To Whom it May Concern

This past Friday was the day teachers have come to dread.  The day that makes good teachers second guess their instructional practices, and even their career choice.  Teacher value-added ratings were posted.

Talking with my colleagues, I have again come to the realization that the education system is going about this whole education thing all wrong.  As I sort my thoughts, I figure the best way to express them is in an open letter to the Ohio Department of Education and all others who feel these reports will improve the quality of education in our state.  As well as some other amazing educators who need a little confidence boost right about now. Here it goes...

To Whom it May Concern:

I am currently in my 4th year teaching at the middle school level.  My dream as a little girl was always to be a teacher.  I never even thought of any other career option.  In my early stages of my career, I fear it is not the career I imagined due to the expectations and assessment styles put on teachers and students alike.  I am lucky enough to be in a district where we are on the cutting edge of innovative, authentic, and technology-integrated instructional practices; however, I am afraid that even though this is what we want in our schools, this is not the way we are assessing our schools and/or students.

To me, there is a very clear irony in the current educational system.  We are increasingly told that best practice includes ongoing feedback, authentic/alternative assessments, opportunities to allow for problem solving, implementation of stations and ePortfolios, use of 21st century skills, and tracking student growth.  I am no expert at all of these, but I can honestly say I put an earnest effort forth to attempt to be the best teacher I can be and address all my students' needs, even those non-academic ones that we all know have a huge impact on their education.  However, these very best practices are not used when assessing our schools, teachers, and students.

We are told to rely on many formative and summative assessments to track progress; however, the state uses one assessment to track progress.

We are told to offer creative, unique, and alternative assessments to allow for students to show what they know; however we assess our students using a 3 hour, paper and pencil, bubble in the circle, "google-able" question test.

We are told to assess using written feedback on each standard, yet the state assesses our schools using the traditional A, B, C, D grading system.

We are told to reach students on their level, meet their needs, and create relationships, but none of that comes into play when they are tested on a day when they just weren't themselves.

And what human being would be okay with their child's teacher choosing ONE test and weighting their grade book where that child's learning for the whole year was based 50% on that ONE test?  I am not a parent yet, but I know I would not agree with that methodology.  

I have a hard time understanding this paradox.  I also have a hard time understanding how some teachers can go from most effective to least effective to approaching average all while only improving their instructional practices.  Why such the large discrepancy?  Perhaps, we are still failing to acknowledge the human factor that largely comes into play.

I am in no way trying to come off as a whiny teacher who does not want to be held accountable.  PLEASE hold me accountable.  Please.  I want that ongoing feedback that is considered best practice.  That's what I rely on to improve my instructional practices.  And I will accept any rating thrown at me.  But I still do not feel this is the best assessment style.  Sure, we need some sort of quantitative data, but why weight that ONE source of data as 50% of our evaluation? We need to be breeding learners who think critically, who solve problems, who come up with creative and innovative ideas.  That theory is largely supported in the educational realm, yet we still spend large amounts of money on creating an assessment that goes against every grain of the 21st century learner theory.

My fear is that teachers will understandably become nervous and anxious about their potentially public value-added rating, that they will abandon all "best practices" and adhere to the test-taking instructional methods.  I am a teacher with a household to support, and I fear this is what the educational assessment system is forcing us to do.

My final plea.  Please rethink your methods.  I work with amazing educators, who on Friday were all feeling completely and utterly defeated.  Please think about the students with open, bright futures.  Please let us give them the educational experience they deserve.  The one that will make a difference in this world.  Otherwise, don't expect anything to change.

Sincerely,
A concerned educator

Stop, Reflect, and Continue Forward

Going into this school year, I knew I would be experimenting with new teaching strategies.  With the ultimate goal of creating a more student-centered classroom with real world learning experiences.  Being a perfectionist by nature, I wanted it all to happen perfectly from day one.  With much reflection in PLC, GLM, and nights with my fellow teacher husband, I have learned that it is important to stop, reflect, continue forward.  Before I continue forward, I wanted to stop (and breathe) and offer a reflection on the year on some of my experiments' successes and failures.

Genius Hour
I find such value in the theory behind Genius Hour that no matter how many obstacles I am faced with, I will never give up on the idea of giving 20% of my instructional time to let their students explore their passions and curiosities.  I am by no means an expert on implementing Genius Hour.  This year I find myself wading the waters and seeing what will happen.  With just one grading quarter under our belts, I have students starting campaigns for clean water in Africa, as well as fundraising for childhood cancer.  These are the moments that make me feel connected and proud of my students.  These ideas sprouted from their minds with no prompting of mine.  How can one ever turn away the idea of Genius Hour when the products make such an impact on our world.  On an even smaller scale, I had a student already make connections with beauticians she found on YouTube via Twitter.  She did this all on her own...at home.  Real life learning and self-motivation.  Again, how can you say no?  As their facilitator to Genius Hour, I need to work to expose them to more readings and technology tools relevant to their projects.  I also need to work with some students on honing in on their passions, but I truly feel the students who struggle are not used to an educational system that lets THEM choose versus the teacher.  I see great things coming from all of the students once they jump over that hurdle.

Donate to Colin's Clean Water Fund for Africa

Blended Learning Centers in Middle School 
My 7th graders and I are going on a journey this year of a new learning experience with the implementation of technology, mobile furniture, and a flexible learning space.  One of my goals has always been to implement elementary type learning centers into a middle school classroom, but I have always found the scheduling to be a hinderance.  I am happy to say that my PLC partner and I have made great strides in planning student-directed learning stations in the form of choice boards, and now we are attempting actual physical learning spaces in our rooms that the students will rotate through each day for a period of 5 weeks or so (with the hopes of making it a more permanent classroom structure).  Students will be utilizing their iPads to supplement the learning process, as well as provide clear-cut assessment data each day so I am able to plan my small group instruction accordingly.  Creating learning centers has provided some obstacles as well, but we are working on cleaning up the management of the centers with the use of Google Forms and rubrics for students to self-assess each day.  We will also post unit checkpoints in the form of "I can" statements around the room for students to track their progress. I have also found the Google Script titled "Doctopus" to be extremely beneficial in giving immediate feedback for writing assignments.  Again, I feel it is a transition for students who are used to a traditional type classroom setting, so as we continue with this structure, we will continue to see growth in the student work and progress.  One main thing to remember, obstacles are NO reason to give up, just reasons to grow.

Bringing Social Studies Alive
Ask any student (or even adult) what their most boring class was in school.  Social studies.  My goal as a social studies teacher is to bring the content alive.  Even though adults say social studies was a boring class, they always say it would be their favorite subject as an adult.  I would like to change this culture of a social studies classroom.  No more simply reading from textbooks.  Through the use of simulations, gamification, and role-playing, I have had some great feedback from my students on social studies class.  Instead of reading about government types, we brought them alive by treating class as different forms of governments.  My next step is to "gamify" our economics unit.  Why not turn the classroom into different nations dealing with trade?  Or how about a marketplace battling supply and demand?  I have made some great connections with experts in this field, and I am excited to see where it goes.  MinecraftEDU is also on my agenda for 2nd semester to supplement ancient civilization units.

Phew.  This is why reflection is a good thing.  Sometimes educators are so entranced in the day to day that they forget to look at the big picture.  Success to me is hearing kids say "See.. this is why social studies is my favorite class".  Or reading a blog about students enjoying a unit because "they could work at their own pace".  And even better, working with a student today on setting up a campaign to bring clean water to Africa.  That's what it's about.

Stop and reflect.  Then continue forward.  Because odds are, you ARE doing amazing things.

Little Successes

Wow.  First quarter has come and gone.  As I have sat through many PLCs, GLMs, and impromptu after school conversations and reflected with my colleagues, I have come to the realization that although not everything has gone exactly how it played out in our minds, we have found success with some instructional tools that should not go unnoticed.  As teachers, we overly reflect.  We are perfectionists.  It is our nature.  We never want to take ownership of our successes, yet we are quick to point out our failures.

We all knew this year would present many learning opportunities as well as more problems to be solved.  However, it must not stop us.  The goal is to change the way students view school.  This does not necessarily mean we have to uproot everything we have had success with in the past, but it does mean we should start taking baby steps into the right direction.  Then one day, everything we plan in our minds, will play out exactly how we plan it.... kidding.  It never will, but isn't that part of the fun of it?

So now it's time to reflect on the successes.  Below is a list of some of the tools I found to be extremely helpful, beneficial, and fun for students as we start this shift in our instructional methods.

Socrative - I am a big fan of quick checks.  Last year, my PLC partner and I wrote grants for SMART Response PE system.  I am still a big fan of that response system for my 6th graders without iPads, but Socrative has proved to be a lifesaver, and excellent tool for my 7th graders with iPads.  The app is super easy to use for both teachers and students.  It also sends you an immediate report with student data to easily group students.  I have used this as a daily warm-up, then I check the results right away and am able to build my groups right there.  It also has a built-in exit ticket which I have not used yet, but I think it offers great value.

Schoology - Schoology is an excellent learning management system for teachers.  Our team has really taken on a liking to using Schoology as a "one stop shop" for students.  It offers many valuable functions, but my favorite is the ability to build assessments right into the program.  I also am excited to work with the discussion boards, as I think that can be a valuable tool in the E/LA classroom (or any subject matter really!).  My colleagues have delved even further into the capabilities of Schoology, and I am excited to see how this LMS can streamline school for middle school students traveling from class to class.

EduCreations - There are many apps similar to EduCreations such as "Explain Everything" and "Show Me".  I have really only tried out EduCreations, but I know the others offer very similar options as EduCreations.  Recently, my students were actively engaged in a choice board of ways to show their understanding of our first unit concepts.  I found EduCreations really allowed students to show what they know by creating "lessons".  With the ease of inputting pictures, voice recordings, and fun colors, students were able to put their own style into showing mastery of the standards.  This is also a great app for teachers to record lessons if you are trying to "flip" your classroom, but I have not yet attempted the teacher use function of the app yet.

QR Codes - We used QR codes to direct students to instructions for their choice board activities.  The QR codes linked to Google Drive documents where my PLC partner and I wrote up instructions.  These help with the "paperless" movement, but they are more so an easy way for teachers not to feel they are constantly repeating instructions.  There are many other tools for QR codes, but so far, this is the one way I have implemented them in the classroom.  Super easy to create and interactive for students to get up and move.  Even without iPads, many students have their own devices with cameras that they could bring to class.

Story Me - This iPad app engaged my students more than any other app I have introduced.  I have 50 page comic strips re-writing stories from a different character's POV just by introducing the Story Me app.  These same students would not have even written a page if I gave them a paper and pencil.  The app allows for comic book photo effects and captions to write in content.  It links to photos, so students would save images from the internet then add them into their comic strips.

We have experimented with other apps, programs, etc.  These are the ones that have gone pretty smoothly.  I am hoping to find success with Google Blogger next to create ePortfolios.  As for now, we can't beat ourselves up if every single attempt at change does not bring about success.  All we can do is celebrate what WORKS and keep trying at others.  The one thing we cannot do is give up.  I still truly believe education needs to start changing, and we cannot get comfortable when we throw out the occasional worksheet.  With a little trial and error, and a lot of support, I still believe this is possible.

Buzz Words

There are a lot of buzz words in education.  We are inundated with buzz words.  We also become experts at explaining our classrooms using these buzz words, but in reality, all we are really doing is saying the buzz word and not applying the buzz words.

This happens a lot.  However, I don't blame educators.  We are thrown new theories every day, and it's hard to keep up, so instead, we just increase our "teacher" lexicon.

One buzz word in particular that has been thrown around a lot is "stations" or "learning centers".  I've sat in countless inservices explaining and creating different stations that get thrown out in the garbage by the end.  However, it's time to start applying some of these theories.

Through true collaboration, my 7th grade English counterpart and I have developed, designed, and constructed a differentiated, data-driven, intervention friendly, technology applied unit.  Phew.  That's some buzz-words for you!  We are anxious to get this unit into play as we have often talked about how this actually LOOKS in a classroom as opposed to simply discussing the theory.

As an educator, all I hope to see is theories in action.  It is our hope we can bring this one buzz word to life in the middle school English classroom.  Stay tuned for progress...

On the Eve of Genius Hour

We are about to take the leap of a genius.  Tomorrow, my students will be introduced to an opportunity that can change how education is perceived in their young minds.  I will be introducing the concept of Genius Hour after reading many positive articles, real life stories, and Twitter accounts about the never-ending positive effects of the implementation of Genius Hour or 20% Time in the classroom.  I am excited to start this journey.  This is why I became a teacher.  To see kids learn, and to see kids get EXCITED about their own learning.  Genius Hour will present them with this opportunity.

I was away at sixth grade camp last week.  Being outdoorsy has never been one of my strengths, but as I was standing on the edge of the stream watching students get excited about racing their own engineered boats out of Tinker Toys, I was again reminded of the innate curiosity of human beings.

Listening to conversations, I heard the 6th graders problem solve, collaborate, creative think.  Everything we hope for in our children.  They were curious and imaginative.  Yet, they generated hypotheses and tested, then modified.  Sounds like great educational jargon, right?  This is what it looked like:

How come when we educators are posed with tasks such as "have students generate and test hypotheses" we immediately feel bogged down with more content to cover?  We pull out our latest curriculum textbook that sings praises of its activities.  When in reality, our classroom still has rows of desks with freshly copied worksheets placed on each one.  It's time to spice things up.

I have been seeing the light more and more.  These sparks of light have inspired me and brought me back to life.  It doesn't have to be stressful.  Genius Hour provides this opportunity.  Letting students control their own learning.  Letting go of the reins for a little bit to see where they want to go with their learning. There is much I want to learn too.  I can't wait to go on this journey too (graphic design or sewing??  Or both??).

I'm going to end on a quick story.  Today I was with my husband's family for a baby shower.  My husband and I were playing on an old train set with his 4 year old cousin.  As I sat back and watched, I saw the young boy curiously follow my husband around while he was trying to figure out how to get it to work again.  I was given another spark of light.  The 4 year old boy who has only one day of preschool under his belt said the following while observing the non-working trains and trying to figure out which ones worked the last time he was over:

"This train has webs on it, so it can't be this one that works".

Problem solving.  At four years old.  We CAN bring it back to the classroom.  For me, Genius Hour is the answer.

The Question Remains

As we settle into the school year, and I am beginning to get my footing, I felt it was time to reflect.

We have been bombarded with changes in education.  Every educator feels they are in this tug of war battle of the never-ending question of:

Teach to the student OR Teach to the test

Can these happen together or will they always remain mutually exclusive?

It's what us educators have nightmares about.  I stand firmly in my belief that I must teach to the student.  Because the latter will produce scary results. What is my role as an educator of our future if I feel I should work to appease the big honcho State test makers?   What young 5th grade girl sitting in her room pretending to teach in front of her imaginary classroom really dreamed of giving practice standardized tests?

Yes, that 5th grade girl was me.  And I still have a binder full of lesson plans from my childhood, none of which included a practice OAA.  Yet, there were many lesson filled with discovery, creativity, and imagination.  From the mind of a 5th grade girl with dreams of becoming a teacher.

Now here I am.  Except roles are reversed.  I am that teacher, with those opportunities I hoped for.  I don't want my students going home at night dreaming of what school SHOULD be.  I want them going home at night inspired to continue their learning.

Yet, there is still that test that looms over me.

Loopholes.  There are always loopholes.  I can still have a classroom like this:

Engaged students, real learning.  And I truly believe that if students are engaged, inspired, curious, and imaginative, then they can ace any State-mandated test thrown their way.

However, if we choose the latter, and teach solely to the test, then we can't predict that those students will still succeed at the former...inspired to learn beyond the classroom walls.

In my opinion, the answer is easy...

Pushing the Wheel

At every start of the year, I envision the same picture in my head.  A big heavy rubber wheel (maybe steel, wood, changes with the years!) at the top of a hill.  However to get that wheel rolling, I have to push it about 100 yards (this year may be more like 400 yards) on rocky terrain before that wheel begins to roll down the hill.

Being as it is my third year, I trained for the pushing of the wheel this year.  I found more resources and did more research.  I also reflected.  Reflection is often the one thing that gets lost in life.  We forget to reflect because we are always battling the demon of time.  I had rarely even presented the opportunity for my students to reflect on the learning they had done since time was always of the essence, and the looming April test date was always in the back of our mind.  This reflection will allow for us to stop, and figure out if our "pushing method" is really the most effective.  Or if maybe, there are other options.

This year, pushing the wheel is looking a little bit different.  Shocking, right?  Instead of just me pushing it, I am surrounded by a great team of teachers who are collaborating to push this wheel through unknown terrain.  Also, we are learning that there are much more detours to the hill this year.  Detours that in the end, I believe, will get this wheel moving to a new destination.  Not just the bottom of the hill to fall flat.  And who's to say once that wheel is pushed over the edge of the hill, there won't be surprise hills popping up along the downhill slide.

Even though we had to utilize some problem solving and patience already with the unknown terrain, we have started out producing some great things.  We started to set up our blogs today, and with some refinement through Google Drive drafts, all students will be public, blogging about their passions and curiosities.  We also introduced ourselves with some pretty cool technology such as QR code scavenger hunts and Pinterest boards.

Scanning a QR code to learn more about our peers.

Presenting QR codes to teach peers about our interests.

Testing our geography skills using GeoGuessr in Social Studies

As we continue on this first full week of school, I will continue to reflect to find ways to get this wheel moving.  And as I made my agenda for tomorrow, I came across this quote.  At this moment, this is the truth we need to hear.

Twas the Night Before School Started...

Well, it's here.  The night before.  The last night.  The time.  It's here.

As my iPad and macbook are charging for showtime, I am beginning to reflect on this school year. This year is going to be different.  Different than I ever remember school being as a student and as a teacher.  Actually, I'm not even quite sure my role will be a "teacher" this year.  And let me tell you, I am excited.  I would be lying if I didn't mention my anxiousness for this year as well.

Blended learning is a new concept to me.  I am a learner by nature (Hard-Dwyered to learn...hehe).  I research.  I read.  I research more.  I watch a video.  I am GREAT at remembering information.  I was excellent at what school was.  However "school" is changing.  For the better.  The MUCH better.  Which means, my methods will be changing.  So long worksheets, hello real world problems! Luckily, being a learner is the key component to this new classroom that we are about to experience.

In the world of education, we have been programmed to learn for THE TEST.  Those are the scariest words for both teachers and students.  At what other point in your life have you been motivated to learn because of THE TEST?  It's not realistic.

We should be learning for our own good.
We should learn what we want.
We should use this learning to make a difference.
A real difference.
A difference than can cause a chain reaction.
A difference that can end in failure.
But a difference that can spark another learning journey.
Learning should be lifelong.  And school should inspire that.

Curiosity and imagination will be the norm in our classroom.  This will be a challenge for all because we have become accustomed to memorizing facts that can simply be answered with the click of a mouse on Google nowadays.  It's time for a change.  We must harness that innate curiosity and desire to learn to become true 21st century learners.

I will be going on this journey along with my students.  I am ready to learn new things, fail at some things, try different approaches, and overall inspire my students to learn and contribute their passions to society.

Anything is possible...

New Beginnings

Beginnings have always been hard for me.  Beginnings mark a change, and change is often hard and scary.  However, I am learning a new connotation to the word "beginning".  This summer has marked many new beginnings for me.  New husband, new name, new home, new car.  Of course, a beginning wouldn't truly be a beginning without some photo documentation.

Me and my husband! 

New name! Officially married.

The new ride :-)

I had told friends and family that I was ready for things to settle down after the big wedding, but the planets aligned in a certain way this year to throw even more change my way!  As the dog days of summer near their end, I am preparing to start a new year at Ridge Middle School in a brand NEW classroom with a brand NEW instructional model.  More new beginnings!  

My summer "classroom set-up" has looked a lot different this year.  Instead of heading to Target to buy the newest bulletin board borders, I find myself reading and tweeting and pinning and reading some more and...now blogging to prepare for this new change in my classroom.

In my three short years as a teacher, I have come to the conclusion that I need to make learning much more meaningful for my students.  This blog will serve as my journal throughout this new beginning with hopes of creating more new beginnings for each of my students.  Be on the look out, they will be blogging too!