What's Changed in 2009?

I think Darah's comment to Will resonates deeply with me as I ponder the upcoming perfect (not to be taken literally) storm in ACPS. Budget, programs, systems, hierarchies, etc. Is now the time to blow things up and start over? Did we really start with the blow-up last year with the restructuring? I love the idea of new opportunities, but I also fear the riots! Talk has started... fear is setting in? Questions are arising? People's worth and systems are being challenged. This can be very good indeed... but what comes out on the other side? Has everyone sacrificed yet? It will truly involve sacrifice if you do not embrace the challenges as an opportunity! Has everyone changed at least one thing that they've always done? Where are you? Where am I? The coaching model will certainly come under fire. I am in deep thought over the pros and cons of this model... as I work to use my collaborative spirit to influence reflection. So what's all this about reflection you say? I'm now arriving at what has changed for me in 2009. REFLECTION. Analyzing reflection based on conversation and observation... and moving toward experimentation. I know... this sounds like "bullsh!##. But it really isn't? More later... as my thoughts right now are getting deeper than the snow outside. I've had to let go of familiar spaces and people and embrace new. I've attempted to be true to my beliefs and practices within new environments. It hasn't been easy, but yet I'm aware that it looks very easy. I need to think some more on this post and the changes that I've personally experienced. But... in the meantime, I challenge you to think about what's changed for you in 2009 in your professional life as an educator? Where are you growing and which of your attitudes have been challenged?

12 TED TALKS for Teachers before 2010

Well as I sit snowed in and procrastinating about my holiday life... here are some inspirational TED Talks that I am enjoying. It's amazing what you can learn while flitting from one micro-blog to another... and how time can just pass you by. Is it wasting time or is it time well wasted? I will plow through these talks before my road gets plowed and that's for sure! Enjoy... if there's anyone out there!

Students as Contributors or Provoking Thought!

Students as Contributors or Provoking Thought!

Alan once again makes great points on myths and assumptions of our world today. This video is so right on and it just depresses me to even think of how I can make a difference... but I must. I feel as if teaching has been my calling in life... I am much happier with my work than many people appear to be. Is this because I feel the value of my life's work in making life-long learning a goal for everyone in my classroom or in my workplace?? I wonder. Does having a job where you truly contribute to others such as teaching really make a difference?? As an instructional coach, Will posing the right questions, having the pointed conversations, and posting things such as this video really make a difference? Can I really teach kids and other colleagues the real value of critical thinking... or better yet, do I even understand how to keep moving forward in the ways that the world requires today. Thought provoking... this is simply thought provoking. What I learn every day can be simply stated as thought provoking. But... starting with the thought of students as contributors is easy for me to grasp. In our communities, our families, our schools, our states, our countries and our world... we must start with citizens that contribute. to be continued. must think.

HOW FASCINATING!! (learning from Benjamin Zander)

As I read Benjamin Zander's book, The Art of Possibility, it puts me in a " right place" with my job and my personal life. Rule # 6 is a great place to start. Humor and laughter are one of the best ways to get over ourselves! Humor can bring us together around all of our stressors, constant calculations, many discouragements, miscommunications that bring us down, and the many demands and expectations from ourselves and ones around us! Benjamin states that Rule #6 can help us distinguish (and hold at some remove) the part of ourselves that developed in the competitive environment of the "measurement world". You know that world... the SOL world, the budget world, the AYP world, the money world.... He refers to this as our calculating self. When we apply Rule #6, we coax ourselves and this calculating self to lighten up, which breaks a stressful hold on us! In work...my coaching team certainly is a serious bunch, and we all are so different and yet very compatible and complementary of each other. I'm so fortunate to have these brilliant colleagues in my corner. We tap into each other's strengths... but the thing that really solidifies our working and personal relationship is the fact that we attend to Rule #6 and we occasionally visit BTFI!

So who is Benjamin Zander you ask? He is the co-author of The Art of Possibility and conductor of Boston Philharmonic. He is also an educator at the Boston Conservatory. Here's the exerpt...

I've included below an exerpt from a blog post titled in my copious free time, on Zander http://inmycopiousfreetime.typepad.com/in_my_copious_free_time/2008/03/ted2008-day-3-s.html This blogger's comments and notes are from listening to him speak. It's in tweets or notes, so may be confusing... but they mirror the stories I remember Ben Zander sharing this summer, so here they are in red.

I love the story he usually tells about the 2 shoe salesmen who go to a remote area and both telegram back about the prospects:

One said "Prospects grim, they never wear shoes here."
The other said, "Prospects are incredible, they don't have shoes yet!"

"I'm a one-buttock player" - the music moves his body around. (@missrogue and I went to Twitter this at the same time and we've finally worked it out so we'll take turns instead of double tweeting the good stuff)

People aren't tone deaf. Everybody has a fantastic ear. If so many people were really tone deaf, they'd never know when to shift a manual transmission car.

He played a Chopin prelude in different ways, finally telling a story of the longing in the piece and how the notes reflect the feelings and they need to be treated as a whole, not as each individual note to be plunked out on the keyboard.

"For me to join the B to E, I have to stop thinking about every note along the way. This is about vision, the long line, like the bird who flies over the fields and doesn't care about the fences below."

"The conductor's power depends on his ability to make other people powerful. My job is to awaken possibility in other people. If the eyes are shining, you know you are doing it. If they aren't shining, I must ask, "Who am I being that my players aren't shining?"

Possibility to live into -- we might not be able to achieve perfection or a very lofty goal, but we can work into it, live into it.

Please consider reading his and his marriage partner's (Rosamund Stone Zander) book The Art of Possibility. It's a short and easy read, but very inspiring.

He told a story about some of his students not showing up to watch a performance and how disappointed and mad he was and Rosamund told him to apologize. "If people don't do what you want them to do, you can always apologize because you didn't enroll them."

He went way over, but I don't think anyone cared at all. We ended with everyone singing the Ode to Joy from Beethoven's Symphony No. 9 - he put the words up on the screen in German (sort of phonetically spelled) and worked us through it and each time we'd all start singing and he'd stop us and encourage us to put more into it. He told a story about a musician who was practicing a piece for an interview to be the associate (2nd chair?) cellist? (sorry, can't remember) in a Barcelona orchestra. Zander thought the guy was holding back - he kept working with him until the guy was giving it all he had and the guy went away to Spain for the interview. He came back and said he hadn't gotten the job because he played the first way, holding back. But then he said, "oh, fuck it" and went to Madrid, auditioned for 1st chair in their orchestra and got it. So Zander says that you have to get BTFI - Beyond the "fuck it"point.

That's the long way of saying that we got BTFI and it was incredible for that many people to be singing together one of the most joyous and magnificent pieces of choral composition ever created at the end of day 3 of one of the most stimulating thinking experiences imaginable.

As I mentioned, I had the privilege to hear Ben Zander speak last summer at Alan November's Building Learning Communities conference in Boston. We also sang the "Ode to Joy" in German, as well. I also had the opportunity to see and hear the Youth of Americas Orchestra as he conducted the group that evening... and then party with them afterwards! Wow... what an incredible experience!! This man is amazing to hear and watch! Energy abounds him. He is such a positive force. I need to carry a bottle of Benjamin Zander in my pocket at all times... and sip from it!

More entries on the book later. Better yet, READ IT! So... if you hear me say, "how fascinating!" or BTFI or rule #6... you will better understand.

Using Glogster with Students

Today, I experimented with my Glogster Edu account and I've made a sample candy commercial with student work. I've decided that I need to have the teacher I'm working with set up her own Glogster Account... but the good news is it looks like the Mp3 files in Garageband and the photos in iPhoto are all going to come together nicely! At this point... I still only have 10 students' commercials recorded... so we have a ways to go.

As of today... I've got a wiki titled ICTechProjects so that I can upload samples of things I'm working on in the Crozet Cluster! Not sharing yet... as I have to check student permissions. But soon... very soon.

20 Great Websites for Teachers | Blogging & Technology | So You Want To Teach?

20 Great Websites for Teachers | Blogging & Technology | So You Want To Teach?

I hope to explore in more detail later. But in the meantime... I'm documenting the link here! I want to learn more than I have hours in the day! But... need some sleep and balance in my life as well. Carry on...

Pam writes...

This has been such a sad week for my friends and my Woodbrook School Community. Pam says it so well in her post. Death of a young one is so hard to understand. But... as we've seen this past week...We all make such a difference in each other's lives... not just during bad times, but all of the time. My conversations with sad students on Monday morning when I was at Woodbrook, really affected me. These children were so sad, yet we were able to help each other by walking and talking together... and with hugs. Remembering Carson and gathering together to share memories and move forward in ways that will make our community even better is what we take from this loss. Friends can help us mend our broken hearts, but we may never truly understand why things of this nature happen. They just happen. We must continue to give of ourselves to make the world a better place each and everyday... but we do not have to do it alone.

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About the teaching of Reading...

I've learned today and many days leading up to today...that there's so much confusion on what reading instruction really is. Thanks to Hollins for sharing this video with me today. SO... Do we KNOW how to teach reading? It is so abstract... but yet needs to be done so explicitly. We know that many students learn to read by reading. (I think of Carole's famous quote... "some just learn in spite of us!") We know there are some students that don't learn to read without intensive interventions and lots of phonemic work. Decoding, fluency, prosody, comprehension... There's so much talk about reading instruction and so much jargon. Instructional levels vs Independent levels? Running records... PALS! And ultimately let's not forget the Balanced Literacy Diet. The cohesive collections of daily work that we must do with children... the writing for a purpose and connecting our work with authors' text. Learning and sharing with others around us and from literature that we are reading. Building meaning... building schema. Being a Writer, yet another program in ACPS, offers a fabulous structure for writing instruction for even the most reluctant and struggling teachers of writing. My GOODNESS what a strong writing teacher can do with the scaffolding and texts offered by Being a Writer! Then we have the Daily Five... which is a structure that can support reading instruction... but it is NOT a reading program. Do we all understand this? As I said... there is so many misunderstandings about how to teach reading. How long should our literacy block be and how can we dedicate an hour to Being a Writer... and OH! I hate this word study stuff!! Sit UP! This video will give you something to think about!! Enjoy. pssst... it will require 10 minutes of reading... and some schema!

Teaching our Children

As teachers, do we not treat our students as if they were our own children? This is a question I have today. Sometimes there's a student that may be hard to love... sometimes we forget that there's such diversity in this world and we sometimes just want people to be just like us. Sometimes it is impossible or very hard to understand student actions and odd behaviors. Why is that so? We have to find the good in each and every student and build from that. We must work to crack the codes of our students... to see what makes them tick. It is hard at times to love ...but as I remember Lucy Calkins saying once at a workshop in DC..."you gotta love them and you gotta love 'em quick!" She's referring to the beginning of school and building relationships. We must develop a trusting and loving relationship with our students. We are powerful adults in their impressionable lives. Our students are with us for a huge portion of their life for that single year. The power of teachers is not to be underestimated! Powers that I never really understood until my own children were in school and experienced both positive and negative powerful effects of teachers in their lives. So... I ask myself. Who is that outlier in the classroom? Why is he such a bully, or sad, or sassy? What can I learn about him and from him? How can we build the relationships? You must touch the heart to reach the brain... they are someone's children... and they send them to US. Treat them as you would your own.

webmail portal

This is the portal or login page for our county web mail. I am trying to understand how the new Google sidewiki works. So this is just a test. And yes...!!! I use my blog to ramble, test, document, etc.

in reference to: Microsoft Outlook Web Access - Logon (view on Google Sidewiki)

Learning in Hand... the ipod touch

So another round of grants are due in a couple of days. I'm hoping to brainstorm some ideas with a teacher at one of my schools who is interested. Last grant was written on final day of school while home sick and for my old school. I gather it was partially funded. Need to follow up.

Some documentation as a resource is here.

http://learninginhand.com/ipod/touch.html

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Notes

Notes, originally uploaded by shuttered glass.

I have notes here, I have notes there... I have saved emails, post-it notes in my pocketbook. I have my moleskin journal, I have my planner book with notepages in the back. I have my Entourage lists, and tasks and calendars. I have my google docs...
Information flies from my mouth, sometimes too fast and messages full of typos, acronyms and abreviations leak out from my hands . Much information passes through my brain. I absorb information with all of my senses, to include the intuition sense! Some info stays, some connects to other notes... some simply never even connects to my life. information makes me laugh and cry. Information makes me smart. I crave to retain most information. That's why I keep Notes.
Thank you, Ryan. Your photograph inspired me.

Google's Sidewiki...whoa baby!

This will be a helpful tool for sharing with teachers and students. I'm just exploring how this might work. I could write a note...and then I need to go add a comment bubble, and see how the highlighting works. Very cool.

in reference to: Google Sidewiki (view on Google Sidewiki)

I want to learn more...

Looking at this article and wondering about blogging with students and how that might work... expecially in upper elementary.

Week of 9/15 Roundup #2

Just when you think you are managing things...it changes! Quotes, lines and words to remember from the week...

ROLES vs GOALS. What's your role, what's really our goal. "This is not an assessment event."

Yammer Conversations!

Comment to Tzst Teacher blog post:

As an instructional coach and a very social teacher that's been in this county for 20 years, I'm one of those yammers that is often inviting folks from all aspects of our domain. I pick several folks from across the county every week. I have randomly and deliberately included folks from all dept and sections... A real cross-section of our ACPS learning community. A few have ignored me, but others are diving in... full force or slowly and cautiously. I think of yammer as a gateway tool to twitter! I hope so anyway. I see this as a closed, but yet engaging way of getting folks sharing across the county.Folks are sharing, asking questions and meeting each other! The closed aspect provides comfort to many... not sure why, but I have to accept where they are as all teachers must when looking at their classroom of students. I believe this is a form of differentiated PD. I think it will be fun and exciting, if we have our own "yam jam" (my version of a tweet-up) at our next all county event. There are many lurkers. I know... I speak to them on a regular basis. I've had folks actually ask me to post something for them. I personally don't understand their hesitation or fear of posting... but I understand the many levels of technology integration and we must try to be patient and encouraging. I've experienced the glazed eyes as people look at me crazily when I refer to twitter as an awesome tool for my personal learning network. But... the folks that are using Yammer, now perk up a bit and I see a bit of understanding in their eyes. As for me... I am digging the conversations and I'm grateful that they are happening! It's a step forward in understanding social tools for professional learning. (I suspect most of these users are also Facebook users for their personal lives as well) Thanks for blogging about your observations, Paula.

Looking Backward so I Can Move Forward

Weekly Roundup #2: Compilation of things done since last Roundup.

Last 2 weeks notes from HES:

• 3rd grade math meeting was focused on math. We talked about maps, potential classroom changes coming due to enrollment, talked curriculum, pacing, and differentiation. Talked about current grouping plan. The teachers are interested in different ideas and looking to address varied needs within the classroom. A concern is basic fact recall and numeracy concept.
• Art: observed and participated in a contour line lesson. What FUN! I was pleased with my work and hopefully can re-join a group and finish the painting of it this coming week. I shared an Andy Warhol idea using Photobooth with art teacher and using a student example. She was very excited at the possibilities this will offer. Need to followup.
• observed and videotaped a great cooperative PE lesson that I need to share the video back with them. Loved the hula-hoop circle and the wrap up of the lessson teaching social skills
• Sat in 5th grade class for President Obama's speech. (need to follow-up on VA Regions Wiki work with this class)
• 2nd grade team interested in a Communities lesson using Activboard.
• invited by fifth grade team to attend 2 PLC meetings for Podcast project support and a general PLC meeting for clarifications of our roles??

HES Coaching response:

• Planning a sequence of lessons for numeracy with Team, Too. And... we will establish model lessons for addition and subtraction fact fluency (S) and I will work with (C) on Chip trading lesson. We also are rounding up reference books, (Richardson, Burns, Van DeWalle) I have picked up my chiptrading supplies from Huddletrailer and I've also sent an email inviting the 3rd grade team to subscribe to AIMS Newsletter. Should be ready to roll with lessons in a week or so...
• other followups include... wiki work with 5th grade, followup on ART teacher after sharing Photobooth idea with her; practice with (C) on Activboard so that we can share Communites lesson with 2nd grade team this Wed.

MLES happenings:

• supported color printing of student photos for longterm sub in Warren's room
• followed up on QRI scoring in a K room
• addressed via email a request for Custom-Typing support in 3rd grade (waiting on tech input of names and passwords)
• Spent time in K classroom assisting with paper mache Statue of Liberty project, flag painting and building model of Washington Monument... (took photos, helped... and rounded up some books from library to support content.) Read one book to the students as projects were winding down. Spent lunch with the student teacher and a few others on my portaportal and showing Ben's Guide to Government that supports curriculum
• observed LMS with kindergarteners based on her request. Had a chat with my teammate and her on transition ideas... offered to help set computers to shut off automatically in afternoon and turn on in morning... will followup to see how this is working and teach her how to do the others.
• worked on Activboard by calibrating ,etc after school...
• delivered pictures to art teacher
• taught basic podcasting to teacher and afterschool students ; Followup will be MORE of this.
• shared how to download photos to iPhoto and then make slideshow... to a teacher

BES Days:

• spent some solid time with a teacher leader showing Google docs with special focus on forms so she may use for PD survey ; followup happened via email to BF for adding staff names to k12 domain. DONE...
• observed a 4th grade math lesson for a solid hour or longer. Great investigations lesson using arrays for factoring... watched kids sort facts they know automatically and ones to work on. Worked with a young man (T) who seemed overwhelmed with what he didn't know. I really enjoyed this lesson and felt like the teacher was comfortable with me in there! Followup: want to share factor house
• Delivered seeds to first grade for sorting/using. Forgot to give (S) the prompt cards I brought on my computer from Boardmaker... DO THIS!
• Spent time with SPED teacher working on Promethean Planet and using Activboard... turning on, calibrating, etc. (just basics...) I learned later in week, that you must hold pen a few seconds in front of button for calibration to start; Also shared my parking lot folder game with this teacher who was excited to learn this strategy. Followup: Check in with her and see how I can support her work with students, Activboard lessons, etc.
• spent time after school with a first grade teacher messing around with activboard. ... wasn't completely successful with lesson downloaded... but gave some ideas for writing activity for next day
• rounded up a remote for same SPED teacher and chatted up with (A) the Technical Support Specialist on workings of classrooms, etc.
• Completed the final order for K teacher's book order...
• Helped a K teacher connect and save documents to server and add shortcut of her teacher folder on dock
• chatted about VA Wiki to numerous teachers: Followup was that I sent the link for them to peruse over weekend and need to check back face to face on interest

On Hawks, Lift and Values

Pam's first paragraph in this post is so beautifully written and reminds me of the Naturally Around Us articles that Jenny Gaden from the VA Natural History Museum use to publish for all educators in Albemarle County back in the mid-90s. observation and reflection...hmmm! I believe anytime we take the time to observe our natural world around us and reflect on our personal and professional goals, we gain much insight into our next steps. Thanks, Pam.
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Organization on a Personal Level First!

So... organization is very tricky in this new job. How many tools do I carry on my body throughout the buildings. What do I have in my car/traveling office that should be available?Having the right tool to document/note/make a list, right on the spot is tricky. In my past jobs, I've pushed carts with tools, worn schedules clothes-pinned on my body, created felted bags and purchased small pocketbooks for hauling my toolkit. I've had a garage in my classroom where all of my carts and boxed teaching materials were parked. Now... I have the large items in my CES Huddle-Trailer. But the "day to day" tools are still my organizational nightmare! Do I strap my phone, my ipod and my flip camera on my person... but then what if I want to take a simple still picture? Ah... I need that one, too! How does this blog help me with my memory? So far... I've been too exhausted to write every night. So... I'm playing catchup with my thoughts, concerns and soul-baring admissions. I also have my moleskin journal and my hardbound calendar planner. Then there's my Entourage Calendar with my schedule...and there's the Google Calendars for all the PLCs of each school. And OH!! how do I handle all of my paper copies of items from meetings, and coach training sessions? As far as the coach training documents...I certainly KNOW that I need to keep those language stems close to my head and mouth!! On to the Laptop: I have school folders on my computer... color coded. I have calendar schedule that's color coded for each school and I can view my teammates calendars as well. I have Yammer as a micro-blogging tool for noticing what's happening out in the schools for insight. I have emails from 3, actually 4 schools coming in. Then Face 2 Face: I have at least 1 huddle meeting a week with My Team to coordinate and come together with stuff...we often meet midweek and then at Cville Coffee prior to the Friday Forum. We have cluster meetings intended for weekly right now.... (only 1 so far since school started, but another one this week). and...We have Friday Forums for our entire coaches PLC time. I also have my second team to coordinate with as well... my Team, Too. I'm meeting with them this week as well. Face 2 Face is good, but it's hard to coordinate it all.

The latest plan that My Team is piloting is to try a google doc for writing up things daily that have happened, or teams we are working with, etc. We hope that this collaborative document will help us know what each of us is doing at a given school and with what folks or teams. We start this tracking tool this week! So... as I feel discombobulated... I just need to breathe and exhale. This will be a challenge for a while, but hopefully we will all be in a groove soon.

email said.. You're amazing and I said, NOT so...

She asked, "why did you say, Not so?" And in addition she wrote... "I hope your job is going well...we still miss you." (this is an email exerpt from a colleague at my former school)

My response to her...

Ha... I guess I was a little down yesterday when I wrote that.

The job is the hardest thing I've done in a long time. I'm use to being an independent agent, and not second guessing everything that I do or don't do. I'm use to representing just myself... But now I represent much more than just me. I am part of a new structure that should bring systemic change. I need to remember how I felt as one of the first CTIPS and how I felt stressed at that initiative... Maybe it's really the same, but I'm not sure. There are similarities. I see things that amaze me and then I see things that sadden me... And I don't always know how to be a positive influence. Because I've been out of the classroom for a while, I have insecurities that I didn't have back in the early CTIP days. In addition... because I've been doing so many jobs and have combination years of experience, I know people and have insights into systemic issues and understand behind the scenes stuff almost too well... Which also stresses me because I’m not necessarily in a place that I can be effective in the way I’d like to be. I want to just fix things and I can’t!! When I take care of things that I do know how to do or address issues... I am sometimes stepping on other folks' jobs or roles or I'm afraid I am. Many messy roles and situations in schools right now and it's hard to know what to do at times in this role as a coach. AND the worst of all...I'm use to people knowing me and feeling comfortable with me... And welcoming me into their meetings, not closing doors, for fear I will come in... I have to worry about perceptions and first impressions, and what I say, do, don't say, don't do... Etc. etc.

But, the absolute best thing is that I get to see AMAZING things happening in classrooms and LEARN LEARN LEARN.

So..The job is definitely becoming better, but I'm still stressing over parts of it as you can tell.. I guess if I was just out of the classroom like Matt, I would really enjoy the flexibility and the freedom. But I've had that part within one building and so the driving and rushing from one meeting to another actually makes me crave the stability of a classroom and students of my own. :) Please appreciate the autonomy that you have in your room and feel blessed to have a compatible team.

I'm sure all of my stress is just real growing pains. I'm getting to know completely different schools than WES, and I'm also working closely with an amazing team of coaches, but we are completely different people as well... So we are learning how to collaborate, differ, complement, and compromise.

Wow... Aren't you sorry you asked?!! Thanks for reading.
Janelle

Thinking about Projects

Once again, Kim Cofino has given me great advice and ideas. I have multiple ideas spinning in my heads, I just need teachers to be interested in diving into some with me. I'm working on building trust, relationships, and planting ideas.

A few ideas percolating right now in my new schools:

• Va Regions Wiki Project in 2 schools with upper elementary kids
• classroom wiki in 3rd grade at 1 school
• comiclife possibilities in first grade
• Garageband ideas in 3rd grade at one school
• use of Google forms as a PD resource for teacher leader

Many ideas... Hopefully some will come to fruition.

What a Week, What's Your Interest? Roundup #1

Okay... first let me say, I feel much better today compared to earlier in the week! Warning, here comes the RAMBLINGS... too tired to be completely cohesive.

I'm becoming much more reflective on things and starting to say appropriate responses. Still working longer hours than I should, and spending much time just talking and getting to know teachers. Had a class of wine or beer almost everyday this week, but no exercising. NOT GOOD. (remember my 3 words? grow, active, accept) Very active at school with walking the halls... but not sure that's enough!

Today, We had our first Cluster meeting with my team, our principals and assistant principals. We, the coaches, organized our deeds, tasks, efforts according to TPA domains and it was a nice conversation starter. Not our original idea... but an idea from other coaching teams that met earlier this week.

I've accomplished a few jobs, such as making a huge order for 2 K teachers, only to find out only one is going to get money for ordering... and only a pittance compared to what is needed for my huge order. Oh well... it is done, I've shared out with others just in case it can save others time. Grabbed some of my personal picture books from WES this week to take to a friend who is desperate need of classroom books. Saw many of my old colleagues. It was heart-warming to be back in the building... got hugs from many students and teachers. I wanted to cry! Maybe I did... just a little.

This week... I did an assessment, that I really don't believe was necessary... but I did it! Give a QRI to a kindergartner on the 2nd week of school!! WOW. But... as the teacher already really knew. A very bright kid. very articulate, very interesting. I had a blast with this young one. he even drew a picture that I now have hanging up in one of my spaces (at the school). Had a great meeting with one school's teacher leaders, helping to understand roles, explored SIP plans, received comprehension strategy work, etc. Great points came up such as potential future issues that may arise in reference to SBIT kids. I also spent time in some first grade classrooms today at one school. What fun that was! I was amazed at one young teacher's mannerisms and rapport with her young students. It was heartwarming and just a class I want to hang around. Walked into a classroom where other first graders were discussing scientists. Again... I was amazed at explanations and vocabulary. Budding scientists for sure! Attended an Activboard training yesterday and spent some time w/ ActivChad trying to problemsolve at a school. I walked into a bee's nest when I entered the classroom he was in observing. Long complicated story with mulitple issues. Had long conversations and sent a carefully crafted email.. I just worry that tech decisions will be made now without considering all instructional points. I think I care too much about stuff... UGH. and this causes stress!! I empathize with the teachers who are frustrated over technology not working and their old fashioned whiteboard is limited in space due to IWB placement! What a mess in this state of the art addition, as well as older rooms. Each room has a different problem. overwhelming...

Today, I met another incredible male teacher in 1st grade by hanging with him at recess. I was able to articulate what the coaching model was all about. using the word interest instead of need... turns everything just right. Thanks to DC, at our meeting this morning, this brilliant wording came out. OMG... how words can change the sway of things... So, to address this verbage... When I say to a teacher, What are you interested in doing? What are you interested in trying? What are you interested in exploring? It is so much more welcoming and can open collaborative possibilities. As the principals were reminded today... this is not a coaching model for the principals, this is a coaching model for the teachers. Wow... simple, yet so profound. Now... isn't that just the most interesting thought?

Things to remember for next week:

• get seeds and share (2 schools)
• find picture Cue cards (B)
• comic life examples for cycles (B)
• help unpack a transferred teacher (B)
• work on garageband lesson (M)
• explore Promethean Planet
• followup on VAwiki (H)
• followup on twitter talk (B)
• followup on googledocs talk (B)
• math meeting (H)
• followup on transition observation (M)
• wait and see if anyone bites on math parking lot lesson (B)
• PALS login coming???
• Camp Albemarle date question
• followup with teacher on IWB math playing afterschool

Forget the Urgency...Coaching is Slow Work

So for the past 8 years I've worked at a frenetic pace. A real sense of urgency... always thinking like a former classroom teacher, but not being in the classroom anymore, so always clearly wanting to demonstrate and provide support as quickly and as efficiently as possible. So... this is a NEW role. It's slow, it's thoughtful, it's not frenetic. I need the PAUSE. So today... I did not pause and I think I completely mishandled a request. Why do I think I must respond to an email request immediately? I did respond in person... but I could have ignored the email til the next day... after all it was after school hours. I have such a hard time changing roles... moving from the re-actor, the doer... to the questioning, reflective, supportive coach that moves slowly and thoughtful. I'm not happy at this point. I'm discouraged at my abilities. I'm believing that I'm a mis-match. I just want to fix what I can fix and empathize with them. AHHH!

But... some positive points of the day.

• helped unpack and prepare document cameras for library cataloging... a step closer to getting them in classrooms (seemed like my old job, but was requested to help with this...)
• saw a snippet of a great manipulative lesson in 4th on concept of value, and changing values (I love learning and watching teachers as a peer...)
• demo-ed a jing (screencast) to the new library media teacher and then helped her produce a tutorial video on Alexandria, the new electronic card catalog program... and then shared Yammer, and invited her to join and encouraged her possibly share her tutorial to the greater learning community of ACPS... and (I noticed tonight) She DID!!
• invited music teacher colleague to Yammer if interested
• gave cool cardboard scraps to art teacher and brainstormed cool possibilities (the best compliment today was when he said to me, "Now you're thinking like an artist!!"
• had discussions on assessing and grouping for math in 2nd grade. I'm pretty sure I just listened here...
• visited familar classrooms only... :(
• offered to support a classroom teacher with garageband during afterschool hours next week, using the small EDEP group as a test run for what possibilities can be used in the classroom. Teacher was very grateful that I would consider the late work. :)
• arranged a QRI assessment for a K student. (this is the request that I bumbled so on...) I offered to take class for teacher to assess... but she wanted an outside assessor. Consulted with Lead on this... this is where it gets hard. Are we working to support teachers or working with kids? Do I want to send the message that I give assessments to children for teachers? Don't I believe that teachers should do their own assessments? of course I do. What's the underlying purpose of the request? Why didn't I ask "what's the purpose of this assessment?" "why do you feel you need to give this assessment?" More thoughts... The assessment? the second opinion from outside? why? who needs to learn more about the child?? I did not ask the purpose questions here. I NEEDED to PAUSE. Brain gets cloudy... I love working with kids... so it gets murky here. End result.... SUPPORT the teachers' needs, especially RIGHT now. First weeks of school are the relationship building time!

I reflected about the day on the drive home. It is such a messy year with so many school-based roles lost and no clear communications across the division. I am on the frontline of this now. People are judging, watching, asking, confused. And I am needing to be slow, thoughtful and influential. On the drive home... I stopped to see a dear friend to just talk in my usual frenetic ADD way. I needed to talk as I was feeling the stress of losing my autonomy in my former job and constantly second guessing everything I say and do now. I'm use to putting out brushfires, use to running urgently to attend to folks. It's just not the same now. But... after the talk and a beer... I feel better about it all. I need to learn to enjoy the slow. And we all need to realize it's messy out there.

Disconnected... or Connected? I wonder...

sidenote after reading Paula's blog-

Others are feeling disconnected, too. It is a new school year. Our lives change from summer learning to fall teaching... BUT... what about our students? How much does their lives change? Are our kids getting up and going to school to learn today? Are they excited and engaged? How does their classroom(s) compare to the other components of their lives? Is school helping them learn about today's world and how to contribute, problem-solve, create and love? Or is it giving them practice adapting to a not so stimulating environment, a sterile classroom? Are they rushing out of the door to learn?... or are they running happily into school to learn about themselves, their friends, their world? Are they feeling disconnected to the world from 8-3 or do they feel connected. As a coach might say... "I wonder"

Friday Forum

Lots of talk, problem-solving, discussions...

Need to think about and read about the question... What is your teaching style?

Yesterday at BES

I'm backtracking already...

One thing that I want to note is the cool Flags that are being made by the 5th grade students. They find key words and possibly images that depict who they are as individuals... but then they whitewash over it and create an American flag. The objective is that we are all individuals, but we are united as Americans. I supported this... by taking my magazines piled up for recycling. :)

Also... worked on technology connections as much as possible. Made strong BES ties with troubleshooting team and I feel that it is a true partnership. There is much work to be done... but ran into multiple internet connection problems, set up email clients (Entourage,etc.) UGH! Teachers welcomed any help! Shared common craft videos for someone interested in learning more about Delicious account I mentioned on Yammer. A lot of "bumping" will be happening!

First Day of School at HES

Finally...Using the blog for what I thought I might use it for! My parameters for "What I Learned Today" are: only put positives, to note the a-Ha's, to use as a backup memory, and possibly to note my tasks or to-do's. This is going to be a journal of quick notes and thoughts as well as reflections. No teacher names used... but occasionally will use initials. I just want to get some ideas down so I don't forget.

• In J's room: love the idea of using the lens of Being a Historian for the year. Will be excited to see this unfold
• (see photo insert) anxious to see in action the use of activboard for attendance and lunch count. I took a photo and will post. Students cover their name with a star, and use tallies for lunch choice. Simple idea... students are doing the work, not the teacher!
• love the letter journal... students write a page long letter in their journals about what's going on with them at school. (class brainstorms some possible ideas as a group pre-writing activity). The journals go home on Thursday and the parents write back... return on Monday. Great communication... teacher rarely sends a newsletter home or needs to do any extra communications.
• There seems to be lots of music infused into the classrooms for transitions, routines, procedures, etc. I see it at all of the schools that attended the Ron Nash, Active Classroom workshop. For example... music for lining up, music for mixing up partners, etc. Teachers are sharing how they are useing the find a partner strategies with content. Such as in a fifth grade classroom, the use of vocabulary in VA studies, such as Rappahnock, York, James, etc. Another use is infusing the community concept with partner grid... where the students have to find a community partner that lives in the same area, where they play, where they work, etc. Clever use of finding partners while infusing content.

One teacher suggested that we team together and go to a Ron Nash conference. Need to check out his schedule online and see where he is this year.

To DO's: Share the Virginia Regions wiki with a 4th grade and 5th grade teacher at HES.

The best part of this job is going to be the many great ideas I learn and the sharing and networking that I do!

first Day at School Orange

Okay... so I'm going to start using this blog the way I thought I might. My parameters: I'm not going to use names of teachers but I will use intitials. Only positives, A-Has!, cool things to remember are going here!

JK classroom: using the lens of Being a Historian. Ties this into everything that is done throughout the year. Will be excited to watch this throughout

25 Random Things About ME

Okay... so this is personal information and this blog is about my work as an educator (except that I'm too busy to write regularly and/or reflect via fingertips) ... so why am I mixing the two? Well... I guess it is because teaching really is a lifestyle. Really. And... I am thinking very much about building relationships with teachers and first impressions right now. First impression stress can be intense! Ha! So anyway... who am I? what do people see when they first meet me? who knows! But... back to the 25 random things about me. A silly Facebook thing that was going around rampant last spring. Here's my random thoughts. Do you get insight on a person from random comments and writing? Maybe so. I remember a very wise middle school colleague wished me luck last February as I was struggling to develop my first ever resume and prepare for the killer interview. She said, "just share your 25 random things... that says it all!"

25 random things about me:

1. I understand that there are many types of deep love. Afterall I am a wife, a mother, a sister, a daughter, a nature-lover and a teacher.

2. People give me energy.

3. Digging in the dirt on my knees is a form of meditation for me.

4. I love and appreciate differences in people and recognize similarities easily.

5. I enjoy peace and quiet, even though I’m loud and social.

6. I believe that dogs and children can determine character best of all.

7. I love to read, knit, cook and garden… but rarely finish any of these in a timely manner… except the meals.

8. I am very proud of my adult children.

9. I do not have the attention span for most tv shows.

10. I work really hard to be a geek, as it does not come naturally at all.

11. My glass is at least half FULL.

12. I don’t particular like exercising except for Yoga.

13. I love being a teacher and I’m so grateful that I have a job that feels as if it is my calling.

14. I am married to my complete opposite and love the fact that it makes me aware of other people’s needs and differences while it keeps me growing as a person.

15. I love laughing, and wish I had good teeth for showing off!

16. I love good beer such as the local Star Hills or NewCastle Brown Ale.

17. I am practicing to become a discriminating wine taster, and have acquired a deeper love for Cabernets.

18. I love contrasting textures… whether it is in foliage, fibers, artwork or people.

19. My top 3 luxuries in life are: prescription sunglasses, great coffee and hot showers.

20. Rosemary is one of my absolute favorite smells.

21. I sometimes enjoy a good argument.

22. I’ve eaten things as a SC country girl growing up that would shock MOST people…

23. I was embarrassed to be from the country as a kid, but appreciate who am I completely NOW. I think we call that wisdom.

24. Leaves are a spiritual symbol for me... sort of like the cross is to Christianity.

25. I portray a style that I’m unaware of… til my friends steer me towards things that are “totally me” and I find they are right! (or is that an open book???)!

post script of email

PS - the roles for the instructional coaches is to support you as a peer, with any professional goals that you have, that involve curriculum, assessment or instruction. We can be your partner in that summer idea that you want to make a reality this school year. I also see us helping make connections with you and other colleagues across the county as we move from our various schools and get to know folks. Let us know (via your structures and admin here) how we can help our students achieve and be prepared for today and tomorrow’s world.

First Day of School (with kids)

A great first day at MLES. Sheer exhaustion tonight. Very fascinated at the differences and similarities in school population and teacher styles of my past school and this school. I saw many teachers today using music in various forms to signal work times, transition times, etc. A result of a PD opportunity last week that I didn't get to attend. The experimentations witnessed are GREAT! Saw children playing with manipulatives that they will soon be using for math problem-solving. Saw writing in a variety of forms... and best of all... I heard and saw read alouds happening across grade levels.

I spent most of the day taking photos of students. On to BES tomorrow and "huddle time" with my team.

Remembering Edustat

Great remembering the quotes from the keynotes...

Tomorrow's the Day for LIFT

LIFT

Lift the eyelids

Lift the sheets

Lift the feet

Lift the coffee cup.

Fast forward

Lift the boxes

Lift the marker

Lift the books

Lift the furniture

Slowly forward

Lift the ideas

Lift the smiles

Lift the friendship

Lift together...

RISE.

Rolling out new tools!

So many tools...Do we overwhelm folks? Do we need a real purpose and a focused introduction... or do we sometimes just blurt it out? Should the impulsivity stop... Can I learn from mistakes of sharing quickly? ARe there rules about what tools to use and who to share with?? many questions... I have moments of silence on what I do and then I have surges of sharing too much, too fast. Especially when a question is asked or someone looks slightly interested...

Comments to a blog from Tzst Teacher 8/17. Probably not my most coherent thoughts...

1. Paula, This is my blink response. I’ll add more thoughts later. I do worry about overwhelming folks… but as I share with folks face 2 face or via emails about tools, I always say… find what works for you. Feel free to experiment and learn by playing with some folks that you are comfortable with. I tried doing just that in my school last year and got shut down… (not going into details here) Now.. having said that, I am guilty of being impulsive. Yes, I may share out of excitement… it’s a major flaw I suffer from. “the blurt factor”. I try to model risk-taking and I always say, I’m testing the waters for others to swim… with the hopes that someone will jump in the water!!! The river of knowledge is always flowing and at our fingertips. (love the river of knowledge analogy for twitter)
   So… it’s a new school year and I see movement. I see people willing to play with tools and branch out slowly…they are in familiar waters and paddling gently. Not necessarily to the wide world, but beyond their classroom and hallways. Some are connecting with folks across the division that have never done this before. This I perceive is a good forward step. Yeah.. I’m transparent on the http://WWW... but many folks aren’t like me. Some folks think I’m over the top with twitter, facebook, wikis, etc. But… as needs arise in their lives, I see them slowly gravitating toward collaborative tools. They have to have a purpose. In our school district, I see movement toward some things that I’ve been doing and appreciating and learning for a while now. It’s great to have colleagues participating in new tools and sharing in new ways. So… how do we settle on a tool? How do we know what is the right tool? When we commit to something, can we change without overwhelming and confusing everyone? I don’t know. So… maybe mistakes and impulsive behaviors have happened… but we are all thinking adults that need to choose what works for us. I agree that we must explore our tools that we’ve committed to as a district, but we must also not stop looking at all of the possibilities it can offer us a dynamic learning community which is constantly changing. Again… we must model the capabilities of this tool and I believe we have just started ! so much for a “blink”. Wow… school is starting tomorrow. I can’t wait to see how the school climates feel as I move into new buildings as a coach. Thanks, Paula, for asking hard questions.

   [Reply]

   
   

Back Channels, Ready or Not?

I know so many more people at a deeper level as a result of blogging, tweeting, reading and posting. These people come from my schools, district, state, country, well the world (no martians yet!) But why am I not ready to share my words to the world, except only in comments or microblogs? What does this say about me? In some ways it supports the label I claim as "jack of all trades, master of none". A real generalist that wants to know something about EVERYTHING. I dip in, I skim, I reflect... but the deepest ideas and reflection is usually left to time in the garden or in the car, never where there's a keyboard or a pen. Yes, I'm on the computer way too much. I'm always wanting to receive while facing the screen, instead of give. I'm a commentator at this point in my life and not a blogger. I'm an archiver because I'm interested in so many things and I always want to go back and delve deeper, but keep moving as well. I never post my blog link on sites, I guess because I'm afraid that you "the back channel colleague" will read it. But why? I write occasionally as if someone is reading it. I archive tools, slides and blogs as if I'm sharing it with YOU. Why can't I give virtually like I receive. The journey as a coach is about to be full speed. What will be my back channel to these teachers? Are they wanting and ready for back channels as educators in ACPS?

Response to “Badge of Honor” | Reflections of the TZSTeacher

Response to “Badge of Honor” | Reflections of the TZSTeacher

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What I Did on My Summer Vacation

What I Did on My Summer Vacation

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Is Google Making Me Stupid

An article someone pointed me to last summer when I talked about how difficult it is to finish any book or watch tv... my saying this summer has been, "the only thing I finish anymore is a meal" . So... here's the article I want to archive it and go back and read it ... in it's entirety. (ha ... didn't finish this either). wow.

Twitter for Teachers, Twitter for Learning

This looked to valuable to let go.. and of course where did I find it? Twitter, of course. There's stuff always flowing... that's why sometimes I just have to unplug! Seriously... twitter gives me so much to read, learn, think about...wow.

Dealing with Change

This list is from my wikihow that I subscribe from... it is a great list for me to keep focused on as I move into the new job changes as a coach. School starts in 1 week.

1. Be prepared. Life is full of unexpected surprises; don't let this be a lesson you refuse to learn. Death, loss and strange situations will be a part of your life, no matter how much you may try to cocoon yourself with reasoning, savings and assets. The major key to coping with change is to accept the reality of change and its inevitability.
2. Realize there's only one thing you can control - yourself. Once you've accepted the reality that you cannot change others and that the only way they can change you is if you let them, then you suddenly find yourself empowered. Empowerment is a key element of change acceptance and change management. When you feel empowered, you will roll with changes as a whale rolls through the ocean waves, commanding and unbothered by events but conscious of a need to roll with the surrounding effects to lessen their impacts.
3. Take time to recoup. If you are grieving after a death, be it a person or a pet, do not let anyone tell you how long to grieve for. That decision is yours. It does make sense to make a decision in your own mind about what grieving you need to do, as your life cannot meander in sorrow forever. However, it is most clear that those who avoid grieving end up worse off and can experience break-downs and inability to cope at unexpected times. With grief for death, there will always be a piece of your heart missing but if you accept this and you are willing to carry the memories as lively as can be for the rest of your life, this will help you reach some acceptance of what has happened. If it is a job loss or some other personal loss that is not death, you still need mourning time to assuage your sadness and grief over a loss of something that once filled a large part of your life. Perhaps a small ending ceremony of some sort will help to give you a sense of closure and allow you to move forward. See How to Get Closure.
4. Be purposeful. Change occurs but you do not need to be buffeted by it. Have a purpose in life, no matter what it is, that serves as your own personal anchor. While it is important to be open to change and to be flexible as to the possibilities that change opens up for you, it is also important to remain true to yourself and the dreams that you hold in life. This self-belief and your dreams are your anchor. Whatever else life throws in your way, these are the barometers by which you can measure your progress in the world and how you are reacting to change. Be prepared to question your methods of getting to where you wish to go but be less prepared to change your destination if it means dismantling the person you are inside.
5. Look for the silver lining of change. Remember the adage Every cloud has a silver lining. There is a reason for this saying - wise humans of the past knew well that change could herald both fear and opportunity. Once the fog of shock, despair and anger pass, look for the opportunities that exist in the change. There may be an amazing find, such as memoirs written by a lost one that were uncovered when his or her house was emptied out and these recall many wonderful times of all family members. Or the fact that there is a gain in time for those who have lost employment, time in which to reanalyze one's life and direction and make fruitful changes to oneself and one's sense of direction. Look for the opportunities that you can make use of rather than continuously viewing the change as a deep loss from which time nothing will ever be the same.
6. Leave harping on behind you. When a change thrusts you into complaining, it can be understandable for a short period of time. Friends and family will rally at the beginning of a misfortune. However, as time progresses, constant complaining turns you into your family's and friend's misfortune and does absolutely nothing to improve your state of affairs. Rather, you may alienate the very people who would be happy to support you through your hardships if you turn into a grouch and someone who feels permanently victimized and scolds the entire world for your troubles. A little ranting is fine at the beginning; a sourpuss for life is someone who becomes increasingly isolated. Do not allow this to happen to you. Learn How to Be an Optimist.
7. Move on. You cannot remain rooted in the current or a past situation. It may feel comfortable and returning to a habit is always the simpler path of least resistance. Yet, change requires change from you as well and you will need to learn to resist turning back to the past and trying to recreate what once was. Forge on into the future and stand proud. Use what you have learned but don't let it use you.

Google Custom Search Refines Research Skills

Google Custom Search Refines Research Skills

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Google Custom Search Refines Research Skills

Google Custom Search Refines Research Skills

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20 Great Places for Lesson Plans according to....

Because I use several of these sites, I'm sure the others must be great!

Teachers Give...Remember... and Hurt

I returned a while ago from a memorial service for one of my former students. I have been sad all week thinking about her and her family and what it must be like to find your child dead. She was 28 years old. Not the age that you want to think about someone dying. Not that you ever want to think about a loved one dying... but I believe it is easier to accept when one has lived a nice long and full life. I'm sure she's lived a full life, but I tend to think it was shortened by fate, actions or the grace of God. I remember her as a smiling 3rd grader who loved reading. She had strong ideas even as a youngster and she was creative. Her parents were very involved with her life and dedicated themselves almost too much I suppose to their children's lives. Is that possible? Her mom was the PTO president when I started teaching here in ACPS... at Rose Hill Elem. That was the year that 'whole language" was in full swing for me as an educator! I had only 5 years of teaching experience under my belt... and I had no materials. It was an exciting year and the first year where teaching became my love and lifestyle and not just a job. Back to my student... I remember her making a log cabin out of fat pretzels to go with a book that she was reading. I remember the amazing field trip we took to her father's shoe factory in Farmville. How proud she was to show off the factory to her peers. I remember bringing back a shoe last... which I kept in my classroom from then on... it's packed up somewhere now, not sure where. So... yesterday in my sadness...I posted a message to her family on the funeral home guest book, recounting some of these memories. I've only done this online signing twice now. I'm thinking this online drop-in could be very powerful as people from far away can send their love, memories, etc. Words left behind when folks are hurting can be so powerful, and helpful. Again... participate and benefit. Her friends and family are hurting... and I'm hurting because I gave a lot of myself to that third grader, once upon a time. Once a student of mine, always a child of mine. Even if it was just for one year. This is my second student that I've lost to death... that I know of... I remember and hurt, because I gave what I could to them...

Project Synopis and Discussion of Summer Online Class

I'm not sure why I'm posting synopsis and discussion from my google doc... except that it is another piece of documentation into my life this summer. The web 2.0 class has been great and Chris, the instructor has been easy to learn from and talk to. It was his one day workshop last summer at the VA DOE STEM conference that really thrust me into a more comfortable place with the wikis I was experimenting with and the google tools. So... it was because he was the instructor and because I was having a major professional growth summer, that I decided to take the class. I really wanted to fine-tune my skills and knowledge with some of the web 2.0 tools and I have to say that I've learned and taught folks within the class. That's the way it should be, shouldn't it? Back to my phrase, If I participate, I benefit! So... about totally online learning. HMMM...I can't help admitting that I have a real yearning to meet all of these folks face to face that I've been sharing ideas and collaborating with all summer... but, I'm not thinking it is going to happen. I proposed a coffee shop meeting, but probably too late in the class and we all are really busy and all over central VA. I will check once more on the blackboard "water fountain" discussion and see if there are any folks planning to come to Panera Bread tomorrow morning. If so... I'll definitely go!

So.. the synopsis documentation.

Janelle Catlett's Project Synopsis for

SU.2009_TEACHING WITH WEB 2.0 TECHNOLOGY IN 21ST CENTURY CLASSROOM Summer 09

Background Knowledge:

This summer I have had numerous learning experiences and opportunities which include collaborative work and attendance of several conferences. All of these experiences have offered me learning opportunites to prepare for a new professional role as an instructional coach in ACPS. With this new role, brings a new and refined focus on how to best facilitate growth with peers, through a collaborative team approach and specific mentoring language. I am excited and have many ideas for how I will support and grow with my colleagues this year. One project that I am currently working on has been a most difficult charge for me and I would like to use the work that I am currently involved in as my course project. This project involves a variety of teachers from all grade levels and experiences in Albemarle County (ACPS). We were charged with the idea of creating Critical Thinking Assessments. Many of these teachers have never worked together, nor did we know each other, so as you can imagine, we have wandered in the wilderness for quite a while and we have a very messy and random wikihaha, I think we all start out with those! -Chris ONeal 8/6/09 9:57 AM as a result of our work for the 2 days in June. The group of approximately 20 educators eventually split into 2 groups, elementary and upper grades, after establishing some definitions and parameters for our work. We have worked for 5 days total over the summer and we have much work to do.

(optimal) Parameters for Critical Thinking Tasks:

• Frequency: given quarterly for assessment
• Duration: short (30 minutes or less)
• Requirements: cooperation/collaboration (work together for part or all)
• Technology is used as a tool for student communication
• Outcome is flexible (students can write, produce art, model, simulate, etc)
• Communication (written, visual, or oral)
• Work is authentic to the habits of the discipline
• Work is relevant to the student; engages
• Tasks are common across grade level teams

Synopsis:

I am one of several organizers and collaborators of a wiki where a group of elementary educators are developing tasks or lessons that encourage the expectation of critical thinking by students and the expectation of higher order questioning by teachers. We still need to develop the rubrics for these tasks as well as the page for technology ideas and student models. We are struggling with consensus and the details of the work, but we continue to move forward. I would like to add a page on the wiki that supports the "voice" of the students giving examples of web tools that can be used for sharing student thoughts, outcomes, and stories.

As an instructional coach, I am focusing on teacher standards.

This Critical Thinking Assessment Project encourages the following NETS -T standards.

NETS-T 1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

NETS-T 2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Closing comments:

I have many additional ideas, thanks to this course, that I hope to expand upon this school year. For example, I hope to continue my personal blog (blogger) as a journal, documenting my year as an instructional coach. I also hope to become more proficient with collaborative tools such as all of the google tools, engaging teachers and students in a variety of opportunities. I'm also considering the use of a google site or a wiki to be my "web presence" tool for a one-stop place for teachers to find resources, ideas and communication tools. There is much work to do! Thanks for an engaging summer full of resources and discussions.

If my group takes a different path tomorrow on this Critical Thinking Assessment Wiki, then I would like to proceed with my own wiki or site, and I'll rewrite the synopsis. Please give me feedback on my ideas.

Question: Does the project have to be completed by August 15th or just well underway???It definitely does not have to be completed. Your synopsis, etc. of what you PLAN to do just needs to be done. So, you're totally good. Several of the projects that people have talked about won't really even be able to start until students return. So, it's really just about sharing ideas. And thanks - yours are great. -Chris ONeal 8/6/09 10:00 AM

Chris-

We have had some dissonance last night and today on direction and tools for our critical assessment work... so right now, we have a very messy wiki that led to another elementary wiki which will eventually be a springboard for possible content specific wikis. Ha! (we're still speaking and laughing, though) After all of this... the wiki may not have been the best tool as you know how wikis can be glorified drop boxes where folks parallel play. Having said that... I am using a google doc for developing my lesson with the hope of additional support and comments from peers eventually. However... we have come to the agreement that our content work is the big focus and the tools will work out as we go. In the meantime, lots of experimentation and learning is taking place as well as great discussions. Again, I am working away on a model lesson that will be placed on the wiki eventually and possibly uploaded to SchoolNet. I have fallen into the whole lesson idea so I'm totally not able to follow the parameters listed above to just focus on critical thinking assessment. (can't stick to 30 minute timeframe to save my life!!) I guess what I really need to know from you is what do you want to see from this project? Do you want to see my google doc lesson when it's completed, do you want links for the messy wikis? or what? I need to understand what you need from me as I have a tightly scheduled life this month as I prepare for New Teacher Academy, a Smartboard Pres. in Rockingham Co.... well you understand the lifestyle. I have tomorrow or Saturday to work on what is expected in it's entirety for this class. Please let me know explicitly if I have missing assignments or if you expect a more formal plan written. As far as the rubric, I'm not sure the student equity piece fits into this project, at this point. That would be a goal for our work, for sure as we would like to think that we are encouraging critical thinking in our classrooms enough that we feel comfortable with formative assessments to guide our work. There is teacher equity as far as the group working collaboratively. I guess I'm unclear on what else or what format you would like me to move forward on. Thanks for your response and understanding... I'm just a little stressed with all of the stuff I said yes to this summer!. -Janelle Catlett 8/6/09 11:06 AM