Assumptions Can Be Dangerous... and Wrong!

Click here to read all about it.

12 Rules The Best Teachers Live By

Enjoy this great article from The Huffington Post.

I especially espouse rule #12.  Check it out by clicking here.

A Student's Perspective

I have always defined schools as communities of learners... not where young people learn from older people, but where all people learn form all people.  This video is a good example of blurring the arbitrary lines between the "student" and the "teacher".

Click here to see a video worth watching.

Why Do Teachers Quit?

This is a really interesting article in this month's The Atlantic.  I can only extrapolate that these issues are more evident in North Carolina, given the current political and educational realities.

You can read this article by clicking here.

PowerSchool Woes Continue

From this morning's Charlotte Observer blog entry from Ann Doss Helms.

PowerSchool causing transcript woes

Students who are applying to college are facing problems withPowerSchool, the new data system for all public schools in North Carolina.  Here's how Superintendent Heath Morrison described it in a report to the school board:

"We are continuing to experience challenges with the conversion to PowerSchool.  One challenge affects student transcripts, and particularly impacts high school students applying to colleges. The transcript module for PowerSchool is still being designed by the state. It has not been released to districts. As a result, no district in the state can run current class ranks or current transcripts for students. We are only able to produce transcripts that end with the 2012 2013 school year, which do not reflect grades in summer school courses, grade corrections or updates since June 10. We anticipate that the transcript module will be ready in a few weeks; the target date is Oct. 1.   Schools will be notified as soon as we are able to run class ranks and produce current transcripts.  

CMS Regulation IKC-R requires that class ranks be run on the 15th school day.  Given the circumstances this year that make meeting that deadline impossible, we have approved an amendment to this regulation. In addition, our school counseling department is providing letters explaining the situation to accompany 2012-2013 transcripts for current seniors.  We have also put processes in place to enable school counselors to advise students on progress toward graduation."

I admit to being a bit puzzled.  A parent had emailed me about this issue this summer,  when I was writing about the PowerSchool debut.  I asked CMS officials about potential problems with transcripts and they said that shouldn't be an issue this early in the year. Now they're saying it is.  It's been a long time since I was dealing with college applications personally,  and I'm not clear on the nuances of this.  Readers,  you seem to have been out front on this -- keep us all posted on how this affects families and students.

Read more here: http://obsyourschools.blogspot.com/2013/09/powerschool-causing-transcript-woes.html#storylink=cp
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Study finds poverty reduces brain power

The results of this study, as reported by Reuters, is no surprise to any experienced educator. Just part of the important work being done by Harvard researcher Sendhil Mullainathan. Read about it by clicking here.

Our Archaic and Antiquated School Calendar

I am a firm believer that our current school calendar is a vestige of an agrarian culture; and is nonsensical in today's modern times. I believe a fresh look at the school day is also in order. I heard this interview recently, and the guest, from Duke University, brought up may of the reasons I feel this way. Check out this transcript (or listen to the interview) and I think you will question what we are currently doing in regards to instructional time. Click here for the link.

"Teaching is the hardest job I ever had."

Teaching is HARD work. Take a listen to this two-minute audio essay about the profession of teaching. Just click here for the segment entitled "Thoughts From a Former Teacher as School Year Begins". You'll be glad you did.

Be Awesome

One of the coolest things about the school business is the fact that each year is a fresh start, regardless of whether you are a student, teacher, administrator, or parent. Check out this short video sent from our son, who is a teacher. You can view it by clicking here.

"Thank God for North Carolina"

From the blog by Erica Speaks, a public middle school teacher in North Carolina...

Click here to enlarge the chart and to read her comments regarding the current political climate in NC, especially regarding public education.

You know it's true...

Bloom's Taxonomy in a Digital World

Bloom's Revised Taxonomy is a fundamental guide for success in the classroom.  But how do we apply this rubric in a world (and a classroom) that is becoming more digital by the day?  Read how by clicking here.

And be sure to check out Kathy Schrock's website, where she literally categorizes iPad apps into cognitive objectives.

From Schrock's "Bloomin' Apps" website

Nobody Wants to be a Principal

Results on Charter Schools

This is an excellent report by The Washington Post on a recently released study regarding the effectiveness of charter schools.  You can see it by clicking here.

'Tis the Season

Rita Speaks

Rita Pierson, famous for her Ruby Payne video stories, gives this TED Talk about the importance of relationships in education.  Click here to watch this inspiring.

Teaching in the 21st Century

Check out this article from the opinion pages of The New York Times.

See it by clicking here.

How are standardized tests like zombies?

Interesting entry from Ann Doss Helms, who covers education for the The Charlotte Observer.

Read for yourself by clicking here.

A Novel Idea Indeed

Contracting Out Student Testing and Teacher Evaluation

From Edward Glaeser of Huffington News. 

 Read his ideas by clicking here.

Does third-party assessment make sense?

Prepare to be Amazed

Check out this article from The Atlantic by clicking here.

Click on the graph to enlarge.

Does this sound familiar?

Click on cartoon to enlarge.

We're In the People Business

As a high school chemistry and biology teacher, I found that my lessons were much more engaging if they got off to a good start at the very beginning of the class period. I wanted my students to know that if they were not on time, that they would miss something important or interesting. I also found that taking attendance at the start of class seemed to counter that objective, so I began to check roll at the end of each class period. That way, I could take care of the "housekeeping" chores while the students packed-up during that last minute before the bell rang to end class.

Occasionally, as I perused the class roster in my roll book (this predates the days of taking attendance electronically), I would have to glance up to confirm whether a student was present. And being the reflective practitioner that I aspired to be... it forced me ask a very difficult question - "How can I teach an entire lesson, and not be absolutely sure if a particular student was in my room?" The answer was simple - if I was not totally sure about a student's presence in class, I obviously did not have a personal interaction with that student during the class time together. Clearly, I failed to greet the student at the door (which was my practice during class change), or to ask the student a question during class, or to have any other one-on-one interaction with that student. As a result, I would always try to say something to that student right before class dismissed. My goal was simple - to have some kind of personal interaction with every student every day.

When I became an administrator, I found that my mantra transitioned to "every teacher, every day". I would try to speak to each staff member as I made my morning rounds, and then try to step in every classroom early in the instructional day. And right before I would head out to the cafeteria to help supervise lunch, I would look over our school staff directory. As I went down the list, the question would be simple - "Have I spoken to that important member of our school family today?". If not, I knew that lunch would be a great time to touch base with those that I had missed.

Adults are like middle schoolers. We all have a hard time hearing the message if we don't trust the messenger. This simple goal - to have an interpersonal interaction with every staff member every day - worked for me. It could be as simple as a "good morning" or as involved as a discussion about an ailing parent. The important thing was that it had to be genuine and authentic. I have had some of my colleagues tell me that they don't have time to speak to every teacher or step in every classroom every day; and I would agree that it is a challenge to do this. This is especially true on days where you have meetings scheduled or a difficult and/or time-consuming situation arises. But I contend that most of our tasks pale in comparison of building those relationships with our teachers and staff. For when it is all said and done... we are in the people business.

This seemed to work for me. I share this, not as a template, but to lead to simple question... what works for you as you seek to build those important relationships with those who allow you to lead?

Good Advice from the Good Doctor

Great advice for students, teachers, and administrators alike.  

Yet more evidence that "children's books" are not just for kids.

Click on the photo to enlarge.

Have You Praised Your Principal Today?

One teacher's perspective...

Principals Need Love Too

I’m in a unique position as an educator.  During my 7 years teaching at my current school, I’ve had 5 principals.  It isn’t that the position is cursed, but that our principals go on to do even greater things.  However, going through these frequent changes has turned me into a skeptic and a pessimist.  That is something that needs to change.  I realized that though this year has been UBER tough for me, it must be just as hard (maybe even harder) for my newest principal.  I came across this post on a blog archive for principals and administrators.  It talks about three things that need to be reciprocated in order for the working environment to remain positive.  I was quick to blame administration when reading the first one but by the time I got to the last word, I had to point the finger at me.

The word that hit me the most was: Praise.  I don’t think I’ve ever doled out the gold stars for anything my principal has done.  BUT here’s the thing, I don’t think any other previous principal cared about students as much as my current principal does.  He honestly wants the school to be a GREAT place to learn, grow and belong.  He has so much passion for improving Deaf education.  He puts so much time and effort into establishing practices that will have long-term impact.  He’s excellent at getting other administrators to see his viewpoint and he spends a ridiculous amount of time having important conversations with the heads above to ensure that our department is not forgotten.  He’s often at school before I am and sometimes still there when I leave.  I have even gotten an email or two way into the midnight hours; I’m sure he spends those hours, after his kids go to bed, trying to catch up on e-mails.  He knows what it’s like to be a student in those halls and he knows that he has teachers who are able to rise to the occasion.   But I wonder if he’s ever heard a word of praise from us (and not just on administrator’s day).

Being a principal or administrator is not an easy job.  In fact, I don’t ever want the position.  There are a wide variety of personalities to manage.  There’s the push and pull between what the district administrators want and what teachers are able to do.  There are parents who want what’s best for their individual student, while my principal has to keep the entire student body at heart.  There is an ever changing list of legal mandates that interfere with expanding our vision. There is a community that constantly needs to be taught what it is we do at our school.  The list is endless.  I tip my hat off to our principal who manages to do the unimaginable with grace and humility.

It’s time my principal knew that though we may have developed a quiet tension between us, I honestly do believe we have a mutual respect for each other.   There may be times we don’t agree but standing with my hands on my hips will not sway the mountain.  I think if we can succeed at praise, then trust is not far behind.

21st Century Schools or 21st Century Learning?

 A distinction with an important difference.  Written by George Couros, via Edutopia.

SEPTEMBER 12, 2012

A Tale of Two Classrooms: Compare & Contrast Image Credit: Krissy Venosdale

Just let me start off by saying that the term "21st Century Learning" still drives me crazy. If you think about it, in the last ten years have we progressed in our thoughts about what learning should look like and could be? What about in the next 50 years? Will "21st Century Learning" be the same, or will we still promote the same skills? Who knows? But I am sure that our world will continue to change significantly.

With that being said, for the sake of discussion, I will call it "21st Century Learning."

Devices Without Direction?

I had a great discussion with some educators the other day about the idea of "21st Century Schools vs. 21st Century Learning." In the last month, I have seen so many schools with AMAZING spaces that make it look as if great learning opportunities are happening, but I am not sure if the learning has changed. If a school has these fantastic spaces (such as a library which many now refer to as a media center or commons) while we are still telling kids to be quiet and having them sit alone (but on comfortable couches!), do we really have 21st Century Learning? Or do we just have something that looks good to our stakeholders? I know that amazing learning doesn't happen just because we make amazing spaces for it, but what are the goals that we are moving toward?

This has really been weighing on my mind since I started seeing a lot of iPads in schools in a 1:1 environment. I asked a group of students at one school how they were using their devices, and they told me that they now had their textbooks on the iPad. They also told me that they didn't like having the iPads because there were so many other things to do on the device that they couldn't stay focused.

Pretty crazy since they'd been given an online textbook to keep them entertained!

The mass purchase of devices for schools is happening way too often without conversations with educators about what learning should be happening in the classroom. This is actually frustrating many teachers that I have spoken with; it just becomes another thing being dumped on educators, not something that is going to make learning better. There is definitely some value in playing with a device and figuring out the wonderful things it can do, but should we really buy these en masse for that purpose? Shouldn't we try to figure out what the learning looks like and then discuss the device? It seems sometimes that we are doing the exact opposite.

Visions for Learning

In the Parkland School Division, we have focused a lot on where we would like to go, and our Digital Portfolio Project discusses the learning that we'd like to see. In fact, with all of the content included in the document, the iPad is not even discussed. The focus is on the learning, as it should be. Once that is somewhat clear to all (because learning continuously evolves), then we can take the next steps. Too many schools are doing it in reverse.

A question that I often ask many educators is this: can you tell me your school's vision for learning? I am worried that this is not something many schools have even talked about, let alone articulated with each other.

I really believe that some amazing learning is possible in schools stuck with the "traditional four walls" if we focus on what the learning should look like. Scroll up and take a look at the image above, via Krissy Venosdale

Could this be the way to start a discussion with staff? What is imperative? What is great? What is missing?

Let's continue to focus on the learning but really focus our time when we get together to figure out what it should look like. We can figure out the devices later.

Improving Relationships Within the Schoolhouse

Roland Barth is, by far, my favorite writer about school leadership.  I find his observations insightful and timeless. (It's funny how the people you agree with are always the smartest folks as well.)  I, like Mr. Barth, believe that many of the answers we seek in education can be found within the walls of our schools.  He and I also share the belief that the adult relationships are critical to the success of any school... whether it is a pre-K, elementary, middle level, high school, undergraduate, or graduate level program.  Some of his ideas are encapsulated in an article published in 2006 in Education Leadership.  You can read the article by clicking here.

Amen General

Colin Powell talks about how kids still need structure in this day and age.  I cannot agree more.  Freedom without structure is meaningless chaos... structure without freedom means mindless training.

Watch this excellent TEDtalk by clicking here.

Ten Big Ideas of School Leadership

I am typically very suspicious of what I call "list logic"... you know... follow these steps and you cannot fail. But I found this article very interesting.  Definitely worth the few minutes it takes to read this wisdom from a veteran middle school principal in Maine, who was a finalist for national principal of the year.  It is certainly thought-provoking, even if you may not agree with each of the ten points on the list.  You can go to the article in Edutopia by clicking here.

Max De Pree

This video gives a quick overview of Max De Pree's legacy and philosophy.  Mr De Pree authored Leadership is an Art and Leadership Jazz.

Hmmm...

Does this describe your principals when you were in school?  Does this describe you?