Category Archives: Teacher Leadership

Your Turn: Taboo Topics & Tough Conversations

Posted by Lynne Olmos on November 23, 2021
Current Affairs, Education, Education Policy, Equity, Life in the Classroom, Middle School, Professional Development, Teacher Leadership, Uncategorized

You have most likely seen a lot of talk on the news or in social media about subjects that some parents and pundits believe should not be taught in school, i.e. Critical Race Theory. Many teachers are being instructed to steer clear of political conversations, an all too common policy.

We asked the Stories From School Bloggers some questions about the work they are doing in their classrooms. 1) How are so-called taboo topics handled by you and your administration? 2) Do you actively avoid controversy? 3) How do you help students learn to have tough conversations in a civil setting?

*We start with less volatile, but engaging areas…*

Gretchen: Building Critical Thinking Skills First
With hot topics, minds and hearts are already closed. Yelling mouths tends to be the only thing open. For me, there are far more effective ways to reach the same goal of helping students to engage in difficult conversations in a civil manner than hammering on hot spots. I use direct instruction to build critical thinking skills about far less “hot-button” topics with my students. We then apply them to real life.
For example, we do unit about how the Supreme Court decides cases and how every word of the Constitution is examined for historical and current meaning as it applies to the cases. We start with less volatile, but engaging areas -Love the Fourth Amendment!- and really dig into word definitions and logic (or logical fallacies) that may accompany the arguments. We then work our way into the big ones -…the First and Second Amendments!

Denisha: Holding Educators Accountable for the Learning

*“…race, equity, and inclusion are just as important as Friday’s algebra lesson.”*

The problem is that so many educators have the privilege to ignore the structural racism that is the foundation of the education system, and that continuously contributes to the oppression of the BIPOC community.

With this privilege, students are left to their own devices (social media) to stay current and to vocalize their thoughts on the current social unrest, or to weigh in on discussions around race, or gender identity.

I am fortunate to work in a building where everyone says they are willing and at least wants to learn more about how to engage in “tough conversations.” We have an equity team, we have daily announcements, and weekly lessons around equity, and we have staff PD’s around race. None of this translates into actual conversations.

Some are doing the lessons, nothing more. Some are not doing the lessons. Some are skimming the lessons. Some are finding the right time to do the lessons. Either way, it’s not enough. If a teacher didn’t offer math lessons, it would be grounds for a low evaluation, and a growth plan would be put into action before termination.

We need to hold districts accountable for teachers engaging in the necessary PD’s to feel confident and competent. SEL and conversations around race, equity, and inclusion are just as important as Friday’s algebra lesson. These conversations will change lives, open minds, and heal hearts!

Jan: Educating Tomorrow’s Citizens

*“It’s important for children to understand the good and the bad of history…”*

I will be teaching the 20th century in social studies this year, but I started the year by reading a Tribal Acknowledgment; Suquamish Elementary sits on Suquamish land. My class had SO many questions, so the next several days I spent sharing Suquamish history from the earliest human habitation in the region to the Boarding Schools that continued into the 20th century.

While my students were appalled at how badly the Euro-American settlers treated the Suquamish, especially after they had helped them survive the first harsh winters here, they also were able to see that some of the abuses were no longer in effect. For example, the city of Seattle banned all Native Americans from the city limits, but my students said they had been to Native cultural events in the city. Clearly, things had changed.

Again, the stories about the Boarding Schools were heartbreaking. But the Suquamish children now go to Suquamish Elementary.

It’s important for children to understand the good and the bad of history, and it’s important for them to see that things can improve.

Finally, when I asked kids what they learned that was important, one answered, “I learned my country doesn’t always do the right thing.” Learning that our government–even with the best of intentions–still makes mistakes is a valuable lesson. Having an educated electorate means having citizens who pay attention and evaluate what their leaders are doing. The first step is letting kids know they might need to do that.

Lynne: Fostering a Safe Atmosphere for the Tough Topics

*We don’t give our young people enough credit for how they can manage discourse…”*

I believe that part of our problem as a society is our inability to participate in discourse when multiple viewpoints are present. As educators, we can impact our nation’s future rather directly by facilitating the skills young people need to navigate discourse.

Parents in my district tend to be wary of teachers touching on controversy. Although I am not reckless in my introduction of controversial topics, I do instruct my students on discussion protocol. Then I work diligently to foster a safe atmosphere for students to discuss more and more sensitive topics.

Generally, the students choose the topics, and I provide protocols, guiding questions, and mediation as needed. And, you know what? These kids are amazing! We don’t give our young people enough credit for how well they can manage discourse, like a good Socratic seminar or a debate. However, they are initially very leery of anything political, because they know what it is like on social media, and few kids really want to dive into that mess.

On a side note, the staff in our district are specifically forbidden by our administration to discuss the vaccine. No joke. We were told that there were to be absolutely no conversations about the vaccine in our school. One substitute teacher broke that rule, and they are no longer welcome in our district. And, with the sub shortage, you know that is serious!

*“…it’s our job to teach critical thinking and dismantle systems that create barriers for students.”*

Emma-Kate: Engaging Curiosity for the World around Us

I absolutely believe that teaching is political; it’s our job to teach critical thinking and dismantle systems that create barriers for students. My students read news articles every week, and we read literature outside the canon because I want them to engage with the world around them with curiosity and a critical eye. In many perspectives, what I teach would fall under the (falsely defined) CRT umbrella.

I’m fortunate that my principal believes in equity work, and stands behind me and my teaching philosophy. We’re wrestling with a lot this year: How do we meet our most equity reluctant colleagues where they are? In what ways can we change discipline and MTSS to ensure our system serves all students? How does our instruction center student agency and honor the dignity of our community?

We definitely don’t have answers, but we are constantly asking the right questions.

Your turn:

How is it going in your district? What are you doing to facilitate those tough conversations? Let us know in the comments.

Testing is Inequitable, What Else is New?

Posted by Emma-Kate Schaake on October 31, 2021
Assessment, Education, Education Policy, Equity, High School, Teacher Leadership

Testing’s Back, Back Again

Last year, when Washington decided to delay standardized testing, I was ecstatic. I wonder why we give students high stakes tests at all, let alone during a global pandemic. These tests’ measurement of student learning are suspect in the best of circumstances, so testing during a global pandemic seemed laughable.

Plus, when we would have tested last spring, we were just starting hybrid learning and class time was a precious, rare commodity after a year of online learning.

But, as promised, these tests came back with a vengeance this fall. As a part of my new part time role in the library, I was tasked with coordinating and administering these tests. I like a challenge, and I enjoy system level thinking, but as someone who fundamentally disagrees with high stakes tests as measurements of students’ ability, the irony was not lost on me. I felt like “the man.”

To “make up” for last year, we ended up testing almost double what we’d normally do, taking care of delayed middle schoolers with our ninth graders and the skipped sophomores with our eleventh graders.

To add insult to my personal injury, there are still graduation waivers in place (thankfully!), so these tests aren’t exactly necessary. At all.

So when a student asked me “Is this graded? No? Oh, so, I could just click random buttons and get out of here?” it was hard to find a way to say something other than “Well, sort of. But still try your best. Please.”

Inequities in our Systems

Because I have only administered tests in the past for my sophomore English students, coordinating across the whole school gave me real insights into the inequities baked into the tests themselves.

For instance, most of the students who struggled even logging in were students of color. Several of our Black students have names with apostrophes or “non-standard” spacing and many of our Hispanic students have multiple first and last names. So, it became a guessing game to find which parts of their name the state recognizes as legitimate.

One of these students with emerging English proficiency was doing his best to take three subject tests but the program didn’t even acknowledge his name. From step one, our “standardized” tests are telling them they don’t belong.

Then, once we got the test rolling, the stress and utter bewilderment I saw, especially from students in IEP English and math, was heartbreaking.

One raised her hand and asked me, eyes wide, “What am I supposed to do? I have never seen this before and have no idea what to do. I haven’t been taught this.”

Students received the accommodations we’re legally required to give, but an “alternate testing space” is not going to make up for the content of the test themselves. That won’t alleviate the pressure they feel in a silent room, staring at a computer screen that is supposed to tell them how smart, or how behind they are compared to their peers.

Kindness Isn’t Enough

We have a lot of conversations in our building around equity and a lot of the pushback we regularly receive from staff is about kindness. Many believe that because they are kind to all their students, they don’t need to look at how racial, gender, sexuality, or ability identities impact their classrooms.

Of course, kindness is an incredible value we should all practice. Our staff is loving and kind, but those traits alone can’t remedy the inequities in our system.

Being kind does not increase the number of students of color who take AP courses. Kindness does not diminish opportunity gaps that lead to graduation rates that are equitable across demographics.

My state testing experience this year has been illustrative of the need to use our equity lenses in every facet of our schools.

One teacher can have an incredibly meaningful lesson plan, but what about the students across the hall, who aren’t in her class? If a student’s name isn’t recognized by a computer system, is it pronounced correctly by the adults in his life? Does that student in IEP math know what her strengths are and have hope for her future?

Unless a mandatory, standardized test can do all those things, I’m not at all convinced we should use our precious time, resources, and brain power administering them. What if we channeled all of that energy into coming up with some sort of portfolio system to give the state and federal government its data?

Even the inventor of standardized multiple choice tests, Frederick J Kelly said “These tests are too crude to be used and should be abandoned.”

Based on my experience this year, I wholeheartedly agree with him.

Being There: Teaching 2021

Posted by Lynne Olmos on October 10, 2021
Current Affairs, Education, Education Policy, High School, Life in the Classroom, Mentoring, Middle School, Social Issues, Teacher Leadership, Uncategorized | covid-19, SEL

In a time where every student needs a little more emotional support, we educators are uniquely qualified to fill that need. We are skilled in making the connections that keep kids curious, excited about the world around them, and engaged with their peers.

This is life-saving work these days.

Our children need schools to buoy them up in times of stress. They need to have hope and inspiration of the sort that teachers deal in on a daily basis, through literature, history, science… all areas of discovery and joyous participation. What a gift we teachers can give to the children in our classrooms!

And I see it every day. I see it in the lively classroom chats and the lessons that get kids thinking, talking, and laughing. I see it in the way our staff makes time for kids: a health teacher who gives up her lunch to chat with a shy student who needs a safe place to hang out; a math teacher who comes in early to help kids with homework; a paraprofessional who visits with junior high students in the hall about sports, fashion, celebrities, whatever interests them, even patiently listening to long-winded chats about Fortnite or TikTok celebrities!

Kids need this. After a year and a half of periodic isolation and loneliness, the students in our schools have the adults on high alert. We are vigilant. Are they eating? Do they seem too quiet? Have they stopped turning in work? Did they mention they were moving again? The worry is constant.

This is our most important job- being there for kids. It takes a lot of effort and energy to truly be there for kids, as an educator, a mentor, a caretaker and much more.

But, these days, do we have the time and energy to do that oh-so-important job well? I want to say yes. Yes, because it is important, that is what we will do. But, this is a complicated situation. Educators are feeling the strain. The entire system is strained.

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Trauma-Informed Classrooms for All

Posted by Lynne Olmos on May 5, 2021
Education, Education Policy, Elementary, Equity, High School, Life in the Classroom, Middle School, Professional Development, Social Issues, Teacher Leadership, Uncategorized | classroom management, social emotional learning, student engagement, student growth, teacher leadership, teaching, trauma informed

There is no denying it. Education is changing due to Covid-19. And, to be honest, it needs to. We have been stuck in a rut for a long time, and much needed change is long overdue. This last year I feel like the veil was lifted, and the dark and ugly side of education was laid bare for all to see. We found out what we strived to achieve was all an illusion.

Equity? We did not have it. Some families had the support, the technology, and the safe and secure space to conduct school at home. Many, maybe most, did not. Do any of us believe that it made no difference before the pandemic?

Engagement? How many of us had the illusion that our content was truly engaging blown away when our Zoom meetings were lightly attended and our remote learners opted out of all of our innovative and personalized resources? If they opt out as soon as they are out of our reach, did we really have their attention?

Achievement? Did our grades and test scores measure the important metrics? What good have they been to us this year? Who still cares about standardized tests? Have we all figured out what we are actually teaching yet? (I’ll give you a hint: It’s not standards.)

As we move back to so-called normal, we need to remember that the old normal no longer exists. More than that, we have changed. We have come through a time of collective trauma, and we can only succeed if we create safe and supportive learning environments for students and teachers.

I am a trauma-informed educator. I grew up with trauma of my own, and I have made a study of trauma-informed teaching practices to better serve my students. I believe this has helped me reinvent my teaching practice this year in ways that supported students and created a safe and secure learning environment. I plan to do more.

I remember when I first learned GLAD (Guided Language Acquisition Design) strategies to better serve my English language learners in class. The selling point was that all students would benefit from them. The same must be said of trauma-informed teaching practices. They will make all students feel more supported, more safe, more able to learn and grow with us.

And, let’s face it; aren’t we all a little traumatized this year?

Students who have experienced trauma feel unsafe in most places, including school. They may have little control of their fear response due to trauma, and when they are under this stress they are less able to learn, to focus, or to regulate their emotions. They may be hyper alert or withdrawn. They may have disruptive behaviors. They may struggle socially, academically, emotionally, and even physically.

Here are some gems I collected from my recent research on trauma-informed classrooms:

A 2014 study tells us that 45% of students have experienced some form of trauma. What do you think the numbers are now?
All students learn best when they feel safe and supported.
A safe, caring, and consistent adult is the best intervention for a child affected by trauma.
Both students and teachers must feel psychologically safe in the classroom- no bullying, no judgment, no demeaning behaviors.
The key to relationship-building is authentic interactions that respect student voice and perspectives.
Trauma-informed discipline requires us to acknowledge the role of trauma in behavior and use appropriate consequences that promote healthier reactions in the future (think restorative justice practices).
Self-regulation and mindfulness skills are as important as any curriculum.
We can offset stressors with messages of empathy and optimism to support healing and resilience in our students.

I’d add to this list that we should do the following as we reinvent education:

Create systems for evaluating student work that are more holistic and less demeaning and/or stress-inducing.
Demand discipline systems that respect every child and offer support and encouragement over punishment.
Encourage creativity, student choice, physical activity, and all other joyful pursuits.

There is an excellent article from the School-Justice Partnership: Trauma-Informed Classrooms. It is very long, but comprehensive.

If your time is limited, here is a short tip sheet from WestEd for Creating Trauma-Informed Learning Environments.

I would love to see more resources in the comments. I hope that educators all over the state will band together to support our students with new and improved practices- trauma-informed classrooms for all.

Media Literacy: 21st Century Critical Thinking

Posted by Emma-Kate Schaake on April 21, 2021
Education, High School, Life in the Classroom, Literacy, Social Issues, Teacher Leadership, Uncategorized | curriculum, english language arts, literacy, media literacy

Divided We Fall?

I’m sure there have been many times in history where it seemed like our country was irreconcilably divided. The Civil War is of course the ultimate example, with the Civil Rights movement closely following. But, all year, I have felt the strains of teaching in a cultural climate that seems both at odds with reality and finally aware of grim truths about our collective history.

I have students whose Google ID photos proudly ask to Make America Great Again , and others who display the light pink and blue flag that signifies their transgender identity. While there are always a wide range of opinions in the classroom, these differences between students feel more like cavernous divides.

There have been several points in the year, particularly around the presidential election, where I was a little glad I didn’t have students in class. Glad, at least, that I was the only one who had to read the vitriolic message from a student asking why we have to read about the sanctity of Black lives. Glad I could shield my students of color from his anger and unkind words that were rooted in fear, rather than empathy.

As a teacher, the line between what is political and what’s appropriate in the classroom is blurry at best. And, when we are all bombarded with media from every angle and avenue, it seems impossible to combat disinformation.

I’ve always found that teaching media literacy and critical consumption of media is important, but this year, among vaccine skepticism, conspiracy theories about stolen elections, and claims of learning loss, these skills felt even more pressing. My job is not to teach my students what to think, but how.

So, this year, when I dove into media literacy and argument writing, I strove to bring the real world into the classroom. If I could prime students to at least pause and critically think about what they consumed, I’d call that a win.

A Picture is Worth 1,000 Words

One particularly poignant lesson my student teacher created was around the power of images and captions across different media.

We went over connotation and denotation, and she then presented examples of images with different captions. She asked students to see how the image and their understanding of it changed based on those differences.

For example, when students saw these two, several swore that she lightened the second photo because they noticed the brightness of the sun and trees, even though nothing but the caption changed.

While she created the above image for the purposes of our assignment, I saw and remembered myriad examples in the real world.

This summer, when protests for racial justice broke out across the country, I paid particular attention to Portland and Seattle where headlines diverged wildly. They were called everything from “Antifa mob” and “riot” to “peaceful demonstrations.” Without being there, it was hard to parse the truth. Some images depicted Portland burning, while others showed a wall of mourners, holding candles. Two wildly different reports of the same story, with two very different connotations, interpretations, and impacts.

Then, as we were wrapping up our unit, Biden announced his two trillion dollar spending package, and two different news organizations posted very different accompanying photos. One of Biden, the president, and one of Alexandria Occasio Cortez, even though she wasn’t involved in the legislation and openly said that it was “not nearly enough.” Why, then, was she included in the headline?

These and subsequent lessons on analyzing images helped students realize the persuasive power that lay in small choices that are far from arbitrary. Captions are short, so every word matters. And yes, a picture is worth a thousand words, and our increasingly shrinking collective attention spans, they might be the most important thing a viewer sees.

Read Between the Lines

While a caption on a forested trail might not be high stakes, the protests over racial injustice and government spending most certainly are. Students, like most media consumers, are so used to the near constant stream of information that they don’t often take a moment to pause and analyze what they’re seeing.

Honestly, it was only because I was teaching this unit that those different posts about the infrastructure bill caught my eye. We’re so used to being bombarded with content constantly that it’s hard to remember to stop and think.

After completing this unit, and her research on defining the police, one student told me she realized the issue was much more nuanced than what she had seen on social media. She went into her research against the movement, but ended up doing her project in favor of defunding.

As with many well meaning, surface level media consumers, she understood the issue to be a false dilemma between police state or mass chaos, and she was actually fairly shocked when she learned more details.

I don’t want my students to become cynical, but I do want them to recognize when they are being sold a bill of goods. I want them to understand how words and images intentionally play together to convince a specific audience. I hope these lessons at least helped them think twice.

And, amidst rampant misinformation, fears, and theories around COVID vaccinations, I’d like to run an adult refresher course too, while I’m at it.

Caste: A Moral Call to Action

Posted by Emma-Kate Schaake on March 24, 2021
Books, Equity, Professional Development, Social Issues, Teacher Leadership | book study, Caste, professional development, social justice, WERD book study

The House We’ve Inherited

I am an unapologetic book nerd. Perhaps this is not a surprising trait for an English teacher, but lately, I find myself diving into nonfiction with the same fervor as I would a captivating novel. It just seems there is always more to learn (and unlearn) and my reading list is infinitely growing.

This past month, I had the opportunity to spend four weeks facilitating a small group discussion as a part of CSTP’s WERD book study of Caste: The Origins of Our Discontents by Isabel Wilkerson. I can honestly say that reading this book has forever changed how I view our country’s past, present, and future.

I know I can’t do this incredible book justice, so I won’t even attempt a poor summary here. Instead, I just strongly encourage everyone to read it. Especially educators. The caste system that Wilkerson lays out as the foundational framework of our nation has dire implications for every facet of our systems, including education.

Wilkerson has numerous apt metaphors for caste, but her analogy of America as an inherited old house particularly resonates with me. While it may seem beautiful from the outside, it has deep structural issues worn from generations and it’s maintenance can’t be ignored.

She writes, “Not one of us was here when this house was built. Our immediate ancestors may have had nothing to do with it, but here we are, the current occupants of a property with stress cracks and bowed walls and fissures built up around the foundation. We are the heirs to whatever is right or wrong with it. We did not erect the uneven pillars or joists, but they are ours to deal with now. And, any further deterioration is, in fact, our hands” (Wilkerson 16).

I can’t count the number of times I’ve heard arguments such as “my grandparents didn’t own slaves” or “I’m not a racist, I love all my students,” which both are branches of the same tree. They work to distance the speaker from any accountability, and move them past uncomfortable feelings of shame toward more palatable places of ignorance and inaction.

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Straight to the Source: Student Voice in Equity Work

Posted by Emma-Kate Schaake on February 12, 2021
Education Policy, High School, Social Issues, Teacher Leadership | equity, equity team, school culture, social justice, student voice, teacher leadership

A few weeks ago, I had one of those days. One of those “online teacher during a global pandemic” days. A day where I feel like I’m putting on a one woman show with creative enthusiasm, but no one in the audience can even muster a pity laugh. Even worse, more than a few attendees leave early, letting the door bang shut on their way out, not even waiting for intermission.

After three, one hundred minute Zoom meetings on a Monday, the last thing I want is to do is stay signed on for another one. But, it’s Equity Team, and though part of me wants to shoot an email about the migraine that is very likely forming behind my eyes, I love this group and I am passionate about our work, so I don’t.

Besides, this is the day we have invited students to join us for the first time…

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The Promise of 2021: The Irreplaceable Educator

Posted by Lynne Olmos on December 31, 2020
Current Affairs, Distance Learning, Education, Education Policy, Equity, Life in the Classroom, Online Teaching, Social Issues, Teacher Leadership, Uncategorized | distance learning, education, education reform, online learning, online teaching, social emotional learning, student engagement, student-centered

Hopefulness is evident in celebrations all over the world. There is such hope that the New Year will bring a return to normal, a return to a less complicated time. Of course, we are more pragmatic than this. We know that the normal we once knew has changed, and we will take many of this year’s complications with us far into the future. That is the truth, and, well, that is how progress happens, too.

As educators, this is significant. Most teachers I speak to relate similar feelings. Their jobs have become so different, practically unrecognizable. “This isn’t what we signed up for,” is the common refrain. I’ve said it, too.

No, it is not what we expected, but it is what we have now. And it is a bit scary. There is a real danger of people leaving the education profession. However, change can be leveraged to solve problems. As educators, let’s unite to do this. Let’s make this next year the year we start a revolution in education.

REVOLUTION. Not renaissance, not pivot, not shift. Let’s flip this system.

This is not to be taken lightly. If we sit quietly and wait for normal, the entrepreneurs out there will convince the public that they can create products for online learning that are better than in-person teaching. They will market these miracles to the masses and this will be touted as ethical and equitable. Anyone with access to the internet can learn. Who needs teachers?

You may think, so what? Let them turn to online systems. But, if this year has taught us anything at all, it is the value of human connection. We teachers may be struggling to realize our value as purveyors of knowledge, but we know our true worth. It is obvious that we are invaluable when we are the ones coaching lonely youngsters through their studies, reminding them of their worth, laughing at their antics during Zoom meetings, and consoling them when their practices and games are canceled. That humanity is irreplaceable.

I treasure every moment of connection with my students these days. And I know that I am a better teacher for seeing the value of it. Because of this, there is no going back to normal for me. I don’t even want it to be the way it was. For me, the lifting of the veil revealed that all students need to feel safe, in control of their learning, and valued by their teachers and by the education system. That is the only way to move forward successfully.

For equity, for ethics, we need systems that honor the value of each individual. In light of this, I am reinventing my practice to put students clearly at the center, giving them more power in the process of choosing the learning they will do. I will involve them in the grading process, and I will work every day to ensure that they understand their worth.

I understand mine. And I know that every educator out there needs to see their worth, too. You are the connection. You are the humanity. You are irreplaceable.

Related Readings (Or, Why Is Lynne All Riled Up?):

The Pivot

Posted by Lynne Olmos on December 13, 2020
Distance Learning, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Professional Development, Teacher Leadership | 3p grading, education, education reform, engagement, pivot, shift

We are pivoting, again.

Pivot? I keep hearing this word, and the famous phrase from The Princess Bride keeps running through my head: “You keep using that word. I do not think it means what you think it means.”

In the dictionary, pivot (v.) means to turn in place, as if on a point. Synonyms include rotate, revolve, and swivel. I get it, because what it means in a staff meeting is that yesterday may have been an in-person hybrid day, but now we are pivoting to fully remote teaching temporarily, due to a rise in cases of Covid-19 in our district. We are swiveling, changing direction, quickly without pause. We have done it three times this year, and it looks like we need to be prepared to pivot in the future. This is the new normal in education, shifting to meet the immediate needs of our students. Not a bad thing, in general.

However, I don’t want to merely pivot, at least the swivel variety of pivot. In business, a pivot is a true change of course. The product is not selling, so change the product or get a new one to sell. I’m feeling more like that. Students are failing in record numbers. Teachers and students are struggling with engagement and isolation. Not only is this a problem in itself, but it has also revealed and highlighted some troubling pre-existing conditions in education. (There are many, so I will leave you to imagine your favorites.)

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