I have long been skeptical of the “One Word” promises made at the turn of the new year.
On one hand, I totally get it; it’s an efficient way to stay focused on personal improvement. And like any goal setting, focus is essential to success; we often try to do too much with our goals — personally and professionally. In that respect, I see the value. However, the scope of one word seems, in some ways, too focused. I’ve struggled to see how a one-word focus would truly help me become a better me, a better teacher. But with this said, I also had no suggestion for a different approach.
So, as 2017 faded into the cold and dreary new year backdrop of 2018, I sat down to do my usual new year reflection and goal setting, resigning myself to this seemingly too-narrow approach for lack of a more effective strategy. It was while I scribbled in my writer’s notebook, jotting down key words and phrases that captured elements of my personal and professional growth that I hope to see improve in 2018, when the music in the background, which is always playing when I write, shuffled to a different song, grabbing my attention in a way it never had before. Having heard this song well over 100 times already, I couldn’t believe the way it was now inspiring my goal setting.
When teachers solve problems, they inspire their students to solve problems, too. How can teachers use their best strategies as a launching pad for deeper learning and professional growth? And how can curiosity, co-creation, and collaboration before a lesson idea is formed be a game-changer for classroom practice?
On this episode of Tch Talks, Ashley Lamb-Sinclair, Instructional Specialist and Deeper Learning Coach for Fern Creek High School in Louisville, Kentucky and 2016 Kentucky Teacher of the Year, joins us to talk about her work with School Startup. This pilot program is where three cohorts of Teacher-Founders are engaged in the design process to rethink and redesign deeper learning in their classrooms and professional learning communities.
She also shares her recent adventures as founder and CEO of Curio Learning, an app that helps teachers discover new ideas and curate them in a personalized way. The app also facilitates collaboration with other educators in order for them to grow as professionals and find the ways to best help their students.
Ashley believes that if every teacher woke up to the awesome influence he or she has, there would be a drastic overhaul of the system and that — bottom line — it takes a teacher to transform learning.
Whether you’re teaching or coaching, it’s easy to get into a rut. But these five videos are here to help! Clocking in at just five minutes each, these videos will expand your ideas about what coaching can be and push you to try new strategies.
I had never heard of the “achievement gap” until the summer after my first year of teaching. It was after reading Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, that I became aware of the gap in educational achievement between white and minority students.
This stubborn gap has persisted throughout my career. I’ve managed to pick off a few percentage points at my different schools, but the gap largely remains the same. And this gap is only one of many gaps. There is the opportunity gap (as it relates to higher level course selection and access), the wealth gap, and more.
It seems that the world of education has somewhat shifted away from the effects (gaps) to the causes (inequity). To that end, the rest of my life in education will be committed to ensuring equity for every student.
It’s nearly impossible to put into words what educators feel when the bell rings on the final day of school. The sheer joy of entering into weeks of bell-free, kid-free, and paper-free days alone is almost worth entering into the profession. In June, the new school year seems so far away. But, August does come. And we find ourselves at the beginning of the cycle all over again. Even more, we find ourselves hitting pause each January to reflect and adjust our course.
The school year begins to come into perspective for me after the baseball all-star game and before the start of NFL training camps (can you tell that I’m a sports fan?). After July 15th, August comes into sharp focus for educators across the country. However, if you waited until July to actually begin preparations for the new year, you might’ve been feeling a little pressure.
And now in January, it might feel like you’re starting all over again, as you revisit and reflect on the progress you’ve made so far and forge onward with your new and improved plans for the second half of the year. But no matter where you are in your planning and preparation, collaboration is a very important part of starting — and finishing — strong.
Congratulations: You made it to January!
For many experienced educators, January can feel like an exciting time to reboot. For new teachers, January can bring back feelings of disillusionment that may have started around November (be sure to read this post on staying energized if you’re in the latter category).
Whether you’re feeling dismayed or excited for the rest of the year, taking just a few minutes to reflect and plan can often make you feel a little bit better.
At the beginning of the school year, Teaching Channel launched our Back to School Starter Packs, a set of checklists and resources organized by grade band to help you start the year off on the right track. Now that we’ve reached the midyear point, we’re offering you a simple review sheet to see how well you’ve done with all of your plans.
From the first all staff in-service at the conclusion of summer, to the end of the year checklist session, teachers are inundated with meetings. More specifically, teachers are overloaded with meetings that see them as actors and doers rather than collaborators.
The teacher-centered pre-observation conference shifts this narrative. This approach to the pre-observation meeting is more collaborative and less intimidating and in order to call attention to the nuances of this process, I created two interactive videos for Tch Video Lounge to help you notice how I approach coaching with the teacher taking the lead.
In The Teacher-Centered Pre-Observation Meeting, I model what this may look like with a second-year teacher, Marquis Colquitt. What I hope you glean from our interaction is that the meeting is collaborative, learning-focused, and practice-centered. Additionally, I hope you can clearly observe the principles that guide an effective pre-observation meeting.
My internet browser always has extra tabs open. As I’m writing this blog post, I’m composing in one of approximately nine open tabs on my Google Chrome web browser. Nine may sound excessive, but it’s actually fewer open windows than my usual mode of operation. And I’m only talking about one application.
Usually, when I plan a lesson or conduct an observation, I’ll have ten or more tabs open, as well as a word processing program and YouTube or Amazon for background music. I admit this is probably not all that healthy when it comes to sustained focus, but there is a method to my madness.
My entire way of teaching changed dramatically when I went to a Barnes and Noble and picked out a book entitled, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap by Dr. Alfred W. Tatum. From that moment on, I engaged in a new kind of personal professional development.
Have You Tried Number Talks?
What strategies are you planning for building number sense and problem-solving skills this year?
Check out our Number Talks collection to see a daily, short, structured way for students to talk about math with their peers.