossed out. Students across all five classes struggled with that question. Then I realized that one particular class did more poorly than the others. I thought back through my lesson planning and teaching and realized that the day I introduced one particular skill was the same day (and I am not kidding) we had an earthquake drill, the yearly mandatory suicide prevention talk, and school pictures all within one 90 minute block. I plowed through with the lesson because I didn't want this class to get behind. I needed to go back and start over with them.
Then I started thinking about each individual student and what I could do to re-teach those skills since what I had done the first time didn't work for them. What did they need? How could I teach these concepts differently? Now you see where the sleepless nights have come in.
Now, dear reader, I am not an anomaly. My colleagues have these moments, too. We spend hours crafting lessons and when they don't turn out as we expected, we adjust. We worry about our students' progress, their financial situations, and home lives. We buy cheese and sausage, wrapping paper, and t-shirts to help our students raise money for their after-school organizations. We stay late and come early to help students who need it. And, yes, sometimes we stay awake at night and think about school.
After giving a recent common assessment to my students and completing my typical data analysis on it, I realized that many of my students didn't perform as well as I had expected. I was frustrated, but determined to figure out what happened and fix it. I began a question-by-question and class-by-class analysis.
I quickly determined that one question was poorly written and needed to be tossed out. Students across all five classes struggled with that question. Then I realized that one particular class did more poorly than the others. I thought back through my lesson planning and teaching and realized that the day I introduced one particular skill was the same day (and I am not kidding) we had an earthquake drill, the yearly mandatory suicide prevention talk, and school pictures all within one 90 minute block. I plowed through with the lesson because I didn't want this class to get behind. I needed to go back and start over with them.
Then I started thinking about each individual student and what I could do to re-teach those skills since what I had done the first time didn't work for them. What did they need? How could I teach these concepts differently? Now you see where the sleepless nights have come in.
Now, dear reader, I am not an anomaly. My colleagues have these moments, too. We spend hours crafting lessons and when they don't turn out as we expected, we adjust. We worry about our students' progress, their financial situations, and home lives. We buy cheese and sausage, wrapping paper, and t-shirts to help our students raise money for their after-school organizations. We stay late and come early to help students who need it. And, yes, sometimes we stay awake at night and think about school.
Saturday, October 20, 2012
Busyness of Teaching
Today is National Writing Day, so I must write. Thank goodness I have an excuse to take a break and write. I have missed it, but I have felt guilty if I found myself daydreaming about composing my next blog. After all, there are papers to grade, lessons to plan, meetings to attend, and many forms to complete. I am sad to say that it has been a few weeks since I have blogged. The busyness of teaching has caught up to me. It happens.
Usually by October I am in full consumed-by-teaching mode. Coming early and staying late to grade, meeting with parents or students, planning lessons, and completing paperwork. This gives me very little time to interact meaningfully with my colleagues. During the past two weeks, I have found myself more and more isolated --very typical at a high school where "teams" are not the norm. If it weren't for the various mandatory meetings on Tuesdays, I am sure I would not see most of the teachers in my building until graduation. Sad, but true.
This past week several of my colleagues' personal situations have reminded me that I need to slow down and take care of myself and my colleagues. We cannot get so busy with the day-to-day teaching that we don't recognize a colleague in need of kindness and support--personally or professionally. We need to come out of our rooms and check on one another. We need to send notes of encouragement, offer to help in their classrooms, laugh with them, and eat lunch with them. If we don't, some of those colleagues will not return to teaching next year. Our profession cannot afford to lose great teachers.
So, reader, I challenge us to find moments to reach out and connect with a colleague these next few weeks. Likewise, let's take care of ourselves. If, like me, you have fallen off of the exercise wagon. Get back on. Take a break from the busyness of teaching and do something you enjoy: write, read a book, shop, or do yard work.
After this post, I am going to snuggle up with my kids and watch cartoons. I am not going to grade a paper or check an e-mail. At least, not today.
Teaching is a difficult job, we need to take care of one another. Our students need us. We need us.
Usually by October I am in full consumed-by-teaching mode. Coming early and staying late to grade, meeting with parents or students, planning lessons, and completing paperwork. This gives me very little time to interact meaningfully with my colleagues. During the past two weeks, I have found myself more and more isolated --very typical at a high school where "teams" are not the norm. If it weren't for the various mandatory meetings on Tuesdays, I am sure I would not see most of the teachers in my building until graduation. Sad, but true.
This past week several of my colleagues' personal situations have reminded me that I need to slow down and take care of myself and my colleagues. We cannot get so busy with the day-to-day teaching that we don't recognize a colleague in need of kindness and support--personally or professionally. We need to come out of our rooms and check on one another. We need to send notes of encouragement, offer to help in their classrooms, laugh with them, and eat lunch with them. If we don't, some of those colleagues will not return to teaching next year. Our profession cannot afford to lose great teachers.
So, reader, I challenge us to find moments to reach out and connect with a colleague these next few weeks. Likewise, let's take care of ourselves. If, like me, you have fallen off of the exercise wagon. Get back on. Take a break from the busyness of teaching and do something you enjoy: write, read a book, shop, or do yard work.
After this post, I am going to snuggle up with my kids and watch cartoons. I am not going to grade a paper or check an e-mail. At least, not today.
Teaching is a difficult job, we need to take care of one another. Our students need us. We need us.
Sunday, September 23, 2012
Sometimes Technology is Messy
As I have mentioned in a few previous posts, I have returned full time to the classroom and I am loving it. As a result of my three years' hybrid teaching/coaching role, I have been able to really think about my teaching practice and make changes and upgrades to my teaching style this year. One of the upgrades I have begun working on is using an online collaborative forum where my students can participate in discussions and post work--Edmodo. I was excited to try this with my classes this year, but realized that sometimes technology is messy. I don't mean messy in the sense of no order and chaotic, but messy in the sense that I will be relinquishing some "control" over to students.
When I introduced this platform to the students, the idea was met with mixed enthusiasm. Some students thought it was "cool" while others were very uncomfortable with the idea that their work would be posted for everyone in the class to see. Still others, very honestly, asked if I would keep up with the online format throughout the year. It seems those students had teachers who had tried forums like this in the past only to abandon them as the school year became busier.
I tried my best to address their concerns and told them that we would all try this for the first semester. If we all hated it, we would abandon it and go back to the traditional method of writing and printing hard copies. I was very honest with them that this was new to me as well, but I thought it was important for them to learn how to navigate technology in an academic setting.
Likewise, I shared with them that I wanted to grow in this area as well. I explained that I spent the summer looking for just the right forum. I chose Edmodo because it was fairly simple. Since it mimics Facebook, I thought it would be comfortable for students, parents, and me. I wanted a "closed" forum that felt safe for the students and parents. We are four weeks into using Edmodo and my students are slowly coming around to the idea. Also, I am getting comfortable with commenting on their writing entirely through electronic means.
Now, here is where it gets messy.
Some of my students were ready to jump in with both feet, while others were very hesitant. For the first assignment, only one-third of the students posted online. Some students wanted to word process the piece and print it off for me and others simply wanted to hand-write the assignment. While I encouraged everyone to try the Edmodo forum, I accepted the assignment in all forms. For the second assignment, more students posted online, but many still turned in paper versions. With each assignment, students are becoming more comfortable and are deciding to use the Edmodo forum.
Was this a lot for me to keep up with? Absolutely. Has it been challenging for both my students and me? You betcha. I think it is a worthwhile process, though. I have learned that while my students are digital natives, they haven't had much experience using technology in an academic setting. Sure, they have used computers to research and type papers, but they have rarely used technology to participate in academic discussions and post their work for feedback. This has led to many impromptu teaching moments.
I don't have it all figured out yet, but I am learning every day. One of the challenges I am facing is deciding when and how often to respond to student posts and work. After all, it is much easier to leave a set of papers on my desk at school than it is to ignore the "54 posts" notification on the Edmodo App on my phone. Also, I need to figure out how students can post their work (without printing everything out) as evidence for their paper portfolio that our state asks us to collect each year.
I think my students are appreciative that I am using this forum and learning along with them. So far, I have heard far more positive comments than negative ones. In another couple of weeks, we are going to invite parents to our Edmodo class as "read only" members, so they can see first-hand their students' work and discussions.
I will keep you posted as we continue on this journey. In the meantime, I would love to hear how you use technology to foster conversations, collaboration, and productivity among your students.
When I introduced this platform to the students, the idea was met with mixed enthusiasm. Some students thought it was "cool" while others were very uncomfortable with the idea that their work would be posted for everyone in the class to see. Still others, very honestly, asked if I would keep up with the online format throughout the year. It seems those students had teachers who had tried forums like this in the past only to abandon them as the school year became busier.
I tried my best to address their concerns and told them that we would all try this for the first semester. If we all hated it, we would abandon it and go back to the traditional method of writing and printing hard copies. I was very honest with them that this was new to me as well, but I thought it was important for them to learn how to navigate technology in an academic setting.
Likewise, I shared with them that I wanted to grow in this area as well. I explained that I spent the summer looking for just the right forum. I chose Edmodo because it was fairly simple. Since it mimics Facebook, I thought it would be comfortable for students, parents, and me. I wanted a "closed" forum that felt safe for the students and parents. We are four weeks into using Edmodo and my students are slowly coming around to the idea. Also, I am getting comfortable with commenting on their writing entirely through electronic means.
Now, here is where it gets messy.
Some of my students were ready to jump in with both feet, while others were very hesitant. For the first assignment, only one-third of the students posted online. Some students wanted to word process the piece and print it off for me and others simply wanted to hand-write the assignment. While I encouraged everyone to try the Edmodo forum, I accepted the assignment in all forms. For the second assignment, more students posted online, but many still turned in paper versions. With each assignment, students are becoming more comfortable and are deciding to use the Edmodo forum.
Was this a lot for me to keep up with? Absolutely. Has it been challenging for both my students and me? You betcha. I think it is a worthwhile process, though. I have learned that while my students are digital natives, they haven't had much experience using technology in an academic setting. Sure, they have used computers to research and type papers, but they have rarely used technology to participate in academic discussions and post their work for feedback. This has led to many impromptu teaching moments.
I don't have it all figured out yet, but I am learning every day. One of the challenges I am facing is deciding when and how often to respond to student posts and work. After all, it is much easier to leave a set of papers on my desk at school than it is to ignore the "54 posts" notification on the Edmodo App on my phone. Also, I need to figure out how students can post their work (without printing everything out) as evidence for their paper portfolio that our state asks us to collect each year.
I think my students are appreciative that I am using this forum and learning along with them. So far, I have heard far more positive comments than negative ones. In another couple of weeks, we are going to invite parents to our Edmodo class as "read only" members, so they can see first-hand their students' work and discussions.
I will keep you posted as we continue on this journey. In the meantime, I would love to hear how you use technology to foster conversations, collaboration, and productivity among your students.
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