Tag Archives: Heinemann Fellows

#SOL19: Empowering Teachers


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I ripped open the envelope. So much hinged on the contents.  Where I would live.  Where I would work. My life.

Two pages: one page for my elementary ed placement and a second page for my special ed placement.

YES!

Both placements were in the location requested. Fourth grade in one building and then half day in the same building and half day in a second building for special ed.

16 weeks of student teaching would fill the spring semester of my senior year in college.  16 weeks around holidays and weekends would run from January through May.  16 weeks out of the dorm and in my own apartment. Apprehensive . . . perhaps a bit.  Excited . . . YES! Returning to my junior college town in a different role.  Trying on the role of a teacher.  YIKES!  Student Teaching!

Fast forward to my current work with teachers and graduate students . . . most but not all are teaching. And thinking about teacher growth, district professional development, and the opportunity to take courses, participate in webinars, and attend conferences. So many sources of learning!

I’m fascinated by this sketch noting by Joy Vega and thankful that she gave me permission to use it in my blog post. This is just the top third of the page from one of the #ILA19 sessions.

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IDENTIFIERS:

Date

Location

Title of Session

Participants

The BASICS!

It’s eye catching!  Innovative color choices . . . and the use of the dots!

Within five minutes of the opening, the audience was generating and discussing their own possible “Problems of Practice.”

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The first step in Action Research.  And then the actual research questions. The refinement. The revision. The data. The student responses. The curiosity. The quest for learning.

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And the reflections from the teachers – scattered across the US – were amazing.  These were the Heinemann Fellows presenting at #ILA19 who should be writing a book about their work! So easy to celebrate this group and their work! Empowering Teachers through Action Research:  Dr. Kimberly Parker, Aeriale N. Johnson, Tricia Ebarvia, Anna Gotangco Osborn, and Tiana Silvas.

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(If you are on Facebook, you can read Dr. Mary Howard’s notes about this session here.)

ACTION RESEARCH:  Validating Instruction, Pursuing Improved Instructional Practices, and Reflecting on Professional Growth

What if Action Research were a part of continuing education, continuing endorsements, and recertification processes for teachers? 

What if Action Research were a part of a “paid, 5th year experience” for novice teachers who had support for setting up a classroom at the beginning of the year and quality coaching ALL year long? 

What if we “re-envisioned teacher prep” programs to include first draft Action Research so data collection was placed back in the hands of teachers with curiosity and questions of their own?




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