#SOL19: Empowering Teachers
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.
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.”
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.
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.
(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?
Thank you, Two Writing Teachers, for this weekly forum. Check out the writers and readers here.
#SOL18: Process? Product?
“I don’t know what to write.”
Is that a struggle with the process?
I don’t have a beginning point, a topic, an idea, or even a glimmer of a slice growing in my brain.
I don’t have an outline.
I don’t have a plan (other than to publish a blog post).
I don’t have a graphic organizer to fill in the blanks.
Is that a struggle with the product?
I know I need to produce a blog post,
but I had no idea percolating in my brain as I fell asleep.
No inspiration emerges from my sleep-heavy brain
as I peruse at least a dozen slices this morning.
And where, oh where, is my idea file?
You know, that list of, “ideas and topics” to write about!
Or my heart map?
The one with pretty colors and fancy word art,
that writing notebook,
Out in my work bag, in my car, in the freezing cold.
And I, snug in the house, barefoot, sipping my coffee.
“No words appear on the page (or screen). “
Is that a struggle with the process?
Just write.
Anything.
Rearrange and fix it later.
Begin something.
The clock is ticking.
Rewrite the prompt.
Repeat the quote.
Reread last week’s post.
And still, no words appear on the page (or screen).
Is that a struggle with the product?
Am I really still stuck on “What should I write?”
Or is it fear that what I write will be unworthy?
My words will remain unread.
My thoughts will not be validated by comments.
Inside, my brain is cluttered with ideas, words, phrases,
but, YET, no clear starting point emerges.
What word should be first?
“My grammar and the conventions of language are atrocious.”
Is that a struggle with the process?
Should I not have words on the page before I worry about spelling, subject/verb agreement, and writing a post with the same verb tense?
After all, wordpress will give me red underlines when it doesn’t like my draft, my first revision, my second go, or my “Oh, silly Word press, Now are you happy?”
Is that a struggle with the product?
As soon as a red line appears under a word, do I respond and immediately fix it?
Or do I let my fingers remain ever moving across the keyboard
in an attempt to quickly capture some words, any words,
because after all, in my mind . . .
I’ve missed my personal deadline to post my blog.
Lack of
Ideas,
Production,
Grammar and the Conventions of Language
Is an intervention in order?
Do I need a writing intervention?
I’m dying here. I don’t know what to write. My mind is fuzzy. More coffee please.
What do you notice when a student is sitting quietly and not producing “writing”? What do you name?
How do you use your own writing (process or product) to gently nudge the writer onward?
Just curious . . .
Is it black or white? Process or Product?
Or are there shades of gray? Shades of both?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here. 
#DigiLitSunday: Focus
Join the #DigilitSunday authors at Margaret Simon’s blog here.
Welcome, old friend.
FOCUS
My #OneLittleWord for 2015.
I wrote about you here, here, and here.
So enough said?
Not so fast! Let’s reconsider “Focus” with a different lens – or two!
Focus on Who?
Simple . . .
Focus on Students
Who will focus?
The teachers and the school community
This two-fold approach ensures that students are the center of the work. And as teachers and the school community focus on students, the teachers will collaboratively work together as they learn, grow and share ideas and techniques to best meet the needs of students.
Maintain status quo?
Teachers and schools are constantly considering what is working and what is not. It’s 2016 so schools and “learning” don’t look the same as they did in the 1960’s, 1980’s or even in 2000. The adults in the community have already “DONE” school and years of schooling don’t make them experts. The students currently in the building are the FOCUS.
Focus on What?
Learning . . .
Student Learning
Teacher Learning
How does an educator decide “WHAT” to focus on? There are many lists/features that are all “research-based” and even appear to have “gold stickers”.
Which one is best? There’s no “clear cut” answer for the best or even the “one” that will have the greatest impact because many of the “whats” that teachers can work on can also be combined for even greater student results. Instead of searching for the best, look within. What can you the teacher, add to your repertoire to increase your impact or effect?
What happens when a teacher uses data to study what is working currently in the classroom with the current students and then decides to change one variable and measure that effect?
Any of these could be a target of district or personal teacher study (and could overlap):
- Hattie’s effect sizes,
- Art of Comprehension via Trevor, Rich, Donna, & Justin’s graphic, or
- questioning (DOK).
John Hattie, Visible Learning Effect Sizes.
Art of Comprehension, Bryan, Donner & Dolci #40CF “Art of Comprehension” Voxer Conversation
Webb’s DOK, Questioning
The key is using several data points (never just one) to determine where a change needs to occur, developing a plan and then working that plan! Quality instruction, quality teachers, and a quality use of time!
Focus on How?
How are decisions made about instruction, learning and teaching? How is technology involved? (I know you were waiting for the “DigiLit” connection!) How can technology be a TOOL that allows equitable access for ALL students? How can technology level the playing field for students and for student learning? How can technology allow students to APPLY their learning outside of school settings?
Methodology varies from classroom to classroom, building to building, and district to district. Some have local choice and some have state mandates. Within all situations one factor remains, professional responsibility! The professionals in the classroom have a responsibility to provide the environment and instructional opportunities that enable ALL students to learn at high levels!
WHY Focus?
And now I’ve gone full circle. The answers to Who? What? and How? have brought me to the Why? which brings me back to my 2016 #OneLittleWord: Joy.
There is JOY for students when students are the focus. There is JOY for students when learning is the focus. There is JOY for students when teachers are growing, learning and sharing those practices that have data to support that they increase students’ desire to learn and their learning. There is JOY for teachers when students and teachers have learning as the focus. Teaching is NOT for the faint of heart; teaching is FOR the students! All students must be growing and learning every day and that’s no easy task!
End Goal?
Learning
Every Day
Joyful Learning
Joyful Learning Every Day!
What do you focus on? How do we know that is your focus?
And what if?
What if . . .
Teacher Clarity (Hattie), The 6 Things We Teach Every Day (coming soon in a book by Trevor Bryan) and Questioning at higher levels (DOK) were all strengthened simultaneously? How would that look for the students? How would that make a difference for students?
Resource - Full 