Tell Your NBCT Story

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imageEvery National Board Certified Teacher has a story. This is mine.

As an elementary teacher I’m responsible for teaching every subject, which includes social studies. And in fourth grade social studies focuses on Washington State. One of the concepts that my students have always struggled with is the Rainshadow Effect. Over the years I’ve tried everything: different videos, different texts, relief maps, you name it. The results have been discouraging. When I assess my students, they generally don’t understand the Rainshadow Effect.

There was a time in my career when I would have simply let it go. After all, the Rainshadow Effect will never show up on anyone’s standardized test. It’s only social studies, for crying out loud; give it a shot and move on. If they get it, great; if they don’t, they don’t.

But I couldn’t let it go. The Rainshadow Effect isn’t just a random meteorological phenomenon covered in chapter three of our textbook. It explains the major differences in the regions of our state, which is what chapter four is all about. It also explains the main differences between the Plateau Indian tribes and the Coastal tribes, which is the essence of chapter five. Not only that, but the Rainshadow Effect is one of the main reasons for all the dams along the Columbia River, not to mention the fact that Central Washington is a major producer of fruit, which largely explains its large Hispanic population. Chapters eight, nine and twelve.

The Rainshadow Effect is a big deal and I’ve been determined to get it right.

This year I tried something different. I put a fan on one end of a table in the front of the room. I asked five volunteers to place their backpacks in a large pile on the middle of the table. Then I took a wet sponge. “The prevailing wind, represented by this fan, blows wet air toward the Cascade Mountains, represented by these backpacks. When the air hits the mountains, it has to go up. When air rises, it gets cold, and cold air can’t hold water very well. That’s why I’m squeezing this sponge and that’s why these backpacks are getting wet. As the air passes over the mountains, it goes back down and warms up. Warm air hold water better. That’s why I’m not squeezing the sponge anymore, and that’s why there’s less rain in Eastern Washington. That’s the Rainshadow Effect.”

I discovered the same thing Annie Sullivan discovered 119 years ago: pouring cold water on something increasing student achievement. For some reason, my students loved watching the backpacks get wet. And they now understand the Rainshadow Effect. All of them.

Washington State spends $50 million on stipends for NBCTs. That number could nearly double in a few years, and with education funding moving to the front burner this Legislative Season, some people in Olympia (where it rains a lot) are going to be asking whether we’re getting our money’s worth.

There are different ways to answer that question. Some people prefer data, and the data certainly looks good. My problem with the data is that it’s too limiting: it focuses too much on test scores. Teaching kids the Rainshadow Effect will never show up in that data.

I prefer to justify our National Board stipend by telling stories. Because every National Board Certified Teacher has a story illustrating how the process made them a better teacher. When I went through the process I became a better teacher, a teacher committed to student learning. A teacher who knows the subject matter and how to teach it to kids. A teacher who is responsible for managing and monitoring student learning. A teacher who learns from experience and a teacher who is a member of a learning community.

What’s your story?

Part III on Change: Levels of Abstraction

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Education, Teacher Leadership

During an teacher leadership workshop I was leading a few years ago, a veteran teacher said this to me:

“It feels like every time I go to present a new idea to my principal, she shoots it down just because it’s coming from me. It’s like she says ‘no’ just because I’m the one with the idea. I keep thinking that if she heard it from anyone other than me, she’d give a different answer.”

My response: “You’re probably right.”

That doesn’t make it fair or valid, but the reality of human interactions is that there are times where who is doing the talking matters. As I got to know this particular teacher and his situation, it was pretty clear that he and his principal had a history of conflicts…most of them petty…which colored their relationship. Wrong as it might be, the principal was saying “no” because of the messenger and his track record, not the message itself.

Being skeptical or “resistant” to new ideas or to changes in practice is not a bad thing. We should allow ourselves time and space to think, process, and make decisions about the new. However, we also ought to be mindful of what exactly it is we are resisting.

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Part II On Change: Us vs. Them

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Current Affairs, Education Policy, Teacher Leadership

Binaries are comfortable for people: good or bad, right or wrong, us or them.

To collect and classify what we know into an either or an or makes us feel to be on more stable ground: if we can classify it, it won’t surprise us. By ascribing the big label (us or them, for example) we can line up assumptions about who and what falls into that category, and assumptions in our world today are given as much power as facts, if not more.

It is the us versus them binary that I hear about the most in my past work as a union representative and now as our EA president. And, because of my role within our district (I mentor new teachers and I also design and lead professional learning for both teachers and administrators) I am in the strange situation of seeing the line between us and them become very blurry. On both “sides,” I work with caring, professional, student-centered educators who are struggling to do the right thing. Likewise, on both “sides” I can cite examples of weak integrity, manipulation, and poor conduct. Neither “side” can be classified by a convenient set of universals.

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The Tyranny of the TTWWADI and Why Change Is So Hard

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Current Affairs, Education Policy, Life in the Classroom, Teacher Leadership

I’m in a new role this year, having been elected last spring to serve as the president of our education association. We’re also heading into a full contract bargain this coming spring.

As I’ve been learning about contract negotiations (and the posturing, games, and politics involved), I keep asking myself a very simple question: Why does it have to be this way? Why the “us” vs. “them”? Why the feeling like it’s all about sliding back-and-forth a series of numbers face down on scraps of paper? Why the constant “poker game” metaphors about holding cards close, reading your opponent, bluffing and calling bluffs?

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Teaching “Banned Books”

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Books, Current Affairs, Education Policy
http://www.bannedbooksweek.org

This week is the annual Banned Books Week, where educators draw attention to the dangers of outright banning books in public schools and libraries. The list of “frequently banned and challenged books” tends to circulate, commonly eliciting a chorus of “Really, somebody has a problem with Judy Blume?”

While I believe than any book a public library can get its hands on ought to have space on a shelf somewhere in public access, I don’t think that elementary schools ought to be teaching Fifty Shades Darker even if it is written with the vocabulary and syntax of a fourth grader (so I hear…)

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Professional Development—The Long View

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Mentoring, Professional Development

I’ve reached the point in my career where people have started to ask me, “And when are you going to retire, Jan?” After all, a lot of my friends and contemporaries have quit teaching. What am I still doing here?

I see the shiny new teachers, just out of the box, full of energy and enthusiasm. I must look so old to them. (“But wait! Inside I am still shiny!”) They are up to date on all the latest instructional strategies and educational jargon. They are ready to take on the world. (“Me too! I still want to take on the world!”)

I remember my initial certification program at San Jose State in the (gulp) 1970s and my earliest professional development classes. My career began in the days of Assertive Discipline and Madeline Hunter. I can’t begin to recount all the different permutations of trainings I have been through since then to improve my teaching skills and classroom management. Just in the last few years it’s included extensive GLAD training and PBIS training.

From my perspective here’s what I can say about all of them. They were all introduced with great fanfare as a sweeping solution for the whole school or district. They all had positive aspects. They were all eventually superseded by the Next Big Thing.

Here’s my take-away. I eagerly adopt the best of each program and incorporate it into my practice. (Notice, I carefully make professional decisions about what works best in my particular classroom culture.)  I am totally willing to work with the school or the district on whatever system they adopt for as long as they want to use it. And then I wait. Because I know the Next Big Thing is bound to come along eventually.

In the meantime, if I find a better Next Big Thing, I promote it to my admin.

Does that make me jaded? I don’t think so. I continue to learn from each new training, I keep adding to my tool kit, and I keep looking for even better new options.

Meanwhile, I synthesize what I’ve learned from multiple trainings over the years. For instance, GLAD wants to have the walls “dripping with language.” But I learned early in my career that having a lot of visual clutter on the walls badly distracts ADD/ADHD kids. It makes it hard for them to focus. So, for example, instead of keeping my Cognitive Content Dictionary on huge swathes of butcher paper on the walls, I write the information on the white board and erase it when I’m done. Meanwhile, I require my students to copy all the day’s dictionary information off the whiteboard into a composition book that they keep in their desks. An added bonus is that they have access to their vocabulary words all year! I’ve modified other GLAD strategies too, so I can use them and still keep my walls pretty clean. People walk into my room and comment on how calm and organized everything looks. I believe my room helps my students be calm and organized too.

All that training, all that synthesizing, all that experience pays off over time.

The research says so.

The Learning Policy Institute recently published a review of research into teacher effectiveness as teachers become more experienced. They said that as teachers gain years of experience, you can expect to see positive gains in student achievement. What was interesting for me to learn was that, while the steepest gain was in the first few years of a teacher’s career, the gains “continue to be significant as teachers reach the second, and often third, decades of their careers.” Not only did students do better on standardized tests with more experienced teachers, but they had other positive outcomes, like fewer absences.

Besides supporting increased student learning in their own classrooms, experienced teachers also help support greater student learning for other teachers in the school. They benefit the school as a whole.

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Of course they do. This last year I met with multiple brand-new and fairly-new teachers to help them with multiple issues from technology questions to classroom management to how to deal with parent issues to how to craft a particular lesson. Most of those meetings weren’t formal. A lot of them started in the hall or workroom. Individuals shared a problem, I offered help, and they accepted, or they approached me and asked for help. At the end of the year, I got thank you notes, but not for any specific problem-solving. For the hugs and smiles and sense of support I offered.

Hm. Maybe I have good reasons to stick around.

 

NBCT Policy Summit

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imageIn 1999 I was a relatively young National Board candidate. There were about 30 of us going through the process in our state, aspiring to join the seven or so Washington State NBCTs. Someone sponsored a reception in Seattle and then-governor Gary Locke was the featured speaker. While explaining his proposed 15% NBCT bonus, he remarked that someone in the Legislature asked him, “What if all of these candidates pass? How will we afford those bonuses?”

To which he replied, “What a wonderful problem to have.”

Well, here we are, seventeen years later, and it’s still a wonderful problem to have. The 15% bonus never really caught fire, but we do get an annual $5150, double for those who teach in high-needs schools. The wonderful problem, of course, is that there’s so many of us. Those seven NBCTs have swelled to over eight thousand, which is wonderful, but the price tag for those bonuses has swelled to over $50 million, which is kind of a problem.

To solve this wonderful problem we’ve decided to have our third NBCT Policy Summit, an event which brings NBCTs together, along with stakeholders from the Legislature and various state boards. It’s scheduled for November 19th in SeaTac.

Why a Policy Summit and why now? Three reasons:

First of all, you’re probably aware that Washington’s education funding situation is a work in progress. If our students are lucky, this could be the year when our legislature finally figures out how to provide an equitable way to fund all schools. But that’s going to involve a close look by those people at everything we spend on education in this state. Including the National Board bonus, which has become a serious amount of money.

Furthermore, that amount has hit something of a false plateau. That’s because the NatIonal Board revised its assessment process two years ago, so there’s been virtually no new NBCTs for the past two years and won’t be for another year, when candidates are finally able complete the whole process. However, we’ve got over 2,000 candidates in the pipeline and if most of them certify and a lot of them teach in high-needs schools, that $50 million could nearly double, resulting in some serious sticker-shock.

Finally, ProTeach, the default second-tier certification in our state, has been taking some heat of late. Teachers who have gone through it seem to have a dim view of the whole process, to the point where representatives at the most recent WEA RA voted to have the union look into getting rid of ProTeach. That would leave National Board Certification as our only second tier certification, something it was never designed to be.

So there’s some serious problems to solve. And we need your help. By now, if you’re an NBCT in Washington you’ve receive multiple emails inviting you to the summit.

Answer one of them.

We need your help figuring out what the future of National Board certification in Washington – including the bonus – will look like.

We’ve got a wonderful problem to solve.

Goals for a New School Year: #ObserveMe

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Assessment, Current Affairs, Professional Development, Teacher Leadership

I first spotted the #ObserveMe hashtag on a leisurely scroll through my Twitter feed. This piqued my curiosity. Who’s observing me? What are they observing? As I spiraled down the internet, I found that Math teacher, Robert Kaplinsky, is challenging educators to rethink the way we pursue feedback by making it easy and immediately obtainable. It’s simple. Make a form that says something like “Hi I’m ____. I would like feedback on the following goals:_____”. There is no right way to set up your #ObserveMe sign. Then, adjacent to this invite place a reflection tool. From reflection half-sheets to QR codes connected to google spreadsheets, a teacher can embrace any way that is easy (and I’d argue most meaningful) for them to receive this feedback.

I discovered that while #ObserveMe isn’t quite trending yet, it’s catching fire even at the university level. In teacher prep, some professors are using it as a way to model to preservice teachers the need for a clean feedback loop. Today’s teachers are constantly working to fight the isolation that can happen in this profession. We are also always looking for ways to improve and receiving meaningful feedback on our instructional moves is hard to find. Here’s what I like about Kaplinsky’s challenge to teachers.

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It increases the frequency of feedback. With #ObserveMe, I don’t need to wait for my administrator’s scheduled visit. I don’t need to wait for end of unit or end of course student reflections. I don’t need to wait for my instructional coach to find time to come into my classroom. I don’t need to wait for a colleague to get a sub so they can meet with me about student learning. In fact, this has the potential to give me more, real, immediate feedback from a variety of perspectives than anything I’ve seen this far in my eleven years of teaching.

ObserveMe-5-300x232It forces me to have a growth mindset. If this sign is on my door, I am telling the world that I want to grow. I am inviting anyone to come in and comment on my instruct. Yeah, that’s a little scary. But it’s a healthy risk that models vulnerability and openness to others. Who could pop in? A visitor. A parent. The librarian. Another teacher on planning period. I’m both thrilled and terrified at the possibilities. The #ObserveMe challenge reminds us that teaching is relational and we need all types of perspectives to help us grow. This model is based on trust. By opening myself up to the community, I am making them a part of my learning process and saying that I value their voice in my growth.Alissa

It will definitely impact students. If we begin the year with this signage, we are modeling the culture of learning we are trying to cultivate in students. We should be getting feedback that we can implement the next day. I will have concrete date for how I implemented my feedback and can brag about that to my administrator at my evaluation (wink, wink). This has the possibility of transforming my instruction and hopefully inspiring the observer to work on something in their classroom.

 

So far, a handful of teachers in my school are ready with their signs (they gave me permission to include below). I’m hoping our vulnerability will encourage others in the school to jump on board, foster deeper conversations about goal setting, and improve our practice.

Nate

 

Anyone else up for the challenge?

If you’re on Twitter, post a picture and use the hashtag

#ObserveMe

Happiness in the Classroom

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Current Affairs, Education, Life in the Classroom

My first year or two as a teacher, I was a yeller.

My temper would get the best of me when my repertoire of classroom management skills proved too shallow. Unfortunately, it “worked.” The class of 14 year olds would go silent. They’d comply. When the bell rang they’d scramble to the door and away, gasping for the air my tirade had sucked from the room. It didn’t happen often, but that it happened at all was too much.

In hindsight, the yelling was the culmination of too many extremes: large classes, too few resources; kids with profound struggles, me with a dearth of strategies. That’s no excuse.

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Summer Learning: PLCs

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Education, Professional Development, Teacher Leadership

One of the most profound professional development activities I took part in this summer was attending the Professional Learning Communities at Work Institute in Seattle with a large number of colleagues from my new building and across my district. We’ve all heard about PLCs and we’ve all been part of PLCs, but there were definitely some missing pieces in my understanding and implementation. (Read a short history of PLCs.) Maybe my story resonates with your experience.

A few years ago, I’m not quite sure how many, there were a set of four questions posted in the largest conference room at the district office, which also served as school board’s default meeting location (among other uses). Maybe they’re familiar?

  1. What do we want students to learn?
  2. How will we know if they have learned?
  3. What will we do if they don’t learn?
  4. What will we do if they already know it?

Good questions, but I had no idea where they came from or how I could use them. In fact I was a little suspicious of them because of the mystery that surrounded them. These questions seemed to show up everywhere. They were part of a number of school improvement plans and inexplicably appeared on collaboration forms my team was asked to fill out after working together.

A few years ago I was swept up in the Finland frenzy and was particularly struck by how much time teachers were able to collaborate during the regular school day. I already knew from my own experience that teachers needed more time to work together and I suspected that this was probably one of the reasons why the schools in Finland did so well. I joined a couple of PLCs and worked with teachers at my grade level, teachers from other schools, and teachers from across the grades interested in co-learning in my school. Still, I wasn’t totally clear on what the difference was between a group working together and a PLC. When I heard there was a conference on PLCs, I put my name in even though it was far off in the middle of the summer about nine months away.

INT. KITCHEN TABLE – NIGHT

Spencer writes a blog entry after the conference

So I’m here to tell you that I now believe that those four questions above are the secret to transforming public education. I wont be able to recreate the three day workshop with multiple keynotes and breakout sessions presented by some of the leading experts on PLCs working in education today, but I will explain those questions.

First of all, those questions form the cornerstone of the work that teachers in PLCs do together. They were articulated by Richard DuFour, Robert Eaker, and Rebecca DuFour. For further reading check out their books on PLCs.

Question 1: What do we want students to learn? This question is meant to be answered by teachers who collaborate together and work at the same grade level(s). These teachers must look at the standards and decide together what they guarantee that each of them will ensure that ALL students learn. What is non-negotiable? What, if not learned, would be disastrous for that student? Teachers need to commit to teaching those things as priorities. Not everything is of equal value. Teachers clarify and prioritize the standards together taking into account the intent of the standards and the needs of the students. This step can not be skipped, nor can it be mandated by above. This is where the team makes commitments to one another.

Question 2: How will we know if they have learned it? Now the teachers teach with the same objectives. They teach the best way each of them knows how. They decide on common formative assessments that will be given at approximately the same time. And when they have given those assessments and evaluated them, they come together to share their findings.

Question 3 & 4: What will we do if they don’t learn? What will we do if they already know it? These are the intervention and enrichment pieces, but there are a couple of important points to clarify if the PLC is to function properly. Firstly, we need to get vulnerable. Someone on your team will teach that particular concept most successfully and someone will teach it least successfully. Though there might be a nicer way to say that, this is where we feel threatened so we have to confront it. It must be visible so that the student learning can be addressed and this takes trust. Fundamentally, the teachers involved must see themselves as members of a team. Teachers in a PLC are not running side-by-side in a marathon, but rather rowing in the same boat (This was literally Rick DuFour’s analogy at the institute and it is a powerful shift in thinking). Secondly, the teachers need to take action with the information they obtain from looking at the results. That may include learning from the teacher who demonstrated the highest levels of student proficiency. It may also include having that teacher lead the intervention group for all of the students who have not learned. Nobody can meet the needs of all of their students by themselves. If we aren’t working as a team we don’t have a chance.

This process runs repeatedly and cycles through the key learning objectives for the students.

Time will be required and because we know it is a scarce commodity creativity will be necessary. One of the best ideas I have heard on creating time is to (occasionally) move the 30 minutes teachers are required to be available after school and combining it with the 30 minutes they are required to be there before school. In some cases you may be able to add an all-school activity to kick in another 15. All of this can be done without impacting buses, students, or families and could take place on a regular basis (with some contact negotiation).

This is the technical/structural shift, but the cultural shift may be the toughest to make (and hardest to recognize). This was brought to a very sharp point by Dr. Anthony Muhammad when he asked us to examine the achievement gap and equity from our own mindsets as well as within the de facto mindset of the system in general. More on this in another post…