Category Archives: Education

Walk Out Day: About Voters, not Teachers

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Current Affairs, Education, Education Policy

In southwest Washington, this is being referred to as a “Day of Action.”

I previously shared my struggle with this particular action, and when it came time for our local to vote, I spoke in opposition of the Walk Out and voted along with 34% of my local against it.

In a democratic system, though, the majority determines the course of action. My philosophical or political disagreement with the outcome of the vote does not grant me the right to disregard it.

Sure, I could choose to just sit at home and grade my seniors’ Othello tests: 17 short-answer questions from 60 students (just over 1000 individual responses) so even if I devote a generous 30 seconds per response, just grading and giving feedback on that one assignment alone is eight hours of work. That “action” on my part, though, doesn’t contribute to any kind of larger solution. It still has to get done, though… so looks like I’ll be tossing a bit less football with my sons. Such is the choice you make when you become a teacher. I knew that going in.

So back to this:

In a democratic system, the majority determines the course of action. My philosophical or political disagreement with the outcome of the vote does not grant me the right to disregard it.

This is the message I want to communicate to voters. In a democratic system, particularly one that permits voter-generated initiatives, the decision of the voters should be upheld. Philosophical or political disagreement does not grant one the right to disregard the voice of the voter. This disregard is what is happening within factions of our legislature, and this is what I will be protesting.

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On Test Scores in Evals and Changing My Mind

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Assessment, Education, Education Policy

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The following post is by Nate Bowling is a 2014 Miliken National Teaching Award recipient and a founding member of Teacher’s United. He teaches AP Government & Politics and AP Human Geography in Tacoma.

The following excerpt is posted below with Nate’s permission, and was originally published on his website, “A Teacher’s Evolving Mind”. His writing represents his own thinking and not a policy statement of any organization/entity with which he is affiliated.

I have always been obsessed with how and when people are willing to change their minds. In my mid 20s I was fascinated by the book Soul on Ice by Eldridge Cleaver, one of the founders of the Black Panther Party. Well, that’s not really true. I was obsessed by what Cleaver did after the book. After seven years in exile in Cuba, Algeria, and France, Cleaver went on to become a Republican. I was fascinated: how did a founding member of the Black Panther Party become a Reagan Republican? That is a Tarzan swing across the political spectrum in the US. How does one change their mind so much on so much?

All that said, in regards to education policy when confronted with compelling evidence, if we are being true to our calling as teachers we have an obligation to evolve. Or put differently, people who are too stubborn to change their minds when confronted with overwhelming evidence aren’t worth listening to and I want you to listen to me in the future.

To read the full post, go to Nate’s new website “A Teacher’s Evolving Mind”

 

Feeling “Distinguished” …but Being “Basic”

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Assessment, Education, Life in the Classroom, Professional Development

Over the last few years, a confluence of ed psychology fads, being a parent, and trickle-down acronymage has had a profound effect on the way I see myself and my students.

When the “Growth Mindset” fad hit education, it like every fad before it risked being distilled down to soundbytes and sloughed off as trite. Though I was actually not a fan of Carol Dweck’s book Mindset (I tell folks that there are about seven really good pages in there) the idea is simple, brilliant, and exactly what I needed at this stage of my life and career.

In my teaching, growth mindset manifested in my drive to make learning progressions clearer for my students so they could understand “what growth looks like” rather than blindly throwing darts at an unclear target (“Will this one get an ‘A’? Let’s give it a shot…”). Showing a student who is operating at an “F” level what an “A” looks like isn’t helpful: Showing what a “D” looks like makes growth seem possible.

Around the same time I was reading and learning about growth mindset, I found myself sitting at the dining room table watching as my eldest son deflated when I pointed out the one (one!) error he had made on his weekend math homework. I realized that growth mindset needed to be considered in my parenting as well as my teaching.

And simultaneously: TPEP.

I’m National Board Certified (and working on my renewal). I’ve received awards and been teacher of the year (ain’t I special). Even RateMyTeacher has nice things to say. And when I’m honest with myself on my evaluation, there are some “Basics” in there.

As there should be.

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Common Core: When Opinions Become Facts

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Assessment, Current Affairs, Education, Education Policy, Social Issues

For all thirteen years of my career teaching high school English, one consistent skill that I’ve sought to impart upon my students is the habit of using concrete evidence in support of opinions formed or conclusions drawn.

The “why” is simple. Responsible citizens must form opinions about complex issues in order to participate fully and productively in not only their work lives but also their personal lives. Those opinions, no matter what they be, ought to be based on a thorough analysis of whatever facts are at hand on an issue.

Seems simple enough, unless there’s a fundamental misunderstanding of what a “fact” even is.

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T&L 2015: Teaching & Learning, Teaching & Leading

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Education, Professional Development, Teacher Leadership, Weblogs

Despite my best intentions of “live blogging” (which I really don’t know how to do) at the 2015 Teaching and Learning Conference in Washington, D.C, the confluence of too much to learn, a really old laptop and spotty wi-fi gave me permission to just sit back and learn. Warning: lots of links ahead…each worthy of exploring!

My singular focus at this conference was on teacher leadership and creating systems that will develop and sustain teacher leadership. I started on Friday with a session about Teacher-Led PD, then was a panelist in sessions to promote teacher voice through blogging (with David Cohen, Ray Salazar, Renee Moore and Daniela Robles…whose collective resumes are astounding) before being on another panel about how NBCTs can use their own leadership stories to help other teachers find their own pathways, where I also shared about CSTP’s Teacher Leadership Skills Framework, and mentioned the work of the Auburn SD and Camas SD Teacher Leadership Academies.

Saturday was a day for learning, first about a unique partnership between the Center for Teaching Quality (CTQ), NEA and NBPTS. This “trifecta” of sorts parallels our big three here in Washington state (CSTP, WEA and OSPI) and the power of bringing those three partners together at the national level was evident. This partnership helped to produce the Teacher Leadership Competencies. Like CSTP’s Teacher Leadership Skills Framework, the Teacher Leadership Competencies point out that there are unique skills necessary for effective leadership, and takes the added step of differentiating these skills for instructional leadership, policy leadership, and association leadership. These competencies are also deconstructed into leveled scales that describe what teacher leadership performance in these various skills might look like.

I also had the opportunity to spend a little time in a workshop facilitated by Leading Educators, which focuses on supporting teacher leadership skills for promoting change. In particular, the publication “Leading from the Front of the Classroom” (among others) offers much food for thought about creating systems of teacher leadership that are sustainable.

Lots to read, lots to think about. Good thing I had a cross-country flight to digest it all.

There was much more at the conference, including plenary sessions that were webcast live and were recorded (currently available if you click on the scrolling banner at the top of teachingandlearning2015.org). Visit there and take a look!

Last but certainly not least, at my group panel session about amplifying teacher voice through blogging, I met a handful of teacher-bloggers when the five of us panelists broke into small groups for discussion. Take a look at what teachers across the nation are writing about:

PLC, Vulnerability and Student Work

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Assessment, Education, Life in the Classroom

Over the last few years, I’ve been lucky to participate in Professional Learning Communities with creative, student-centered, and dedicated teachers; the kind of teachers whose classrooms I would be happy for my own offspring to someday join (and let’s be honest, we all have those in our buildings for whom that sentiment isn’t true).

We shared lesson and unit ideas, we problem-solved the struggles our students presented, and the combined experience and innovation in the room each Friday meant that after nearly every weekly PLC I walked out with new ideas, strategies, or perspectives. Our PLC structure is supposed to follow the DuFour model, and with the focus of our building (and state) shifting toward monitoring meaningful student growth, that PLC model aligns well in theory.

My current PLC includes five of us, and three of us are teaching the course for the first time ever or for the first time after a several-year hiatus. While our classroom student growth goals aren’t worded precisely the same (we’re English teachers after all… and even the text of a student growth goal should convey voice), we’ve all focused on the broad concept of substantiation of claims, whether in analysis of literary or informational texts. This fits nicely with that giant elephant in the room known as the Senior Research Paper, which is a graduation requirement for our twelfth graders and requires proficiency at exactly that skill.

A while back, we took that big step across the threshold that every PLC must eventually broach: examining student work. In our case, a couple of us were sharing student work samples from the Senior Paper.

We tentatively distributed copies accompanied by disclaimers and pre-emptive apologies that built in a crescendo to the eventual appeal of please don’t judge my teaching by my students’ comma splices and inconsistent verb tense.

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Highly Capable and the Legislative Budget

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Current Affairs, Education, Education Policy, Professional Development

Recently a teacher came to my room asking for advice. She had a little girl reading well above grade level, and she wanted to know how she could address her needs. We talked about options, and I shared some of the materials I use. She left feeling like she could better meet the needs of her exceptional student.

I teach fifth graders in a self-contained class for highly-capable students. My kids are bused to me from all over my district. Teachers in my school come to me for advice, but teachers in other elementary schools in the district do not have a HC teacher in their building as a resource. It’s not as easy for them to get help.

When I first arrived in this state in 1989, having a program for gifted students was optional for districts. The state had a pot of money set aside for gifted education. Districts that opted to offer a program could design a program that suited their needs—focusing on grades three through eight, for example—and then access state money.

These state funds, by the way, did not cover the cost of the program my district offered. My district ponied up the rest of the money.

Then a couple of years ago the state made Highly Capable part of Basic Education. Now every district is required to have a program for HC students. The program must run K-12. And according to McCleary, local levy money can’t be used for Basic Education.

Oh, yeah. The pot of money the state kicks in hasn’t really changed much over the years.

Wait a minute!

  • The participating districts have gone from voluntary (around half) to all required to have programs. Many are building programs from scratch.
  • The participating grade levels at each district have gone from some selected grade levels to all grade levels, K-12. I believe that’s an increase for every district in the state!
  • And after McCleary, districts can’t use local levy money to shore up any missing dollars.

Obviously, the districts need more money for quality programs to meet the needs of their Highly Capable students.

I’m on the executive board of WAETAG (Washington Association of Educators of Talented and Gifted). We saw this change in the law coming and realized teachers would need training. We worked with Whitworth College to train a cadre of WAETAG teachers as professional development staff to work with ESDs and districts to offer classes in Nature and Needs of Gifted, Differentiation, Critical Thinking, and Creative Thinking.

Attending those classes is, of course, voluntary.

Teachers who have HC students in their classroom need to be trained in HC students’ special needs and in how to meet those needs. It’s not fair to place HC students in a teacher’s classroom and tell the teacher to meet their needs without that training. (Most teacher training programs do very little preparation in terms of HC education. My original certification program in the 1970s? I think it had about a paragraph!)

I’m glad HC students are recognized as Basic Education students. I think they need targeted funding that meets their special needs. I think the legislature needs to fully fund both HC students as well as the professional development of their teachers.

New Year’s Resolutions for Teachers

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Current Affairs, Education, Education Policy | , ,
By Christine Zenino from Chicago, US [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

Last December, David B. Cohen, an accomplished teacher-leader and blogger posted his five resolutions for teachers (and he re-tweeted that post recently, which got me started here this morning). This past year, I’ve had the chance to hear from some great thinkers and leaders, so that has me thinking about what we teachers ought to consider for our 2015 Resolutions. These are very “teacher-centric” as opposed to directly considering our students… but if we are our best as professionals and as a system, who benefits is clear.

Things for educators to consider in 2015:

1. Let’s change the way we talk about teaching. At the Spring NBCT Teacher Leadership Conference in Sun Mountain, Washington, our kickoff speaker, 2013 National Teacher of the Year and Zillah High School science teacher Jeff Charbonneau, got me thinking about this one. Too often, he pointed out, we teachers minimize the work that we do when we talk to other professionals. Too often, the conversation focuses on the “getting to play with kids all day” and “those three months [weeks] off for summer break,” or devolves into a gripe session about testing (see the next resolutions).

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The Important Practice of Vulnerability

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Education, National Board Certification, Professional Development, Teacher Leadership

Lindsey Stevens, NBCT, is a regular blogger for Puget Sound ESD’s CORElaborate blog , where this piece first appeared, and is republished here with the permission of both the Lindsey and Puget Sound ESD.

vulnerability

I just spent another amazing weekend at the National Board Certified Teacher Leadership Conference. This time it was at Skamania Lodge in Stevenson Washington and it was amazing and beautiful. The surroundings were wonderful but even more that the atmosphere, I always leave appreciating what I have gained from this inspiring gathering of professionals. The biggest takeaway I have form this weekend is that I need to continue to be vulnerable in my practice to really be a leader and to impact student learning.

At the conference we were greeted first by the fabulous Katie Taylor. Katie is the Director of Teacher Leadership and Learning at the Center for Strengthening the Teaching Profession (CSTP). If you have not checked out or been in contact with this wonderful organization you should find out what they are all about. At any rate Katie was helping us to think about the traits and qualities of teacher leaders in her opening session. During her presentation we were asked to complete the sentence, “Teachers lead when we…” I sat and thought about that for quite a bit before I could fill it in. What do I really do that is true inspiring leadership? It’s not necessarily when I run a training, or when I plan a meeting. I realized that I truly do my best leading when I am vulnerable, when I make my practice, my trials and my tribulations transparent. This is really the only way to ask others to show me what they are doing and to be honest. I really think that vulnerability might just be the most important disposition for any teacher, especially teacher leaders to embrace.

Katie had us examine our leadership in relation to an article from Educational Leadership “Ten Roles for Teacher Leaders” by Cindy Harrison and Joellen Killion. In this article the authors point out the following ten roles for teacher leaders: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change and learner. In the activity we were identified how we were and could be any of these roles. Later I began to think about how these roles as teacher leader and my personal insight into vulnerability when hand-in-hand. Each of these roles take a certain level and different kind of vulnerability.

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To Fix a Broken System: Teacher Leadership

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Current Affairs, Education, Teacher Leadership
"Columbia river gorge from crown point" by Hux - Own work. Licensed under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Columbia_river_gorge_from_crown_point.jpg#mediaviewer/File:Columbia_river_gorge_from_crown_point.jpg

This weekend in Skamania in southwest Washington, teachers from throughout the state will convene because of a series of simple truths:

1. Public education, as a system, needs to change.
2. Teachers constitute the largest number of professionals employed in the public education system.
3. When new initiatives or mandates are levied upon public schools, teachers are those who are charged with enacting these.

This weekend, these convened teachers will be learning about the unique skills and dispositions of being a teacher-leader. It is not quite the same as being a great teacher, and it is not the same as working hard. Like being a teacher, being a teacher-leader involves a complex and often hidden set of competencies.

Why cultivate this? The answer is in the simple truths above…with particular attention to number three: when new initiatives or mandates are levied upon public schools, teachers are charged with enacting these. There are two levels within this truth where skilled teachers can (and do) make a tremendous difference.

First, strong teacher leaders have the skills, dispositions, and confidence to step forward and influence the crafting of new initiatives and mandates. Teacher leaders know that complaining and protesting is not enough… instead, they know that engaging in crafting solutions is a way to improve the system.

Second, strong teacher leaders have the skills, dispositions, and confidence to take all of these mandates (good, bad, and ugly) and process them into practices that positively impact student learning. Teacher leaders know that neither complaints nor mere compliance are appropriate… instead, they know how to distill all the mess into a clear and consistent focus on students.

The USDE’s Teach to Lead initiative is helping to bring teacher leadership to the forefront. However, we have amazing teacher leaders all over the state of Washington whose work should be highlighted as well.

Stories from School readers: What are some teacher leadership success stories that help to prove that we, the teaching force, are the ones making meaningful change in our system? Respond in the comments below!

Photo Attribution: "Columbia river gorge from crown point" by Hux - Own work. Licensed under Public domain via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Columbia_river_gorge_from_crown_point.jpg#mediaviewer/File:Columbia_river_gorge_from_crown_point.jpg