As a student, I always saw September as an opportunity to rewrite my story. I could make a good impression on my new teachers. I would keep better track of my materials and assignments and maybe even be one of those kids that seemed to “have it all together.” These days, I still find myself resolving to do better every September, and… I’ve gotten much better at actually making progress toward the goals I set!
One goal at a time. I am more likely to make progress toward my goal if I focus on one at a time. This is really hard for me, but I remind myself that it worked the year I vowed to “use a classroom website in a meaningful way” as well as the year I hoped to “involve families in academics.” The years I pledged to significantly change my assessment methods, overhaul reading conferences and exercise every day, I did not feel nearly as successful.
Share with a supportive colleague. This makes all the difference in the world for me! Having the opportunity to share my goal and talk through it with someone is valuable, especially if we schedule time to reflect on it regularly, and check in on each other. Having a partner prevents me from getting stuck and giving up because we can trouble shoot together and provide support and encouragement. Feeling responsible to someone else keeps me focused and decreases the likelihood that I will get so busy I completely forget that I set a goal!
Know Success. I am much more likely to be successful if I decide in advance what achieving my goal will look like. The year I set a goal to “be more organized” (always a much needed goal for me) I never felt like I had achieved it. I definitely made positive changes in planning and tried out a binder system an amazingly organized colleague showed me… but, I wasn’t clear with myself from the start. Now, I like to brainstorm what success might look like and revisit it and revise it as I work to make progress. (Here are my ideas about what this year’s goal might look like in action.) This way, once I’ve achieved my goal I can think clearly about moving on to another or expanding my work in the same are.
Self-assessing followed by goal setting is a process that supports me in developing or changing my practices. What goal are you working toward this year?
After hearing/ reading the unrelenting enthusiasm of my colleagues who have attended ‘edcamps’ and ‘unconferences,’ I determined I needed to experience this phenomenon for myself. Could it really be that everyone who attended these events got exactly what they wanted and more? People who had experienced unconference-style events reported feeling professionally satisfied, respected and invigorated.
My attitude is generally pretty ‘glass-half-full…’ maybe even mostly full. This however, seemed too good to be true. I’ve watched enough late night infomercials to know that when something sounds like a win-win, and costs only 4 easy payments of $49.95 (a much better deal than $200)- your best move is to change the channel.
I’ve tested that theory a few times just to be sure, and my juicer, food dehydrator and wavy hair-maker all insist- my theory is correct (too good to be true). In the name of research however, I thought I should look a little more deeply into this idea of no-cost, participant led, free-learning that everyone was raving about.
My research told me that the closest edcamp event to me wasn’t until August, so I needed to get creative if I was going to get to the bottom of all this hype.
I decided my colleagues’ constant quest for knowledge, might provide an opportunity to bring the research specimen directly to me! Some of my (amazing) colleagues had been exposed to a variety of tech tools while coaching around the state this year- and their interest was peaked. “I just need time to sit and let someone show me this without pressure,” said one coach as she was getting to know Drop Box. Another asked again, “Can’t we just put some time aside so that the people who are using Twitter can help the rest of us get started? They’re learning so much!” The teacher in me heard: “I am ready- teach me now!” The conspiracy theorist in me wondered, “did someone pay them to ask that? Are they like the live studio audience at the taping of an infomercial?” Nevertheless, my wheels were turning!
The teacher in me won out. I networked with two other coaches to explore how we might utilize an unconference style format to meet the very diverse learning interests of our colleagues. We took our cues from David Wees, who has posted valuable details about Edcamp Vancouver, and linked to Kristen Swanson’s TED talk about organizing Edcamp Philly.
Shawn Rubin, who organizes EdCampRI (which is coming up in October-yes!!), was also key in supporting the event by sharing his insight and reflections, as we found ourselves looking for answers. It’s so helpful to talk to someone who has done something before, pick their brain about the logistics you just don’t read about in an article or blog post, and breathe a sigh of relief, realizing it’ll all work out. And it did!
Our unconference was small- about 35 participants in all. But, it yielded some serious learning. You can see pictures and comments Tweeted that day on our Storify.
Upon reflection, it seems like those educators who told me how great their experiences at unconferences were telling the truth… I guess they weren’t paid actors, like I suspect everyone in the studio audience of an infomercial is. I shouldn’t be surprised. Educators are dying to learn new strategies to engage students and families… on their own terms! Engagement at the unconference was high- really high. At one point, we tried to interrupt learning to transition to the next session… and it just didn’t happen. No one wanted to stop their learning conversation for a minute. For me- that was the highlight of the day! My brain was fried when the day was over. I learned SO much. And, I’ve been playing with the new tools and tricks I picked up that day…a lot.
Unfortunately, not everyone who wanted to attend was able. In fact, a few people who we really wanted to share this experience with, couldn’t make it on June 26- which was kind of a bummer. Then, though people started asking, “when’s the next one?” which led us to wonder if there might be a next one. Maybe my research isn’t done yet. Maybe June 26th is a little like the first month I had my juicer, before it was relegated to the way back of the cabinet to collect dust. I should probably experience more unconferences before I draw any conclusions. And maybe, I should dust off that juicer in the meantime.
For the last two years I have been welcomed into many classrooms as a coach, or as my favorite mentor Jan so accurately describes: a thought partner. When she used that language two years ago during our first New Teacher Center Mentor Academy, I had no idea just how connected I would feel to that phrase today. I have partnered with some incredible thinkers over these two years. Some of these thinkers have been my fellow coaches, the teachers I support and their administrators.
How do you capture all of the learning that occurs during discussions, hands-on exploration and collaborative group work? When there is a written product… we know we can collect and correct (ugh)… but that’s not always my first choice. When I collect and correct too much, I lose the ability to catalog and analyze and make instructional decisions based on the evidence. Instead, my school bag gets heavy Read More
Thanks for wanting to jump back in with us as we dig into Assessment in Instruction! This is the last of the 4 challenges- and I know you’ll finish strong! To get started, think about which level you feel most accurately describes your daily teaching experiences…
Level 1: There is little or no assessment or monitoring of student earning; feedback is absent, or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment. There is no attempt to adjust the lesson as a result of assessment. -> Level 2: Assessment is sporadically used to support instruction through some teacher and/ or student monitoring of progress of learning. Feedback to students is general, and students appear to be only partially aware of the assessment criteria; few assess their own work. Questions/ prompts/ assessments are rarely used to diagnose evidence of learning. Adjustment to the lesson in response to the assessment is minimal or ineffective. -> Level 3: Assessment is regularly used during instruction through teacher and/ or student monitoring of progress of learning, resulting in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self- assessment. Questions/ prompts/ assessments are used to diagnose learning, and adjustment to instruction is made to address student misunderstandings. -> Level 4: Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both teachers and peers, is accurate, specific, and advances learning. Questions/ prompts/ assessments are used regularly to diagnose evidence of learning, and instruction is adjusted and differentiated to address individual student misunderstandings.
There are Four Key Elements in this Component:
Which one do you consider your strength? Is there one you will focus on most this week? Set a goal for yourself for this 1 week challenge. To increase your chances of success, make it public by sharing it in the comments. Check out my Assessment Learnist Board and my Assessment Pinterest Board to get the ideas flowing!
Let’s make it a meaningful week of growth for your students and for your practice!
‘An Environment of Respect & Rapport’… This is an area I find myself discussing quite often with teachers. At least once a week, I have conversations with teachers about how tricky they find this particular domain/ standard to assess. Recently, I attended a presentation about how some teachers and mentors are tackling this very topic. Before we think about how to improve our practice, let’s think about where we are beginning…
Level 1: Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not respond to disrespectful behavior. -> Level 2: Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict. -> Level 3: Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal. -> Level 4: Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.
Level 1-> Level 2
Moving from level 1 to 2 on this rubric means that interactions in the classroom become generally appropriate. In level 2 the teachers attempts to respond to disrespectful behavior.
Level 2-> Level 3
Moving from level 2 to 3 on this rubric means that interactions in the classroom become generally friendly, caring and respectful. In level 3 the teacher’s response to disrespectful behavior is successful.
Level 3–> Level 4
Moving from level 3 to 4 on this rubric means that interactions in the classroom become highly respectful, genuinely warm and caring. Students contribute to the high levels of civility among members of the class. (Notice that the level 4 refers to student contribution to civility as opposed to teacher’s response to disrespectful behavior. I read: classroom runs like a well-oiled machine or a mini-city between the lines here)
How would you rate your typical daily classroom experiences?
I attended an excellent session at the New Teacher Center’s Symposium last month called, Using Student Perspectives to Enhance Mentoring Conversations. As part of the presentation, teachers of a variety of grades shared how they administered surveys to their students, what they learned from the surveys, and what types of adjustments they made to their teaching as a result. It was incredibly inspiring to hear teachers share the impact of their willingness to be so vulnerable with their students! I can’t wait to use a student perspectives survey in my classroom!
How might you use this survey to guide your work? Do you think it would support your work in this particular domain of the Professional Teaching Standards?
So, your school department actually has a manual for you and it’s full of printables… They were designed by educators and statisticians… and people that must know more about teaching this content than you do… so why aren’t you students engaged? Well, I am writing this post to make sure you don’t “throw out the baby with the bath water!” Before you throw away every workbook and ditto in your classroom… let’s put our heads together.
You are right, experts did design these materials, so there’s probably something that works in here…
Don’t reinvent the wheel- Re-purpose it instead!
Here’s a template for a cube (as well as other amazing ideas- amazing wiki). Why not put the best questions from your packet on the 6 sides of the cube and let students roll and discuss in pairs? Your goal (with the packet) was for students to think about the questions, right? Imagine all the ideas they’ll get from their partner when rolling the cube??!! Two heads are always better than one.
You could listen in on student conversations and assess their Speaking & Listening Skills or their content knowledge. Another idea is to assess student learning with an exit slip at the end of class. When you encourage students to have conversations, arm them with sentence stems and accountable talk to make it as productive as possible.
What will you re-purpose this week? Let us know in the comments & you may inspire someone else to take a similar risk!
PS… I’m looking to give away a TpT gift certificate to a lucky blog commenter this week! Spread the word- bring a friend!