Category Archives: Teacher Leadership

Learning and Leading for Equity: Just Keep Going

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Current Affairs, Education, Equity, High School, Life in the Classroom, Social Issues, Teacher Leadership | , , ,

By Guest Contributor and Tumwater High School English Teacher, Emma-Kate Schaake

Humble Beginnings

Three years ago, our equity team was the new kid in school and we had all the hallmarks of not quite fitting in.

We dressed a little differently; Black Lives Matter shirts and rainbow pins. We asked questions while our peers rolled their eyes, understandably exhausted on a Friday afternoon. We visibly perked at the mention of data as everyone else sighed.

Together, we read articles, analyzed school data, and challenged our perspectives. We wanted to examine our privilege, change our classroom practices, and dream big for the future of our school.

Year one, we hosted a staff professional development session on white privilege and, let’s just say, it didn’t go well. People reacted defensively and resisted the very definition of white privilege. They then shared that we wasted their time, because our school is mostly white anyway.

 We had high hopes for systemic revolution, but progress on the ground was slow. We were asking staff to dig deep and examine what they knew about their lived reality, which was inevitably uncomfortable.

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Goals: 2020-Style

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Current Affairs, Distance Learning, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Professional Development, Social Issues, Teacher Leadership | , , , , , , , , , , ,

Tell me about your goals. What were they before Covid-19? What are they now?

I’m guessing they are somewhat different. Our priorities have shifted. At home, this is good – more time with family and pets, and far less time on our hair!

However, my educator goals have suffered terribly. Prior to this year, I had clear and powerful goals for my classroom, my students, and myself. In fact, I had three areas that I was independently researching or promoting, and I was really fired up about them, too. I was building a toolbox of my own to be the best teacher I could be to my students.

Here are my goals, pre-Covid:

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Hybrid Model: The Inside Story

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Current Affairs, Distance Learning, Education, Education Policy, High School, Life in the Classroom, Middle School, Online Teaching, Parent Involvment, Social Issues, Teacher Leadership, Uncategorized | , , , , , ,

My district was one of the first in our region to go back to school face-to face this year. We began a “hybrid model” on September 14, with seniors and K-3 going four days a week, and all others going twice-a-week in cohorts (Monday/Thursday and Tuesday/Friday). On Wednesdays we delivered online material and caught up with our work, while reinventing it simultaneously. Some of our students opted for full-time distance learning, but the vast majority excitedly prepared for the first day of school.

Our neighbor districts were watching us intently. Would we pave the way for others to follow us, or would we cause an outbreak in our tiny town?

One week in, “it” happened. A student, who later tested positive for Covid-19, attended the first day of school. Dozens of staff members and students were subsequently quarantined due to contact with the student, and the decision was made to suspend school until the 14-day quarantine period was over, giving the health department time to do all of the necessary contact tracing. Our schools and buses were disinfected, and our teaching staff pivoted to all online learning, something we were told was likely to happen from the start.

Not an auspicious beginning, you might say. But let me elaborate.

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National Boards: An Odyssey of Collaboration

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Education, Mathematics, Mentoring, Middle School, National Board Certification, Teacher Leadership | , , , , , , , , , , , , , ,
NBCT Mentor

By guest bloggers NBCT Heather Byington and NBCT David Buitenveld

What happens when a middle school math teacher and an elementary teacher co-teach math to 5th graders for a quarter? David Buitenveld, a middle grade math teacher leader who recently received his National Board Certification, and Heather Byington, a veteran elementary teacher leader and long-time NBCT, discuss their journey of collaboration, with the Architecture of Accomplished Teaching as the common path.

NBCT Heather Byington and NBCT David Buitenveld

David (newly-certified NBCT and 5-year middle level math teacher):

During my NBCT journey last year, I spent more time than previously with the question “what do you know about your students?” and the answer, embarrassingly often, was “not that much.” Keeping that question present (a key takeaway from the National Board process) led me to realize that although I understood the mathematical ideas students encounter in elementary grades, I didn’t have knowledge of their lived experience of 5th grade, and how that experience affected their transition to middle school math. Co-teaching with Heather was a chance to experience 5th grade math and see their world in action.

Heather (long-time NBCT and 20-year teacher):

When David asked to co-teach math in my classroom, I wondered if it would be intimidating to work with a math expert. I quickly realized that he is more skilled at constructing inquiry-based discussion around a math concept, while I feel more comfortable with direct instruction. My first attempt flopped, while he watched! But David jumped in and helped me make more sense of the math for students! I learned from him that it’s okay to try new things and have them flop. When kids see that I try, fail, and keep trying, they’re willing to keep trying too.

David:

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The Value of Their Voices

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Education, Life in the Classroom, Social Issues, Teacher Leadership, Uncategorized | , , ,

How much do you value student voice? By the term “student voice” I am referring to the values, beliefs, opinions, and perspectives of the students in our classrooms. I think we all instinctively understand that student voice is important, but do we value it so much that we intentionally make room for it? Do we value it as much as we value teacher voice in the classroom?

This year, I am focusing on creating relationships that promote social emotional learning. I have become increasingly aware of what students are saying, and, consequently, of what teachers are saying about their students. Although I am finding the student voices in my classroom to be informative and invigorating to the learning environment, it is clear that some educators are often frustrated with what students have to say.

Personally, I find joy in my classroom listening to the voices of my students. Every day I learn something new. Every day I laugh. My students bring life to my classroom and they fill my days with their varied perspectives, diverse backgrounds, interesting opinions and wild imaginations. My walls display their work. My units shift and change with their contributions and preferences. Every time I read a novel with a class, I see it through different eyes and hear it through different voices. Every time I give them a controversial topic to discuss, I hear a new perspective and learn a little more about their generation and our community. Continue reading →

Going Global, Revisited

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Education, Professional Development, Teacher Leadership, Travel, Uncategorized | , , , ,

Last September, I wrote a blog as I was just starting a 10-week course with the Fulbright Teachers for Global Classrooms program. As I wrote that blog, I was just learning about global competencies for myself and my students. It has been eight months since then, and it feels like a lifetime. I’m not the same teacher I was at the beginning of the year. I’m better.

Rabat, Morocco

Let me explain how it happened. In December, after my 10-week course, I was assigned to a cohort destined for Morocco.  It was stressful finding out that I was in the cohort scheduled to leave the earliest, as they are spread out over the spring and summer months, with Morocco being the first of the five cohorts to go. We had just over two months to prepare to be out of our classrooms for three weeks.

In February the Fulbright TGC fellows attended a symposium in Washington D.C. where we learned more about global education and met teachers from Morocco and other host countries. We had security briefings and cultural trainings in preparation for our trips. I met with my cohort face-to-face, while other cohorts for other destinations (Peru, Indonesia, Senegal, Columbia, and India) met to learn the specifics of their journeys. It was exciting and overwhelming, especially since there were only two weeks between the symposium and our departure!

During the time between the symposium and my trip, I frantically scrambled to prepare my classes for my absence and myself for this otherworldly experience. I began a dialogue via WhatsApp with my amazing host teacher, Rachid El Machehouri, an English teacher in Tangier. As he built an agenda around my interests, it became exciting and real. I was on my way to Africa to visit teachers and students.

Junior high students, Tangier

 

And so it was that for three weeks in March I traveled to Morocco with my Fulbright TGC cohort. The experience was life changing. Any trip abroad, especially for a fairly inexperienced traveler, can feel like the whole world is finally opening up to you. But, this was more. I got to experience classrooms and teaching in another country.

In my first blog about Global Ed, I introduced elements from ASCD’s Global Competent Learning Continuum, a rubric that measures a teacher’s global competencies. You can explore the full continuum here.  

 

Now I would like to connect these ideas to the new teacher I am becoming. Likewise, if you are a teacher with the opportunity to bring the world into your classroom, either virtually or through your own travel experiences, I commend you. Your students are definitely better for it. Measure yourself by the same rubric. We all have room to grow.
Teacher Dispositions
1. Empathy and valuing multiple perspectives
2. Commitment to promoting equity worldwide

FEELING: I felt that I was strong in teacher dispositions from the start, but I have a whole new metric now. What can top the experience of being in a room full of Muslim students on the day of a massacre in a New Zealand mosque? Do you think I had the chance to value a different perspective from my own? When those students showed me compassion as the outsider, how did that impact my own idea of empathy? My commitment to teaching compassion and promoting equity grew tenfold.

Teacher Knowledge
3. Understanding of global conditions and current events
4. Understanding of the ways that the world is interconnected
5. Experiential understanding of multiple cultures
6. Understanding of intercultural communication

KNOWING: With travel and the learning that accompanies it, a teacher’s knowledge cannot help but grow. I learned so much about North Africa, about Muslims, and about Moroccan people. I learned about how we are all essentially alike, despite our differences. I witnessed the way a multilingual culture gracefully moves between languages, valuing linguistic diversity and encouraging communication of all types. Moroccans openly communicate verbally and nonverbally. They don’t shut out strangers. It is shocking and illuminating, as it contrasts so starkly with how Americans are often cut off from others. Continue reading →

One Step Closer

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Current Affairs, Education, Education Policy, Social Issues, Teacher Leadership

Which is truth?

“Those that know, do. Those that understand, teach.”-Aristotle

“Keep up that fight, bring it to your schools. You don’t have to be indoctrinated by these loser teachers that are trying to sell you on socialism from birth.” –Donald Trump Jr.

Both statements make me think of my students. I think of the hundreds of times I have been asked what I think about a topic. I think of the hundreds of time I have smiled in response and said, “I am far more interested in you finding out what you believe and why you believe it…”

You see, I firmly believe educators should remain neutral in the classroom when it comes to controversial or political debates; an absolute beige-on-tan kind of neutral.

That type of neutral takes immense self-control and an intense belief in the importance of the role I play in my students’ lives. I truly do believe students can and do look up to teachers. A good teacher influences their students’ lives far beyond the standardized test scores they earn at the end of the year. My beliefs could easily become my students’ beliefs. That is not a dynamic of educating young minds that I take lightly.

So, why do I do it? Why do I withhold my deepest beliefs from my students if they may take them on and, in my opinion, make this world a better place? Continue reading →

New Year’s Resolutions for a Busy Teacher

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Education, Life in the Classroom, Professional Development, Teacher Leadership, Uncategorized

 

This blog is brought to you by boxes of Christmas decorations, a beleaguered faux Canadian Pine, and the heavenly aroma of black-eyed peas and pork.

New Year’s Resolution #1: Stick to Worthwhile Tasks and Activities

The new year is upon us, happening too fast, as usual. Just as we get used to the schedule of a Winter Break, we are trying to get a mountain of tasks done before school starts up in a few short days. Where does the time go?

That’s really the gist of it, isn’t it? Where does time go? As teachers, we are always scrambling to fit all the learning we can between two bells. We have to cram all the planning, copying, and bathroom breaks into those all too few precious moments, and most of us take the work home, too. We are always squeezing too much into too little time. The struggle is to make all of our time, our students and our own personal time, worthwhile.

I resolve to ensure that my students do not suffer through meaningless busy work.

And, because I am important, too, I will give myself meaningful and worthwhile tasks, too. I will let go of the “busy work” that wastes time, and I will focus on what makes my life more complete. I want to always be able to say, “it’s worth my time.”

New Year’s Resolution #2: Take Time to Celebrate

As I pack away my Christmas décor, removing the sparkle and glow from our home, carefully tucking away old ornaments and our faux Canadian pine, I am feeling sentimental. It all goes by so fast. Not just the holiday, but the year…everything.

In the gloom of winter, we create an artificial shine to remind us of the celebration of all that we love. It’s nice, but it’s fleeting. In light of this, I resolve to make sure that those who are precious to me know that they are. I want to openly value my family and friends, and my students, too.

I resolve to tell my students what is wonderful about each and every one of them.

Likewise, I want to joyfully express my love of learning, of literature, of history and of theater. I want to share what is precious to me with those who I value and hold dear. We should never lose the sparkle and glow that we so intentionally celebrate this time of year. We need to spread it out thouogh the year with enthusiasm.

New Year’s Resolution #3: Expect Great Things in the Future

As I write this, my home is filled with the savory aroma of black-eyed peas, collard greens, and pork. It’s a tradition in our family, and in many places around the country, to eat black-eyed peas on New Year’s. It’s for luck and prosperity in the new year. Wikipedia confirms it: “The peas, since they swell when cooked, symbolize prosperity; the greens symbolize money; the pork, because pigs root forward when foraging, represents positive motion.” It’s a lovely smell, and it brings back a lot of memories. But this year, I am really looking forward to so much more. I have a lot I want to accomplish, so bring on those black-eyed peas!

This year, I will be going on an international field experience with Fulbright’s Teachers for Global Classrooms. Last week I found out that my assignment is in Morocco during March. That is big news and such a trip can only be life changing. I am overwhelmed and excited, to be sure.

However, this year could be amazing for so many other reasons, and I don’t want to lose sight of any of it. I have a grandson to enjoy, a young horse to ride, an amazing family. And, not to be forgotten, I have some incredible students in my life right now. I want to plan for the best possible outcomes for us all.

Luck would be nice, but I am setting my expectations very high.

I resolve to expect great things, from myself and my students.

So, let’s break it down. Here is Mrs. Olmos’s advice for a great 2019, for herself, mainly. However, I think these goals/resolutions could work for any teacher.

  • Stick to what is most worthwhile.
  • Celebrate all the good stuff.
  • Have outrageous expectations.

And have a Happy New Year!

Many Voices, One Chorus

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Education, Education Policy, Teacher Leadership, Uncategorized

Oprah Winfrey often talks about the one thing every person truly wants; to be seen and to be heard. This makes sense and can impact your classroom when kept in mind while teaching. It turns out it can impact whole groups of people when applied to policy making.

Recently, I was reminded the power of being seen and heard as I read document produced by the Office of Superintendent of Public Instruction (OSPI) called the Concise Explanatory Statement for Chapter 392-400 WAC. This 166-page document provides a thorough summary capturing all of the comments put forth by the public as the state went about rewriting policy surrounding discipline in our schools. I was struck by the quality AND quantity of statements parents in particular contributed and how the state was mindful of these comments as they created new policy. This document clearly shows not only whether or not each comment was reflected in final policy, but also where specifically an impact had been made. This started me thinking about the importance of participating in educational policy discussions, both as a teacher and as a parent. But where do you even begin?

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Learning to Change

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Education, Elementary, Professional Development, Teacher Leadership

“The world as we have created it is a process of our thinking.

It cannot be changed without changing our thinking.”

― Albert Einstein

My world of teaching has been in a four-grade classroom for a number of years now – all subjects, all students, 5th-8th grades. This has lead to a process of thinking and teaching that includes all sorts of skills for differentiating instruction and juggling the inevitable pulling ahead and tugging back of student abilities.

But, last year I became painfully aware of that my “usual” operations were not working for this particular grouping of students. I could tell their needs were not being fully met and frankly, I was getting burned out trying to span the range of abilities. I needed a change in my thinking surrounding teaching and learning. I began to explore other approaches to teaching and took what I found to my students. I knew that this level of massive change would be akin to fixing a plane while flying it. I needed everyone on board, to be…on board!

We decided on an approach rooted in personalized learning and with the added feature of flexible seating. Gulp! Big changes!

What I have found most fascinating throughout this experience has been the way in which we have collectively experienced these changes. When I first told my students about flexible seating and how they would get to design the classroom, they were ecstatic! Big sheets of paper, markers and ideas were strewn about as the students set out to “design” our space. Unsurprisingly, every group featured beanbags. Yet, surprisingly, two of the groups had neatly arranged their beanbags into rows of five by four. Changing thinking is tricky…

The 2019-21Operating Budget request has been released by Superintendent Reykdal. In this budget, there is a $37 million increase in spending for professional development to occur over the next two years. This request seeks to allow for more comprehensive, on-going and content-relative opportunities to develop professionally. This emphasis on sustainable change is reflective of the latest research in what makes for effective professional development. Inherent in this quality of professional development is the process of change on behalf of educators.

The concept of moving from “sage on the stage” to “guide on the side” is not new in the field of education. I had honestly thought I had mastered the guiding/coaching side of teaching. A personalized learning approach seemed a natural fit for my students and me. What I have come to discover is that this first six weeks of school has been a steep learning curve, backed with a lot of online professional development as I have reflected on the philosophy of personalized learning and how I am implementing it in my classroom. It turns out the “stage” is awful hard to step away from. Changing thinking is hard…

Education is in a transformative state across the nation and across our state as we work together to prepare our students for the futures before them. We must change our thinking to meet their changing futures. This level of transformative change in the classroom and in our teaching requires time, effort and resources. The operating budget set forth by Superintendent Reykdal allows for the time to implement such changes. The vast majority of educators I know are willing to put in the effort for change – that is if it is “real” and worthy. Now, it will be interesting to see how the availability of resources unfolds to meet the challenge of changing our thinking.