The Transition...

I have now been in education for 10 years. I feel like I live the movie Groundhog Day over and over each June for all 10 of those years. The transition is horrible.

Let me explain....

For 10 months, the educator works 40-60 hours per week lesson planning, grading, teaching, serving in lunch duty and recess, and so much more. This does not even begin to capture the emotional hours educators put in from Sept-June. You know what I mean... the issues that wake you up at 3am and continue with no clear-cut solutions. 

Now it is mid-June and life as you know it has come to a screeching halt. All of a sudden, you are on summer vacation. There is a to-do list a mile long. After all, the house hasn't been cleaned sufficiently in 10 months, moldy food is in the fridge, a ton of household projects have been waiting for summer to arrive, and the kids are home and bored so put on my entertainer hat. In addition, at the end of each unit I teach, I add it to my summer to-do list to refine it. Throughout administration meetings, I keep a list of "future admin projects" and plan on fleshing out details while on summer break.

However, instead of accomplishing anything, I find myself sitting on the couch doing a bunch of nothing.

If I was content on the couch that would be one thing. However, I feel guilty for not doing something! After all, I've been doing "something" constantly for 10 months. So for the first 1-2 weeks of summer break for the past 10 years, I feel like I'm in a period of melancholy as I adjust. It has taken me 10 years to put into words how I feel each June. I doubt I'm alone. If you are in my boat, take heart is knowing there are other educators who feel the same. There is hope too. The melancholy days end and the to-do list begins to be accomplished. I never get everything checked off the list, but I make a huge dent... eventually, once July hits. 


"All changes, even the most longed for, have their melancholy; for what we leave behind us is a part of ourselves; we must die to one life before we can enter another." ~Anatole France

Paperless!

I know I'm not the swiftest with technology, but I'm a willing learner. I am just beginning to find out all that Google Docs can do and have proposed to my fellow administrators that we begin to go the route of "paperless". The constant copying, recopying for the students who lose forms, and shuffling of said papers wastes plenty of time and money. We will begin to utilize Google Docs for certain communication and forms. Right now I am thinking of converting coverage request forms for teachers, end of the year checklist for teachers, and perhaps some lateness or disciplinary forms over to Google Docs (specifically forms). Is your school going paperless? If so, what ways have you found this concept to work? What problems have you run into? I'd love to hear feedback of those who are further down the road.

Collaborating in the AP English Literature classroom

I've always had a dream of connecting my English classrooms with other classrooms around the country or world. When I began teaching in 2002, the thought of pen pals on the other side of the world was always on my mind, but I never had the time to pursue this project.

Now, 10 years later, I am in the classroom again teaching AP English Literature. My dream of connecting and collaborating with another similarly leveled class somewhere outside Philadelphia remains. With the internet, skype, twitter, facebook, etc., I imagine the resources are plentiful to make this dream a reality.

Despite knowing that the dream is within reach, I return to square one for some reflective grounding.

1. Why would I consider doing this project?
               I firmly believe our students are "connecting" more with others via social media. Our world is not nearly as small as it was when I was in high school in 1997. However, are our students able to effectively present an opinion or depth of thought while connecting and collaborating? So often, our superficial communication contains messaging lingo and abbreviations that do not prove that we are intelligent human beings in the least.

2. What would I desire to connect/collaborate about?
               One element I find lacking in the AP English Literature students is their depth of reading. Sometimes they only read what is required in their school classes. If they read for fun, they read YA (not that there is anything wrong with that!) I would love to have a virtual bookshelf where my students (7 are scheduled for my class this coming year) could post intelligently about a book they read - perhaps examining theme or a symbol specifically.  They could then recommend (or not) the book to other AP English students. I would love my students to be able to access other recommendations from students from other schools around the country and globe. Realizing that we are all enjoying literature and are able to examine it in depth is important to spur them on towards more learning and reading.

3. How would I do it?
              This is the element I still need to figure out. I know goodreads.com exists and is a wonderful place to keep your own reading lists and review a book once you have completed it. I will have to further examine if this would be a good resource or if there is something better out there.

BUT I NEED YOUR HELP!!! If you have taught at the upper high school honors/AP track level, would you see benefits in a program like this? Do you know of a resource  that could assist me in making my dream a reality? Would you like to join me? Feel free to e-mail me (momof2hawks@gmail.com) with any suggestions or questions.

Happy reading - and collaborating!!!

Well, it must be summer again since I have a few moments to post. This school year has been filled with experiences to teach me more about myself and education in general.

1. Success is reached when we focus on the students. The times of failure I've seen this year, either with teachers or administration, is when we take our eyes off the needs of the student and focused on the "needs" of others. The challenge I walk away with is to keep my focus clear for 2012-2013.

2. I was once again reminded to not be afraid to love the student body. There is always a balance, but these students need love. Often it doesn't exist at home so we, as educators, must fill the gap. The difficulty comes in walking the tightrope between loving them and still keeping proper boundaries. I find this most difficult in a Christian school environment.

3. The amount of resources online is endless. I need to be ever-vigilant to be a life-long learner. Technology is not the authority on education, but there are certainly wonderful tools that can assist the teacher in the classroom and the administrator in his/her daily duties.

4. Everyone has an idea worth hearing. Regardless of the person's role in the school, he/she might have a wonderful idea that could change the way things are done. They need to be valued enough to be heard.

5. I still have a lot to learn. The second I think I know it all, I am humbled by my ignorance. It is vital to keep my humility far in front of my pride.

Lessons Learned During a Busy Week

As I sit on my couch this Friday evening, I am exhausted and overwhelmed by all that has occurred this week.
Monday - Wednesday were three days of an accreditation team visit to our school. We have been working on this process for two year completing the self-study and improving our school throughout that time. It was an exhausting three days, but what a joy to show off all our hard work and the wonderful school God has entrusted to us.
Thursday and Friday we hosted the Calvary Chapel Education Association's East Coast Teacher Convention. We love interacting with other educators and preparing wonderful workshops for them. Our theme of Teaching in the Digital Age proved to be a thought-provoking topic.

However, as I sit here tonight tired from the 50 hour work week, I ponder what I personally gained from this week. Below are some of the thoughts this evening:

1. Be a life-long learner. I have always valued this philosophy and acted out on it by attending webinars and reading blogs. However, lately I have been content to make excuses as to why I can't attend such events or don't have time to read as many blogs. My "Read It Later" list is currently lengthy... but I find it ironic that one such article I bookmarked there is by Tom Whitby entitled "Why Most Teachers Don't Know What They Don't Know". I just finished reading the article and it stresses this idea of remaining diligent in life-long learning.
http://tomwhitby.wordpress.com/2012/03/07/why-most-teachers-dont-know-what-they-dont-know/

2. Be courageous. There are many times I shy away from a new idea because I can think of the many ways things can go wrong. I hesitate to mention a new initiative to the administration for fear that they will not agree. I avoid incorporating new teaching strategies because my students will not enjoy them and they will prove a waste of time. Martin Luther King, Jr once said "We must build dikes of courage to hold back the flood of fear." There will be times my initiatives or ideas will not hold up. My strategies or attempts to add technology to my classroom may fall flat. But in the midst of it all, I will learn perseverance and courage which are much more important lessons for my growth.

3. Be intentional. I love my job, my coworkers, and my family. I enjoy my days spent at both work and home. However, I need to be more intentional in all I do. I often am haphazard, forgetting several important items because I am flying by the seat of my pants. Some aspects of my job require spontaneity, but other areas require strict organization. I love interacting with my coworkers, but so often, in my rushed lifestyle, I run through the workroom and say hello rather than sitting and collaborating. During this convention I remembered how much these coworkers have to teach me if I just take the time to listen. At home my intentions need to be more focused on my husband, children and myself. By the time I get home, I am exhausted which makes me short and easily irritated. My husband and two children are of utmost importance to me. In order to demonstrate that, I need to take care of me by de-stressing and spend more quality time with them.

These are all wonderful lessons for me - especially during this hectic time of year. Being an intentional, courageous life-long learner will cause me to be a better wife, mother, and educator.

Keeping Teacher Evaluations Fresh

We are in the second year of our newest teacher evaluation process. We have adapted Charlotte Danielson's model found in Enhancing Professional Practice: A Framework for Teaching (2007). We keep her four categories of a teaching position, (Planning and Preparation, Classroom Environment, Instruction, Professional Responsibilities) and have added keys to each that reflect the expectations of a teacher at Calvary Christian Academy.

Our process includes the following steps:

1. Teacher self-evaluation of strengths and weaknesses in each of the four categories

2. A pre-evaluation meeting where teacher shares his/her self-evaluation

3. A formal scheduled observation of the teacher in his/her classroom

4. A post-evaluation meeting where the administrator shares the teacher's strengths and areas that need improvement.

We like this method because it examines the teacher both inside and outside the classroom. We have had many teachers who are wonderful in the classroom in front of students but could certainly improve in the professional responsibilities. This method allows for a balanced evaluation.

We also like that the teacher self-evaluates first. Often a teacher is more critical of himself than an administrator is and therefore we can encourage the teacher and help them along the way. We also find that meeting together allows for stimulating conversation and a way to join together to further train the teacher.

Even though I think the current process is efficient and runs well, a teacher made a comment to me during our pre-evaluation meetings this year that still has me thinking. He worked in business for many, many years and saw too much red tape and paperwork for the sake of paperwork. He questioned whether using the same system each year was truly necessary and productive. His overall point: A self-evaluation using the same criteria every year could become rote rather than helpful.

So my question regarding teacher evaluation: Should the same process be used year after year or should it be amended to keep things fresh? If we should amend things, how can that be done while still incorporating the elements we like from our current system?

Technology is Good - Now What?

According to a study by the Bill and Melinda Gates Foundation released on Edudemic, teachers admit that classroom magazines and books (other than textbooks), along with digital resources such as web-based programs and technology, engage students in learning and help with student academic achievement.

Edudemic - See the study results here

While I agree with the results personally, I have not witnessed such an overwhelming feeling in my particular school. We have several teachers who are "old-school" in their teaching methodology. Some still lecture all 42 minutes while others attempt some activities but they mostly use the textbook. Perhaps some of the hesitation for implementing technology comes from fear of the unknown or limited exposure to the positive tools available. Because they do not choose the technology does not make them poor teachers; in fact, several are very good teachers. My question concerning these teachers is how can I, as an administrator, encourage and give the tools needed to attempt incorporating technology?

For a moment, let us assume these statistics represent the entire US teaching population. If so, what is the next step? Are we actively trying to implement more classroom magazines and books as well as technology into our schools? The cost of such materials can be astronomical and many school leaders or school boards do not understand the value of these purchases. If the leaders are not against technology, another obstacle can be the parents who have a limited knowledge of the benefits of such techniques.

Ultimately, the materials in the classroom are just one piece of the puzzle. The technology and other resources can certainly be a huge advantage to motivating students toward learning, but the teacher is the most vital. The teacher must facilitate learning and provide an academic environment even if he/she has absolutely no materials in the arsenal. We cannot put all our eggs in the "technology basket" without developing teachers who are skilled and passionate about education. With the properly trained and gifted teacher and the best tools including technology, our schools could improve drastically.