Category Archives: Current Affairs

Teacher Appreciation Week: Don’t Read the Comments

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Current Affairs, Education

Happy Teacher Appreciation Week!

Make sure to enjoy this week, so don’t read the comments under any article, post, tweet, or Facebook share that in any way references teachers, teaching, or public education.

There is growing evidence that engagement in social media, including even the comment sections under mainstream media articles, can have a significantly negative impact on mental health. For people like me, whose twenty-year ebb-and-flow battle with clinical depression has made me unnecessarily sensitive to the venom and hate online, settling into some mindless social media perusal after a rough day at work ends up nudging us into the kind of downward spiral that for far too many culminates in bona fide burnout.

It is important during this teacher appreciation week that we also appreciate each other…both online and in person.

Often we take the time to (rightfully) single out those teachers who made a difference in our lives. For me, names from the 80s and 90s like Mary Jo Jones (science and math teacher), Jennifer Stenkamp (English teacher), Dale Crawford (FFA Advisor) and Elizabeth Shelley (English teacher) will always come first to mind. There’s also Wendi Kuntz and Jan Franke, whose support during my student teaching made me the educator I am today. There’s Fran Oishi, my amazing first-year-teacher mentor from my days in Federal Way. Appreciating the teachers of our past is important.

Continue reading →

Thoughts on Testing Season from the Heart of Testing Season

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Assessment, Current Affairs, Education, Education Policy, Life in the Classroom

 

It is hard to sleep.

Often preparation, at this point, feels futile.

Changing schedules can feel as stressful as examinations.

Young students who love school often don’t want to go to school.

Teachers learn to hope and to let go.

This is hard on teachers too.

And administrators.

Administrative calendars fill with colors.  From March 5th to June 8th thousands of Washington students (as students all over the country) will take ELA, Math, Science exams, re-take exams, take make up exams, all during school days, in libraries, spare rooms, classrooms, headphones and computers must be found and provided, pencils provided, tools provided, time provided, proctors trained, proctors reminded, schedules changed, altered, and developed to both provide the lowest impact to a school and honor the time and intensity of the test takers.

A bumper sticker reads: a child is more than a test score. When Graduation is on the line it is hard to remember that a child is more than a test score.

As a Washington state student you want to be in the 2500 range for math and for English.

For Washington state:

In grades 3-8, students take tests in ELA, math, and science for federal accountability.
In high school, students take tests in ELA, math, and science for federal accountability.

For some students the exam is not stressful. The calendar change is not stressful. They will cruise through this, like a subway commuter. We are all happy for them.

From May 7th to May 18th hundreds of Washington students will take AP exams—a different exam offered each day, all offering the possibility for college credit.

It will be hard to sleep.

Last night I listened to Naomi Shihab Nye talk about books and the importance of voice for everyone across the world, but especially for children. Among the many inspiring and thoughtful things she said, was a story about one of her own essays that was used for a state standardized exam and how a reporter smuggled that section of the exam (essay and questions) out and showed them to her. She said she could only be certain of the answer for 3 of 10 questions about her own essay.

Ms Shiab Nye also mentioned that, though hailing from Texas, Washington State’s motto is her favorite. The motto is Al-ki, Chinook Jargon (a native pidgin trading language of the PNW) meaning “by and by.”

This is my new mantra for testing season, by and by. Presently, be present, as things will happen, things will pass, students will succeed, students will fail, and by and by we will proceed with school, with all sorts of tests, and with our lives.

It’s Bad. And It Keeps Coming Back.

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Current Affairs, Education Policy, Social Issues

Eugenics.

It’s the idea that we can create better human beings by encouraging the breeding of the higher class people and discouraging the breeding of the lower class people.

There are all kinds of pseudosciences. Eugenics is the one that makes my blood run cold.

In the early 1900s eugenicists in the United States focused on weeding out “undesirables”—poor, immigrant, minority families.

Sound familiar?

Fast-forward to 1994. Richard J. Herrnstein and Charles Murray wrote a book called The Bell Curve: Intelligence and Class Structure in American Life. Now, more than a decade later, the book has gotten a new and highly critical write-up in The Vox because of the influence Murray is having on current US policy. There’s a lot not to like in The Bell Curve, but I’m going to focus on one aspect that has an impact on teachers in the classroom.

Here is one quote from the book:

The technically precise description of America’s fertility policy is that it subsidizes births among poor women, who are also disproportionately at the low end of the intelligence distribution. We urge generally that these policies, represented by the extensive network of cash and services for low-income women who have babies, be ended.

Basically, stop any program that gives assistance to low-income families. Because that just encourages them to breed. And we don’t want any additional poor, unintelligent people being added to our population.

That’s eugenics rearing up its ugly head again.

It’s not just a theory in a book from the 90s. The bad political philosophy of eugenics (it’s not a science) is being applied to governmental policy right now.

That’s why you have leaders in the federal and state levels of government attempting to roll back Medicaid expansion, tighten eligibility requirements for and reduce enrollment in the Department of Health and Human Services, and make it harder for individuals to access Supplemental Nutrition Assistance Program (SNAP) benefits.

Here’s the truth. Eugenics doesn’t work.

What does work? Giving moms good pre-natal care. Making sure moms and their children get good nutrition. Making sure they have a healthy environment, free of lead, pesticides, mercury. Making sure children are in a safe environment, free from sexual and physical abuse. Providing children with a warm and nurturing home.

Parents who have plenty of money have the means to provide all of the above. That doesn’t guarantee they necessarily have the will or the character to provide them, although The Bell Curve assumes they will.

What the authors ignore is that moms in general want all those things for their children, whether they can afford them or not.

I’ve seen some of those “poor” moms. The dads are gone, leaving the moms on their own with the kids. The moms are working full time. They’ve gone back to school to try to get a better job. They’ve maybe had to declare bankruptcy. I’ve seen them standing in the grocery store trying to figure out the most nutritious food that they can afford to feed their children. They are doing everything they can on their own. And they still need help.

Let me tell you a personal story. My husband graduated and interviewed for a job back at the beginning of the 80s. He was hired on a Thursday afternoon. He called the next day to get the details about starting. They said, “So sorry. We just got a call from corporate. There’s a hiring freeze. We can’t give you that job after all.”

I had already quit my job. I was pregnant. We spent eight months without work. We applied for work in multiple states. There was no work to be found.

In the end, my husband got a job with a friend of his father’s, and we moved back with his family.

That’s not the main point of the story. The real point? I was visiting with a woman a month or two later, sitting in her kitchen. She made a comment about a man she had seen by the side of the road with a sign “Will work for food.”

“Oh,” she said. “Those people just annoy me. Everyone knows you can get a job if you really want one.”

I had to take a really deep breath before I could answer her. And, bless her, she was willing to listen to me.

I wonder if the authors of The Bell Curve ever heard from people like my husband and me? Both of us with MA degrees. Both of us out of work for eight months straight. Both of us wanting work, and neither of us able to find work.

I wonder if some of the current policy-makers have any understanding of “poor” beyond the stereotypes they’ve been fed.

All right, now consider all the things we are learning about Adverse Childhood Experiences (ACEs). Multiple major stressors in childhood rewire the brain to an almost continuous “flight or fight” response, which makes it difficult for the child to function in a school setting.

The more we, as a culture, invest in prenatal and neonatal care for the poor among us and the more we support mothers with young children, the fewer students with ACEs we will have in our classrooms. Then in the long run, the more likely it is that those children will grow up to be well-adjusted, civic-minded, and contributing members of society.

We’d Rather Have Tape

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Current Affairs, Education

From I Don’t Know How to Protect You Anymore to Don’t Make Me a Soldier to the #ArmMeWith hashtags, teachers clearly want to be involved in the conversation about making our schools safer—and we don’t want to carry a gun.

After one especially long day, my husband tweeted out this….

 

 

 

 

And within hours over 300 replies from across the country (note the themes). Here are some of the tweets:

  • Tape
  • I need so much tape
  • An internet filter that doesn’t violate the free speech rights of my students researching current topics
  • Tissues
  • Tape
  • A pencil sharpener that is industrial strength
  • Scissors that stand up to repeatedly cutting cardboard
  • More guidance counselors and instructional coaches
  • Thumbtacks, field trips, 40 hour work weeks
  • Tape
  • Granola bars and vegetables
  • A psychologist
  • A counseling team and a separate registration team
  • Tape
  • A stapler that won’t run away in less than a week
  • Enough SPED teachers
  • Pencils, lots of pencils
  • When I was a SPED teacher in a Behavior Support room, I needed good Reading Curriculum.
  • A gun in the room would not help ever
  • Copier, copier, copier, a classroom that’s warmer than 58 degrees, toner, copier
  • Mold free rooms and leak proof ceilings
  • Some tape?
  • Internet that works in more than two classrooms at a time
  • A pencil sharpner that lasts more than a school year
  • A roof that doesn’t leak
  • More than a class set of whatever novel we’re reading
  • Support for kids who are most “At-risk”
  • Whiteboard markers for students
  • Counselors. Glue sticks that don’t dry up.
  • A book budget
  • Enough copy paper to last the year
  • Hand soap
  • I don’t mean to sound greedy but a really sturdy 3-hole punch would be amazing
  • Real food that is cooked at school, not USDA prepacked food that tastes gross and isn’t healthy
  • Bathroom breaks
  • More markers!
  • Classroom Autonomy
  • Professional development
  • Tape
  • Lead-free water fountains, soft lights in classrooms, and markers, lots of markers
  • Increased salaries for all teachers and support staff, more counselors, a lunch break.
  • More than 3 min to pee
  • Cameras that were functional, heat and AC that worked.
  • Money to buy food for my students who have little at home
  • New books
  • Tape
  • I’d like to have the rodent situation death with. And my office to be checked for mold.
  • A reliable pencil sharpner
  • Shoes for the kids who don’t have them
  • Enough counselors/social workers
  • More tissues
  • You got a copier?

Continue reading →

Don’t Make Me a Soldier

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Current Affairs, Education, Education Policy, Life in the Classroom, Social Issues

Events of the last week have haunted educators around the country. School shootings are back in the news, and it seems like they never leave it anymore. We can talk for hours about how we got to this place as a society, but it is more productive to talk about how we can leave this painful and shameful chapter behind us.

We can all agree on one thing: children should be safe at school.

I have plenty of thoughts and feelings about school shootings. Like EVERY OTHER teacher in America, I have imagined what I would do if it happened in my town, my building, my classroom. How would I keep my students safe? What would I do to stop a shooter? What could I do?

In 2006, my drama students and I volunteered to take part in a simulation of a “mass casualty incident,” a dramatized school shooting staged by local and regional law enforcement, fire departments, and hospital personnel. They used our tiny junior high building as the scene of a homemade bomb and two shooters. A few adults and about twenty students volunteered to be victims and hostages on lockdown while the professionals rehearsed what they would do. I was the only teacher, and my son was one of the student volunteers.

Here’s an article about a mock mass casualty incident like ours: http://www.chronline.com/news/article_3cd1d0af-1bc4-5340-b252-a0298b53fc70.html?mode=jqm

It was very realistic, right down to professional makeup artists creating realistic wounds on the victims. We all had cards that listed our symptoms and accounted for the progression of our injuries over time. It was like a roleplaying game, only not fun. Really not fun.

I got to imagine what it was like to have my students hide in my room. I felt the real anger, frustration, and fear of a teacher who chose to break protocol to get students from the hall to come into my room, risking encountering the shooter when I did. I waited for forty-five minutes after the “shooting” for rescue, all the while moderating student conversations while hiding under desks.“What if this was real?”

I eventually rode in an ambulance with my son and another victim, and then I experienced an eerie disconnected feeling waiting at the hospital for word of his status and anything, anything else. It was surreal. It was awful. And it was FAKE.

I can only imagine what it is like for those who face real shooters. That said, you can bet I want to avoid a real “mass casualty incident.”

I appreciate those who would like common sense gun legislation passed, making it more difficult for disturbed individuals to get the guns that do the most damage. At least that is something. The problem is that it will take too long to effectively change the gun culture of America, particularly in small towns like mine. Guns are easily available, and that’s not likely to change soon.

Here’s an interesting opinion piece on America’s gun culture from the Baltimore Sun: http://www.baltimoresun.com/news/opinion/oped/bs-ed-op-0218-gun-culture-20180216-story.html

I appreciate those who would like to see more security in our schools to protect the students and staff. There are elaborate systems for locking doors, metal detectors, armed guards, etc. If funding was available, I’d be all for it. Well, except for the fact that my safe-seeming little school would be more like a fortress than a place of learning, of curiosity, of hope, or of friendship. There are inner city schools that seem like they are on constant lock down. Is that where we are all headed?

Check out this article about how increased security measures may not be the answer from Scientific American: https://www.scientificamerican.com/article/can-security-measures-really-stop-school-shootings/

I appreciate those who call for more support for victims of mental illness. In my teaching context, where poverty, drugs, homelessness and domestic instability affect so many families, I would certainly feel better if we had more services to relieve the stress and treat those who suffer from depression and anxiety. Yet, again, how will we be paying for these services? In a system that has been chronically underfunded, where will we find the money to solve this problem?

If you want to explore the mental health solution, here’s a Boston public radio commentary that makes some interesting points: http://www.wbur.org/cognoscenti/2018/02/20/parkland-school-shooting-erin-seaton

I fear that the problem will be solved like so many others we face in education, especially underfunded, rural education. We will give another job to the teachers – armed security guard.

We don’t need another job. You see, some people think that when we aren’t on vacation we are simply delivering lessons to the children and assigning homework. The truth is that we are coaching, counseling, comforting, and teaching social skills, personal hygiene, and good manners. We are guidance counselors, amateur psychiatrists, surrogate parents, life coaches, and all-day mentors to our students. Will we add to our busy professional development schedule firearms training and hand-to-hand combat? Will we to be expected to risk our lives in combat to protect our students?

Don’t get me wrong. I will do all I can to protect these kids. But, this is too much. Don’t put a gun in my hand. Don’t send me into battle. Arm me with more counselors. Arm me with community support, mentors, and volunteers. Arm me with more programs that encourage empathy, collaboration, and social skills. Arm me with more colleagues to make sure we get to every kid every day with everything they need.

Don’t make my school a fortress.
Don’t make me a soldier.

If you want me to be part of solving the problem, give me what I really need: the support to keep my students in a safe, caring, supportive, and learning-centered environment.

#ArmMeWith

Interested in the #ArmMeWith movement? https://www.weareteachers.com/armmewith/?utm_content=1519185676&utm_medium=social&utm_source=twitter

Waiting on Olympia: Bargaining Certificated Salaries

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Current Affairs, Education Policy

We’re waiting.

Last August, we settled our comprehensive collective bargaining agreement (CBA). For better or worse (I say better), our CBA nearly doubled in scope: A whole new section was added about supporting new-to-career teachers; over a dozen pages detailing evaluation procedures was folded over from experimental year-to-year Memos of Understanding into the durable agreement; much needed language protecting the learning environments of special education students was added…and much more. Our contract, once rumored to be held up as one of the worst in the state, is now much stronger in its service to teaching and learning.

We knew, though, that we were bargaining at a pivotal moment in teacher compensation for our state. Our Superintendent, HR Director, and Finance Director (all of whom our Association has an unusually collaborative relationship with, even when we disagree) are likely more nervous than we are, as ultimately they are the individuals charged with managing the public’s monetary investment in our schools. Thus, the salaries we successfully bargained are a “one-year-deal” of sorts…with a salary re-opener mandated in the final agreement under the assumption that the legislature was going to make major changes.

As this recent article from the Seattle Times points out, and as I tried to articulate before, last year’s actions by the legislature created more problems than solutions. One paragraph from the Times article sums up the one of the key changes concisely: Continue reading →

Not Neutral on Net Neutrality

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Current Affairs, Education, Life in the Classroom, Web/Tech

Last week my eighth graders presented their independent, interest-based projects, the culmination of two months of research and applied learning. Elizabeth showed us her original comic, which she published online. Maisy displayed her handmade quilt and told us about the history of quilting in America. Sam presented his Claymation short film. Dana taught us about installation art and demonstrated the infinity mirror she had made.

These projects were impressive examples of what students can do when they have access to the right resources. For Elizabeth, Maisy, Sam, and Dana, that meant high-speed access to specialized websites, including the publishing platform Webtoons.com, the Emporia State University archives, and the Seattle Art Museum’s website.

If the school’s broadband provider had blocked access to some of these sites because they don’t bring in money, if it had slowed the connection speed in order to provide other users with faster service, or if it had required the school district to pay extra for access to less lucrative sites, these and the other student projects would never have happened. And that bleak scenario is exactly what schools across the country are likely to face in the wake of the Federal Communication Commission’s (FCC’s) recent repeal of the practice known as Net Neutrality. Teachers and students will have fewer opportunities, and those with the fewest resources will, of course, suffer disproportionately.

What is Net Neutrality?

Since the internet’s inception, internet service providers have treated all content equally. They do not restrict, discriminate, or charge differently based on content, user, or type of device. This is the concept of net neutrality. In 2014 President Obama sought to ensure the continuation of net neutrality, and to that end asked the FCC to recategorize internet broadband service as a utility. The FCC followed this recommendation in February 2015, instituting regulations that prevented broadband companies such as Comcast, Verizon, and AT&T, from slowing or blocking access to legal websites, artificially slowing access for some customers while speeding it up for others, and charging customers extra for access to certain websites.

Net Neutrality in Schools

According to the 2017 State of the States report from the nonprofit EducationSuperHighway, 97% of Washington State’s school districts had the necessary fiber optic connectivity to meet the FCC minimum goal of 100 kpbs per student. At my school that means my colleagues and I can stream videos and download resources from YouCubed to help our students develop mathematical mindsets. This amazing website is helping us transform our practice. And we are not the only ones. As of this writing, YouCubed has received 22,895,390 visits. But what will happen if we can no longer freely access YouCubed or the countless other sites that support our teaching and our students’ learning? According to Richard Culatta, CEO of the International Society for Technology in Education, “when carriers can choose to prioritize paid content over freely available content, schools really are at risk.”

In high-poverty schools such as mine, the risk is especially great. The internet provides access to experiences that our schools could not otherwise provide, such as authentic science investigations and contact with project mentors. Many of our students also live in homes without reliable internet access; they depend on having it at school not only for their assignments, but to develop the technological literacy that all students need and deserve.

Net neutrality has helped to reduce inequities between well-funded and under-funded schools, between students of privilege and students of poverty. If such access disappears, the equity gap will increase.

Broadband service providers argue that net neutrality stifles the free market. Other opponents fear that regulation allows the government to invade our privacy. Those arguments do not persuade me. There is no financial incentive for broadband companies to provide unrestricted, high-speed access to consumers, including schools. If they have the opportunity to make money by restricting access to certain websites, or by charging consumers for access or faster service, they will do that in order to satisfy shareholders. We may well find ourselves living in a world that our students will recognize from their favorite dystopian novels: a world where access to information and expression exists only for individuals with the most power and the most money.

I asked my district’s chief technology officer if the district has a plan for how to respond to the effects of the repeal of net neutrality. He replied, “We had no impact before the change and from what I’m reading/seeing/hearing, the impact back may be just as little. This is a move to free market service, not the end of access. It’s high on my radar. I deal with the FCC almost monthly. I’m watching it.”

We all need to do more than watch. While there was no impact on schools before the net neutrality regulations, that does not mean broadband companies would not have moved in the direction of restricting access and speed.  If we remain passive, if we wait to react until there is a change that harms schools, our students will lose.

For information on the efforts of various state leaders to ensure net neutrality in Washington State, go here.

Your Salary and Why “Staff Mix” Matters

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Current Affairs, Education Policy

 

OSPI recently released its response to the EHB 2242 requirement that it provide salary grid recommendations for districts in the legislature’s new plan for funding educator salaries.

As a refresher: At it’s simplest, the legislature required that starting salaries at entry-level must be at least $40,000 per year, maximum salaries can start no higher than $90,000 per year, but regardless of those numbers, the average salary (allocation) per certificated staff member will sit at $64,000. In other words, no matter what a district chooses to pay its teachers, the state will only provide that district $64K per FTE cert staff.

By doling out a flat rate per teacher, the “staff mix” component of how schools were previously funded has been eliminated.

This is something all educators in Washington need to take notice of.

Staff mix is based on the reality that a district with more experienced staff (who receive higher pay on any salary schedule) will need a higher state allocation than a district with less experienced staff placed lower on that schedule. The Olympia School District did a great job of articulating the problem with eliminating staff mix: Districts staffed with experienced teachers will not receive adequate funding to pay teacher salaries. The illustrative scenarios below are drawn directly from the OSD’s communication about the fiscal impact of the loss of staff mix on their district alone: Continue reading →

The Teacher Leader I Want To Be

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Current Affairs, Professional Development, Teacher Leadership

I laid awake in bed at the Omni Shoreham. Light seeped through the cracks of the door and laughter drifted up from the courtyard. It wasn’t so much the time zone that kept me awake. I couldn’t turn my brain off. I often can’t turn my brain off.=

This time though, I was thinking about what I’d learned today sitting around the table with teachers, principals, coaches, and district leaders mulling through the Teacher Leader Model Standards and Professional Standards for Educational Leaders. The day’s conversations lingered and added to some of the thinking I’d done with the CSTP Teacher Leadership Skills Framework. I was incredibly grateful to Katherine Bassett (NNSTOY) and those at the Aspen Education Program who thought I should be part of this conversation.

I couldn’t stop thinking: What kind of leader do you want to be? What kind of teacher leader are you trying to be, Hope?

My first “formal” leadership position was team lead my second year of teaching. That same year I was recruited to join a new Equity and Diversity committee. The following year I moved to a new school but quickly found myself leading some curriculum design work. By my 5th year of teaching, I’d served on a district curriculum design team, as a senior team lead, a senior project lead, a Daffodil Princess Coordinator, was offered a job as a litearcy coach (Um, how was I going to tell experienced teachers how to teach?!), and was an NBCT. Fast-foward, add English Department chair, ASB teacher, inquiry group lead, and a few more formal and informal teacher leadership roles in there and you’ll be all caught up to 2017.

I was busy but fulfilled. I learned to work with a variety of personalities. I learned how to navigate a school system. I gained a stronger sense of purpose. Most importantly, I had examples of the kind of leader I want to be…and the kind of leader I despise.

As I contemplate what type of teacher leader I want to be, I am acutely aware of my own hypocrisy. On the one hand, I don’t care about titles at all. On the other, it deeply bothers me when I’m asked so what else do you do besides teach? I find myself stumbling to make up titles for the ways I contribute to the growth of my grade level team, my department, my school and my work with Teachers United.

A title doesn’t make you a good leader. And that’s definitely not the type of leader I want to be. So who do I want to be?

I want to be the type of leader that inspires others to come alongside and follow. The kind of leader who is in expert in instructional and content but doesn’t have to tell everyone about it. The type of leader others know they can come to when they need help creating a lesson plan, a reality check, or a laugh. I want to be the kind of leader who is both well-planned and prepared, but prepared and planned enough to be organic. I want to be the type of leader that doesn’t demand more than they’re willing to give. The leader who checks their emails thoroughly before responding. The leader who thinks about how their choices will marginalize or include others. The leader that knows when to step in and when to step back. The leader who understands that leading is an ongoing learning process. The leader that sees current promise in others and predicts their future greatness. The leader that sees the big pictures and pays attention to the tiny details. The leader who is constantly considering the role race, class, and gender norms play in that moment. I want to inspire. I want to always remain reflective. I want to be the kind of leader who learns from her mistakes. I want to a leader that is humble enough to ask for help, and willing to seek out the wisdom of others. The kind of leader that doesn’t have to talk about how great of a leader they are (I recognize the irony of this blog post).

Don’t get me wrong. I have aspirations of being sharply dressed, breaking out a Tweetable quip, and using big words. I want to remember the name of the author who wrote that one book and recognize Katie Couric when I see her dressed in a blue sweat suit (yes, that happened). But let’s not get carried away here.

Most importantly, I want to be the teacher leader that is a part of a team that shares power, distributes responsibilities and is accountable to one another. They build teams. They are committed to building partnerships with everyone who has something to lose or gain in the work. When I think about my favorite leaders, the ones who modelled and continue to model, this is who they are. They know their why and they never stray from it.

 

Extra Eyes to See and Ears to Hear

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Current Affairs, Life in the Classroom, Mentoring, Professional Development, Teacher Leadership

You know how you don’t know what you don’t know until you realize you don’t know it?

Today I stepped into a role as “instructional coach.” My principal is trying a new thing with several of the leaders in the building—-getting a sub on Wednesdays to cover our classes so that we can support new teachers, conduct informal observations, and provide feedback to any teacher who want an extra set of ears and eyes in their classroom.

Non-evaluative, peer observation are what so many teachers beg for. Yet, with the except of instructional coaches, or a pop-ins by a dept chair there is little time for this type of collaboration. To contend with time constraints, many of the teachers I know are using #ObserveMe as a way to get the peer feedback and informal coaching they crave. This summer, Nate Bowling and I led in-school professional development where we shared the vision behind #ObserveMe. Teachers created their evaluation goals in conjunction with their #ObserveMe goals. I was #stoked.

Fast forward, due to some life stuff, our instructional coach is on hiatus and many of the teacher leaders in our building are stepping in to fill the large hole he left. So there I was, armed with flair pens, a clipboard, a schedule, and an observation tool. I left my students in the capable hands of my student teacher and I marched down to the first classroom.

Over the course of two and a half periods, I observed three full-time teachers and one student teacher. Each teacher had emailed me asking if I could come observe for x, y, and z. I don’t know what I expected, but I didn’t expect to feel as emotional as I did through this process.

First, I was honored that these teachers wanted me in their classroom. They wanted to be better. They wanted an extra set of eyes and ears to see what they weren’t seeing and hear what they missed.

Second, I was moved by the passion I saw from these teachers. The love that they have for their students, their content, and our school motivates them to ask for help from a colleague.

Third, I was inspired by each of these teachers who were putting in work to make their classes more engaging, more relevant, and more real for their students.

I honestly struggled to complete my teacher moves/students moves chart because I just wanted to write things like “I love how the kids look at your with respect in their eyes” or “Even though the students were reluctant to do the song in Spanish with you, they all did it–and that’s a sign of respect for you, their peers, or at least resignation that they need to play along”. I tried to stay in the template and write benign questions like “how do you think blah blah blah”.

What stands out the most is my last visit of the morning. I popped into a Science classroom where the teacher is building a program modeled after the GRuB School. I kind of knew that there was a group of “at risk” young men and women working with this highly effective and passionate teacher to develop social/emotional skills that translate into academic skills such as being on time, attending classes, and doing homework. I knew that some of the students in this program were in my English classes. But I hadn’t put two and two together–I didn’t realize just how many of them I knew. I sat on the edge of the circle listening to students giving each other advice on real life issues from dealing with parents to handling annoying teachers or friends, I wanted to burst into tears. Actually, I did…later when I was alone. Although each of those students struggle to control their actions and choices in a world of chaos, I watched them respond each other with thoughtfulness. I saw them respond to the firm but loving redirection from the teacher. I saw my students in a new light.

Later, when they came to class, I felt like we had a secret. They knew that I knew something about them that I hadn’t known before. They also knew (I hope) that I would listen and support them in a way I might not have before.

I left school today unsure if I made a difference for the teachers I observed. I do know however, that these teachers made a difference to me.