I continue to write about focus as I move down this multiple-paths direction of teaching and learning today. Especially after a day like edcamp Boston when so many educators intersected with multiple perspectives, roles, and reach.
Essentially every educator has to find their voice, vision, and craft. Then, in the best of circumstances, we come together with respect, care, truth, and willingness to collaborate, listen to each other, and collectively teach children well.
When it comes to this kind of collaboration, people bring many experiences, beliefs, strategies, and judgements to the table. Some come on too strong, and others never voice a thought or opinion. Some readily share, and others see that as over-communication, self promotion. Some critique with ease, and other choose to not get involved. Most fall somewhere along those continuums as they put forth their best effort to do the job well.
In many ways this transparent journey of developing craft and repertoire has been challenging, and often efforts have been met with dismay, ridicule, painful truths, and even greater challenges. Overall though the journey has been one of success since my craft is getting better and my ability to teach children well expanding. I've trusted the experts, taken risks, made mistakes (perhaps too many), and learned a lot. Now again, it is a time of detail, finesse, and care when it comes to optimizing the pace, approach, knowledge, and skill of the journey. Onward.
Sunday, 5 May 2013
Extraordinary Edcamp Boston 2013
First, how often do a number of individuals volunteer countless hours in an effort to bring people together in conversation to better the work we do? That's what happened at edcamp Boston. Dan Callahan, Karen Janowski, Laura D'Elia, Liz Davis, Steve Guditus and Tracy Sockalosky contributed significant time, talent, and experience to run the day with ease and excellence.
Then, many organizations and individuals contributed time, money, materials and space to make the event a success. We gathered at Microsoft in Cambridge. The space was well suited for approximately 400 educators representing all levels of education. Dan introduced the day with a clever Star Wars theme. After that the edcamp Boston team led us in an ice breaker. Next we started a day of multiple choices for discussion and share.
I found myself seeking answers about forward movement in education as I engaged in conversations related to gaming, coding, Minecraft, the new science standards, and learning design. There were many valuable takeaways from the day.
Gaming is here to stay. As explained by Shawn Rubin, gaming and coding are apples and oranges. Jason Garzone further added that making games is a terrific inroad to coding. During that discussion I was led to the following resources for coding and gaming: Scratch, StarlogoTNG, Pixel Press Game, Gamemaker, Kodu, Gamestar Mechanic, hopscotch, Learning Games Network, civilization, codable, Hakitzu, APK generators, hackasaurus, playforceorg, Bootstrap (teaches algebra) and Minecraft.
Why gaming? Gaming is engaging. Creating games develops systems thinking, an important skill for all learners in all disciplines. Gaming is one way to learn skill, concept, and knowledge in both independent and collaborative ways. Games like Minecraft and others build creativity and problem solving skills. Gaming and making games create paths to an interest and a desire to code, and coding provides students with an essential literacy for today's world. Rubin supported the notion of a scope and sequence for coding in schools today. The Learning Games Network is one place where teachers and students can access professional development in this area.
Edcamp sharing made me think a lot about the tech tools in schools today as well as access to those tools. At the end of the day, I believe that schools should support multiple tools for student learning. Schools will need to purchase and welcome (BYOD) tools that respond to testing requirements since new tests will be taken online, hence those parameters need to be met. Tools should also include tools that are mobile, able to serve as content creation resources, and app friendly. Systems for tech access in schools should be streamlined, efficient, and responsive to students' needs. Systems that are too cumbersome or slow will not be responsive to today's quickly changing educational landscape and students' ready attitude and ability to learn. At my level, I believe the ideal would be for two classrooms to share a class set of laptops (macbooks since that's what we have) and a class set of iPads (with keyboards). Then I believe that we should welcome Kindles, mobile phones, Galxies, and other devices that student use regularly at home to access apps, books, and other learning resources.
During the second session of the day I was involved in a conversation about the new science standards and science education led by Sean Musselman. Musselman felt that the standards were moving in the right direction. Others involved in the conversation expressed a hope that the MCAS test in science would turn to a hands-on type of assessment of science thought, problem solving, knowledge, and skill. During this session we discussed the science classroom including "take apart" and maker stations, choice time, 3-d printers, inquiry based learning, letting students struggle, and science equipment such as goggles, lab coats and exploration supplies. Many commented that the Magic of Reality book and app was a must-have resource for science teachers and students at all levels. We discussed thematic science study and noted resources such as the Einstein's Workshop, The Maker Faire in New York City, and Gary Stager's Constructing Modern Knowledge Summer Institute. This conversation led me to the idea that every school system should create and/or continue to develop science student/teacher teams to investigate, explore, foster, and implement state-of-the-art STEAM (science, tech, engineering, art and math) teaching.
After a delicious lunch of deli sandwiches and cookies, we started the afternoon sessions. My colleague, STEAM savvy educator, Susan Cherwinski, and I led a discussion on learning design. We gathered on cozy chairs in the Microsoft reception area. During the discussion, the group of educators representing all levels as well as public and private education essentially created a collective list and description of essential learning design categories including essential questions, reflection, assessment, "more of them (students), less of us," blended learning (multiple tools, processes), design thinking/process, choice, differentiation of process and product, audience, relevance and meaning. During this session I was also introduced to 30Hands, a terrific storytelling app which I plan to explore soon.
Hallway and lunch time conversations were just as informative and enlightening as the sessions. I spent a good amount of time with my Twitter colleague, Nancy Carroll, who I look to for great 4th grade ideas and teacher/student best practice. I spoke to Shawn Rubin about his start-up, metryx, a data tracking venue that I want to explore with regard to student data, RTI, and the new evaluations system. Hillary Ornberg introduced me to her student service start-up, Switchback Education Services, and I met Eric Esteves, Lesley College's Director of Learning Design and Instructional Support.
The Massachusetts Teachers Association (MTA) was also well represented. Paul Toner, President of the Massachusetts Teachers' Association, attended. His latest letter in the MTA newspaper demonstrated his interest and support for moving education forward with technology and other student-friendly processes and strategies. He affirmed edcamp Boston's energy and effort by saying that the NEA would love seeing all these energized teachers gathering to learn and develop their craft during a beautiful Saturday in May. Meg Secatore, Director of MTA's Professional Learning efforts also attended the event. Last summer Meg was one of the leaders who led the MTA's wonderful Summer Conference which hosted an unconference (an edcamp-like event) during the early-August gathering at Williams College. The MTA will offer this event once again, and I highly recommend that educators take a look at the offerings and think about signing up to jump-start the new school year with ideas and innovation. Sarah Nathan from the MTA was also at the event. Sarah is leading the ED Talks event this summer, and looking for innovative educators to share their education practice, vision, and ideas. Information about the summer conference and the ED Talks can be found via this link.
Thanks to the edcamp foundation, edcamp events occur all over the world serving educators in their efforts to innovate, educate, and serve children well. Yesterday's event was a kaleidescope of ideas, educators, and connections. My only regret for the day was that I didn't have the time to attend all the wonderful offerings, and converse with all of the invested educators there. Thanks edcamp Boston for a terrific day!
Friday, 3 May 2013
Confidence, Courage, and Transparency
Transparency takes confidence and courage.
It is easier to keep thoughts to yourself, or quietly share with like-minded colleagues. It takes confidence and courage to speak up. When you speak up you put yourself out there, and when you put yourself out there you can expect both support and criticism. Transparency requires that you're ready to take the good and the bad--confident that you are able to own and correct error and mistakes as well as strengthen good work and grow.
Transparency, however, also demands respect. Transparency without respect does not move organizations forward, instead that kind of transparency serves to tangle the path ahead. Respect means that you take care with your thought and communication essentially putting yourself in the shoes of others as you comment, challenge, or seek understanding.
Respectful, focused transparency, debate, and discussion have the potential to move school systems to more efficient, student-centered practice. Our clear conversations and discussions help us to work together to determine the best ways to teach the children in our schools and classrooms. If we take the time up front to honestly analyze problems, set goals, create schedules, implement efforts, assess, and revise regularly, we will reap the rewards of student success and happiness.
How can school culture foster respectful transparency?
First, schools can promote communication and collaboration protocols and norms at the team, system, and school levels. I was one that scoffed at the norm setting process during our initial PLCs, but now I understand the necessity of this practice at all levels of an organization.
Next, truthful discourse should be encouraged and debate should not be denied. We will not always agree, but we can collaborate on practice, and assess to determine optimal learning paths, decisions, and efforts.
After that, collective vision and goal setting should be a regular, perhaps yearly, effort of a team, school, or system, and throughout the year the goals should be revisited in efficient ways to assess progress, cheer each other on, and revise if necessary. When goals and vision are not inclusive or set by the team, investment wanes. Instead, when goals and vision are collective, investment grows.
Finally, a students-first attitude and emphasis should pervade all that we do in the school community and that should be at the center of our transparent discussions and efforts. A desire for student growth and happiness is one thread that connects all staff in a school organization.
It takes courage and confidence to be transparent in your thoughts, actions, and assessments, and it also takes respect, empathy, and care. Transparency like this will move our schools and systems ahead when it comes to teaching children well.
It is easier to keep thoughts to yourself, or quietly share with like-minded colleagues. It takes confidence and courage to speak up. When you speak up you put yourself out there, and when you put yourself out there you can expect both support and criticism. Transparency requires that you're ready to take the good and the bad--confident that you are able to own and correct error and mistakes as well as strengthen good work and grow.
Transparency, however, also demands respect. Transparency without respect does not move organizations forward, instead that kind of transparency serves to tangle the path ahead. Respect means that you take care with your thought and communication essentially putting yourself in the shoes of others as you comment, challenge, or seek understanding.
Respectful, focused transparency, debate, and discussion have the potential to move school systems to more efficient, student-centered practice. Our clear conversations and discussions help us to work together to determine the best ways to teach the children in our schools and classrooms. If we take the time up front to honestly analyze problems, set goals, create schedules, implement efforts, assess, and revise regularly, we will reap the rewards of student success and happiness.
How can school culture foster respectful transparency?
First, schools can promote communication and collaboration protocols and norms at the team, system, and school levels. I was one that scoffed at the norm setting process during our initial PLCs, but now I understand the necessity of this practice at all levels of an organization.
Next, truthful discourse should be encouraged and debate should not be denied. We will not always agree, but we can collaborate on practice, and assess to determine optimal learning paths, decisions, and efforts.
After that, collective vision and goal setting should be a regular, perhaps yearly, effort of a team, school, or system, and throughout the year the goals should be revisited in efficient ways to assess progress, cheer each other on, and revise if necessary. When goals and vision are not inclusive or set by the team, investment wanes. Instead, when goals and vision are collective, investment grows.
Finally, a students-first attitude and emphasis should pervade all that we do in the school community and that should be at the center of our transparent discussions and efforts. A desire for student growth and happiness is one thread that connects all staff in a school organization.
It takes courage and confidence to be transparent in your thoughts, actions, and assessments, and it also takes respect, empathy, and care. Transparency like this will move our schools and systems ahead when it comes to teaching children well.
The Day Before the Tests: Reflection
Today's the last day before our last MCAS tests for the year--it's the last chance to review and prep for yearly assessments. Tests, at best, serve as formative assessments of the collective group's and individual student's general knowledge of multiple standards. I see the tests as one indicator of student learning, and years of giving these tests show me that the way students score generally line with with their ease at taking in, analyzing, and presenting information related to the standards.
I spend two weeks before the tests reviewing all that we learned throughout the year in multiple ways. We shore up areas that can be quickly strengthened. Then we'll end this final day with fun and play--a way to relax before students do their best work next week.
The debate continues to test or not to test. I continue to believe that streamlined tests provide a general indicator of student, school, and system success in discrete areas. The tests provide teachers at the elementary level with a common, essential skill and standard set to embed into worthy, engaging learning design. I believe the money and time spent on standardized tests like this should be streamlined, and the tests should be seen for what they are--one indicator to assess a school, system, or state. I am cautious about using test scores to rate a teacher since there are so many factors involved in a student's overall progress and growth, so many factors beyond one teacher's reach. Yet, like teachers everywhere, I do my best to give students a strong foundation for test success.
Thinking of tests as one indicator, and streamlining the time and dollars spent on tests, should open up resources for more engaging, multi-modal, student-centered teaching and learning including multiple tools and resources to empower students. This area of school life should send a direct message that teaching and learning is not equal to standardized tests, but instead teaching and learning is a life-long endeavor that brings life strength, promise, and potential.
It is the day before the tests. My colleagues and I have worked to give students every advantage to do their best. Now I'm ready to move onto our project/problem base learning chapter of the year with greater strength and enthusiasm. In many ways the year is a combination of a quilt and weave. There are many discrete units, teaching points and goals, and then there is the way these dimensions intersect to create a vibrant, student-centered learning environment. That's the teaching/learning puzzle--the one that teachers enjoy working on day in and day out to teach children well.
I spend two weeks before the tests reviewing all that we learned throughout the year in multiple ways. We shore up areas that can be quickly strengthened. Then we'll end this final day with fun and play--a way to relax before students do their best work next week.
The debate continues to test or not to test. I continue to believe that streamlined tests provide a general indicator of student, school, and system success in discrete areas. The tests provide teachers at the elementary level with a common, essential skill and standard set to embed into worthy, engaging learning design. I believe the money and time spent on standardized tests like this should be streamlined, and the tests should be seen for what they are--one indicator to assess a school, system, or state. I am cautious about using test scores to rate a teacher since there are so many factors involved in a student's overall progress and growth, so many factors beyond one teacher's reach. Yet, like teachers everywhere, I do my best to give students a strong foundation for test success.
Thinking of tests as one indicator, and streamlining the time and dollars spent on tests, should open up resources for more engaging, multi-modal, student-centered teaching and learning including multiple tools and resources to empower students. This area of school life should send a direct message that teaching and learning is not equal to standardized tests, but instead teaching and learning is a life-long endeavor that brings life strength, promise, and potential.
It is the day before the tests. My colleagues and I have worked to give students every advantage to do their best. Now I'm ready to move onto our project/problem base learning chapter of the year with greater strength and enthusiasm. In many ways the year is a combination of a quilt and weave. There are many discrete units, teaching points and goals, and then there is the way these dimensions intersect to create a vibrant, student-centered learning environment. That's the teaching/learning puzzle--the one that teachers enjoy working on day in and day out to teach children well.
Thursday, 2 May 2013
Successful Student Service Delivery
Students today receive multiple services in school. Services range from special education services, physical/occupational therapy, adaptive physical education, math/reading boost/coaching, guidance, speech, and more.
When done well, these services make school more engaging and profitable to students by allowing children to access learning with greater strength and joy. Also, due to the wonderful assessments and tools we have today, we are able to target and meet students' program goals with greater specificity, assessment, and result.
The challenge with all these services and potential is coordination and communication. This coordination and communication can be a complex task, one that can result in lost potential without guiding protocols and commitment. Shared protocols can help to guide service delivery in successful ways. Here are some protocols schools might consider.
Schools today are better than in the past thanks to the many laws and structures that have brought important services to schools. When I was young many of these services did not exist in schools, and I saw the damaging effects a lack of services had on students who needed those services. The best way to optimize these services is to make the time up front to create schedules and protocols that lead the services with a focus on teaching children well.
When done well, these services make school more engaging and profitable to students by allowing children to access learning with greater strength and joy. Also, due to the wonderful assessments and tools we have today, we are able to target and meet students' program goals with greater specificity, assessment, and result.
The challenge with all these services and potential is coordination and communication. This coordination and communication can be a complex task, one that can result in lost potential without guiding protocols and commitment. Shared protocols can help to guide service delivery in successful ways. Here are some protocols schools might consider.
- Classroom and special educators related to specific service delivery(s) are expected to meet prior to the start of the service delivery year to discuss meeting times, service delivery focus, curriculum, assessment, and communication.
- Communication protocols will be established at the start of the school year including email expectations, meeting plans/schedules, parent communication, and assessment/reporting responsibility.
- Service delivery schedules will be created before the start of school each year.
- New student files will be evaluated before the school year starts by a designated educator, and if new students require services, those services will be planned prior to the start of school.
- Service delivery, like classroom schedules, will begin on day one of the school year or as close to the first day of school as possible.
- Service delivery goals, times, and days will be created with care and communicated well including a short list of student learning goals.
- When possible, changes in the service delivery schedule or classroom events will be communicated with lead time so all involved will have time to shift plans and prepare materials.
- Service delivery goals will be short-listed and simplified so that all educators working with that child/children will have a clear understanding of the child's learning priorities.
- Service delivery is expected to be timely as often as possible.
- Educators will be expected to work together with a focus on a successful, learning program for each child receiving services.
Schools today are better than in the past thanks to the many laws and structures that have brought important services to schools. When I was young many of these services did not exist in schools, and I saw the damaging effects a lack of services had on students who needed those services. The best way to optimize these services is to make the time up front to create schedules and protocols that lead the services with a focus on teaching children well.
Wednesday, 1 May 2013
Streamline Supports
I am in favor of streamlined supports. When supports are streamlined those supports create paths to successful practice. When supports are not organized and streamlined, those supports create nets rather than paths, nets that confound successful practice.
Streamline supports have the following attributes:
Streamline supports have the following attributes:
- Regular communication that revisits what's happened, discusses current practice, and highlights future endeavor with dates, questions and topics.
- Regular schedules.
- Goals, vision, a plan, and assessments.
- A collaborative, service mindset, and action identifying who the support is servicing and how.
- Transparent action, effort.
- Time-on-task, most time spent in support.
- Meetings up front to discuss the support parameters, schedule and focus. Follow-up meetings for revision, growth, and enrichment.
- Lead time for scheduling.
- Respect and inclusion of those that the support serves.
In a sense, an educator is a support service. We support our learners. In what ways can we streamline our efforts so we create paths to learning, rather than nets that prevent growth. The following attributes can strengthen the support we provide.
- Regular, predictable routines.
- Regular communication similar to a weekly newsletter.
- An organized atmosphere.
- An open mind to learner's needs and questions.
- Positivity.
- Students first.
- Trouble shooting and problem solving with students and families to create a student-centered, responsive practice.
- Engaging effort and practice.
How are your supports streamlined? In what ways do your supports create nets rather than paths to optimal learning? How can you engage in positive conversation with those you work with in order to streamline supports and make those supports more effective?
Truth in Teaching is Sometimes a Lonely Path
Sometimes sharing truthful observations and thoughts create a lonely path.
Sometimes asking questions related to those observations and thoughts turns people off. Often playing the game or turning a blind eye is preferred.
To move against the expected culture, structure, and organization creates disruption, frustration, and perhaps even anger at times.
And sometimes one is punished for truth and care.
Teachers are on the front line with little time left for conversation or collaboration. Mostly it is the teacher and many children together learning, creating, and moving forward.
If a teacher has a big idea or thought, it is usually a long, complicated journey to fruition--a sometimes lonely journey with little support.
Many still see the teacher as the factory worker, the front line, the "do-it" person, not the thinking, decision making, collaborative member of the team. Many don't equate professional with teacher.
This is one aspect of my profession that I don't like, and one reason why I would caution my children toward a career in teaching. It is difficult to see promise and potential, but have little voice or decision making power.
Some will argue that teachers do have voice, and if they use their voice well and right, then change will happen. Using voice "well and right" differs from organization to organization as culture differs from school system to school system.
I've tried many paths in the past few years. Some small paths have succeeded in small ways. Other paths have reached a dead end. Like many educators, I've worked over time (double time in many cases) most days to do what's expected, and then on my own time built new ideas, craft, learning and effort to move my practice forward. I've done that so I can meet the current expectations while also doing what I know is good and right for children as education evolves. That, as you know, takes a toll on one's family life--a toll that in some cases may be too big a price to pay to do work you believe in. Yet, as many know, substantial, positive change and work demands sacrifice.
Once I rest up after the latest closed path, I'll seek new and better ways to collaborate, share, learn and move forward. I'm not giving up, but I must say I am discouraged.
In the end, I will continue to serve children as well as I can. I will continue to work with children's needs, passions and interests in mind. I will look for ways to grow with strength. This weekend's edcamp will be an energizing retreat--one that will spur my future research and work.
Teaching can be a lonely path--all teachers who dream big know that.
Sometimes asking questions related to those observations and thoughts turns people off. Often playing the game or turning a blind eye is preferred.
To move against the expected culture, structure, and organization creates disruption, frustration, and perhaps even anger at times.
And sometimes one is punished for truth and care.
Teachers are on the front line with little time left for conversation or collaboration. Mostly it is the teacher and many children together learning, creating, and moving forward.
If a teacher has a big idea or thought, it is usually a long, complicated journey to fruition--a sometimes lonely journey with little support.
Many still see the teacher as the factory worker, the front line, the "do-it" person, not the thinking, decision making, collaborative member of the team. Many don't equate professional with teacher.
This is one aspect of my profession that I don't like, and one reason why I would caution my children toward a career in teaching. It is difficult to see promise and potential, but have little voice or decision making power.
Some will argue that teachers do have voice, and if they use their voice well and right, then change will happen. Using voice "well and right" differs from organization to organization as culture differs from school system to school system.
I've tried many paths in the past few years. Some small paths have succeeded in small ways. Other paths have reached a dead end. Like many educators, I've worked over time (double time in many cases) most days to do what's expected, and then on my own time built new ideas, craft, learning and effort to move my practice forward. I've done that so I can meet the current expectations while also doing what I know is good and right for children as education evolves. That, as you know, takes a toll on one's family life--a toll that in some cases may be too big a price to pay to do work you believe in. Yet, as many know, substantial, positive change and work demands sacrifice.
Once I rest up after the latest closed path, I'll seek new and better ways to collaborate, share, learn and move forward. I'm not giving up, but I must say I am discouraged.
In the end, I will continue to serve children as well as I can. I will continue to work with children's needs, passions and interests in mind. I will look for ways to grow with strength. This weekend's edcamp will be an energizing retreat--one that will spur my future research and work.
Teaching can be a lonely path--all teachers who dream big know that.
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