Planning for a New Year

(I intended to publish this post, with pictures of my classroom piles over a week ago, however, low and behold, during my move, I lost my hand held camera containing all my blog pictures. I've decided, for the sake of time, to publish it now anyway, but I know doing so without the pictures just doesn't tell the whole story. Sorry!)

I am well underway as I complete and check off the inevitable back to school 'to do' list, but regardless of how far I get, it seems like there is always so much more to accomplish! This preparation for the upcoming school year has been slightly more involved for me, because I moved from an office into a classroom to accommodate a larger meeting area. I've already spent 7 days packing, moving, setting up, organizing, and decorating my new space. (During my summer break, of course.) Our official school year starts Monday and we have a week before students arrive. I am thankful for this additional time because preparing can mean a smooth transition not only for teachers but students, too.


When I looked around yesterday, I was satisfied with how far I've gotten despite the piles everywhere! As an instructional coach, like teachers, I have a 'to do' list to get myself ready, but what I'll need to do as Monday arrives is put my own needs and lists aside and be there for the teachers.

Pre-planning is the time when teachers need my attention. Some teachers ask my opinion on classroom set up and logistics, some need materials that I go in search of and assemble, some need to have their questions answered about curriculum, and some just excitedly want me to see their room. That's not to say I don't make a plan for my days, I do, however I remain extremely flexible. My top priority is not to finish my space, rather to get the three new classroom libraries organized, stamped and distributed. These teachers need time before kids arrive to set up their libraries. And, I will solicit the help of high school students needing service hours toward Bright Futures so this mundane task doesn't occupy too much of my time.

My next priority is to check on all newer teachers to make sure their needs are being met. I also have three math manipulative kits to gather, bulletin boards to decorate, and cleaning to do. However, regardless of the task I've undertaken, I will always stop to address others needs. I've learned to be a multi-tasker and a coach that can change gears at the drop of a hat-not unlike a juggler throwing flame laddened wands in the air, catching them one by one without one dropping, and moving eloquently into juggling a set of bowling pins. Does any of this sound familiar, if it does, you must be an educator, too.

Summer Break "To Do" List

It's summer. I'm out of school on break but my mind keeps drifting back to tasks awaiting me when I return. You'd think that an Instructional Coach wouldn't have much to do or think about when teachers are out on summer break but I beg to differ. There are state standardized test scores to analyze; There is a School Improvement Plan to write; There are two math manipulative kits to assemble; There are three leveled libraries delivered but not yet coded and distributed to three new classrooms; There is an office to move and unpack; There is a office/classroom to decorate; There are new math diagnostic assessments to edit, copy, and distribute; There are three new EXCEL math spreadsheets to create. And, these are just the few unfinished items that are first popping up in my mind.

I worked last Friday and this Monday to get a jump start, and I'd like to think that I could work a few more days before teachers come back, but much like the rest of my summer, I'll be leaving today for a state baseball tournament, followed by a fun filled week of family vacation, followed by perhaps the regional baseball tourney in NC. To say the least, the list of unfinished business never dwindles rather just gets replaced by items added to the next list. So, like teachers and administrators, as a coach, I too, will keep widdling away to get tasks finished and try not to stress about how much is still left to do. Who says summer is all fun and games?

Goodbye for Now

Yesterday, I embraced a heartbroken mother, consoled a grieving father, and hugged a devestated little sister. Today, I will watch as her parents say their final goodbyes and bury their beautiful teenage child. I stand by this loving family grieving during this most devastating time because their vibrant energetic child once shared her smile and educational journey with me-I was blessed to be her 5th grade teacher and she was my student.

These are stories not often shared with eager baby teachers during their college years. They are not lessons taught in a college classroom rather come with experience as they arise. I would tell them that they are entering a profession of distinguished honor and sometimes heartbreak. They are beginning a journey where the fabric of their own life will be tightly woven with that of many families. Along this adventure, they will feed hungry children, worry about their home lives, hear their stories of strife and disappointment, and spend their hard earned salary buying some of them school supplies. This is not a profession that ends at the end of a school day or even school year.

As a teacher, they will shed tears for the children in their care, but more often than that they will reap the plentiful benefits and see the extreme beauty in teaching as children celebrate their successes. A college professor will not tell them that each child will become a special part of who they are. The children they are blessed to have as students will have talents abound and they have a responsibility to make sure each of them shares their gifts. My advice to a teacher just starting their career would be--Get to know them; Get to know their parents; Get to know their siblings. Genuinely listen as they reveal who they are to you. Enjoy each of the 180 days that they call you their teacher. Keep each class photo and display it with honor. Remember their faces and their names. No matter how old they are, or how many years have passed, they will always be your students.

As teenagers and young adults, they will seek you out in a crowd. They will make sure to say hello as they pick up a little sister from school. They will tell you about college as they check you out at Target, wave to you as you pass them holding a sign at a local store, and give you their employee discount as they check you out at your favorite Chinese takeout. They will stop by school hoping that you are still there so they can share their celebrations and sometimes their disappointments. Some of them will conquer extreme obstacles even scaling the steepest wall of cancer as you stand by and cheer them on. You will be amazed at their level of maturity, strength, and perseverance. Your heart will sing for them. On the other hand, some of them will make poor decisions, even end up doing jail time. You will wish you could step back in time and talk to them as a youngster, to try to persuade them to make the right choices. You would help them with the sorrow if you could. In life, some will be victorious and some will be defeated. They are all your students. In your eyes, you will always believe in them, in their ability to reach their fullest potential.

The lovely young woman being laid to eternal rest today was a great success. She was a delightful student- intelligent, energetic, and friendly. As I whispered, “I am so sorry,” to her mom yesterday, she said to me, “She loved you, you know. She always came home talking about you.” For me the feeling is mutual, I loved her, too. I hope that every student I ever teach, no matter their age, will feel the same way. I hope that with each of them I put relationships first and foremost.

Beginning teachers sometimes don’t realize how their heartstrings will tug and their tears will fall, but in time, they will. And, to me, I’m blessed that they do, because it most likely means that not only did they touch my life, but most hopeful I touched theirs, too.

New Team Planning

Today, we kicked off the first of our New Team Planning Meetings with the incoming 3rd grade team. We believe, the meetings, unique to the way we prepare for the upcoming school year, are vital for team cohesiveness. It is not uncommon at The Creek for teachers to transition between grade levels, therefore teams always have new members. We believe, as the quote on our agenda stated that “Planning is bringing the future into the present so that you can do something about it now.” The pre-planning allows everyone to get to know each other, obtain a clear vision for the expectations and demands of that particular grade level, and ask questions and receive immediate answers. This one day gets everyone off on the right foot and brings a sense of calm.

Our morning began with a team building activity designed for teachers to learn more about one another and get the day started with a few hearty laughs. Then, the first topic of business was selecting a Team Leader to represent the interests of the grade level teachers at the shared decision making table and provide leadership to the grade level throughout the year. In third grade, the team nominated and appointed Vicky Cole to this position. After that, the team discussed Committee Chairs for positions like Target Team observers, Spirit, Technology, Play, etc. The third grade team was eager to volunteer and it was evident to me that many teachers were willing to fulfill leadership positions on the team. Always a good thing to ensure team cohesiveness!

Our next order of business was reviewing and clarifying the grade level's non-negotiables list as outlined by the America's Choice School Design and our CCE School Improvement Plan. I will post this complete list at the end of this blog post, if you wish to review the items this team has agreed to follow.

Third Grade teachers are departmentalized by subject area, therefore for the next part of our agenda we broke into two groups, the ELA department & Math/Science/Social Studies department. In each group, we conferred about the New Generation Standards, talked about inventories, common assessments, homework, grading, and diagnostics. In addition, in ELA, we spent much of our time on looking closely at our ELA Pacing Guide and revised it based on consensus for the 2010-2011 school year. This part of the agenda certainly brought clarity to each of the team members.

The professionals then went out to lunch together. This well spent time brings a lot of opportunity for conversation and collegiality, and is an important part of the day that should not be overlooked.

Afternoon dialogue focused on penning a grade level Supply List, and then on our digital resources. Led by Cheryl Chascin, teachers updated their On Course Teacher WebPages, and then logged in and explored Discovery Education.

The end of the agenda reminded teachers, “All the flowers of all the tomorrows are in the seeds of today.” And, I think they would agree that today, they planted many seeds they will reap the harvest of next school year.

_________________________________________________________

Non-negotiables

Subjects

--One hour Readers’ Workshop
--One hour Writers’ Workshop

--15-20 minute Interactive ELA Skills Block

--One hour Math Workshop
--15-20 minute Interactive Math Skills Block

--45 minutes of Science / Social Studies

Homework

--No more than 45 minutes nightly (Monday through Thursday), no homework on weekends.
--Coordinate the assignment of projects with members of the team. Revisit and align projects to New Generation Standards. Project assignments may go home on weekends, but only to provide students and parents additional time to secure materials. Project work counts in the 45 minute homework time limit. Research may count as reading time.
--Students are encouraged to be actively involved in extracurricular activities, spending a limited time on homework while building rituals and routines around study skills.

Million Word Standard

--Each student is responsible for reading a million words a year.

--Evidence will be logged through a book log. (Book logs can be paper/pencil, digital, school based or home based)

Artifacts
--Standards, for the daily lesson, should be displayed and printed large enough to be read by students from their seats.
--Book of the Month attractively displayed and accessible.

--Data Notebooks (Diagnostic Profiles, DRA’s, PMP)

--Portfolios in Writing, Mathematics, and Science
--Word Walls
--ELA: mini-lesson charts (teacher made), writing rubrics, Reading Response Journals or Notebooks, and Writing Notebooks or Seed Journals--Math: teacher made charts, 100’s chart, number lines with negative and positive numbers, manipulatives, and strategy charts
--Science: teacher made charts; Scientific Method posted; evidence of an inquiry based laboratory; and Science journals, notebooks or portfolios--Student work posted (on the walls in the classroom, preferred, but if space is limited hallway display is acceptable)

Standards- Based Bulletin Boards

--SBBB will be displayed by the deadline date and should include: Standards, Task, Circumstances of Performance, 4 pieces of student work, and teacher commentary. Student commentary is optional.

--No SBBB are due in August, December, March, or May. April's board should be work over time.

--Co-teachers in departmentalized grade levels will alternate between ELA and Math/Science/Social Studies.
--Teachers are encouraged to produce a variety (subject area and work product) of different SBBBs across the grade level. Each should be original and creative.

Standard Snapshots

--Go home with report cards on the 1st, 2nd, and 3rd nine weeks.
--Should be created collaboratively with an emphasis on discussing student work.
--Each student’s piece of work will be attached to the snapshot to be sent home on the specified date.

--ELA team will produce three Snapshots (reading or writing); Math/Science team will produce three Snapshots (math or science).

Pacing Guides

--District Learning Schedule in Mathematics

--District Learning Schedule in Science

--ELA CCE Pacing Guides, prepared using the Scope and Sequence in our district adopted Houghton-Mifflin Text and the Sunshine State Standards

--Author Studies, as outlined in our SIP, will be delivered following the pacing guide schedule.

On Course Grade Book

--Homework grades are for habits and process, not accuracy or content.
--Projects will not be graded if they are completed at home.

--5 or more grades in each subject area, every grading period.

--Subject area teachers MUST agree on what is being graded and how the grade is derived. Parents must be informed.
--Grades should be posted to the grade book within one week.

Communication with Parents

--Weekly newsletters
--Written notes in planners or email

--Blogs are highly recommended but optional.

Arts Extravaganza

Walking into our front lobby you can feel a school that has come alive! It's Arts Extravaganza week, one of my favorite times of the whole school year. Our nearly 1,300 children have created beautiful artwork that adorns our hallway walls and their framed work hangs on display in the lobby ready for sale to their parents during our two night Art Show.

The Cultural Arts Committee, led by master art teacher, Jennifer Snead, has put together an incredible week for students that is highlighted each morning with an assembly. Students have been drawn in by a puppeteer, dance and music ensemble, storyteller, Bluegrass performance, and Jacksonville Symphony drummers.

In addition, Arts Extravaganza Baskets assembled by our Room Moms and teachers are on display in the front lobby to be auctioned off Friday evening with funds going to the PTA to support next year's Arts Week.

As the culminating activity on Friday evening, Arts Extravaganza Family Night is hosted by our Cultural Arts Team and PTA. Throughout the lobby and Dining Room children will find artists and musicians displaying their talents, and art stations are set up for students to produce their own small treasures. I don't know of any school that celebrates the arts quite like ours, and I am ecstatic that our students have this enriching experience.

Did He Get The Right Answer?

My youngest son is a Second Grade student at Chets Creek Elementary and is being raised in a math learning community that values young mathematicians and works hard to develop their number sense. Since Kindergarten, his learning hasn't consisted of rote procedures and memorization, rather his teachers have cultivated his number sense, stretched him to solve problems using a variety of strategies, and embedded problem solving.

Today, coming home from school, he pulled out his Sunshine Math sheet and got to work. (The Sunshine Math program is run by our PTA and is an optional program that students can sign up for at the beginning of the school year. The weekly sheets offer math challenges for students to complete independently. Students get the sheets on Mondays and turn them in to the PTA on Fridays. PTA volunteers correct the sheets and return them to students. Students are rewarded periodically by PTA for their participation and at the end of the year, the teachers host a Math Challenge Day for students to compete.) Most of the time, the questions are rich contextually based problems which promote my child's problem solving skills. However, today, on the back of the sheet, there were a set of problems that looked very traditional.

The problems themselves didn't give me angst, rather the way the traditional problem pigeon holed my child into solving using a particular strategy-the traditional regrouping algorithm. Notice problem d. Now, humor me, if you will, and write this problem down on a sheet of paper. Then, solve it.

Most of you, like me, probably solved this problem using the traditional algorithm and got the answer easily.

Now, take a few moments to consider how my son solved it.

At quick glance, you may, like the volunteer that will use an answer key to score my son's paper, mark his answer incorrect. However, if you take a closer look, you will see that he is correct. He gave the answer 17 because he did not use the traditional regrouping algorithm, and he did not adhere to the confines of the boxes. He looked at this problem and said, "Six take away nine is negative 3." You can see where he recorded the -3 in the box. Then, he said, "Fifty take away what will give me 20? That must be 30." He recorded the 3 in the tens place box. Next he said, "Twenty take away three is seventeen." He did this all in a matter of seconds and then double checked his work to prove that 56-39=17.

Since I knew that they wanted him to get the answer 27, and I was intrigued by his thinking, I wrote the problem 56-29 on a sticky note and asked him to solve. A second later, he handed me back the correct answer of 27. I said, "Tell me how you solved it." He replied, "I know 50-20 is 30 and 6-9 is negative 3, so the equation is 30-3 which equals 27." He used a left to right strategy to solve and is very comfortable with negative numbers. I said, "How did you know 6-9 is negative 3?" He said, "Do you want me to prove it to you on a number line?" He's eight years old!

I was very intrigued the moment I saw what he'd done with this problem on our car ride home. I've been an intermediate math teacher; I've been a math coach; I've worked as a math consultant. And, I've seen far too many math practice books, websites, and even state adopted textbooks that have this type of problem in them. They look harmless enough, but for kids who think mathematically and even for those in the process of developing their number sense, they can be detrimental.

I am thankful that my son has not had teachers who teach him to solve problems procedurally using only the traditional algorithm. He's been blessed to have an incredibly talented set of teachers that offer instruction to cultivate a students' mathematical thinking. Because of Mrs. Mallon, Mrs. Dillard, Mrs. Ross, and Miss Russell, Carter is a mathematician.

Resource Teacher Meeting

Have you ever sat in a professional development session when you've thought-- This is a total waste of my time? This doesn't come close to meeting my needs for my content area? I know if you ask any teacher, most will give a resounding, "Yes!" to this question. I shutter, as a coach, to think that anyone feels this way, particularly anyone in my building. But, nevertheless, I know it happens, at least on occasion.

Many of our Professional Development opportunities at Chets are tailored to meet the specific needs of a grade level or content area. We have daily common planning time, weekly Teacher Meetings, and TDE days (Teacher Duty Elsewhere) where we offer relevant grade level / content area professional development to our classroom teachers.

In addition, there are times when it is necessary for the whole school to come together to learn and grow as a school community. Bi-monthly Early Release sessions and monthly Book of the Month are two such sessions. Most of the time, these sessions focus on data or reading which can be generalized across grade levels and content areas. However, often this year, I've wondered if our Resource (Art, Music, Physical Education, Media, and Character Education) teachers feel like they are getting useful training. Unlike classroom teachers, they don't get common planning time or weekly Teacher Meetings. They only receive the PD offered to the whole school, and unless we cover a topic they can adapt to their content area, I'm quite certain they don't get what they need.

We have a talented group of resource teachers who take charge of their own learning and seek opportunities outside our building, but it still left me wondering what I, as the Instructional Coach of the school, could do to help support their learning. I don't know much about their content areas, so my thoughts kept coming back to what I do know-standards and classroom instruction. Just like classroom teachers, they too have state standards designed to drive their instruction, but quite frankly, I had no idea if they were using them with great expertise, or not at all. I had no idea if everyone even knew how to access them on the state website, or whether they knew that all the state standards were being rewritten. I had no idea if they created and followed yearly pacing guides to be sure all content was covered, or not.

So, our first Resource Teacher Meeting was born. I began with a quick response sheet that would allow the Resource Teachers to reflect on their practice and share information with me about where they were on the journey of standards based education. I asked, "How often do you see each classroom of students?" "How do you plan for your lessons?" "How do you pace your content throughout the year?" "Which standards do you cover at each grade level?" "Are you able, given the time you have each student, to cover all of the standards?" The conversation was enlightening, and I now more fully understand why each resource teacher feels an urgency to meet with students as often as they can.

Our session lasted about 75 minutes and we discussed Florida's New Generation Standards and implications to their lesson planning and delivery; We talked about yearly pacing guides and how they might create one; We looked at the Standards/Curriculum/Instruction/Assessment Alignment and I shared the Workshop Model with them. Then, we reflected together.

I feel good about our session together. I want them to know that I value their craft and care about their learning. I have no idea how I'll continue to offer them support, but I know that I want to try.