Prep 2013-2014 School Year: Details

There's lots to do in the spring, summer, and early fall to prep for a wonderful year.  Making a list of those efforts will help you to stay on track in a timely fashion. Hence, this is the list I'll use.  I'll most likely revise the list as the weeks move forward, but this makes a good starting point, one that I am able to share with colleagues if to use as a guide if interested.

Do you chart the course for classroom prep and efforts?  If so, does your list look similar to mine?  What additions would you make?  How do you effectively collaborate so that summer study and school year prep is reasonable for every member of the faculty?

Take a look at the items below.  Make your own list if interested.  And, make sure you make time for summer fun and family too.

2013-2014 School Year Start Checklist

Task	Check
Professional Learning
Self Reflection: MA Teacher Evaluation Rubric Daily Blog Post	X
Math and ELA Scope and Sequence Review and Revision: add details, links.	X
Learning Design Research/Template Creation Lesson Plan Template	X
Wayland ELA Institutes Coursework	X
Wayland Math Institute Course Work week of 8/11
NBPTS Renewal Work - Start Sept.
Prep MTA Summer Conference Presentation -  Week of July 29
Prep “Learning to Learn” School Year Unit - Week of August 11 (or before) Continue to read Summer Study links, apply to curriculum templates, efforts.
Prep MassCUE “The 24-7 Classroom” Unit - Prep September
MassCUE conference form
Special Education Access Work re MD and school - July
US Tour Project Creation
Room, Classroom Routine, Schedule, Class Culture Prep - Week of 8/27
Curriculum Night Preparation
Draft Scheduling, Weekly Pattern, and Communication Protocols.
Ordering: Check orders, put away all supplies. 8/27
Supply Purchases (keep receipts!)
Room Set Up: clean, organize child friendly learning space. * 8/27
First Weeks of School
Scheduling and Communication Protocols with Learning Community**
PLC Start: Norms, Protocols, Focus
Set up Class Data Chart and Individual Student Coaching Chart
Curriculum Night: Establishing the Learning Community
Early Year Assessments/Goal Setting: Reading, Writing, Math, Students’ Interests and Attitudes
Early Year Family Meetings (optional)
System-Wide and School Committees Sign Up and Start
Evaluation Professional Learning and Practice Goals: Writing Fluency (#of pieces, type, focus), NBPTS Recertification
Writer’s Workshop Establish Routines Create offline writer’s notebooks, use and practice Create online’s writer’s notebooks, use and practice Establish daily writing routines, regular conference routines Initial Assessment
Reader’s Workshop Establish Routines Create schedule for reading response online and offline in writer’s notebooks. Conference with each child Choosing just-right books for each child w/child. First read aloud: Gold Threaded Dress Time for reading in school and at home every day--establish positive patterns, troubleshoot where necessary
Math Workshop Establish Routines Use SMP Unit roll-out for first unit: Measurement Initial Assessments Begin Computation Thread w/daily attention, individualized student efforts.
Social Competency/Learning to Learn Start of Year Unit (This is start of year PBL block) Teach children what it means to be a successful learner. Establish classroom protocols, norms, routines w/students. Establish classroom community patterns, expectations.
Read and Apply PARCC Models and Standards to ongoing units.

Spring Prep
Move-Up Letter	X
Summer Study Lists	X
Ordering	X
Review of Scope and Sequence	X
Summer Study List Created	X
Summer 2014 Professional Study Possibilities
Background Information, Reading: Yardsticks, Math Info Text

*Classroom Set-Up

**Daily Routine (rough schedule that includes focus lessons, but does not include specific times since I haven’t received my school schedule yet)

Day/ Subject	Mon.	Tues.	Wed.	Thurs.	Fri.
8:30	check-in keyboard (outside lab)	check-in keyboard (outside lab)	check-in keyboard (outside lab)	check-in keyboard (outside lab)	check-in keyboard (outside lab)
8:50	writing wkshp	writing wkshp	writing wkshp	writing wkshp	writing wkshp
9:50	reading wkshp	reading wkshp	reading wkshp	reading wkshp	reading wkshp
10:50	recess	recess	recess	recess	recess
11:00	math comp	math comp	math comp	math comp	math comp
11:30	math workshop	math workshop	math workshop	math workshop	math workshop
12:30	lunch	lunch	lunch	lunch	lunch
1:20	Lexia	Lexia	Lexia	Lexia	Lexia
1:45	PBL/spec	PBL/spec	PBL/spec	PBL/spec	PBL/spec
2:40	read aloud	read aloud	read aloud	read aloud	read aloud

Content Structure and Goals

Subject	Content/Structure	Goals
Online Skills	Structure varies dependent upon tech and staffing access: Keyboarding Math Facts Lexia (reading)/SumDog Symphony (math concept)	Keyboarding: Reach or exceed 30-45 wpm. Facts: 100 facts accuracy 5 min or less, all operations. Lexia: 3-5 times a week until complete/SumDog English/Writing when done. Symphony: 3-5 times per week until completion, SumDog when done.
Writer’s Workshop	Start with Warm-Up (get computers/or writer’s notebook) Focus Lesson Write Share	Write fluently-easily write/type 2-4 pages. Write with craft. Write with voice and focus on audience. Write with organization.
Reader’s Workshop	Start with focus lesson (before rti) reading/RTI share	Read independently for 45-60 minutes. Choose “just right” books. Analyze and discuss reading with specific evidence aloud and in writing. Read with fluency and expression.
Math Workshop	start with warm-up active math learning share	Meet all grade-level math standards. Meet SMPs. Enjoy Math.
Math Computation	Review skill or emphasis, practice!	Compute with speed, accuracy, and understanding across all operations.
PBL/STEAM	Interdisciplinary project/problem base learning w/social studies and science focus that embeds standards, skills, and knowledge from all curriculum areas.	State problem/project objective. Create and follow steps. Assess and revise regularly. Present. Assess and create next steps.
Specials	Phys. Ed., Art, Music, Instrumental, Library, Tech, New(?)
Read Aloud	Class read aloud.   Genre usually matches reading/writing emphasis.	Model reading comprehension strategies, fluency, and expression. Discuss genre, craft, organization, intent.
Home Study	15 minutes online math practice 15 minutes journal writing - online or off 15 minutes reading book of choice	Regular check-ins to assess work. Parent/Student meetings to supportt.

Curriculum Map

Curriculum Map: 2013-2014

Subject / Month	Reading	Writing	Math	PBL/Special Events
September	Establish RW structure and routine Review all Comp. Strategies Review Story Elements Reading Response Intro	Establish WW structure and routines Create Writers’ Books: online and off. Opinion: Class Community scholars project?	Measurement Line Plots Add/Subtract Place Value Estimation	“I AM” Poems Collaborative Class Map: Google Maps US Tour Starts Landforms trip Culture Flags
October	Review Strategies: Schema Monitor for Meaning Summarizing Sensory Imagining Reading Response	Opinion/Essay	Factors, Multiples Multiplication Facts	Culture Project Writing paragraphs about culture. Creating culture posters Culture Museum.
November	Strategies: Asking Questions Determining Importance Reading Response Genre: Informational Text	Opinion/Essay	Area/Perimeter Multiplication w/large numbers	Culture Project (cont.) NA Culture Trip Promised Lands Immigration Present.
December	Strategies: Inferring Reading Response Genre: Poetry	Poetry Writing	Patterns/Algebra Long Division	Gifts of Poetry “Self Portrait Poetry Anthology”?”
January	Strategies: Inferring Reading Response Genre: Realistic Fiction Focus on Character	Personal Narrative	Fractions/Decimals Computation Review Problem Solving	Digital Story
February	Strategies: Determining Importance MCAS Prep Examples across genre Reading Response	Fictional Narrative MCAS Prep for Writing genre review each week independent test trial	Fractions/Decimals Computation Review Problem Solving	Digital Story
March	Reading Strategy: Synthesizing Determining Importance	Informational Text Project/Research: ES Drama/script as part of study/ presentation	Fractions/Decimals Computation Review Problem Solving Geometry Open Response Problem Solving Computation Review	Biomes Animal Adaptation Animal Adaptation Presentation
April	Reading Strategy: Synthesizing Determining Importance		Geometry Open Response Problem Solving Computation Review MCAS Prep	ES Research
May	Reading Strategy: Synthesizing Determining Importance	Explain it: writing matched w/math, science study	Open Response Problem Solving Computation Review MCAS Prep STEAM	zoo trip Multimedia ES presentations Plate Tectonics with Dr. Sheffels (6 lessons)
June	Genre Study: review  genre through summer reading emphases.	Writing Across Genre Summer journal start w/genre writing -online or off.	STEAM Continued Computation and Problem Solving Review	Wolf Hollow STEAM Share

September Specific

Subject / Month	Reading	Writing	Math	PBL/Special Events
September	Establish RW structure and routine Review all Comp. Strategies Review Story Elements Reading Response Intro Read Gold Threaded Dress twice first w/reading comprehension strategies in mind, next with “read like an author” in mind. Meet with every child to read together, discuss reading, set goals. GRADE Assessment. Fluency assessments.	Establish WW structure and routines Create Writers’ Books: online and off. Opinion: Class Community Project scholars project? Assessment: Letter to the teacher that tells about yourself. Conferences: Meet with every child to read and discuss their letter, writer’s books, goals.	Measurement study. Line Plots intro and used to get to know each other. Add/Subtract review and practice. Place Value study. Estimation study. Facts assessment, start of facts practice. GMADE Assessment.	“I AM” Poems - Collaborative Class Map: Google Maps to start US Tour Starts Learning to Learn Unit Social Competency Class meetings. Start of culture unit i.e. flags and other unit work. Curriculum Night Parent Meetings per request.

Related Post: Road Map 2013-2014
Related Post: Teaching Well: Prep

MA Teacher Evaluations: Early Stages

A friend from another school system called to tell me the story of her evaluation.  My friend is a passionate teacher who works tirelessly to reinvent her department, approach and efforts to empower, engage, and transform students.

To prepare for the new Massachusetts evaluation system, she worked carefully to collect and organize her evidence--a large array of worthy projects.  Then, with lead time, she presented the work to her administrator.

The administrator essentially wrote her summative with a comment such as, Teacher X met proficiency with her work this year.

The teacher did not accept the evaluation, and asked the administrator if she had even looked at the evidence or thought about her case load. The conversation made it evident that the administrator had no idea of the teacher's case load, evidence, or any other specific factors related to the teacher's work.  Also the administrator highlighted the fact that in Massachusetts, the goal is proficiency and most teachers will not get exemplary.  That made me think of announcing to students, "You'll all get B's and C's this year--that's the best you can do."

After discussion, the administrators changed all but one of the teacher's areas to exemplary.  The teacher was too tired to argue for the last area, an area that she also had significant exemplary evidence for.

In the end, the teacher actually felt bad for the administrator stating that the administrator just didn't have time to carefully review and evaluate the many teachers on her caseload.  The teacher similarly felt bad about the entire system.

I like the intent and detail of the new Massachusetts' teacher evaluation system, yet I am concerned about the following questions:

• Do we have enough qualified administrators with time to carry out the breadth and depth of review this system calls for?
• Do we want to spend our money on more people to evaluate teachers, rather than spend money on more people to directly service children?  I'm in favor of spending money to gain more direct support for students, not more administrators. 
• If proficiency is the only goal most teachers can reach will that result in a level of mediocrity and sameness for professional staff, rather than exemplary, cutting edge work that moves schools forward?
• Should the system be streamlined in ways to effect positive work in efficient ways?
• What about morale? Will the only teachers that reach exemplary be teachers with the time and will to argue for their rights?

The new evaluation system is just starting.  Most stories I've heard from outside of my school system sadly are stories that demonstrate the fact that the system is too cumbersome for leadership time and staffing, and a system that leaves too much room for subjectivity.  The goal setting aspect of the system is positive as long as teachers feel comfortable choosing a goal that is challenging rather than a goal they know they can meet with ease.  

In my system, I'm part of the pilot for this program.  We are in the early stages.  I'll be interested to see how this process grows and changes over time, and I'll be watching to see how the new system makes positive changes for the children we teach.  After all, that should be the main objective. 

Collegial Challenge

A colleague publicly challenged me stating that even though I talk about, and try new ways of teaching, my scores are no better than anyone else's.  Her colleague challenged me further to tell me that my students weren't partaking in a particular teaching strategy with strength due to my classroom management style.  Ouch!

I'm sure that I've done the same at times, boldly making a statement that unintentionally causes pain. When we're working with many philosophies, varied experiences, and roles, there's bound to be uncomfortable moments of finger pointing and painful statements.  Yet public humiliation is never a good thing, in fact the undesired weight it brings serves to undermine and hinder all the good work a team is able to do. Although I'd rather be at a table where people reach out to communicate with honest opinion, passion, and thought, than sit at a table where everyone is too afraid or uninterested to talk truthfully, share their point of view or debate.

In every statement, bold and painful as it may be, there could be truth. So I analyzed. Typically I do analyze my scores to see if I'm keeping up and over many years of many scores, as the teacher suggested, I come in with the pack--actually all teachers typically come in with the pack.  Some years, some scores are better for one, and some years some scores are better for another.  There's ways to share strengths and boost each other up, and there are times when the scores are low for reasons far beyond our control such as absenteeism, illness, botched schedules, and more.  Yet, I also wonder if the new strategies and tools are aimed at the old goals, and should they be aimed at the old goals?  Do we resist the temptation to try out new strategies for a new world because our scores might not live up to our colleague's scores? Is that a positive rationale?

Hence, further analysis.  As I analyzed multiple scores after that, scores of many dedicated teachers and hard working students, I found that for some students, new strategies seemed to hit the scores out of the ballpark.  Similarly I found that for some students old, tried and true strategies did the same thing.  Across all classes there were some amazing gains, and some not so amazing gains--even some losses.  And remember, this is only one small set of scores--a fraction of a year's effort and scores gained in a total of about 10 minutes altogether. My analysis demonstrated that steady effort towards worthy goals, does matter and in every class I looked at that steady effort was evident--the teachers I work with are dedicated, caring, and always go beyond the call of duty to serve students well.

Hence, what about scores in general. As we use data in schools, what does that mean for our work, teams, and effort?  Who sees and judges the data, and who puts in the most time to reach for optimal student growth?  How is the data analyzed?  In the example above, that colleague sees my scores, but I don't see her's--what does that do with regard to a level playing field of judgement?  Also, as the scores suggest, there is no one-size-fits-all strategy for success for every student, yet we can work together to look for trends of success as we try out new technology and pedagogy for student gain.

Then the comment about management.  I don't want to be the teacher that mandates one way or approach for children.  My experience has demonstrated that typically when a child has tried something many times and still resists, it's not the right tool.  With the multiple tools available today, I believe, and Hattie's research supports, that once we do a thorough assessment, and students still resist and show no growth, then it's time to find another method, tool, or approach to move the student forward. Children at the early levels are typically eager to learn, and will resist when a method is too difficult, frustrating, or uninteresting to them.  I remember as a young girl, my teachers used an approach to build my reading fluency. The approach, a large screen quick reading approach, made me so dizzy and physically uncomfortable that I just gave up.  Eventually they stopped using the tool and I was so relieved.  I was an eager student, but that approach made me seasick thus unable to access.

Taking on the many challenges I face as I think deeply about schools in a blog has served to make me unpopular in many ways.  Have I become a "Harriet the Spy" divulging the daily ups and downs of a school system?  Is this blog a sort of reality show for school life?  Have the posts caused undue disruption and discomfort? Why do this? as one leader asked.

First, while I want to work with the team in earnest, the truth remains we simply don't have much time at all to discuss the big issues facing schools today.  Classroom teachers, like me, are mainly on task with large numbers of students most of the time each day.  Our time for planning in comparison to our time teaching is about a 1:6 ratio. Our regular time for collaboration is about a 1:29 as we have about 29 active hours of teaching/planning each week, and one hour for collegial work.  I can imagine that some think why not use the after hours time for that collaboration.  The challenge with that is that professionals have a great diversity of other school commitments and personal schedules thus making after hours collaboration difficult.  I know our administration is reviewing schedules and times to try to build in more common planning time and efforts, and at times hire substitutes to cover so we can have extended days for specific topics and initiatives.

As this post takes on the mood and motion of a rambling vine, I'll stop and make some final comments.

• First, I'll continue to blog as I journey to work with strength and success to teach children well. 
• Next, I will continue to try new strategies and pedagogy, and analyze those approaches with colleagues to determine the best ways to use new learning approaches and tools to move students forward.  It's essential that we prepare students for the world they are living in now and the world of the future.  Also new tools and approaches are engaging.
• As I blog and analyze, I'll make a special effort not to single people out, name names, or point blame. We're all in this together as schools evolve, and we all share a common purpose--to teach children well.
• Finally, I'll continue to work towards a better balance of planning and teaching, collaborating and working alone, and traditional vs. new methods and strategies. 

As I repeatedly state, I work in an optimal system.  Children come to us prepared to learn.  Teachers dedicate their days, nights, and weekends to the work.  We have multiple new and old tools to forward our efforts.  The community supports us, and our students do very well.  Systems like ours can serve to lead the way when it comes to new practice, efforts, and growth; we have what it takes to be an innovation incubation lab of sorts--a "Googleplex" of schools where students are invited to work with engagement, empowerment, and direction towards worthy, wonderful goals.

As I've heard many fine educators state, good schools demand "conditions of excellence" to move students forward.  Our system has those conditions, and that's something to be proud of, and something that we should advocate for with regard to every school in the country.  Having what it takes to be excellent doesn't mean that we don't have to work at it, develop, and move forward--education is an evolving institution, and it's imperative that we continue to work together with strength to evolve too. Finding just right systems, communication, schedules, tools and efforts will assist our journey in this regard. 

Thank You!

As the year rolls to the finish line, I am thinking about all the people I should thank.  Though I can be seen as a contrarian who is always pushing for new and better with critical analysis, I really am grateful for so many that provide me with the support, encouragement, motivation, skill, and understanding it takes to do your best work during the school year.

Hence a thank you list.

First, I want to thank my building administrator who truly embraces the notion of servant leadership as he encourages and supports the multitude of diverse learning and teaching styles displayed by the many children and educators in our building. The fact that he embraces diversity with respect and care has made our school a dynamic school.

Next, I want to thank the many leaders I work with. I want to thank them for the times that they support us with responsive and timely tools, strategies, and learning endeavors that forward our work with students.

After that, I want to thank the family members.  I have found that families have been eager to become active members of the learning community if given voice and choice. I hope to continue to build my efforts to bring families into the decisions and daily efforts of classroom life.  Parents frequent supportive emails, ideas, targeted questions, help, and encouragement have made all the difference this year.

Then, I want to thank my collegial group. I want to thank them for working with me to build a vision and practice that serves children well.

Of course, I want to thank the students who motivate me daily with their honesty, playfulness, surprises, challenges, kindness, hugs, wisdom, and potential.

And, the community that I work in.  As I've mentioned many times, I stay in this community because of the incredible support they bring to education.

Finally, the many support staff that make our work possible including the bus drivers, crossing guards, custodians, food service personnel, administrative staff, grounds crew, nurses, and more.

This year of innovation and change has been a bumpy, but successful road.  One which could not have succeeded without the care and support of so many.