It’s Testing Time, Pass the Tissues

February 27, 2014February 27, 2014 christopherwooleyhand School Culture, School Reform

The month of March signals the beginning of testing season for Maryland elementary schools. It’s an annual rite of passage that takes time away from instruction, disrupts the regular schedule, brings children to tears, and produces a general fog of stress to schools across the state. The schedule for testing in our school looks like this:

Test Grade Dates
MSA Reading & Math 3^rd-5^th Grade March 4-18

MSA Science 5^th Grade March 24-April 4

PARCC Field Test (PBA) One 4^th grade class March 24-April 11

PARCC Field Test (EOY) One 4^th grade class May 5-June 6

As you can see, testing will impact our school from the first week in March through the first week in June. That’s thirteen weeks of testing. Luckily, spring break gives our students and teachers a brief respite from the madness.

Maryland, like many other states, is in the transition from using state testing measures to using the PARCC assessment (Partnership for Assessment of Readiness for College and Careers). This means that while students in third through fifth grade have been taught using the Common Core State Standards this year, they will be assessed on the defunct Maryland State Curriculum.

The relevance of the data that will be collected is questionable. We’re giving the test anyway. I don’t think anyone can tell me why. Well, maybe that’s not true. We’re giving the test because Maryland accepted Race to the Top funds and the feds have threatened to withhold or ask for states to return funds if they don’t administer the tests. No one has the courage to stop an assessment train that is careening its way down a track to nowhere.

Teachers know that assessment is important. They use informal assessments every day to make instructional decisions about their students. Assessments help teachers understand where their students are on the learning continuum. State and federal tests have never provided teachers with that information. State and federal tests have been used to judge schools, school districts, and states. State and federal tests have been used to praise affluent schools and their communities while degrading high-poverty schools.

The late Donald Graves wrote the book Testing Is Not Teaching over 12 years ago. It would be nice if politicians, superintendents, school leaders, teachers, and parents read it. There is a better way for American schools to improve. It is a way that does not value testing over people. It is a way that includes teacher expertise in gathering relevant assessment data. I could go on, but I have to get ready for testing. I’m sure I have a box of tissues around here somewhere.

School-based Edcamps- Redefining Professional Development

February 17, 2014February 18, 2014 christopherwooleyhand Best Practices, School Culture, School Leadership

In November, I blogged about the great experience I had at EdCampBmore at Johns Hopkins University in Baltimore, Maryland:

https://christopherwooleyhand.edublogs.org/2013/11/10/extending-the-edcamp-philosophy-to-school-based-pd/

I ended my post with this statement:

“The edcamp approach to professional development could be a great way to inject excitement back into the profession. How much stronger could our schools become if the teachers in the building were given the chance to share their knowledge with their peers in deep and meaningful ways? I don’t know the exact answer, but I plan to find out. Don’t tell my teachers, but we’re about to plan our first school-based edcamp. Now I’ll never get to sleep!”

Well, I did tell my teachers and last week we held our first ever school-based edcamp, EdCampRHLee! It was a very successful event (see the teacher comments below) and it’s the kind of PD that all schools should consider trying. Here are some tips that may help you plan your own school-based edcamp:

Sow Seeds

The idea of an edcamp can be hard to explain to others, so start talking about it well in advance of the day. If you can attend an edcamp before you host your own, do it. It’s not essential, but it will help you share a clear message. In the weeks leading up to your edcamp, touch base with staff members and encourage them to share what they are working on or passionate about.

Build Momentum

Once the idea has been shared, you need to keep it out there. I posted signs everywhere a staff member might travel (even in the restroom stalls). The signs simply said, “#EdCampRHLee is coming! Professional Development Redefined, What will you share?” This created interest and reminded the staff that edcamps are inclusive, anyone can share or present.

The Twitter Connection

This tip is not a must do, but it is a critical part of most edcamps. In the past year, we have been encouraging teachers to sign up for Twitter as a PLN tool. By the time we held our edcamp, over 90% percent of our teachers had joined. Regional edcamps use Twitter as a promotional tool and for backchanneling the event. Backchanneling gives others a chance to follow your conference in real-time. It is a great way to share links and resources with others. If you search for #EdCampRHLee on Twitter you will get an idea of what this looks like.

The Schedule

Creating the edcamp schedule is exciting and scary. Until it starts to come together, you have no idea what will happen. Our edcamp was held on an early dismissal day and was three hours long. When staff members proposed sessions, they used post-it notes with the title of their session, their name, and the room they would use. As the proposal ideas came in, it was helpful to have one person looking for duplication (similar sessions could be combined into one timeslot).

Our schedule looked like this:

1:30 Schedule creation, brainstorming, discussion, proposals
2:00	iPad for beginners	Conferring with writers	Morning Meeting	Teach Like a Pirate	Multi-cult Music
2:35	Yoga for teachers	SLO writing	Math Sign Language	Mentor Text Websites
3:10	Math Rotation/NumTalk	New ideas for using novels	Common Core/ DiscoveryEd	Social Thinking	Haiku Deck
3:45	iPad advanced	Math Work Stations	KidBlog	Twitter for beginners	STEM Night ideas
4:15 Resources Smackdown

Once we got underway, I traveled to every session and tweeted out pics of our staff members in action. I also used the PA system to keep everyone on schedule. The day ended with a resources smackdown. The smackdown is an opportunity for staff members to share ideas that may have not fit into the schedule for a whole session. Our teachers shared popular apps, websites, and resources.

What did the teachers think?

“This was a great opportunity to connect colleagues with a shared interest. As students like to choose what they are doing in the Daily 5, we also like to choose our professional development. I came away impressed at the talent and knowledge of our community of learners. Thanks for providing this awesome opportunity.”
–Linda, kindergarten teacher

“I was skeptical at first, but really enjoyed the whole afternoon. I enjoyed both teaching and being an active participant. The staff came up with a wide selection of topics. Edcamp provided variety. In some of the sessions, we could be “taught” something WE wanted to know about. Other sessions really allowed us to dialogue on something we were interested in. It wasn’t just a “turn and talk” time, but was really a chance to actually TALK with peers to get their feedback and ideas.”
–Brenda, special education teacher

“EdCampRHLee was a great opportunity to meet with our peers to share information. Knowing the presenters made it a lot easier to ask questions.”
–Kerri, fourth grade teacher

“I really appreciated having a choice in what I learned today at #EdCampRHLee. It was also impressive to see the knowledge our staff has about so many diverse topics.”
–Lindsey, second grade teacher

“At first, I was very skeptical about today’s professional development. I loved the idea of edcamps in theory. What is there not to love with all of the choices, opportunities to learn from peers, and short, flexible mini sessions? However, with it being new to so many of us, I thought that the sessions would be very simplistic. I was pleasantly surprised with how much information I was able to gather from my colleagues. I have always been impressed with their wealth of knowledge, but I assumed that our first attempt would present our staff with a huge learning curve. I was amazed with the high level of engagement, support, and choice when participating in my first edcamp experience.”
–Michael, fifth grade teacher

“I loved having the freedom to move around to things I was most interested in. I loved being able to “move on” if it didn’t hold my interest and find something that did. I thought it was great that we had such diverse topics, including yoga. I learned so much about Social Thinking just listening to everyone. It was great being able to discuss as opposed to just being “talked to.” I liked sharing our book study informally as well.”
–Lisa, kindergarten teacher

“Edcamp is a great way to differentiate staff development and collaborate with other staff based on individual teacher needs and interests. I enjoyed sharing ideas and learning from other teachers that I may not normally have the opportunity or time to chat with. Little planning was needed ahead of time and I received ideas I can use immediately in my classroom.”
–Julie, third grade teacher

Final Thoughts

Edcamps should be a natural extension of the professional development that schools offer. Teachers need to connect with their colleagues. With the pace of change in education, our teachers have been taking on more and more. The concept of collective intelligence should not be ignored by school leaders.

School-based edcamps celebrate the knowledge of teachers. When we tap into the creativity of our teachers, we open up avenues for student learning. If our schools are to be successful, we must include teachers in decisions related to their professional development. Edcamps are a great way to start in that direction. Give it a try, there is much to gain!

Fostering L.O.V.E. in Your Classroom

February 10, 2014 christopherwooleyhand School Culture, Teaching

Valentine’s Day is one of the most exciting days of the year for elementary students. Many of us can easily recall the feelings of affection we had for a classmate when we were still wide-eyed and innocent. The day brings great anticipation. Who will give us a valentine? What message will we choose to give a special someone with our conversation heart candy?

For many children, Valentine’s Day is their first experience with “love.” As adults, we know that there will be many trials and tribulations later, but for now we smile at their crushes and stories about “boyfriends” and “girlfriends.” Don’t we all secretly wish we could have that time back again, just a little? Oh well, at least we can re-live it through our children.

Valentine’s Day is also a good time for teachers to remember the importance of love in the classroom. Love still has an important place in our schools. Fostering love in the classroom builds a sense of community for our students. There are many ways to establish and cultivate love in our classrooms. Here are four suggestions for making your classroom a loving environment.

-L-

Let your students know that you like them. This can’t be faked. If they don’t feel it, they won’t be able to do their best for you. The brain is wired to perform best when it’s comfortable. Tell them you like them. Show them you like them…each and every day.

-O-

Offer your students choices. Students who are given choices in what and how they learn feel that they are part of the learning process. Learning isn’t something that happens to them, it is something that happens with them. Teachers who know their students well are more likely to provide students with learning choices that they value and that motivate them to become independent learners.

-V-

Value their differences. Get to know their culture, their background, and their interests. Find out the names of their pets, their favorite relatives, and the sports they play. Like adults, our students want to be recognized as individuals. This takes time, but it is time well-spent.

-E-

Excite them about learning. When teachers are excited about teaching, students become excited about learning, it’s that simple. Move around the room. Check in with each student for every lesson you teach. Get your students up and moving. Students need to talk about their learning. Meaningful learning can be messy and loud. Take a deep breath and tell yourself that that’s okay.

So, this Valentine’s Day remember the importance of love in teaching. Students who feel loved are more open and available for learning. They are also more likely to give back. Maybe they’ll give you a sweet card or some candy this Friday. Wouldn’t that be nice?

A Primary Years Programme Primer

February 3, 2014February 3, 2014 christopherwooleyhand #mdeschat, Best Practices, School Culture

The Primary Years Programme will be featured on #mdeschat Thursday, February 6^th at 9 p.m. EST. I sat down with three PYP school leaders to discuss the benefits of using International Baccalaureate strategies at the elementary level. Their strong knowledge of PYP pedagogy should be helpful to all schools that are seeking to meet the needs of today’s learners.

Jason “Jay” Graham is a PYP Online Lead Facilitator, a PYP Workshop Leader, and a grade one teacher at Badung International School on the island of Java in Indonesia. Rachel Amstutz is principal of South Shore Elementary in Crownsville, Maryland. Walter Reap is principal of Germantown Elementary in Annapolis, Maryland.

1. When and how did your school become a Primary Years Programme school?

Jay: Bandung International School in Indonesia became a PYP in 2007. We went through a pre-authorization phase before I was at the school. The process is outlined here: http://ibo.org/become/authorization/

Rachel: In December 2010, I was invited to attend a PYP training to investigate the program as a possibility for our district. I attended and LOVED the philosophy. I lobbied for months afterward for my school to be considered for PYP implementation. I also began the long process of introducing PYP to my staff and parent community to build buy-in. Since my school did not feed directly into a MYP school, we could not be identified in the first round of schools. However, we were selected for candidacy in the 2^nd year and have been on our journey to authorization since then.

Walter: We were officially authorized as a PYP school this year (2013-2014). This was a three year process that included creating synergy and getting stakeholder buy-in. I would say this continues even now, but began seven years ago.

2. Can you share how the Primary Years Programme addresses the “whole” child?

Jay: The Learner Profile which is at the heart of all 3 programmes (PYP, MYP and IB/DP) is paramount here. Check this document

Rachel: PYP encourages educators to be cognizant of the whole child at all times—in planning, in teaching, and in assessing. The Learner Profile reminds us to develop students who are well-rounded, caring, thoughtful, and capable of exploring topics from multiple perspectives. More than most other initiatives, PYP keeps the development of the whole child at its forefront and trains educators to be mindful of the social, emotional, spiritual and cogitative experience the child has in learning.

Walter: I believe the whole child is addressed through the programme of inquiry which looks to address intellectual, social, and emotional learning as well as personal skills. This is done by placing the learner in the center of the learning and building the learning experience (taught curriculum) around the learner. Students look to demonstrate learning both in and outside of school. Action is therefore the goal of the IB learner.

3. What is the role of formative and summative assessment in a PYP school?

Jay: In general formative is ongoing; summative is the ‘final’ showing of understanding. Each unit in Primary Years Programme (there are 6) has a summative assessment. I think the role of each is to gauge understanding throughout and then gauge understanding at the end.

Rachel: Assessment, both formative and summative, is clearly outlined in a PYP school. It may not look any different than any other school, but the school must develop an assessment policy to tell how assessments are used in the school. This document is a comprehensive explanation of all types of assessments, the frequency at which assessments are administered, etc. Therefore in my school formative and summative assessments are used constantly to assess students’ learning.

Walter: Formative assessment shows the progression of the learner through the unit planners. These assessments monitor student progress of the teaching and learning. Summative assessments provide opportunities for the learners to demonstrate their learning through the lens of one of the seven themes around the five essential elements.

4. Can you explain how the Primary Years Programme distinguishes between the written and taught curriculum?

Jay: Well I can point you to here if you haven’t seen it already. But the basic difference to me is the written is concerned about WHAT we want to learn and the TAUGHT is more about HOW we will learn the written.

Rachel: Certainly not any better than the IB can!

Written: http://www.ibo.org/pyp/written/index.cfm

Focusing on what students will learn and the 6 transdisciplinary themes, skills, etc….

Taught: http://www.ibo.org/pyp/taught/index.cfm

The written curriculum in action, focusing on HOW students best learn.

Walter: The written curriculum is the district-designed and planned curriculum including the scope and sequence of the documents developed by the content coordinators. In our building, teachers have flexibility when using the district’s curricular documents to develop the programme of inquiry.

5. How is your school addressing the transdisciplinary themes that are central to the Primary Years Programme?

Jay: In my opinion, not well. I wrote about how the homeroom teacher (me), music, Indonesian and Art teacher made explicit connections to the key concepts and central idea in this unit here. It is challenging though and it comes down to directed collaborative planning. We do have stand- alone planners for math etc. when needed.

Rachel: Our program of inquiry has been developed to ensure that a child who advances from K-5 at my school will experience all elements of the 6 transdisciplinary units. We’ve organized our program of inquiry to ensure that at each grade level the way in which they address the transdisciplinary themes is distinct from the way in which other grades address each theme. See our POI here:

http://www.aacps.org/applications/billboardmanager/southses/upload/SSES%20PoI%2013-14.pdf

This document includes each theme’s central idea, lines of inquiry, and key concepts.

Walter: We are using resource monies from Title One to provide additional planning days with substitute coverage to write and reflect on unit planners. This means that teachers have a built in day each month to come together as a grade level team and look at how students are progressing through the unit planners. As grade level teams are becoming more knowledgeable about the students in their classroom and how to structure/align learning, the planners are more cohesive as well as are a better fit for learning.

6. What has been the biggest plus of being a PYP school?

Jay: Inquiry based learning, freedom to learn, differentiation is promoted, non-standards based (no tests). I love how kids have freedom to learn, explore.

Rachel: The biggest advantage in being a PYP school is that the process has made (is making) my staff and me much more aware of our instructional decisions and more intentional about what we do. The process makes you really think through why you do what you do, what’s best for children, how to make learning meaningful enough to encourage students to take action, and it makes you ensure that students think about the world, the global community and their responsibility for it. Also, instructionally, PYP encompasses everything we know to be the best practices for promoting effective learning.

Walter: This programme has changed the culture of our entire school community. Nine years ago managing behaviors was the biggest challenge as a high poverty school. Our enrollment continues to be increasingly diverse, but there are more families who traditionally were sending their children to private schools who are now sending their children to their neighborhood school. The building culture is changing to one of learning and we have been able to align the use of Title One funds to promote a spirit of collaboration.

Thanks so much to Jay, Rachel, and Walter for sharing their passion and knowledge of the Primary Years Programme! We can all benefit from applying those good PYP strategies in our schools.

You can find Jason “Jay” Graham on Skype at jason.graham84, on Twitter @jasongraham99 and on his blog http://thelearningjourney.org/

Rachel can be followed on Twitter @rachelamstutz and on her blog at: http://excursionsineducation.blogspot.com/

Walter can be followed on Twitter @WalterReap

Ten School Leadership Lessons Inspired by The Godfather

January 31, 2014January 31, 2014 christopherwooleyhand School Culture, School Leadership

The Godfather is arguably one of the best books and movies ever produced. While the violence associated with the film should never be glorified, there are many messages in the movie that can be used to inspire thoughtful leadership in education. My wife, Debbie, and I collaborated to bring you the following ten lessons inspired by the Godfather:

1. “Leave the gun. Take the cannoli.”

Leave the hostility. When working with families and staff you will get farther with patience and tact. Give yourself a buffer of time if you feel emotion creeping into your decision-making process.

2. “Someday, and that day may never come, I will call upon you to do a service for me.”

This reflects the importance of building a strong community. We should rely on each other- teachers, parents, and the community. Teaching is still a service industry and when we treat it that way our customers truly benefit.

3. “Never tell anybody outside the family what you’re thinking again.”

A staff should have common goals, a philosophy that drives decision-making. When we speak to parents, we need to speak with one voice. Differences should be handled behind closed doors, when we exit, we should present a united front.

4. “I’m gonna make him an offer he can’t refuse.”

School should be a welcome place for all. This includes school staff, children, parents, and families. Strong community schools are the heart of education. We want our schools to be so engaging they can’t refuse to come.

5. “Mr. Corleone is a man who insists on hearing bad news immediately.”

Ignoring the “bad news” in education keeps us from proactively making changes. Responding in an efficient manner to potential negatives gives us time to react, time to let it sink in, time to strategize, and most importantly, time to respond.

6. “A man who doesn’t spend time with his family can never be a real man.”

To keep your saw sharpened, you need to be connected to people and passions outside of work. Spending time with family and friends helps keep things in perspective. It makes you a better person and a more able leader. Establishing family-centered values provides reassurance to your staff which will make them better at what they do.

7. “What’s the matter with you? I think your brain is going soft.”

Though sometimes uncomfortable, leaders need to hold people accountable. Ignoring employees who are unable to work up to the accepted standards only adds to the burden of those around them. Establish consistent expectations for everyone and speak up when it’s important.

8. “It would be a shame if a few rotten apples spoiled the whole barrel.”

There are great things happening in classrooms every day. Don’t let media coverage, or poorly informed public opinion, distract you from the amazing job teachers do every day for kids. School leaders should shine the light on all of the great things going on in their buildings.

9. “Never get angry,” the Don had instructed. “Never make a threat. Reason with people.”

We need to remember that when it comes to children, parents are protective. We all want to believe our children are bright and capable and when someone tells us differently we can get angry. In the schoolhouse, it is especially important that we keep our emotions under control.

10. “Great men (and women) are not born great, they grow great . . .”

Every day we are fortunate to be part of the growth of children and witness the evolution of the greatness that is within every student in our school. Despite the challenges that our students face, we CAN make a difference. If we maintain that belief, our students will reach the highest heights!

Who knew? So much wisdom in a classic film. What movie quotes can you connect to teaching and leadership?

Debbie Wooleyhand (@ppw78) is a veteran educator and pupil personnel worker for a large Maryland school district.

Showing Up Is Important- Guest Blog by Debbie Wooleyhand

December 17, 2013December 17, 2013 christopherwooleyhand Children, School Culture, Teaching

Promises and resolutions mark the start of the calendar year. January is a great time for schools to review behavioral expectations with students and families. One of the most important expectations a school can set is regular attendance. Habits form early and parents are a child’s first teacher. Educators need to empower parents and encourage them to teach their children about the importance of going to school.

Showing up is the greatest contribution a child can make to the classroom. Typically, when a student is absent, the teacher will send home “make up” work. Yet, there are events that occur in a classroom that can’t be sent home. The calm that falls over a class when the teacher reads a story aloud, the spontaneous song that breaks out occasionally, or the shared laughter when something silly happens in the classroom- these are intangible moments. They are the events that help create a special bond between teacher and students. They are the moments that move a classroom from school-like to family-like. No matter how hard we try, we can’t put those feelings in a backpack and send them home.

What message can school leaders share? Tell your teachers about the power of a phone call home when a child is absent. It lets the parent and child know you care and that it matters when they are not in school. Let parents know that we really do want the best for their children, not just today, but every day and that begins by building good habits. Other messages to share about attendance include:

Good attendance helps children do well in school and eventually on the job
Attendance matters as early as kindergarten
Sporadic absences matter. Before you know it, a child has missed 10 percent of the school year
Don’t let your child stay home unless he is truly sick. Complaints about a headache or stomach ache can be a sign of anxiety and not a reason to keep your child home from school
Avoid medical appointments and extended trips when school is in session

Lastly, attending school regularly helps children feel better about school and themselves. My resolution for 2014 is to share the message of the importance of school attendance. I resolve to talk about it every day. See you in school!

Information contained in this blog came from www.attendanceworks.org.

Debbie Wooleyhand is a veteran educator and pupil personnel worker in a school district with over 70,000 students. She can be followed on Twitter @ppw78.

Education- A Thankful Profession

November 17, 2013November 20, 2013 christopherwooleyhand Reflection, School Culture

As Thanksgiving approaches, I have many reasons to give thanks for being in the education profession.

Teachers Still Matter

No matter what changes have come, or will come our way, teachers still matter. In fact, they matter now more than ever. Teaching is about relationships. The best teachers are those who figure out how to connect with each and every student. Changes in curricula, pedagogy, technology, and standards will never supersede the critical role of teachers in making learning meaningful. The best indicator of student success is still the teacher who stands in front of the classroom every day. I am thankful for that.

Principals Still Matter

Effective leadership remains central to the success of our schools. Principals must provide support to students, families, and teachers. When they do, there is no limit to the good things that can happen. The role of the modern principal is complex. The changes taking place in education can make one’s head spin. Good principals ensure that teachers are not overwhelmed by the external pressures placed on them. They provide stability and reassurance when they are needed most. I am thankful for that.

Parents Still Matter

The partnership between schools and families is as important today as it was fifty years ago. Parents send their best to our schools everyday. They trust us to protect and educate their children. That trust is humbling when you think of the challenge it presents. Nevertheless, when parents and schools collaborate, students achieve at higher levels. Parent involvement remains a key indicator of student success. I am thankful for that.

Students Still Matter

Watching students enter the building every day is one of the most satisfying parts of my day. At the elementary level, students run and even skip to the front door. They say good morning (most of them). They smile, they hug you, and they tell their teachers how much they love them. The other day one of our second grade students sent out this tweet:

“i love this school and i will never forget my time i love my teacher…shes the most awsome teacher in the world.”

Does it get much better than that? The hopes and dreams of our students are as strong today as ever. I am thankful for that.

Education Still Matters

I am blessed to work in a field that serves as the starting point for all professions and careers. I get to see children learn and grow every day. When teachers, principals, parents, and students work together it’s like a symphony concert. The “music” that is made in these schools is passionate and enduring. The education profession still matters. I am most thankful for that.

Extending the Edcamp Philosophy to School-based PD

November 10, 2013November 10, 2013 christopherwooleyhand Best Practices, School Culture, School Reform

I recently attended EdCampBmore at Johns Hopkins University in Baltimore, Maryland. This was a wonderfully organized and attended event. There were educators from Maryland, Virginia, Pennsylvania, New Jersey and even New Hampshire in attendance. These committed professionals gave up a Saturday to share their expertise with like-minded peers.

If you are unfamiliar with the edcamp philosophy, the following explanation appears on edcampbmore’s website:

“An unconference is an open, participant-driven conference. The content is proposed and provided by the participants, and is often determined on the day of the event. This style of learning is not new. It stems from the model of barcamps, which were originally focused on software, web applications, and open source technology. Unconferences rely heavily on the passions and interests of the participants. Because of this, unconferences have become an extremely popular form of professional development.”

The website also includes this table that explains the differences between traditional conferences and edcamps:

Conference vs Edcamp

Baltimore’s edcamp was organized by Shannon Montague (@montysays), Molly Smith(@historyfriend), Jenna Shaw (@teachbaltshaw), Jen Filosa (@jafilosa), Chris Shriver (@ccshriver), and Margaret Roth (@teachingdaisy). These amazing ladies pulled together the resources to provide an exceptional professional development experience for those in attendance.

The range of topics covered included:

flipping professional development
project-based learning
school leadership
chromebooks
student behavior
standards-based grading
school culture
social media community building
CCSS
early childhood technology
blended classrooms
engaging students through gaming
genius hour
STEAM/STEM
maker spaces
the role of the school counselor
student entrepreneurship
thinning the classroom walls

I had trouble getting to sleep that evening because it occurred to me that the edcamp philosophy could easily be translated to school-level professional development. As a firm believer in the collective intelligence of schools, it concerns me that we don’t always tap into the knowledge of the teachers in our buildings. In fact, one of the most popular forms of PD over the past 30 years has been the use of outside experts to train teachers in the pedagogy du jour.

The edcamp philosophy eschews this approach in favor of professional development that is created by, and shared with, those working in the field. Our teachers have interests and strengths that can be enhanced when they are given opportunities to discuss their practices. So much of the time that we give teachers for planning is taken by the functional aspects of teaching. Very little of it is spent in fostering creativity and improving the profession.

The edcamp approach to professional development could be a great way to inject excitement back into the profession. How much stronger could our schools become if the teachers in the building were given the chance to share their knowledge with their peers in deep and meaningful ways? I don’t know the exact answer, but I plan to find out. Don’t tell my teachers, but we’re about to plan our first school-based edcamp. Now I’ll never get to sleep!

Sharpening the Saw- Ode to Stephen Covey

October 22, 2013October 22, 2013 christopherwooleyhand School Culture

Stephen Covey would have celebrated his 81^st birthday on Thursday. His passing in 2012 left a void that few can fill. I often return to his book The Seven Habits of Highly Effective People. It provides comfort and wisdom that stands the test of time. With the stress that comes with being a modern educator, Covey’s thoughts on “sharpening the saw” are worth re-reading.

According to Covey, sharpening the saw means, “preserving and enhancing the greatest asset you have–you. It means having a balanced program for self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual.”

Covey cites the following as examples of activities in each area:

Physical: Beneficial eating, exercising, and resting

Social/Emotional: Making social and meaningful connections with others

Mental: Learning, reading, writing, and teaching

Spiritual: Spending time in nature, expanding spiritual self through meditation, music, art, or service

School leaders need to spend as much time in supporting their teachers with sharpening their saws as they do in developing their pedagogical skills. Not that the two are mutually exclusive, but not all staff development needs to be focused on the act of teaching.

Our teachers work hard. They balance the demands of family life with a profession that seems to be more challenging every year. As they attempt to be the best teachers they can be, they often ignore their own needs for the benefit of their loved ones and their career.

Principals not only have an obligation to remind teachers about the importance of sharpening their saws, they must provide opportunities and activities that lead them in that direction. When principals promote the physical, emotional, mental, and spiritual health of their teachers they strengthen their learning community. Teachers are better at what they do when their lives are in balance.

What can you start doing tomorrow to help your teachers sharpen their saws? Here are a few simple ideas:

Monthly birthday celebrations

Fitness activities led by staff (yoga, Zumba, volleyball, kickball, etc.)

Running Club

Book studies (voluntary)

Staff hikes

Social hours outside of school

Weekly recognitions

Dress down days

Dress up days

School spirit days

No meeting days

The possibilities are only limited by your creativity. If you run out of ideas, ask the teachers. I bet you’ll get some interesting suggestions.

Common Sense School Leadership

for uncommon times- Christopher Wooleyhand, Ph.D.

School Culture