tag:blogger.com,1999:blog-26474673348549883002024-03-13T13:17:41.979-04:00Ellis' Island of Learning, Leading, and TeachingThis is a place for those who have a love of teaching and learning and it is my spot for personal reflection and growth. Feedback is most welcome!Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-2647467334854988300.post-21578989308531714292010-09-21T23:29:00.004-04:002010-09-22T18:32:39.987-04:00Blocked is a Good Thing?To quote the late, great John Lennon, "Life is what happens when you're busy making other plans." And so has been my life lately. Personally, Dad was diagnosed with stage 3 bladder cancer in November and, that being said, blogging about my professional life has taken a back seat. Family has been the focus. But now that we have a clearer picture of the future and we've weathered a massive round of radiation and have clearance from his team here to go ahead and go back to FLA (yes, they are snowbirds) we are sitting more comfortably. But that's just us and our family. And, as my mom has said from the beginning, which has been a great deal of inspiration for me, "And that's where we are today." In other words, one day at a time. You can't think about the future and what might be and fret about it.<br /><br />I'd like to introduce you to another family, whom I know won't mind me sharing their story as they are very transparent both in their current stuggle and in their teaching practices. Meet Mike and Liz Fisher or as you may know them @fisher1000 and @elizabethfisher on twitter. They are living the nightmare of having their 3 and half year old undergoing brain surgery. So far the prognosis is good. She's speaking and walking, and "That's where we are today."<br /><br />So, no more excuses. Blogging weekly is my pledge to you, the www. I am back. And I am back thanks to a prominent twitter poster, an educator who shares a great deal, for contacting me because my blog was disabled due to a commenter post that had a virus.<br /><br />Thank you to @nashworld for alerting me to the fact that my blog was down, giving me the inspiration to write again, and helping me to focus on my mom's mantra "and that's where we are today." I think that mindset has a great deal of potential to drive teachers and districts forward. We must be realistic and set achievable goals for our kids and we must take time to honestly identify where are today. From there we can work together to create a plan that inspires all learners, both students and teachers.<br /><br />And that's all I have to say about that.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com0tag:blogger.com,1999:blog-2647467334854988300.post-25899341795675089882009-07-13T17:13:00.014-04:002009-07-27T10:49:41.826-04:00Interviewing for a Teaching Position: Some Top 5s of Landing a JobAs a former teacher of 12 years, an <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">administrative</span> intern for 1, a Teacher on Special Assignment (<span class="blsp-spelling-error" id="SPELLING_ERROR_1">TOSA</span>) as an <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">administrator</span> at both the building and district level for over a year, an <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">administrative</span> candidate for six different building and district level positions and a finalist for four, and finally landing my dream job as the Director of Curriculum and Instruction for a small city school district, I have quite a unique perspective on the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">interviewing</span> process at multiple levels. My experience runs the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">gamut</span> from calling and scheduling candidates and reviewing <span class="blsp-spelling-corrected" id="SPELLING_ERROR_6">applications</span>, resumes, <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">recommendations</span>, and verifying <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">certifications</span> to choosing interview questions, creating interview documents, and designing performance tasks, such as lessons or <span class="blsp-spelling-corrected" id="SPELLING_ERROR_9">presentations</span>, along with aligning scoring rubrics for evaluation for all levels of educational employment from classroom teacher to building <span class="blsp-spelling-corrected" id="SPELLING_ERROR_10">administrator</span> to district level <span class="blsp-spelling-corrected" id="SPELLING_ERROR_11">administrator</span>, including <span class="blsp-spelling-corrected" id="SPELLING_ERROR_12">superintendency</span> positions. YES, I said it...PERFORMANCE TASKS...be prepared to be ON and be <span class="blsp-spelling-corrected" id="SPELLING_ERROR_13">evaluated</span>, folks!<br /><br />Today, I spent 4 hours <span class="blsp-spelling-corrected" id="SPELLING_ERROR_14">interviewing</span> nine candidates for an open <span class="blsp-spelling-error" id="SPELLING_ERROR_15">UPK</span> (Universal <span class="blsp-spelling-error" id="SPELLING_ERROR_16">Pre</span>-K) position in my district in a building where I also serve as supervisor or <span class="blsp-spelling-corrected" id="SPELLING_ERROR_17">administrator</span> in charge. It was a very exciting day. Please understand that <span class="blsp-spelling-corrected" id="SPELLING_ERROR_18">administrators</span> must be extremely selective in choosing candidates to interview; experience and "fit" in their building culture are prime <span class="blsp-spelling-corrected" id="SPELLING_ERROR_19">considerations</span>. Of 134 potential candidates, I had to choose 8-10 to interview. Therefore, prior experience in a particular grade level, especially in regards to <span class="blsp-spelling-error" id="SPELLING_ERROR_20">UPK</span> (4 yr. <span class="blsp-spelling-error" id="SPELLING_ERROR_21">olds</span>) was very important to me. I also looked for multiple <span class="blsp-spelling-corrected" id="SPELLING_ERROR_22">certifications</span> for important areas at the elementary level such as literacy and special education. Multiple <span class="blsp-spelling-corrected" id="SPELLING_ERROR_23">certifications</span> is not a <em>requirement, </em>mind you, but it certainly adds depth to the candidate's experience.<br /><br />Enough background already! As promised, below are two lists: TOP 5 TIPS for LANDING the INTERVIEW and TOP 5 TIPS for A PERSONAL INTERVIEW for a teaching position...drum roll, please....<br /><br /><strong>ON PAPER, BE SURE TO:</strong><br /><br /><br /><ol><li>I should note that in many states, NY included, we have gone to on-line applicant screening so it is of utmost importance to be sure to attach EVERYTHING you can. Admins who do the initial screening look for an updated resume, a letter of interest SPECIFIC to the district or position (this is KEY for many districts; they won't look at it you if you have not expressed direct interest in their district), 3 letters of reference (minimum), and copies (usually scanned) of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_24">certifications</span> and/or submissions/<span class="blsp-spelling-corrected" id="SPELLING_ERROR_25">notifications</span> that certs are pending. In other words, keep your on-line application up to date!</li><li>Not only should you write letters of interest specific to each particular district that highlight your talents and what you can offer to that district, your resume should reflect the same thing. Have a core resume ready that you can tweak to highlight a particular district's needs and showcase your talents!</li><li>Highlight specialized training, areas that you have provided turn-key training, and ways in which you have <span class="blsp-spelling-corrected" id="SPELLING_ERROR_26">collaborated</span> with others. Taking the initiative to prove that you are a life-long learner, are open to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_27">constructive</span> criticism, and willing to learn from others and contribute to building culture are extremely important. Operating as an island, behind closed doors is a mentality of the past. You must show that you are open and willing to work with others to provide the BEST POSSIBLE LEARNING EXPERIENCE FOR KIDS. </li><li>Make sure your references are up to date and are accurate. It's quite frustrating to call a listed reference that hardly remembers the candidate or has had very little interaction or experience of observing the candidate in the classroom. We, as potential employers, totally rely on the feedback of your references. That being said, INVITE MULTIPLE PEOPLE INTO YOUR CLASSROOM WHOM YOU CAN COUNT ON TO WRITE LETTERS OF REFERENCE OR PROVIDE FEEDBACK OF YOUR PERFORMANCE. This includes building principals, department <span class="blsp-spelling-corrected" id="SPELLING_ERROR_28">coordinators</span>, grade level leaders, consultant teachers (special ed. teachers and directors, support personnel, volunteers, and directors of curriculum and instruction, to name a few). Invite varied people from all areas into your classroom; make an effort to schedule their presence and ask for their feedback in writing.</li><li>Attach any award or special recognitions to your application. This feature gives us, the evaluator of whether you are a good fit for the position, an opportunity to see if, at first glance, on paper, if you are truly a good fit and qualified for the position in question. Please remember that, at all times, you are your own salesperson, per se, and are responsible for selling your best qualities to the district and the position.</li></ol><p><strong>IN PERSON, BE SURE TO:</strong></p><ol><li>Appear confident; but also be sure not to appear too haughty. This is a FINE line to walk. Do your best to not allow your nervousness or eagerness for the position to overpower your skills and abilities at a particular grade level or in a particular subject area. Also, be sure to highlight your abilities in a particular program or area that lend itself to the builidng vision, the building initiatiaves, the particular needs of the students in that building. Student achievement and evidence thereof should be your foremost focus.</li><li>Your ability to highlilght your willingness to work and collaborate with others in the building to promote student achievement is of the utmost importance. Maintaining or enhancing a building culture is very important information for building leaders. We need to know that you can easily transition into a position and/or team and can be an integral player in promoting student achievement. We also like to see people who are multi-talented and multi-certed, especially at the elementary level. It does happen that we hire a singly certed individual, but in these days of dwindling enrollment in WNY, it is a plus to have a candidate who has certification in multiple areas as well as experience in key areas such as literacy, RtI, and Special Ed.</li><li>SPECIFICS, SPECIFICS, SPECIFICS! Just as we ask students to rely on their experiences and text based details, we expect to interview candidates who are able able to provide specific examples of how they have implemented specific strategies, programs, and philosophies in their classroom (NAME THEM AND DESCRIBE HOW YOU HAVE IMPLEMENTED THEM). Having those specific examples readily available is also a bonus, BUT...knowing how and when to navigate those strategies and highlight them in an interview is another story. See number 4 below.</li><li>Yes, I appreciate your portfolio and all the work you have put into it; really, I do. The key to referrring to your portfolio in the interview is to indexing it properly, so that when a particular question is asked, you are able to reference a specific example with ease. Yes, we really do want to see examples of your work, but we rarely have time to review your portfolios afterward. Therefore, IT IS YOUR JOB TO HIGHLIGHT WHAT YOU HAVE TO OFFER THROUGH EXAMPLES IN YOUR PORTFOLIO...and don't be so dismissive as to say, "I can leave this with you." Rather, be proactive and show us examples and things you can highlight by providing us with memorable experiences that do not ask us to invest additional time.</li><li>Most, if not all, interviews will end by asking what questions you have for us. Here is where you NEED to show, through your questions, that you have done some research on the district. DO IT! Talk to anyone and everyone you can about the district and what it has to offer...learn all you can before the interview. And, if, for example, a district's website is outdated and under construction, TAKE THE INITIATIVE TO LEARN ALL YOU CAN ABOUT THE DISTRICT, ITS PROGRAMS, ITS INITITIAVES, ITS EXCTRACURRICULARS, etc. Make phone calls, send emails, talk to others who may know someone in the district. In other words, DO YOUR HOMEWORK!</li></ol><p>Finally, be yourself in an interview; be excited and showcase what you have to offer. If you are your true self... a child advocate, someone who is dedicated to the profession, and willing to work collaboratively in the best interest of the child...I assure you that you will find your perfect fit in this extremely rewarding yet often frustrating profession sooner or later. And, with God Speed, I trust that it will be sooner rather than later.</p>Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com4tag:blogger.com,1999:blog-2647467334854988300.post-76887600734217003862009-03-05T17:18:00.006-05:002009-03-06T10:18:43.310-05:00Everything I Need to Know I Learned From My BrowndogIt’s funny how life works out sometimes. I grew up in wonderful family and was blessed with two loving parents and three fantastic siblings. I am the youngest of four and have a sister for a best friend and two great brothers. For as far back as I can remember, we always had dogs in our family. My dad, a hunter and fisher <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">extraordinaire</span>, had a saying about dogs: "If it can't hunt, it can't stay." As a result, we usually had a retriever or a setter. So when I grew up, got a teaching job, and bought my own house, I also bought my best friend...my <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">browndog</span></span></span>; a wonderfully friendly and spirited chocolate lab named Bailey (officially named Kate's <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Mudsplash</span></span></span> Bailey Girl).<br /><br />As I reflect on my life as an educator, as I often do, I can say that everything I ever needed to know about life I learned from my <span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">browndog</span></span></span>. Here are some lasting life lessons that I've learned from my furry and brown best friend:<br /><br />1. <strong>Greet everyone enthusiastically, be happy to see them, and show them how much you care about what they do.</strong> In other words, build lasting relationships. Dogs have this wonderful connection to people and, as an administrator, I can't say enough about how important it is to build relationships with those with whom you live and work closely. There is always a common goal to strive toward in education and there's no better way to get people to follow you as a leader but through building relationships and appreciating what they do every day. Take time to appreciate those important people in your life and show them how much you care about them and what they do. It is the single most important thing you can do for your teachers, who do the most important work in the world...inspiring the next generation to do great things.<br /><br />2. <strong>Work hard and play hard.</strong> My <span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">browndog</span></span></span> will be turning ten in a few weeks and she is still all puppy. She loves to work hard and please me, her leader, and she loves to play even more. We need to take time to do the same things. Being an educator or an educational leader is hard work; we face obstacles every day and do our best to inspire and motivate others to do their best work as well. But the job can be taxing, both physically and emotionally; so it is ever so important that after working hard we reward ourselves with a little bit of fun. This is true not only for us, but for our students as well. We need to remember to reward hard work with some fun. It will pay dividends that are everlasting. Kids and teachers alike will become more connected to their schools and they will become leaders in their own right.<br /><br />3. <strong>Take a walk every day.</strong> In other words, take time out to get some physical activity every day. I have a teacher in my <span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">UPK</span></span></span> program that is seeing the rewards of this idea in real time. Each day, after her normal routine of calendar, weather, the pledge, etc., she has the kids count to 100 doing combinations of ten reps of some sort of physical activity...jumping, push-ups, squatting, jumping jacks...anything she can think of. The kids love it and are building strength and so are she and her aide. I visit each classroom every day and I can see the kids making progress! But what I really love is that the kids make me join in too. It's fun, we see progress in others and praise each other, and we expend some energy which helps us to focus on our work afterward.<br /><br />4. <strong>Rest as needed.</strong> My <span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">browndog</span></span></span> is a power napper. As she is approaching her ten year mark, she naps more frequently and tuckers out more easily. However, she <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">recuperates</span> quickly because she rests as needed throughout the day. As adults, we need to remember to do the same. Of course, we cannot nap while on the job but we can be proactive by planning accordingly so that we are able to organize and manage our work in meaningful and effective ways. Teachers need to learn be ever-mindful of their weekly and report card deadlines so that they are not spending their personal family or home time grading papers or projects to calculate grades. There must be a clearly defined line of work and life. Educational leaders need to find and share strategies and tools to help teachers monitor their time more effectively.<br /><br />5. <strong>Praise good deeds.</strong> I will admit that the <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">browndog</span></span></span> was not always the best pet. As a pup, she chewed every rung on my dining room chairs until they were toothpicks, she ate my favorite and original <span class="blsp-spelling-error" id="SPELLING_ERROR_9"><span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">Birkenstocks</span></span></span> my sister brought me from Germany, and she often shredded magazines or books for me to find when I got home from work. Rather than spanking or punishing her, I found that a much more effective way of stopping the bad behaviors occurred when simply praising her for being a good girl each day. Although she has not done anything like that since she was a pup, I still greet her each day upon my return home from work by asking if she was a good girl. Each day, she takes me through every room in the house to show me what a good girl she was or to "brag" in her own way about what she had done that day. As a result, I take time to shower her with praise for her deeds (or lack thereof) and she is so receptive to that praise that she is inspired to do good work each and every time I leave her. People, or students and teachers, are no different. Taking time to praise them for the work that they do each day goes a long way.<br /><br />6. <strong>Play well with others.</strong> Dogs and people are social beings, so why aren't teachers? Many teachers <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">operate</span> as islands; they close their doors, plan their own things, and rarely collaborate unless required to do so by their leaders. A teacher can do wonderful things, but teachers, together, can do AWESOME things. Teachers need time to work together to plan <span class="blsp-spelling-error" id="SPELLING_ERROR_9">meaningful</span> learning experiences for children. In addition, teachers must be granted time together to ensure that what they are teaching is aligned to state standards. Further, teachers need time together to discuss the different strategies and ways they implemented their content and instruction in order to compare with one another which ways were more effective for kids. This is the most powerful conversation that is worth having in our field.<br /><br />7. <strong>Take time to smell (the roses).</strong> Dogs, especially my <span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_10"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">labbie</span></span></span>, are led by their noses. Those of us dedicated to the profession of educating kids need to take time out to appreciate the good things we do and the progress that we reap. We must make time to reflect on the things in life and work that we do well in order to find inspiration and motivation to continue to grow as people and professionals. Reflection is the key to inspiring growth and ensuring that we do not enter into a "rut." We cannot <span class="blsp-spelling-error" id="SPELLING_ERROR_11">continue</span> to do things the way we've always done them. Our students and teachers deserve much more than that. We must be open and willing to grow professionally and continually in order to inspire the best in others.<br /><br />So take time to look for life lessons in the little things that we take for granted. My <span class="blsp-spelling-error" id="SPELLING_ERROR_12"><span class="blsp-spelling-error" id="SPELLING_ERROR_11"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">browndog</span></span></span> has certainly inspired me to do so. Your teachers and your students deserve the same.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com5tag:blogger.com,1999:blog-2647467334854988300.post-69248743446960921392009-03-01T12:37:00.004-05:002009-03-01T13:42:36.454-05:00Building a Professional Learning CommunityIn my current situation as the Director of Curriculum and Instruction, I am charged with ensuring quality programs and learning experiences for all students, <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Pre</span>-K-12. My biggest challenge right now is that the teachers in my district have not had stability in my position for nearly two years. They are jaded; they have heard that great things would be taking place and were willing to invest time and energy into things that were promised, but have not seen any follow through. In addition, they are starved; they are dying for some professional development that is meaningful, will enhance their daily classroom practice, is <span class="blsp-spelling-error" id="SPELLING_ERROR_1">seamless</span> in its implementation into the classroom, and will engage and motivate the unique students in classrooms today.<br /><br />To add to the pool of frustration, my teachers are in their second year without a contract and negotiations have gone into <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">arbitration</span>. To put it simply, it's ugly out there. Teachers are disgruntled and feeling under appreciated and overworked. In addition, as in many other districts out there, there is a huge disconnect and feelings of inequality between buildings and levels (elementary, middle school, and high school). To complicate the matter further, there are feelings of animosity not only between buildings, but within buildings as well. <br /><br />So...my biggest hurdle right now is building collegiality. Thank God for my <a href="http://theinnovativeeducator.blogspot.com/2008/04/5-things-you-can-do-to-begin-developing.html"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">PLN</span></a> and my <a href="http://digigogy.blogspot.com/2009/02/more-on-dlns.html"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">DLN</span></a> to help me in this <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">momentous</span> task. I've recently begun the process of joining <a href="http://www.communitiesforlearning.org/">Communities for Learning </a>and I am so excited to have this support to help me on my quest of building collegiality and establishing an atmosphere of supportive collaboration throughout my district. I long to create a learning community "<a href="http://www.amazon.com/Communities-that-Learn-Lead-Last/dp/0787985139/ref=sr_11_1?ie=UTF8&qid=1235931570&sr=11-1">in which participants embrace the privilege and responsibility of learning individually and collectively</a>. " I want to inspire teachers to increase their expertise and share that success with other teachers in an atmosphere where they feel safe and inspired to do so. I believe that, only through building collegiality and fostering an atmosphere of sharing experiences, teachers can come to understand teaching and learning to a point that transcends the limitations of their unique individual perspectives. <br /><br />How do I go about building this collegiality among teachers, departments, and individual schools in my district? I have <a href="http://www.communitiesforlearning.org/index.php?option=com_content&view=article&id=67&Itemid=74">some ideas</a> and I'm hoping that my membership in Communities for Learning will direct me and support me in bringing those ideas to fruition. But I would appreciate any suggestions you might have to help me as well. How do you attempt to bring people, who have a history of not working together, to join in conversations to move your building or district forward for the sake of the children you serve?Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com3tag:blogger.com,1999:blog-2647467334854988300.post-53177749443490562912009-02-20T20:13:00.006-05:002009-02-22T00:36:24.718-05:00Meeting the Needs of All Learners<a href="http://www.members.shaw.ca/priscillatheroux/differentiating.html"><span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">Differentiating</span> Instruction</a> seems to be a most topical phrase in education these days. Teachers often fear that differentiating instruction means that they have to develop individual lesson plans for each kid in their class EVERY DAY. Thankfully, this is not the case. There are many ways to differentiate instruction for all kinds of learners and learners at every imaginable level even though they are all in attendance in one classroom.<br /><br />I'm sure that we all can agree that there is essential content that every child needs from a particular content area. A teacher can, of course, deliver that content in any way he or she sees as most effective. However, and given what we know about <a href="http://www.newhorizons.org/neuro/front_neuro.html">brain research </a>, we all know (or should know by now) that we cannot continue to teach as we have always done in the past. Kids are much different learners today than we were years ago. They are <a href="http://www.teachertube.com/view_video.php?viewkey=f456b8a0423880c3b239">digital natives</a> and we are learning as we go along.<br /><br />Differentiating instruction does not have to be a complete abandonment of the lessons teachers have carefully planned and aligned to state mandated standards; rather, differentiating instruction around those standards simply means that teachers provide students with a variety of means to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">demonstrate</span> their understanding of content. In an <span class="blsp-spelling-error" id="SPELLING_ERROR_1">ELA</span> classroom (as per my background experience), the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">simplest</span> way to differentiate was by product; in other words, I provided a number of <a href="http://curriculumcorner.wikispaces.com/file/view/TKMB+Projects.doc"><span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">equitable</span> choices</a> for students to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">demonstrate</span> their <span class="blsp-spelling-error" id="SPELLING_ERROR_3">knowledge</span> of content and their skills in demonstrating <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">that</span> content knowledge. (I have many thoughts on this and lots of other examples of differentiated assignments and project choices on my <a href="http://curriculumcorner.wikispaces.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">wikispace</span></a>; see the initial page and the Writing Assignments page). But there are other ways to differentiate; many teachers differentiate by content, process, and product according to students' readiness, interest, and learning profiles.<br /><br />As an administrator, what do I look for when visiting classrooms to ensure that each child is engaged and learning at their own pace? I look for kids who are engaged in whole group instruction or discussion; I look for kids who are quietly working on things on their own; I look for kids who may be working in pairs or in cooperative groups to accomplish something meaningful; I look for kids who are working at creating a new product based on their knowledge of content. This is the essence of differentiating instruction. When teachers differentiate, they provide structure in their classrooms and attempt to manage students while they do meaningful work. Differentiating instruction involves relinquishing some control by putting content into the hands of the learners and helping them to make meaning for themselves. This is not easy for teachers because, let's face it, there is a bit of a control freak in every teacher out there. However, differentiating instruction does lead to some powerful learning for our students and it is making a difference in many classrooms.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com2tag:blogger.com,1999:blog-2647467334854988300.post-52097153147748472972009-02-16T16:50:00.011-05:002009-02-21T22:49:32.005-05:00Teaching in the Trenches Without a Contract<div align="center"><strong><em>"We must want for others, not ourselves alone." </em></strong></div><div align="center"><strong>Eleanor Roosevelt</strong></div><br />In these harsh and uncertain economic times, it is difficult to stay positive. Times are tough and this is especially so in the field of education. As a native Western New Yorker from historic <a href="http://www.niagarafallslive.com/goat_island_in_niagara_falls_new_york.htm">Niagara Falls</a>, <a href="http://www.ny.gov/governor/">Governor Patterson's </a>message of doom and gloom concerning <a href="http://www.wgrz.com/news/local/story.aspx?storyid=62078&catid=37">school budget cuts</a> has us all a bit running scared. To complicate this matter, there are many school districts in my region that are also experiencing teacher contract negotiations. These two issues combined have created an atmosphere of toxicity in schools across our area. Teachers are tense, disgruntled, and feeling <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">under appreciated</span>. This combination defines an atmosphere of trepidation, fear, and antagonism. How do we, as school leaders, work through such toxic situations?<br /><br />We look for <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">opportunities</span> to showcase teachers and their <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">techniques</span>. We provide opportunities for teachers to work together and share their expertise. We inspire teachers to get excited about teaching and learning through meaningful professional development <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">opportunities</span>. We take the time to tell teachers in unique ways how much we appreciate all that they do for the children of our district. And we quell rumors that run <span class="blsp-spelling-error" id="SPELLING_ERROR_4">amuck</span>.<br /><br />Although my immediate focus is the quality of curriculum and instruction and securing <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">motivational</span> and innovative professional development for all teachers in the district, I am also the direct supervisor of the <span class="blsp-spelling-error" id="SPELLING_ERROR_6">UPK</span> (universal <span class="blsp-spelling-error" id="SPELLING_ERROR_7">pre</span>-K) and ALT (alternative high school) programs that are in the building for which I serve as principal. Although the teachers in my building are experiencing the same strain of working without a contract for the second year in a row, I am thankful that they are still <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">positive</span> about the profession and continue to work hard for their kids. Sadly, I cannot say this for all the other buildings in my district. Some buildings are worse than others, mind you, and a few remain just as positive as mine.<br /><br />I have years 13 years of experience as a middle school and high school English teacher and as a department chair as well. I know full well what it feels like to be in "the trenches" and be without a fair teacher's contract. Two different times in those 13 years we worked a year or more without a contract and I was on the negotiations team for one of those contracts. It was not an easy place to be; and, yes, I was angry at times, but I never, and I mean NEVER, let my professionalism come in to question. Unfortunately, this is not the case in my current district. Below are some things currently taking place as a result of this toxic atmosphere:<br /><br /><ul><br /><li>Teachers are talking to students about how unfair it is to be working without a contract both inside and outside of their classrooms. In fact, some teachers have taken time out of instruction to do so. This is happening to the extent that teachers are actually telling high school students that prom will probably be cancelled because there will be no teachers willing to <span class="blsp-spelling-corrected" id="SPELLING_ERROR_9">chaperon</span> without a contract. That is just awful, not to mention wrong.</li><li>Teachers have gone to a <a href="http://en.wikipedia.org/wiki/Work-to-rule">"work to rule"</a> stance, refusing to perform any ancillary tasks above and beyond their contracted work day regardless of whether they have performed such tasks in the past. As a result, kids are suffering. Teachers are not staying after school to provide extra help for kids who need it. Teachers are not chaperoning events that help to motivate kids or further connect them to their school. Teachers are entering and leaving the building en <span class="blsp-spelling-error" id="SPELLING_ERROR_10">masse</span>, at exactly the start and end of their contracted day, period.</li><li>Teachers are bullying other teachers, even those who are non-tenured, to be sure that all are following this work to rule stance. Teachers have been hollered at by colleagues and even followed out to their cars while being berated about taking work home with them. </li><li>Teachers are bad-mouthing the district in the press. Just see <a href="http://digigogy.blogspot.com/2009/02/not-really-technology-related-today.html">this post</a> by a friend to understand what I'm talking about. Not only do I find it unwise to bite the hand that feeds you, so to speak, I am also deeply saddened and offended by such tactics.</li></ul><p>Times are tough for everyone these days, but that is no excuse to behave unprofessionally. As a former teacher, I would never have thought to behave in ways that sully the profession and take away from kids. No matter how hard it is sometimes, we must always remember to remain professional; we must always remember that this profession is about kids and not ourselves. We have to remain positive for the kids and provide them with the best possible education we can because they deserve it.<br /></p>Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com2tag:blogger.com,1999:blog-2647467334854988300.post-22983552754945848562009-01-20T18:54:00.007-05:002009-01-21T09:02:58.628-05:00A Day That Shall In InfamyToday we have witnessed an amazing feat for America. President Barack Obama became our 44<span class="blsp-spelling-error" id="SPELLING_ERROR_0">th</span> president and the first president of African American descent. As I watched this historic event streaming live on the web, I was brought to tears a number of times. Watching him walk out to the venue, I couldn't imagine what was going through his mind or how nervous his stomach must have felt; yet he never displayed a moment of weakness or nervousness at all.<br /><br />As he addressed the throngs of Americans present and on line, as well as the millions of others from around the world, Barack Obama spoke eloquently and confidently as a leader should. The cameras captured millions of people in attendance witnessing an event that many thought would never come. I saw people young and old, black and white, male and female, all united together in the common bond of the hope that is now America. Among the particular images that touched me were parents gathered with their children, New Orleans Mayor Ray <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Nagin</span>, Jr. as the President mentioned those who came to the aid of others "when the levees broke," members of the armed forces standing confidently in their dress uniforms, and members of the original Tuskegee Airmen proudly wearing their caps identifying them as such. Seeing those airmen brought a lump to my throat and tears to my eyes. Imagine how proud they are to be Americans today! In addition, when President Obama spoke of his father who, "less than sixty years ago might not have been served at a local restaurant" as his son now stood before us all and took his most sacred oath, the tears flowed not just for me but for all of us Americans who remember those difficult times in our history.<br /><br />President <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Obama's</span> speech was compelling. He spoke of our trials and triumphs as a nation and he spoke of how, today, we gathered "because we have chosen hope over fear, unity of purpose over conflict and discord." He referenced scripture, our forefathers, and our founding beliefs as a nation united together for a single purpose. Most compelling, he said, "The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that we are all equal, all are free, and all deserve a chance to pursue their full measure of happiness." America, the time has finally come.<br /><br />Yes, these are words and ideals we have heard before; but today we witnessed them come true for the first time in our history and I am overwhelmed at the hope that it brings us all. I'm hopeful that this new leader, our 44<span class="blsp-spelling-error" id="SPELLING_ERROR_4">th</span> President of these United States of America, will bring about the change we so desperately desire for this country. President Obama strikes me as one of the most intelligent men we have ever had in this important post and I am confident that he has the ability to lead us to great things. I believe him when he said, "Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America--they will be met."<br /><br />Congratulations, America. We have finally turned a corner that has haunted our history for far too long. Today, we can finally come together and put an end to the elitist behaviors and ideals that have kept us separated for so long. Today, we can join as one and work toward the common goals and beliefs we have established for our nation.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com0tag:blogger.com,1999:blog-2647467334854988300.post-7061141591910707442009-01-15T20:42:00.011-05:002009-01-18T11:53:06.328-05:00Stuck in the Middle: Finding Ways to Inspire and Motivate Adolescents<div align="left"><strong><em></em></strong></div><div align="left"><strong><em>The mind is not a vessel to be filled, but a fire to be ignited. - Plutarch</em></strong></div><br />As I returned home from teaching the first class of a new semester of <span class="blsp-spelling-error" id="SPELLING_ERROR_0">pre</span>-service English teachers at <a href="http://mynu.niagara.edu/mynu2/main.php">Niagara University</a> recently I was feeling inspired. I love the energy that a new group of students brings to the classroom and their willingness to learn, try new things, and absorb as much as they can motivates me to do my best in leading them into the reality of teaching today. When I returned home, I sent them all an email welcoming them to class and telling them how happy I am to have them under my wing. Simple communications such as these go a long way in building relationships and classroom community. It also fosters sharing and building a personal learning network (<span class="blsp-spelling-error" id="SPELLING_ERROR_1">PLN</span>) among my students.<br /><br />In the past my <span class="blsp-spelling-error" id="SPELLING_ERROR_2">pre</span>-service teachers have been quiet and shy, lacking confidence and afraid of what awaits them in the classrooms of their future. Granted, there have been some who have been more eager to learn and outgoing, and there always seems to be that one who knows everything and assumes the attitude that there's nothing you can't teach them that they don't know already, but this new group, however, seems different. They're excited to be there, eager to share their ideas and beliefs about education, and they're asking more questions than any class I've had before. And I am loving it! Just when I was contemplating how much longer I can manage to teach along with my <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">administrative</span> <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">responsibilities</span>, I am inspired to find ways to make it possible.<br /><br />Nothing can compare to a classroom full of students eager to learn and try new things, ready to be challenged and chomping at the bit to share their thoughts. My new group of pre-service teachers fit this bill and so do my four-year-old Universal Pre-K students. Both are excited to walk in the door everyday to learn new things, try something different, and share their thoughts with one another and their teacher. Why is that those students in between these two age groups have lost that spark and excitement about learning?<br /><br />Having been a secondary English teacher in both middle and high school for fourteen years, I can attest to the fact that the spark for learning begins to fade somewhere at the onset of adolescence and tends to last until the excitement and uncertainty of applying to colleges begins to set in. Even though there are some great teachers who do some great things to motivate and challenge students "stuck in the middle," that spark essentially alludes both teachers and students for quite a few years. It's sad. It's criminal. And it's our reality. But what causes it to happen?<br /><br />Is it the emphasis on standardized testing and benchmark assessments? I think there's something to that, but I don't think it's the sole cause. What I do think is that, somewhere along the line, the emphasis changes from the exercise of skills to the demonstration of knowledge and this is what stifles the natural inquiry inherent in students. Although the world, students, and the expectations of schools has changed dramatically since we were young students, many teachers continue to teach the way they were taught when they were kids, with desks in neat rows, very little interaction among their peers, and very few assignments that foster constructivism and the creation of a new original product.<br /><br />So how do we challenge teachers to move away from the way they've always done it and, in turn, challenge their students to engage in content in new ways? We must help teachers to become confident in relinquishing some control and allowing students to take the reins once in a while. Some wonderful things tend to happen as a result. Just read this <a href="http://reflectiononpractice.wordpress.com/2009/01/14/sometimes-learning-just-happens/">blogpost</a> by friend, Crista Anderson, to see what can happen. It's our job as administrators to provide opportunities for teachers to learn new strategies to tap into that spark and motivation that seems to be missing in students who are stuck in the middle.<br /><br /><div align="center"></div>Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com1tag:blogger.com,1999:blog-2647467334854988300.post-64852669747922366702009-01-14T18:51:00.009-05:002009-01-14T21:53:55.252-05:007 Things You May Not Know About Me~Gone Viral!<a href="http://www.angelastockman.com/bio/">Angela <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Stockman</span></a>, a treasured friend and colleague, who I follow on Twitter and have blogged about before, has tagged me for this fun little meme that has been winding its way around the web. Some of the <span class="blsp-spelling-error" id="SPELLING_ERROR_1">bloggers</span> I keep up with and Twitter with daily have shared seven things about themselves already, and I’m enjoying learning more about the people I’<span class="blsp-spelling-error" id="SPELLING_ERROR_2">ve</span> come to rely upon so much over the few months I've been in the <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Twitterverse</span> and the <span class="blsp-spelling-error" id="SPELLING_ERROR_4">blogosphere</span>.<br /><br />So, here we go with the rules:<br /><ol><li>Link your original tagger and list these rules on your blog</li><li>Share 7 facts about yourself in the post–some random, some weird </li><li>Tag 7 people at the end of your post </li><li>Let them know they’<span class="blsp-spelling-error" id="SPELLING_ERROR_5">ve</span> been tagged </li></ol><p><strong>Seven things you may not know about me:</strong></p><ol><li><strong>My favorite guilty pleasure is watching <em><a href="http://www.tv.com/charmed/show/106/summary.html">Charmed.</a> </em></strong>I just love this show and I was sorry to see it end last year. I watch all the re-runs and try not to miss it...EVER. I have taped it on <span class="blsp-spelling-error" id="SPELLING_ERROR_6">vhs</span>, <span class="blsp-spelling-error" id="SPELLING_ERROR_7">dvr'd</span> it, and watched each season and episode a gazillion times. It never gets old for me. I don't know what draws me to it most...the characters, the magic, the complete impossibility of it happening in real life...who knows? I just love it. That's all.</li><li><strong>I<em> </em>have NEVER seen <em><a href="http://www.imdb.com/title/tt0110912/">Pulp Fiction</a>. </em></strong>Honest! I've never seen it and it's one of my sister's favorite movies. Because of her I know some of the lines and can quote them..."You know what they call a Quarter <span class="blsp-spelling-error" id="SPELLING_ERROR_8">Pounder</span> with cheese in France? A <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Royale</span> with cheese. " It's a cult classic and I have never seen it. To this day she cannot believe I've never watched it.</li><li><strong>I wanted to own my own flower shop when I was in high school. </strong>That was my first career choice. I love horticulture, gardening, and designing flower arrangements and always have. In high school I amassed a sequence in Horticulture and was a star student. I worked in two different flower shops out of high school and was an awesome designer, if I do say so myself. Never in a million years did I ever picture myself as a teacher or administrator back then. It's funny how life works out, isn't it?</li><li><strong>My favorite place to travel to is the big town of </strong><a href="http://en.wikipedia.org/wiki/Vestal,_New_York"><strong>Vestal, NY</strong></a><strong>. </strong>This is mainly because my favorite cousins live there and I have such fond memories of visiting them every summer since I was a tyke, but it is also one of the most beautiful places in New York State that I've ever been to. Nestled in the foothills of the <a href="http://www.catskillguide.com/">Catskill Mountains</a> and seated along the <a href="http://en.wikipedia.org/wiki/Susquehanna_River">Susquehanna River</a>, I will admit that every time I leave there and get to a certain spot on the thruway on the way home, I cry...literally. I just can't help it. I used to take the bus there with my grandmother when I was a kid and I look forward to going there and seeing my cousins, The <span class="blsp-spelling-error" id="SPELLING_ERROR_10">Mooneys</span>, every chance I get. </li><li><strong>The people I admire most are my parents. </strong>I know, it sounds corny, but it's true. My parents were a HUGE scandal back in their day. Mom went to an all-girls Catholic School, Madonna High School, and my dad went to an all-boys Catholic School, Bishop Duffy High School, and when they were 17 they were pregnant and had to get married. I say "had to" because back in their day that was the accepted practice. Before they knew it, they had three kids before they were 22. My mom tells a story, my favorite story, about how she was pulling three <span class="blsp-spelling-corrected" id="SPELLING_ERROR_11">toddlers</span> in a wagon one summer day and an old codger sitting on his porch laughed a big belly laugh and said, "Well I guess so, honey!" as she walked past. She didn't quite get it until she got home and started unloading kids from the wagon; suddenly she saw that on the side of the wagon it said: "Rapid Delivery." I came along four years after my sister and they tell me that I was the only one they planned. My point is, my parents had to get married and are still happily married today. I am THE ONLY ONE of my high school friends whose parents are still together. My mom had to drop out of high school and be a mom, but she went back to school when we were kids and became a teacher. My dad just plain worked his tail off to support his family and I had a very happy childhood that I would not trade for the world.</li><li><strong>I used to weigh 311 pounds. </strong>Even when I admit that number to friends who have seen me at the height of my weight, they can't believe it. Honestly, I can't believe I let myself get to that number...it's scary and I was so unhealthy too. I had complications of high blood pressure and my asthma was really bad. I had a hard time walking from my classroom to the main office to get my mail. And doing the stairs? I don't even want to think about it! Thank God I have made better choices in my life and I am on the road to leading a much healthier and happier lifestyle. I've lost nearly 100 pounds and I'm working on the rest.</li><li><strong>I had an odd crush on my Ken doll when I was a kid. </strong>Gosh, that even sounds weird, doesn't it? I remember being very young and playing dolls with my friends at their houses and I always brought my Ken doll. I also remember being upset when the Barbie and Ken family set came out and they had a baby...that <span class="blsp-spelling-error" id="SPELLING_ERROR_12">should've</span> been me, not Barbie! Just another reason to hate that skinny blonde!</li></ol><p>I’m tagging the seven people below, but if you’re reading, feel free to jump into the mix as well. Let me know if you do, and I’ll link to you.</p><p><a href="http://writingframeworks.blogspot.com/">Theresa Gray</a>, <a href="http://rcurrin.blogspot.com/">Rob Currin</a>, <a href="http://leading180days.wordpress.com/">Adam</a>, <a href="http://coolcatteacher.blogspot.com/">Vicki Davis</a>, <a href="http://cliotech.blogspot.com/">Jennifer Dorman,</a> <a href="http://www.oremjr.alpine.k12.ut.us/depts/science/gwestbroek/Westbroek/Intro.html">Glen Westrbroek</a>, <a href="http://www.converstations.com/">Mike Sansone</a></p>Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com3tag:blogger.com,1999:blog-2647467334854988300.post-69974144987312068982008-12-31T19:11:00.004-05:002008-12-31T20:12:03.790-05:00Using a Framework to Look Toward the New YearAlas, another year has come and gone and it has done so very quickly I might add. So far this year, I have been a graduate student, an administrative intern, an adjunct professor at local university, a teacher on special assignment as an administrator, and an assistant principal in a district that I have loved for fourteen years, and finally I became the principal of a <span class="blsp-spelling-error" id="SPELLING_ERROR_0">UPK</span> program as well as the Director of Curriculum and Instruction in a new district altogether. As one year ends and a new one begins most of us find ourselves thinking of new goals and ways in which we can identify and implement them. Whether these goals be personal or professional, or a combination of both, establishing goals and effective ways in which to reach them within a set <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">time frame</span> requires a great deal of personal reflection and strategic planning. <br /><br />Reflection is hard work because it requires us to <em><strong>really</strong></em> look honestly and deeply at ourselves and our practices. Many do it when they have a minute or when they exercise, take a walk, mow the lawn, etc. One of things I like best about being a writer at heart and my connection to the web 2.0 world is that it has helped me to reflect in a much more powerful and lasting way-- in writing. I did weekly as a classroom teacher and I still do it weekly as an adminstrator. Sometimes it's not easy to find the time, but the professional growth I experience as a result is well worth it.<br /><br />When we reflect, we must examine our personal strengths and weaknesses as well as things that we have accomplished and done well and things that we know or wish we could have done better, while all the while keeping in mind what is at the heart of all we do as educators and educational leaders, the students we serve. The number of students we directly affect varies according to our particular assignments, but the important thing to remember is that the social, emotional, and academic growth of our students is at the heart of all that we do. That being said, the first questions we should be asking ourselves when we reflect on the year that has passed are: <strong><em>How well did I serve my students? How do I know I was successful at serving them? What data can I reference to show that I have done my job well and have helped students to grow?</em></strong><br /><strong><em></em></strong><br />Other questions I'm considering in my dual roles are: <strong><em>How effective am I as a leader? How well am I supporting teachers and encouraging them to grow in their practices? In what ways am I modeling for teachers the practices and habits I feel support student achievement? What kind of data can I reference to prove my effectiveness?</em></strong><br /><strong><em></em></strong><br />Heavy stuff, huh? As I said, reflection is hard work because it requires us to be honest with ourselves. I'm going to start here, with these questions, and from there, identify some areas of improvement for the coming year. I will use a <a href="http://www.topachievement.com/smart.html">SMART goal format</a> and document it all so that I can reflect on my progress at identified intervals throughout the year. In the best interest of the students and teachers I serve, I hope this is a successful year for all of us!<br /><br />Happy New Year to you and yours! May you, too, find time to reflect on the passing year and have a happy, healthy, and successful 2009.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com2tag:blogger.com,1999:blog-2647467334854988300.post-76273061270030287432008-12-22T17:48:00.006-05:002008-12-22T21:00:16.810-05:00'Tis the Season!The Christmas holidays always get me nostalgic. I remember Christmas Eves at my Grandma Wolfe's house with a coffee tin full of cookies and those huge <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">peppermint</span> sticks in my stocking. I remember the year we all got brand new crocheted afghans, and I still have mine today. I actually still have my sister's too. We always got homemade gifts for Christmas and those were some of the happiest times of my life.<br /><br />My mom was an only child who grew up in this amazing house on <a href="http://www.topozone.com/map.asp?lon=-78.9583&lat=43.0733">Cayuga Island</a>. Her father died when I was just five and my parents ended up buying the house and we, a family of 6 (four kids, me the youngest) moved in. It was the best house in the world...right on the L<a href="http://en.wikipedia.org/wiki/Niagara_River"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">ittle</span> River</a>. In the summer, my grandmother rowed us in a boat across the river to Buffalo Avenue and in the winter we had a built-in ice skating rink. Each spring we would count the new families of baby ducks and take boat rides every chance we got. In fact, there were many times I remember my grandmother yelling after me as I was hopping in a boat and abandoning my lawn duties.<br /><br />This season, I am missing my oldest brother who is living in CA where he is the head pro at the <a href="http://www.vacationclub.com/resorts/sr/default.jsp">Nick <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Faldo</span></span> Golf Institute at Shadow Ridge</a> and I am missing my parents who are in <a href="http://www.thevillages.com/">The Villages </a>in central Florida. Although used to not having the parents around for Christmas because they have always spent this holiday with my brother Mike and we at home have had them for every other holiday, it never gets easier not having them here. Thank God my sister and other brother and their kids live here and I get to spend time with them. Family is so important to me and I love that my sister lives eight blocks one way from my house and my brother lives thirteen blocks the other way. It is so nice to be so close to one another. My nieces and nephews are such joys in my life; all great kids and accomplished. It does a heart good to see them grow into such wonderful young people. I only wish that my other brother's kids were as close. They grow up so fast when they are right in front of your eyes, but seem to do it so much faster when they are far away. Thankfully I get to see them each summer, but somehow it is not enough. Each picture I get makes me cry because of how much they have grown in between.<br /><br />Most of my nieces and nephews are in their twenties or late teens and although I desperately miss those two nephews who are miles and states away from me, I am so thankful for those three nieces and two nephews that I have right here with me in my own neighborhood. One niece and one nephew are my godchildren and the others are just as special. It is so nice to have them so close...in <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">mileage</span> as well as just a text away. It is them who have taught me the meaning of a "143" message (I Love You, referring to the number of letters in each word of the message) and I c<span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">herish</span> each one I receive. Naturally I have a special affinity with my two godchildren; one is a TA in my district and the other is, well, without sounding biased, the most polite and kind young man I have ever met...and in my career I have met thousands of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">teenagers</span> who have not come close to this young man.<br /><br />At this time of holiday cheer and family celebration, I wish you and your family the very best for the coming year. May you have the opportunity to spend some quality time with those who mean the most to you and find some way to give to others less fortunate. If you are looking for ideas to do the latter, please see this wonderful blog written by an amazing 11-year old, the daughter of a friend I am thankful to have in my life. Please visit <a href="http://twentyfivedays.wordpress.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Twentyfivedays</span></span></a> to find simple ways to give back to your community. And if you're looking for cost-effective ways to give in meaningful ways to your families, see <a href="http://www.angelastockman.com/blog/2008/11/29/gift-giving-think-outside-of-the-box/">this post </a>by <a href="http://www.angelastockman.com/bio/">Angela.</a> '<span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Tis</span></span> the season to find ways to give from your heart! Happy Holidays to you and your families!Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com2tag:blogger.com,1999:blog-2647467334854988300.post-8455211658273542202008-12-20T20:50:00.011-05:002008-12-21T18:20:02.638-05:00Leading With HeartWhy is it that so many school leaders or administrators are viewed as being far removed from the classroom and children? If you ask the teachers "in the trenches," many have the perspective that administrators have long forgotten what it is like to be in a real classroom with kids. Sadly, administrators are viewed as being leaders who are not grounded in what is the true reality of teaching kids in today's world. Whether they seem to impose impossible goals and objectives for teaching learners who are far different from those of ten or even five years ago, or they are seen as the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">omniscient</span> voice who imposes <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">regulations</span> from a lofty existence, many leaders are viewed by both teachers and students alike as people who have no idea what it is like to be a student in today's world.<br /><br />Faye <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Wattleton</span>, the first African American and youngest president of Planned Parenthood, once said, "Whoever is providing leadership needs to be as fresh and thoughtful and reflective as possible to make the very best fight." This is an important aspect to address in regards to educational leadership today as, in schools, many leaders are so occupied with the immediacy of things that take place on a daily basis that they have little time to devote to true leadership. Sadly, the nature of educational leadership, especially for those in building leader positions, is often occupied with "putting out fires" or managing crises that arise at any given moment.<br /><br />However, the recent focus in educational leadership is for those in building and in district office positions to become instructional leaders. Lord knows that instructional leaders are what is needed in schools today, but finding and managing the time to devote to being a true instructional leader is something that many administrators, including myself, struggle with on a daily basis. How does one find that balance in being a manager of operations and being an inspirational and effective leader?<br /><br />A friend and educational leader from Western New York, <a href="http://writingframeworks.blogspot.com/">Theresa Gray</a>, has written a <a href="http://grand-rounds.blogspot.com/2008/12/leading-for-results-part-2-stretch.html">recent post</a> that is very provocative which addresses this concept of leadership being a difficult balance between leader, manager, and mentor. It is this balance that I struggle with each and every day in my new position. I need to manage the curriculum, departments, and grade levels among several buildings while building relationships with school <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">administrators</span> and teachers along the way. I must inspire all staff and leaders to reflect on their practices and help them to find new ways to be open and willing to learn new approaches that will challenge the status <span class="blsp-spelling-error" id="SPELLING_ERROR_4">quo</span> in order to improve student engagement and achievement. I must find ways to help others see the value in analyzing data to improve daily classroom practices in effective ways that result in real world applications for kids who can see the relevance of their classroom learning that applies to their own lives.<br /><br />Why is that most teachers, parents, and, sadly, our students think that educational leaders have forgotten that what we do is ultimately about kids? How can leaders like myself impress upon teachers, parents, and students that we have not forgotten that what we do is in the best interest of our students? I vow to work to re-establish this ideal in the minds and hearts of those I serve...the teachers, the parents, and most especially the students. Albus Dumbledore said in <em><strong>Harry Potter and the Prisoner of Azkaban</strong></em>, "A child's voice, however honest and true, is meaningless to those who have forgotten how to listen." Well, it is high time we started listening to children and begin to identify their needs and meaningful ways to address them. My New Year's Resolution is to listen more closely to children, parents, and teachers in an effort to understand their needs as learners and how to serve them best.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com4tag:blogger.com,1999:blog-2647467334854988300.post-20972083555726935442008-12-19T10:33:00.018-05:002008-12-19T19:52:13.690-05:00Poetry is All Around UsI'm starting a New Year's Resolution early...I'm vowing to write shorter posts! Gosh, I'm wordy; so wordy in fact that I feel bad asking people to read my posts because they're so lengthy. I focus on making effective word choices and letting my voice come through, but I'm trying to figure out why I feel the need to explain every last detail when fewer will do. I do this when composing a <a href="http://mrsbrowndog.blogspot.com/2008/11/feeling-poetic.html">poem</a>, so why can't I in a blogpost? I've asked for tips from some other blogger friends whose posts are suscinct and provocative, so I'm going to give it whirl. After all, Shakespeare, one of my favorite poets, said that brevity is the soul of wit and I am fairly witty, if I do say so myself!<br /><br />This past week, the recurring topic of conversation in my social network seems to be about poetry. I LOVE this genre; I love reading it, watching it being performed, creating it from magnets, and writing it. I love classic poets like <a href="http://www.poetry-archive.com/h/the_man_he_killed.html">Hardy</a> and <a href="http://www.bartleby.com/123/54.html">Housman</a>, modern poets like <a href="http://www.tupac4u.de/deutsch/poem.htm">Tupac Shakur</a> and <a href="http://www.taylormali.com/index.cfm?webid=9">Taylor Mali</a>, and <a href="http://www.hbo.com/defpoetry/">def poets</a> like <a href="http://www.youtube.com/watch?v=O6igkrhepYI">Twin Poets</a> and <a href="http://www.youtube.com/watch?v=hJZkBWBashA">Shihan</a>. In fact, I really love performance poetry. If you have never seen a poem being performed, it is a powerful experience. Poetry is built from emotions so the true meaning behind the words really leaps off the page when watching a passionate poet perform. And this is how I used to get kids to shed their hatred of reading poetry...I'd <strong><em>show them</em></strong> poetry instead.<br /><br />Using this approach, I inspired students to write their own poetry and to analyze poetry for deeper meaning. I even got boys to stop complaining and moaning in disgust whenever I mentioned poetry. Performance poetry helped my students to see poetry in the world around them and helped them to connect poetry to other things they have experienced or read. They were inspired by simple things and my seniors loved the dramatic performance piece I assigned in my Speech and Communications class after watching selected def poets. Below are some of my favorites that I used to inspire my students. I hope you find them inspirational as well.<br /><br /><embed src="http://www.youtube.com/v/t-jXDuqHEEk&hl=" width="425" height="344" type="application/x-shockwave-flash" fs="1" allowfullscreen="true" allowscriptaccess="always"></embed><br /><br /><br /><embed src="http://www.youtube.com/v/8-Thafip52M&hl=" width="425" height="344" type="application/x-shockwave-flash" fs="1" allowfullscreen="true" allowscriptaccess="always"></embed><br /><br /><br /><embed src="http://www.youtube.com/v/o9Eq612oI7E&hl=" width="425" height="344" type="application/x-shockwave-flash" fs="1" allowfullscreen="true" allowscriptaccess="always"></embed><br /><br />Where do you see poetry? Right now I see it in the snow that won't stop falling. And I hear it the wind whistling through my fireplace. And I feel it every time I walk into a classroom full of kids. Excuse me, but I feel a poem coming on!Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com2tag:blogger.com,1999:blog-2647467334854988300.post-90561186779564336942008-12-16T18:01:00.005-05:002008-12-19T17:17:27.762-05:00Are Teacher Prep Programs Preparing Students for the Reality of Teaching Today?Another semester at my <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">Alma</span> Mater, <a href="http://www.niagara.edu/">Niagara University</a>, has come to an end. Overall, I feel it was another successful semester with my <span class="blsp-spelling-error" id="SPELLING_ERROR_1">pre</span>-service, aspiring secondary English teachers. Located on the US/Canadian border, NU has a unique mix of American and Canadian students. In addition, my class, English Methods, also usually has a mix of both graduate and undergraduate students as well. This semester the class was evenly split by both nationality and program. Meeting the needs of all of my students presents a very unique and rewarding experience for me as a teacher.<br /><br />All students in my class are required by the university program to log 30 "Learn and Serve" hours, wherein they observe an assigned area teacher in practice and then teach a minimum of one lesson. Here, I require students to videotape themselves teaching a lesson and have them watch it and write a reflection, turning in both for a grade. I do NOT score the lesson or teaching itself; rather, I assess their ability to honestly and critically assess their performance as well as provide them with both warm and cool feedback to offer suggestions for improvement. The entire semester, and the teacher prep program itself, stresses the importance of self reflection so that by the time students are in my class, they are fairly proficient at this important aspect of teaching. In addition, beyond the required reading of <a href="http://www.amazon.com/Integrating-Differentiated-Instruction-Understanding-Connecting/dp/1416602844/ref=sr_1_1?ie=UTF8&s=books&qid=1229472026&sr=1-1">Integrating Differentiated Instruction + Understanding by Design: Connecting Content and Kids</a>, I also require that students read a text that specifically explores teaching secondary English called <a href="http://www.amazon.com/Reading-Writing-Connection-Strategies-Secondary/dp/0205494730/ref=sr_1_1?ie=UTF8&s=books&qid=1229475418&sr=1-1">The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom </a>and write Learning Log Reflections about what made sense and what they might try to use in their own classroom practice.<br /><br />For the major project required for my course, students are charged with designing an entire <a href="http://curriculumcorner.wikispaces.com/file/view/Unit+Building.doc">unit plan</a> based on the <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><a href="http://www.sdttl.com/2002/ubd.htm">UbD</a></span> model that includes many components (see unit plan link). I assign the unit plan along with the <a href="http://curriculumcorner.wikispaces.com/file/view/Unit+Plan+Assessment.doc">rubric for assessment</a> and a model unit on day two of the semester and for the rest of the semester I model each piece or component along with strategies and best practices. In addition, I provide students with a variety of helpful links, tools, and my <a href="http://curriculumcorner.wikispaces.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">wikispace</span> </a>to review and pull ideas for their own unit.<br /><br />Roughly halfway through the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">semester</span>, students are also required to teach a lesson from their unit to their peers. This exercise allows them to try out their ideas and receive feedback from their peers as well as turn in a completed lesson plan and associated handouts to me for feedback as well. Students then have five days to email me a reflection of their teaching; I promptly assess all pieces and return to them the following class so that they can polish it and submit it as one of their required two lesson plans in the unit.<br /><br />I must say that each semester I am impressed with the majority of units that students design and submit for their final grade. However, what concerns me is that some are fantastic designers of learning experiences but not so great at implementing them or developing <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">realistic</span> <span class="blsp-spelling-corrected" id="SPELLING_ERROR_6">timelines</span> for doing so and some are not so great at designing the unit but do a great job at teaching that one lesson from it. How do I address this in a way that everyone can benefit? How do I help these passionate young adults to see the importance of the parts equaling the effectiveness of the whole? Your comments and ideas are most welcome here.<br /><br />Now for the BIG question...Are teacher prep programs truly preparing students for the realities of teaching today?<br /><br />The final two sessions of my class address (1) designing a course syllabus and devising a grading policy and (2) discussing student teaching concerns and interview questions at a place off campus where we also have a bite to eat and a beverage. For this last class, we first discuss all their many <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">concerns</span> about student teaching, which seems to be very overwhelming for them. I try to offer practical advice and quell their nerves as much as possible. As for the interview questions, I provide them with an actual form from my former district used by interview panel members for a secondary English position and go through each while allowing time for students to ask questions and make notes to use in preparation for thmeselves. Then, I have a magic envelope in which are roughly 25 other likely questions they will encounter in their quest for a position. Each student is to pick a question and read it aloud, posing it to the person on their right. Here, they become so flustered and don't know where to start; it's painful to watch and I can't tell you how many interview candidates I have seen with the same reaction in the interview process. Although I offer suggestions, discuss the use of buzz words without actual examples, and a million other facets of being on "the hot seat," I still see young teachers much like my students fumble through first interviews. I completely understand that they will get better once they build confidence and a <span class="blsp-spelling-error" id="SPELLING_ERROR_8">repertoire</span> of experiences through student teaching, but somehow I feel as if I am still not preparing them for the reality of what they face in finding their first job.<br /><br />What are your thoughts on this? How do we better prepare and mentor young teachers to take the reins? What can we as teachers do and what should teacher prep programs be doing differently in order to serve our students better? As a side note, beyond the required <span class="blsp-spelling-error" id="SPELLING_ERROR_9">NYS</span> teacher certification requirements, my university also gives a comprehensive exam to all students; sadly, there is over a 40% failure rate on this assessment. I have not seen it; I am not permitted. But students have told me about it and I am befuddled at what is being assessed on it.<br /><br />So, this is my current classroom practice and I'm asking you, reader, how do I challenge the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_10">bureaucracy</span> and thereby provide my students with practical and meaningful experiences that mirror the reality of teaching today?Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com4tag:blogger.com,1999:blog-2647467334854988300.post-49423223108187398892008-12-07T16:39:00.004-05:002008-12-08T15:58:07.053-05:00RIF--Reading is FundamentalGosh, I love to read. I read so many different things and love to discuss those readings with other like-minded and well-read individuals. This may be because of the former English teacher in me, but I also like to read other things besides just novels. I've always felt that reading new things provides great power to the reader...by taking in new knowledge from a book, you create a bigger world for yourself. And sharing that world with others creates even more powerful <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">opportunities</span> to learn new things. Interestingly, however, I have never belonged to a book club.<br /><br />The one thing I miss about grad school is keeping up-to-date on the latest readings in regards to teaching, best practices, and educational leadership. However, I am thankful for having two great <span class="blsp-spelling-error" id="SPELLING_ERROR_1">PLNs</span> (Personal Learning <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">Networks</span>) that I converse with regularly to help me in this regard. My first group is an online social network of educators that I interact with daily through Twitter. With this group I share more resources than I can keep up with, literally. Thank God for bookmarking tools like Del.ic.ious, which I use to keep up on resources shared. However, the local folks in my <span class="blsp-spelling-error" id="SPELLING_ERROR_3">twitterverse</span> have also taken the next step in our network and have devoted time once a month to meet in person. We call a PD or Professional Development Party and we gather at one <span class="blsp-spelling-error" id="SPELLING_ERROR_4">another's</span> houses; this month, I get to host and I am really looking forward to it.<br /><br />Another group I gather with monthly is a very intimate group of four, that's including myself, with whom I developed very close personal relationships during grad school. We always opted to work together on group assignments and met to work on other major projects or assignments even if they weren't "group work" per <span class="blsp-spelling-error" id="SPELLING_ERROR_5">se</span> just to share resources. During one of our last meetings as grad students, one friend suggested that we get together for dinner each month and to set a date right then for fear that "life would happen in between" (see earlier post <a href="http://mrsbrowndog.blogspot.com/2008/12/hello-old-friend.html">"Hello, Old Friend")</a> and that we'd run into each other in the grocery store three years later. As a result, we meet each month and bring our calendars so that we pick our next date before leaving that gathering. As with my other <span class="blsp-spelling-error" id="SPELLING_ERROR_6">PLN</span> we, too, have dinner at a designated member's house and share our personal experiences as <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">relatively</span> new <span class="blsp-spelling-corrected" id="SPELLING_ERROR_8">administrators</span>. The resounding element missing from this group, however, is that we are all behind on reading the latest and greatest in professional literature because we are <span class="blsp-spelling-corrected" id="SPELLING_ERROR_9">immersed</span> in our new <span class="blsp-spelling-corrected" id="SPELLING_ERROR_10">positions</span>. It is, therefore, our belief that we start a book study to ensure our continued professional growth. At our next gathering, we will decide on which book to read and I'm excited to have a purpose and make the time to read professional literature again.<br /><br />How do you grow as a professional? How do you keep abreast of the latest and greatest best practices in regard to teaching and leading? What books have you read lately? I'd love to hear from you. Please take a moment to respond.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com3tag:blogger.com,1999:blog-2647467334854988300.post-90108329620691976522008-12-05T20:30:00.005-05:002008-12-07T12:38:57.624-05:00UPK --A Unique UniverseI have been a secondary teacher all my life, certified grades 5-12. The only grade I have not taught is 5. So this new school year and new job has been a great deal of change for me. I am now not only the Director of Curriculum and Instruction for a <span class="blsp-spelling-error" id="SPELLING_ERROR_0">WNY</span> city school district, but I am also the principal of an elementary building that houses three different Universal <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Pre</span>-K programs. Only one of these programs is mine, or connected with my district; the other two are county programs to which we basically rent space in the building.<br /><br />My district-funded <span class="blsp-spelling-error" id="SPELLING_ERROR_2">UPK</span> program is THE <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">highlight</span> of my day. I absolutely love these kids and the teachers and aides who have a great deal more patience than I have ever had in my entire life. The adults in each classroom work tirelessly at not only providing academic content for the kids, but also at behavior and socialization skills like manners and being a good friend. It's great to see the changes in them each day. One little boy struggled in the beginning at simply coming to school; he cried each day his grandpa left and often sat alone, too afraid to socialize. Each day I made an effort to talk to him and ask how he was doing. I'd touch his face or poke at his belly trying to get him to react to me. He is just the cutest little thing with big saucer-like blue eyes and although I tried to break the ice and his teacher and classroom tried too, he was very introverted. Thankfully, he has made great strides since then. Now, he talks to me and smiles when I ask how he's doing or compliment his work and he no longer cries when grandpa leaves. He is a changed little boy and it does my heart good to see him this way. <br /><br />Outside the classrooms, the hallway is decorated with crafts the kids have made. Everyday I enter it, I marvel at the improvement in coloring, cutting, and the writing of their names. Each month, teachers take a writing sample of the student's names. One little girl has made such improvements that when she saw her sample from the previous month she said, "What happened here?" Out of the mouths of babes!<br /><br />During the month of November, we planned a Family Fun Night and invited parents, grandparents, and siblings to the school for an evening of games, face-painting, popcorn, music and sing-alongs. In addition we had "The Reptile Guy" from <a href="http://nickelcityreptiles.com/">Nickle City Reptiles</a> address the crowd of over 250 attendees and teach us about some exotic animals. The parents and kids loved this performance. The presenter was funny and the animals were so cool. He took volunteers from the audience to come on stage and help with some of the animals. A 9 year-old brother of one of our students helped with hissing cockroaches and one of our students, a shy 4 year-old girl, eagerly went on stage and helped to hold an enormous snake! It. Was. AWESOME. It was such a wonderful experience to meet our students' families and enjoy some fun together outside of the classroom. <br /><br />Things have been getting pretty exciting this month with Christmas right around the corner. We have many plans in the works for the kids. <a href="http://www.glenncolton.com/">Glenn Colton</a> will be giving a concert, students from Niagara University's theatre program will be coming to give a holiday performance, and Santa will be visiting as well. The kids are so excited to come to school, but they are also a bit more difficult to settle down as well. Next week, I will begin calling the classrooms each week as one of Santa's Elves and talking with the teacher about her naughty and nice lists. Hopefully, this will help to make it a bit easier on the teachers and aides.<br /><br />We have two half-day programs of a.m. and p.m. classes and each day I visit every class for a few minutes. Simply walking in the door is a wonderful experience for me. As I enter I say, "Good morning/afternoon, boys and girls!" and I get a resounding response each time. I just love it! They completely light up and are truly happy to see me and share with me what they have done. Interestingly, the moms of two of our students are former students of my own. It is so nice to see how they have grown into being wonderful, caring parents and have happy, loving families of their own. However, it is hard not let my connection to their children show in the classroom. I have to love each and every little boy and girl equally; the ones I have special connections with, the ones who struggle academically or socially, and the ones who have difficult home lives. I often find myself thinking about these students at home and I am so thankful to have been given this responsibility of ensuring the safety and educational programs for our most precious of learners.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com2tag:blogger.com,1999:blog-2647467334854988300.post-6987511798304124782008-12-02T18:16:00.006-05:002008-12-07T12:40:01.167-05:00Hello, Old FriendTwo things that have played a big role in my life are music and writing, whether it be the actual act of writing or reading the writing of others. My dad turned me on to John Lennon when I was a kid, and I mean <a href="http://johnlennon.com/html/news.aspx">John Lennon</a>, without the Beatles. John Lennon once sang, "<a href="http://www.oldielyrics.com/lyrics/john_lennon/beautiful_boy_darling_boy.html">life is just what happens to you while you are busy making other plans</a>" and this lyric has resonated with me for quite a while in my adult life even though I first heard it when I was just a young kid.<br /><br />We have all had the experience of having the best intentions of doing something for someone or getting in touch with someone with whom we haven't found time to touch base with in a long time. In the past six years, this lyric has rung true for me more often than I would like to admit. During this short time I have: been a middle school English teacher and took on the role of the department chair; moved from the middle school to be a high school English teacher where I learned even more about myself as an educator and again took on the role of department chair; entered into the next phase of my professional career and enrolled in grad school for the second time; studied educational leadership and earned two <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">administrative</span> certificates; interned as a building administrator and worked as an administrator in the area of curriculum and instruction; took on a new role as an adjunct professor in a teacher education program at <a href="http://www.niagara.edu/about.htm">Niagara University</a>; and left a <a href="http://www.tonawandacsd.org/tonawandacsd/site/default.asp">district</a> and its students and teachers that I loved very much for 14 years to become an <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">administrator</span> in a district with which, thankfully, I have had some familiarity. It was a sad day in my life to leave such a place, but it was definitely the best move I have made professionally in a long, long time. My former district and its leaders helped to prepare me for the position I have today, Director of Curriculum and Instruction, and I am so thankful for the experiences I have had there that I would not know where to begin to describe it.<br /><br />So, during this period when I had plans and good intentions of doing meaningful things for others but my life was busy happening in between, I wish I had taken the time to do many other things. At the top of the list is, of course, to spend more quality time with my family, specifically my grandmother who just celebrated her 90<span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span> birthday. My sister, I joke, has earned her get-into-Heaven-free card because she has taken time out of her busy life as a local merchant to take Gram to the doctor and run errands or just plain visit with her. During these times with Gram, my sister has learned some of the more intimate details of her life that I have never learned. Although I am glad to learn about them second-hand, it does not replace the experience of learning about them through my grandmother herself. Although not the warmest or most outgoing person while I was a young and impressionable kid, my gram has many life experiences I would love to learn about and be able to share with others in my life.<br /><br />Another thing I had always loved, but found little time to devote to while my life was busy happening these last few years, is writing. As a kid, I loved to read; books have always had the power to take me to places I have never been and to experience things I was unable to experience in real life. And when I was kid in ninth grade, I found my poetic side; I wrote poems nearly every day and continued to do so for most of my high school years. Poetry and writing helped me to express myself in ways that a young teenager finds hard to do in everyday life. I still have a weathered notebook full of poems and the beginnings of stories I attempted to write back then. It was <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">cathartic</span>. And you know what, it still is today. As a teacher, a few years back, I began taking time to reflect in writing each week about my practices; I wrote about what went well, what didn't, what I wanted to change, what I wanted to keep, what felt good for me, and what I know felt for good for kids. In this blog, I have continued that practice and I am thankful for my educator friends for inspiring me to establish this space to do so.<br /><br />Thank God my life is not so busy now that I found the perfect job for me and I have taken the time again to WRITE. This blog is the place I come to when my brain is swirling with ideas about my practice and about life in general. And it is here that I want to take the time to thank my family for helping me to become the person I am today and to thank those friends and mentors who have helped me to grow in ways I never thought possible. If you are reading this blog because you fall into one of those categories, THANK YOU for being in my life. And if you are reading this blog because you too want to grow as person or a professional, I challenge you to take the time to write about your life experiences and share them with others. You may not think that what you have to say is important, but, speaking from experience, your writing can have a <span class="blsp-spelling-error" id="SPELLING_ERROR_4">transformative</span> effect on others.<br /><br />So, here it is, some advice: Don't get bogged down in the minute details of everyday life. Take time to reflect and share what your life with others has brought you. Just BLOG it!Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com6tag:blogger.com,1999:blog-2647467334854988300.post-56175757418376418032008-11-25T20:43:00.006-05:002008-12-07T12:41:29.735-05:00A Learning Experience OverloadThis weekend I was fortunate enough to have my district send me to the <a href="http://www.nyscate.org/conferences.cfm?subpage=317"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">NYSCATE</span></span> conference</a> in <a href="http://www.ci.rochester.ny.us/">Rochester, New York</a>. This city seems to be a replica of my native <a href="http://www.visitbuffaloniagara.com/">Buffalo, New York</a> with a similar composition of the downtown layout and <span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">architecture</span></span>, but what I loved most about my visit to Rochester, other than the precious time I was able to spend with some of my favorite and well-loved family members, was seeing the illustration of the power of the social networking tools I use in action. Not only was I able to meet some of my fellow <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Twitterers</span></span> in real life (<span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">IRL</span></span>), but I was also able to keep my friends up to date in real time of all that I was learning.<br /><br /><br />Within the first few minutes of my first hands-on session of learning, the presenter and fellow Twit <a href="http://www.jakesonline.org/">David <span class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Jakes</span></span></a> asked how many of us were using Twitter. I was one of four of the approximately twenty attendees who raised my hand. As a result of this tool, I was able to keep my followers up to date with countless posts of great ideas and free creative web tools to enhance instruction. Some of my closest friends and followers have since told me that they felt as if they were "right there with me" as a result of my constant updates and tweets.<br /><br /><br />But I digress; rather, I have not hardly begun to address all that I have learned at this amazing conference. I was fortunate to spend two full-day, hands-on sessions with David <span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Jakes</span></span>, an instructional technology coordinator in Chicago, Illinois. During the first day-long session with Mr. <span class="blsp-spelling-error" id="SPELLING_ERROR_6"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">Jakes</span></span> I learned how to embed roughly ten different free <a href="http://www.go2web20.net/">web 2.0 tools</a> into things I already do like <a href="http://www.c4lpt.co.uk/Top100Tools/wikispaces.html"><span class="blsp-spelling-error" id="SPELLING_ERROR_7"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">wikis</span></span></a>. More importantly, in both of the sessions I attended with Mr. <span class="blsp-spelling-error" id="SPELLING_ERROR_8"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">Jakes</span></span> the first half was spent learning how to use the many tools he is proficient in and the second half was spent applying those tools to my own practice. One of the first things I learned is that there are many interactive web 2.0 tools out there that teachers can embed into their practice.<br /><br /><br />But rather than list them all, I think that the most important thing I have learned since returning from the conference is that it's not about all the cool tools; it's about <strong><em>how the teacher or leader uses the tools to engage and challenge others to move beyond their current practices and enter into new and exciting conversations about teaching and learning.</em></strong> One way to engage others in these great conversations is to use a social bookmarking site like <a href="http://delicious.com/">Del.ic.ious.</a> Since signing up for this free on-line bookmarking tool I have not only found a way to keep track of and organize my favorite websites and resources, but I have also been able to share my favs with others who choose to be in my network. Rather than having a mile-long list of websites in my favorites, I now have a place to track and organize my sites with <a href="http://en.wikipedia.org/wiki/Tag_(metadata)">tags</a> or key terms that apply to the content of the pages. I started my account with roughly 150 bookmarks, but since directing people to join my network and asking for permission to be in theirs, I now have access to over 5000 websites! I can now view the bookmarks of others in my network and then decide whether I want to save those to my own account. Talk about cool tools!<br /><p>Another cool feature of Del.ic.ious is that once you have an account, free with any email address, you can then use the "subscribe" feature. What's way cool about this is that you can subscribe to a specific tag. For instance, if you were on the hunt for the latest and greatest instructional websites on <a href="http://earth.google.com/">Google Earth</a>, you could subscribe to the tags "Google Earth" and "instructional tools." Then, when ANYONE in the WORLD who has a Del.ic.ious account finds a website and tags it with those phrases, the sites then appear in your account. You can then skip the searching for hours routine and simply view the site in Del.ic.ious and decide whether or not you want to save to your account. Time is precious and this tool certainly helps to minimize your time spent searching the net.</p><p>But even better, since the people in my network are friends, either IRL or on-line, I can discuss with them HOW THEY USE THE TOOL to challenge students, teachers, or other learners. To me, this is the most important aspect of the tool itself. Again, it's not about the tools themselves, but about how educators use the tools in their practice to engage and challenge others.</p><p>Here's a simple example of how these tools can challenge learners of all kinds, whether in the field of education or not. A very good friend, and someone who has taught me and helped me to grow a great deal in my professional life, has this wonderful family who has taken an interest in Google Earth and <a href="http://ap.google.com/article/ALeqM5iTaV7Lu7CnTQBzTcpKnkVWMxIMbQD94DLDV80">Google Rome</a>. While in another full-day with David Jakes called "<a href="http://jakes.editme.com/cartography">Cartography on the Cutting Edge</a>," he had us access his site specific to this topic. I simply tweeted the link on Twitter and my friend, following me on Twitter, then had instant access. Little did I know that she, her daughters, and her husband had just downloaded Google Earth and Rome a few days before. Because of my tweet, they now had access to tutorials and handouts and began learning and exploring instantly. <a href="http://www.angelastockman.com/">Angela</a>, being a lover of learning, wanted to say thanks and took a <a href="http://twitpic.com/">Twitpic</a> of her daughter holding a piece of paper that simply said, "Thanks, Mr. Jakes!" and tweeted it. I saw the tweet and burst out laughing in the middle of the presentation! I wasn't trying to be rude, but I was so pleased at the immediacy of the tweets and learning taking place, that I just had to show him. I turned my laptop around, and he was amazed! He asked for permission from my friend to have a copy of the picture and even discussed the incident in his keynote at the NYSCATE banquet later that evening. He, therefore, used the tool to show those in attendance the residual effects of the learning taking place at this conference.</p><p>This, friends, is the power that's held in the USE of the tools, not just the tools themselves. So, there's the challenge; find some cool tools, but don't just use them because they're cool. Rather, think of ways in which you can use the tools to help others see the power, relevance, and value of learning.</p><p>And in the spirit of the holiday season, try these <a href="http://www.angelastockman.com/blog/2008/11/29/gift-giving-think-outside-of-the-box/">cool tools</a> posted by Angela to create some meaningful gifts for your family. Thanks, Angela, for always taking the time to share how you use cool tools in your life!</p>Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com3tag:blogger.com,1999:blog-2647467334854988300.post-41752259895226464202008-11-19T23:38:00.004-05:002008-12-07T12:42:36.207-05:00How TRANSPARENT are you?Hello, friends. I know that I have started my first few blogs with mentioning my Twitter network of educators, and at the risk of sounding redundant (a writer's sure-fire no-no) I <strong><em>must</em></strong> do the same again. As a result of this social networking tool, I have been privy to <a href="http://splice.wikispaces.com/Teacher+Transparency">Transparency</a> in its finest form in the past few weeks. My <span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Twitterverse</span></span> consists of staff developers, administrators, teachers, and teacher coaches who are brave and willing enough to be as transparent as possible in order to elicit meaningful feedback from other educators and content experts to improve their instruction and leadership in the best interest of both teachers and the profession and their students as well. As difficult and scary as it may be to put yourself out there, I believe that the single best way to improve your instruction is through eliciting feedback from your peers. This is, of course, the guiding tenet of a <a href="http://pdonline.ascd.org/pd_online/secondary_reading/el200405_dufour.html">Professional Learning Community</a>, which I desperately want to facilitate in my new role as a director of curriculum and instruction. Gratefully, I am fortunate enough to have colleagues to show me the way; educators whom I can thankfully also call friends, that are willing to grow professionally and are not only brave enough to publicly share what they do in their daily practice but who also beg for and welcome feedback from others frequently rather than wait for that "official" <a href="http://www.dcboces.org/publications/appr/"><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">APPR</span></span></a> to reflect on their practice.<br /><br />How transparent are you? The colleagues and friends I reference are out there, and I mean <em><strong>really</strong></em> out there, on the world wide web, doing things like posting tweets on Twitter and links on <span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">wikispaces</span></span> describing their experiences and eliciting immediate responses to their practice. With a simple tool like those aforementioned they post a link and receive nearly instantaneous responses from other experienced <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">practitioners</span> "in the trenches" who long, just as much as they do, to improve practice and gain ideas for how to apply theory to real-world practice in ways that present the best benefits to kids.<br /><br />There is much discussion in the realm of education about this notion of transparency. Some key questions surrounding this notion include: How can we KNOW that any approach or strategy we employ truly works? How can the whole sector benefit from particular instances of good practice? What are the elements or components of good and effective practice? What outcomes do good and effective practice produce? Within what contexts do these good and effective practices exist? and How do we remain objective in providing meaningful feedback to those who elicit our reactions, thoughts, and ideas about our practice without being overly critical?<br /><br />I don't have the answers to these questions. However, networking with the right people who have like desires to find these answers and be reflective <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">practitioners</span> has provided me with opportunities to begin to find the answers. If we truly are life-long learners who are dedicated to and passionate about improving what we do for kids, may we all be brave and willing enough to be transparent and share what we do with others in the best interest of our students and teachers.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com8tag:blogger.com,1999:blog-2647467334854988300.post-73620751965424763052008-11-11T12:57:00.003-05:002008-12-07T12:43:22.814-05:00Reflection AS Fomative AssessmentIn my realm of the <span class="blsp-spelling-error" id="SPELLING_ERROR_0">Twitterverse</span>, <a href="http://cstl.syr.edu/cstl2/home/Teaching%20Support/Teaching%20Practice/141000.htm">reflective practice</a> has been a big topic of conversation in the last few days. I think we all take time to reflect on our day, our actions, our experiences in our own ways, but I wonder how many of us do this formally in writing? I know that before I began to reflect formally when I was teaching, I really only had reflected in the car to and from work or in the tub as I tried to relax and unwind. In fact, I believe that I reflected mostly when things <span class="blsp-spelling-error" id="SPELLING_ERROR_1">didn</span>’t go as I had planned or as well as I wanted them to. Very few of us, I believe, reflect on what went well and how good it felt for both us and for our students. This is sad to me because more of us should take the time to celebrate the good things and figure out ways to build on those things in our classroom practices. In the words of Collins, this is how we can move from “good to great.”<br /><br />The other conversation that has been on-going in my corner of cyberspace is formative assessment. It is a hot topic in education lately and seems to be talked about a lot these days. However, a good friend did something very brave and unique in regards to formative assessment this weekend. <a href="http://www.angelastockman.com/">Angela <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Stockman</span></a> described in her <a href="http://www.angelastockman.com/blog/">blog</a> a lesson she had designed and facilitated where she discussed the ways in which she formally assessed student understanding. The brave and unique thing about this was that she posted it and requested feedback from fellow educators that she emailed personally and in the general <span class="blsp-spelling-error" id="SPELLING_ERROR_3">blogosphere</span>. She specifically requested warm and cool feedback and her intention was twofold: to improve her classroom practice and to show other teachers whom she coaches and collaborates with that she is a partner in their classrooms, not a critic or an expert.<br /><br />Let’s face it; we all get a little nervous about being formally observed in our classrooms no matter how great we are or how long we’<span class="blsp-spelling-error" id="SPELLING_ERROR_4">ve</span> been teaching, but to put a lesson out there for a gazillion eyes to see and critique is more than a bit daunting. However, the practice of eliciting responses from multiple educators on a lesson or classroom practice is the heart of a true professional learning community, whether on-line or otherwise. In doing this, my friend got a number of great ideas for improving her lesson and received a great deal of kudos for the good things she did already. This is great, but what’s better is that the feedback was nearly instantaneous; she did not have to wait a few days to schedule a post-observation conference nor was she subjected to the same canned questions that evaluators tend to ask each person they observe. She got immediate, open, and honest feedback from people who want to see her succeed. How awesome is that?<br /><br />But the real question is how do we formally assess ourselves and the work we do? What kinds of formal reflective practices do we engage in to ensure that what we are doing and continue to do are good practices and are serving kids in the best possible ways? I am especially interested in how some administrators are doing this. It's a bit easier for a teacher to know that what they are doing is working because they can assess whether kids are being successful. But how do administrators know that they are not only supporting their teachers and helping them succeed but, in turn, helping kids as well? What kinds of reflective and formative assessments are administrators engaging in? What <a href="http://www.bolton.nhs.uk/SHA/LLL/resources/reflective/Framework%20for%20Reflection.doc">models</a> are administrators using to formally assess their productivity and effectiveness? This blog is certainly one piece of the puzzle for me, but I need more. If you have ideas or practices that you engage in, please share.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com4tag:blogger.com,1999:blog-2647467334854988300.post-39951263455865112412008-11-11T12:54:00.001-05:002008-11-11T13:41:45.705-05:00Feeling Poetic<strong>Sounds of a City<br /></strong><br />I close my eyes and what do I hear?<br /><br />The barking of a dog;<br />a storm begin to clear.<br /><br />The fear-filled chirping<br />of a small lonesome bird,<br />and when someone speaks<br />I hang on every word.<br /><br />I hear chaos in the streets—<br />the honking of horns;<br />the loud angry words of<br />a mother’s bitter scorn.<br /><br />I hear the innocence masked within<br />the laughter of children;<br />I hear hunger in a small child’s cry.<br /><br />I hear love in a father’s voice,<br />uncertainty in child’s choice,<br /><br />But most of all…<br />I hear time passing by.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com0tag:blogger.com,1999:blog-2647467334854988300.post-2903336745334684592008-11-09T10:48:00.000-05:002008-12-07T12:44:37.389-05:00Lead or Get Out of the WayOn a lazy and chilly Sunday morning in November, I have finally decided to join the pack of educators who are blogging in cyberspace. Although I read quite a few educator blogs, I have never written one myself. Today, I have decided to lead or get out of the way. Being a former secondary English teacher, I am a writer at heart and a lover of reading. Blogging seems the next natural step for me and I have been considering it for quite some time, but have been a bit nervous about putting myself out there. I am very opinionated and passionate about this all important profession and I have surrounded myself with like-minded people both in person and in cyberspace. I take the time to network with people who are also dedicated to and passionate about children, teaching, and learning. Thanks to <a href="http://twitter.com/">Twitter</a>, my network keeps growing. If you don't know about the power of Twitter, let me tell you that it is a fantastic resource that allows you to follow other educators and receive almost constant links to other important and very cool resources, but you have to follow the right people in order to have it be such a powerful resource for you. I am thankful for all of my Twitter friends.<br /><br />Over the course of the weekend, I have read blogs on formative assessments, blogs encouraging others to blog, blogs on Sarah Palin and her wardrobe controversy, blogs on Barack Obama being a leader who is using web 2.0 tools, and blogs on collecting classroom assessment data and what to do with it once it's collected. I believe in the power of blogging both for personal growth and for classroom use. However, I am sad that too many teachers are afraid to use such classroom resources. It's hard to take that risk and try something new, but there's something about the uncertainty of technology that really scares the pants off of some teachers. There are so many web 2.0 tools out there that are not being used fully by those in education and, being in my current position of Director of Curriculum and Instruction, I completely understand that it is in my power to provide training for teachers so that these tools can be used to engage kids today. Considering that kids are native digital learners and adults are not, and thanks to a Twitter post by a friend, I have been thinking a lot about using kids to facilitate some of that professional development training. After all, who do we turn to in our classrooms when technology fails us? Kids. <br /><br />Think about what this would mean in the scheme of developing a true professional learning community in your school...teachers, students, and school leaders teaching and learning together could develop into something really powerful for all of us. Imagine empowering students to teach their teachers what they are capable of in a web 2.0 world. Imagine students truly taking ownership of their own learning and imagine how they could create their own ideas for differentiating by process, choice, and product. Engaging and motivating students would no longer be such an obstacle, especially in secondary schools. Keeping up with the fast-paced world of changing technology is and would continue to be an obstacle though. However, I like that this latter obstacle also has potential to create life-long learners out of all us.<br /><br />This is the challenge I am facing. I must find ways to inspire teachers to let go of their "old school" ways and walk with their students into the 21st Century. It's not easy to let go of how you've "always done it;" I know that. But I believe that if we allow students to show us what they are truly capable of in this day and age, teachers may begin to see the potential that's out there awaiting them. This I know: every time I have allowed students to take an idea and run with it on their own, in their own way, they have surprised me every time with what they are capable of.Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.com6