Tuesday, October 31, 2017

Social Emotional Learning

Social Emotional Learning: Reflections from authenticcollaboration.org #SEL #social #emotional #teaching
"There isn't anyone you couldn't love once you hear their story." - Mary Lou Kownacki

This past week I had the privilege of attending the 2nd Annual Social Emotional Learning (SEL) Convening hosted by Education First and NoVo Foundation in Santa Ana Pueblo, New Mexico.

There was so much that I appreciated about this conference, especially the opportunity to connect and learn from educators from all across the country. I heard inspiring stories about how teachers are engaging their students and colleagues in SEL work and I walked away with many different strategies for advancing SEL in my own classroom and throughout my school.

There are three big takeaways from my time at the convening:

First, I need to take better care of myself. Many of the weekend activities centered on modeling practices that could be used with students and staff. These practices go beyond the traditional 'one and done' approach to professional learning by creating an environment that values authentic expression and communication. It became clear through these activities that we as teachers often forget to take care of ourselves. With everything on our plates, self-care can be easily pushed aside. Conference sessions reaffirmed the importance of being kind to myself so that I can continue being my best self with my students and colleagues.

Second, I need to teach my students to love themselves. All of our students have assets to share. We need to invite student stories and celebrate their uniqueness. One of the EdTalks, led by Teacher Prize Finalist Alhassan Susso, illustrated this through his own work with student affirmations. By affirming students as capable learners and leaders he is able to rewrite the negative self-talk that can be consuming for adolescents. My grant project, funded through NoVo, is also focused on elevating student voice through story and I am looking forward to continuing this work with my students.

Finally, I need to give students space to love each other. It's time to move beyond 'inclusive' classrooms to classrooms that are truly welcoming and affirming. At the convening we discussed how kindness is about more than just 'being nice'. Kindness is intentional and it involves self-awareness as much as it does social awareness. Do students feel cared for by one another in the classroom? It is an important question to ask and one that I plan on evaluating in more detail in the next quarter. As our first quarter draws to a close, I need to go back to the drawing board to identify more meaningful community building activities and strategies for my students.

As the conference wrapped up, I felt excited and energized by all that I had learned. I'm now looking forward to finding new ways to support student learning more holistically and creating safe places for students and adults to share their emotions and connect more authentically with one another.

Thursday, August 31, 2017

Reflections from a Refugee Camp - Part B

Reflections from a Refugee Camp: Part B from authenticcollaboration.org #refugee #teachingabroad #lebanon #syria
When I think back on the past month, it is hard for me to put into words exactly what the experience of teaching in a refugee camp has meant for me. There is so much I have learned and so many memories I will be taking with me. I have learned a great deal more about human capacity, the impact of collaboration and the power of dreams. Some memories of my time in Lebanon fill me with immense joy, while others bring an almost immeasurable sadness. I am grateful to the staff and other volunteers at Jusoor who provided support and encouragement throughout my time there.

The Lebanese and Syrians I met over the last month have taught me so much about human resiliency, courage and capacity. The capacity to learn and grow is evident in schools and camps all over Lebanon. There is a curiosity for learning that shows up through many lenses and in many ways. The heartbreaking truth of refugee camps, though, is that in spite of individual courage and commitment, the dehumanizing process of displacement can strip away much-needed opportunities for growth. The longer we let millions of people languish in refugee camps, the more we lose out on a collective of wisdom and capital that cannot be replaced. 

The work I was able to do was only made possible because a group of like-minded individuals came together with a desire to do more for the children of Syria. We could talk in circles about the need for better policies, infrastructures and systems solutions, but at the end of the day, information and intention alone cannot affect change. Only actions can do that. And the team at Jusoor has worked tirelessly to build a much-needed foundation of support and action for refugee youth, one that can serve to be scaled and replicated across Lebanon. This experience has reminded me of just how powerful collaboration can be when people come together to share their time, energy and expertise. 

Finally, my students taught me every day about the power of dreams. As part of one of our peacebuilding activities, my students worked collectively to create a tree of dreams. Each student received a leaf and drew a picture of a dream or goal on their leaf. Then, one-by-one, they shared their dream with the class and we pasted it onto our tree of dreams. Although there was a language barrier between my students and me, it was incredible to see the way in which their eyes lighted up and their smiles widened. Some students dreamt of being lions or butterflies. Other had dreams of being teachers or doctors. One girl dreamed of a day when she could once again sit in a garden next to her home. For the children of Syria, I wish all this and so much more. 

Much more needs to be done internationally to ensure that students’ right to education is realized around the world. The children of this world have incredible dreams, and I believe we have the resources to accomplish these dreams if we can commit to acting together. If you have questions or want to know more about getting involved with refugee and emergency education, please let me know. You can read more about Jusoor’s work here.

Monday, July 31, 2017

Reflections from a Refugee Camp - Part A

Reflections from a Refugee Camp: Part A from authenticcollaboration.org #refugee #lebanon #syria #education
The last two weeks have been a whirlwind of emotion and energy. I arrived in Lebanon earlier this month as a volunteer with Jusoor's Summer Education Program. Jusoor Syria is a non-profit dedicated to empowering Syrian youth through education and entrepreneurship.

While the ongoing conflict in Syria has displaced millions of Syrians to countries all around the world, Lebanon is home to over one million Syrian refugees, the highest per capita of any nation. Jusoor has several programs within Lebanon, all designed to provide much needed educational opportunities to displaced Syrian families.

I chose to volunteer with Jusoor because I was impressed by the organization's overall focus on sustainability. There are currently three Jusoor schools in Lebanon, one in Beirut and two in the Bekaa Valley.  These schools help prepare Syrian students, many of whom have had their education interrupted, for Lebanese schools. The language of instruction in most Lebanese schools is English or French, so the Jusoor schools also help by developing students' English language skills.

As an English Language (EL) teacher, many of the students in my classes during the regular school year are first or second generation immigrants, including some who have been displaced by conflict, some who have endured the hardships of refugee camps and others who have had their own educational experiences interrupted.

My volunteer work with Jusoor began during our initial orientation. During that time, I led a training session on teaching with English as a foreign language for the other Jusoor volunteers who hailed from countries around the world including the US, the UK, Germany, Italy, Portugal, Switzerland, Colombia, Syria and Saudi Arabia. Together we talked about the importance of creating safe learning environments, encouraging students to take risks with language development, and supporting language input across multiple modalities.

Summer classes began this past week and to say it has been a humbling experience would be an understatement. I was placed at the Jarahieh school, on the edge of a refugee camp. On any given day, I have more than thirty students in my class, many of whom have never been to school before. We spend each day doing peacebuilding work, science experiments and arts and crafts projects. We practice sharing and taking turns and writing our names.

I am in awe of the resilience of these students. Their excitement for learning makes it easy to forget that many have experienced far more in the last few years than any child should have to experience. My heart breaks for each of the horrors of war and displacement these children have had to endure, and I am reminded everyday of the value and importance of the work we are doing.

I am honored to be volunteering with Jusoor, and I am excited to continuing learning and growing alongside my students for the next two weeks. The work Jusoor does on a daily basis is improving the lives of thousands of Syrian youth and their families. The Jusoor staff here in Lebanon impress me every day with their commitment to ensuring that this generation of Syrians will not be forgotten.

Saturday, July 8, 2017

Lessons Learned from #ASCDTIG

Lessons Learned from #ASCDTIG from authenticcollaboration.org #education #leadership #grant #teaching
As I reflect on the past year, I am so immensely grateful that I had the opportunity to be a part of the first-ever cohort of ASCD Teacher Impact Grantees. To read more about my experiences with ASCD TIG, take a look at the grant press release and my experiences inside the Department of Education and at the ASCD Empower 2017 Conference. There are many lessons I have learned through this process, most notably what it takes to be a leader, the far-reaching benefits of collaboration and the multiplying effects of empowering teachers.

Through the implementation of this grant it became clear that leadership is about more than just a position. Receiving the ASCD Teacher Impact Grant did not change my position in the school building, but it did provide me with opportunities to learn about leadership as a teacher. The challenges of leading as a teacher became clear even before the grant work got off the ground. Navigating school policies and procedures and then communicating those policies to participating teachers helped me to understand the value of clear communication. I learned how to better communicate my goals and structure a narrative that earns the support of both teachers and administrators. Negotiating these challenges helped me to better appreciate the rewards. For me, those rewards come in the form of heartfelt gratitude from teachers who truly felt more supported in doing their jobs.

Being part of ASCD TIG has opened many doors to collaboration, both locally and nationally. Locally, the funds provided through ASCD TIG have allowed participating teachers to attend conferences together, spend time reflecting on their co-teaching partnerships and participate in peer observations. The feedback I received from teachers demonstrate the need for teacher collaboration time. Being able to collaborate directly with other teachers gave grant participants an opportunity to see new ideas and strategies in action and then take those strategies right back to their own classrooms. Nationally, I have been able to connect and collaborate with colleagues all across the country. To say that I have been inspired by their projects and efforts in education would be an understatement.

Finally, experiences with this grant have had a multiplying effect on teacher empowerment. With the support from ASCD and collaboration with administrators and colleagues, I have felt empowered in my role as a teacher. I know that ASCD TIG projects are making a difference in schools around our nation. In our school, ASCD TIG has demonstrated the value of teacher collaboration. Our project started with a single idea - an idea to create more inclusive classrooms and enhance the learning environment for all student by fully supporting teachers. The teachers who participated in this project were able to take ideas back into their own classroom, enhancing the educational experiences of hundreds of students. Teacher-led initiatives are empowering because they can and do have a direct effect on student learning.

If you are interested in learning more about the ASCD Teacher Impact Grants or how you can learn more about advancing professional learning in your own education community, check out http://www.ascd.org/programs/teacher-impact-grants.aspx.

Friday, June 30, 2017

Standards-Based Grading

Standards Based Grading: Ideas and Reflections from authenticcollaboration.org #standards #sbg #education #teaching #grading
This week I had the opportunity to attend a seminar by Rick Wormeli on Standards-Based Grading and Assessment. This topic is one that I have been thinking about a lot as I work to make my classroom more student-centered and to create more authentic assessments of student learning.

There were many salient points discussed during the seminar about the purpose of grading, assessment, and standards. Following are some of the ideas which have stretched my own thinking around these topics.

  • There is a difference between the public curriculum and the hidden curriculum of schools. The public curriculum includes the state-mandated content standards. The hidden curriculum includes all of the other non-academic factors that are sometimes included within grades. With standards-based grading, non-academic factors like attendance, behavior and effort should not be included in academic grades. The 'hidden curriculum' can be its own category on a report card, but it should not be used to inflate or deflate an accurate representation of student learning.

  • Standards are great - Standardization is not.  Standards are a wide-ranging collection of skills and knowledge that are important for a well-rounded education. Being good at standardized tests, however, does not equal the ability to make creative contributions to society. For my own courses, I need to determine what my power standards and what evidence can be used to demonstrate progress and proficiency towards the standards. I also need to find ways to move away from standardization towards greater differentiation in process and product. 

  • Grades are communication, not compensation. Grades need to be an accurate report of what was learned, not what was done. Doing and learning are two different things. A student can be compliant in completing an assignment without actually learning the material being covered. Standards-based assessments need to be designed and delivered to provide evidence of learning over time. Standards-based grades are then a reflection of  where a student's learning is at, whether they have demonstrated mastery or proficiency of a concept or whether their learning is still developing or not quite there yet.

  • No one knows ahead of time how much time it takes someone to learn something. Unfortunately, the structure of most schools is predicated on just the opposite. This idea actually comes from Dr. Tae's thought-provoking TED Talk "Can Skateboarding Save Our Schools?". Deviating from the fixed schedule of traditional educational institutions is not easy, but standards-based grading looks beyond arbitrary school calendar dates to ensure learning is not artificially limited. As a result, redos and retakes are an essential part of the standards-based grading process.

  • Feedback should be non-judgmental. When we look at what motivates student learning, it is clear from research shared at the seminar that low scores are not motivating for students, but authentic descriptive feedback is. Feedback needs to be given carefully. There should not be an evaluative component. Descriptive feedback talks about the decisions made and not the quality. With this idea, it is important to note that praise (in the form of "Excellent" and "Well Done") is a form of judgement, not feedback.   

As I move into the next school year, I am hoping to incorporate more of these concepts into my classroom. As my students graduate and move on to greater things, it is my goal that students would view failure as a necessary and normal part of life and that they would see a world of questions, and not finite answers. As Wormeli said during the seminar, the goal of teaching should not be that my students become as proficient as me, but that my students should surpass me.

Here are some resources shared during the seminar that can hopefully inform and stretch your thinking around the topic of standards-based grading:

Tuesday, May 30, 2017

The Teacher Portfolio: Part A

The Teacher Portfolio - Is it better to go traditional or digital? Advice from authenticcollaboration.org #teacher #portfolio #digital #organization
For some, it's a dusty binder on the shelf that hasn't been opened since undergrad. For others, it's a hackneyed website hastily put together for tenure with an overabundance of now-broken links and dated lesson plans. For me, I believe the teacher portfolio is a resource full of untapped potential.

Last week I had the opportunity to present the most current version of my own portfolio. The portfolio-building process began for me in my college classes. As part of our teacher licensing, my education major friends and I were required to put together a portfolio showcasing everything we had learned through our coursework and practicum experiences.

Later, I put together a digital teacher portfolio during my first three years as a teacher to help me keep track of what I had learned and showcase what I had accomplished. While switching schools I moved back from the front lines of technology to a more traditional paper and file system. It was those paper files that I organized and presented to my tenure committee last week.

After piecing together snippets of my work over the last decade, I have developed a great appreciation for the possibilities portfolios present. I would like to think of a teacher portfolio much like an artist portfolio. As a teacher, I want to be able to share the good work I've done - examples of what's worked and reflections on what needs to be improved next time. Portfolios can capture all of that, and I believe they should as dynamic, living artifacts of my efforts and experiences.

I am confident that maintaining a portfolio (in some form or another) is something that I will continue to do through my teaching career. (You can check in with me in a decade or two to see if that commitment still rings true!) What I'm not confident about is the best way to organize a portfolio. After having taken both paths, it is clear there are pros and cons to both traditional paper portfolios and their digital counterparts.

The Traditional
  • straightforward to assemble and organize
  • artifacts and exemplars stay true to form

  • bulky and often unwieldy
  • not easy to carry around

  • three-ring binders
  • hanging file folders

The Tech Noveau
  • easy to share/link
  • can highlight digital work
  • easy to incorporate audio/visual elements

  • may require more time to create
  • viewers may need more time to navigate
  • some artifacts may look different digitized

  • Google Sites
  • Weebly
  • Wix
  • Padlet

Whatever you choose, make sure it is something you are comfortable and confident sharing with others. Think of your portfolio as a reflection of your professionalism and keep saving artifacts that demonstrate your growth as a teacher. For me, I will probably settle somewhere between the two options, with a mix of digital and traditional organizational methods that makes sense to me.

For more information about what to include in your portfolio, please stay tuned for The Teacher Portfolio: Part B!

Sunday, April 30, 2017

Open Educational Resources

Open Educational Resources: Benefits, Challenges and 'Best Of' List from authenticcollaboration.org #OER #education #free
Trends may come and go in education, but one of the educational trends I am most excited about (and hope to see stick around) is OER. With growing demands on teacher time and school budgets, OER offers solutions to a number of problems.

What is OER?
OER, or Open Educational Resources, refers to wide array of resources for teaching and learning that are freely available online. The resources are often hosted by universities or non-profits. Available resources can range from full-length textbooks and curated collections of source material to entire curriculum units and detailed lesson plans.  

Benefits of OER
There are many clear benefits to OER. One of the biggest ones is the cost (or lack thereof). At all levels of education, from pre-primary to post-secondary, there is an exorbitant amount of money being spent on curriculum and textbooks. OERs turn the traditional model of education publishing on its head. Many OERs are licensed under Creative Commons, a more collaborative set of copyright licenses that are much easier for educators to navigate (compared to more traditional, standard copyrights).

Challenges of OER
OER is not without its challenges. One of the biggest questions raised by OER is that of sustainability. If the content creators are not being paid for their work, how likely is it that they will continue creating? Fortunately, there is growing evidence that points to continued collaboration. Educational philanthropists and foundations have recognized the enormous potential of OER and are now funding the development of an increasing number of free and accessible learning resources.

OER "Best Of" List
Following are a number of resources I have found that represent the best of what OER has to offer. If you have suggestions for sites that should be added to this list, please let me know!

Friday, March 31, 2017

Empowered to Lead

This past weekend, I had the opportunity to attend ASCD's annual conference Empower 2017. I was fortunate to have the opportunity to present some of my work as one of the first cohort of Teacher Impact Grantees. Each of the grantees in attendance had an opportunity to share some of their work, including the successes and challenges of grant implementation and our thoughts on how to advance teacher leadership in our schools.

After our project presentations, we held a brief Q&A session with the audience. There were many great questions about how to find and apply for grants, how to overcome challenges with implementation, and what we have learned from the grant process. Below are some of my thoughts on the issues of implementation and leadership.

How has the Teacher Impact Grant (TIG) Process helped to enhance your ability to improve outcomes for students? 
Co-teaching is really about providing opportunities for inclusion so that all students have opportunities to engage in meaningful instruction that supports growth in both academic language and content. Implementing my TIG project has allowed me to provide opportunities for teachers to deepen their own understanding of co-teaching, making them more effective practitioners in the classroom. My TIG project has equipped teachers with strategies that are immediately relevant to their work and it has built capacity within our program so that changes in practice can be sustained over time. Better trained teachers means greater opportunities for the students we serve.

What challenges have you faced in trying to implement your teacher leadership idea through the TIG? How have you worked to overcome those challenges? 
For me, the greatest challenges have been logistical. From gaining research approval from my district to streamlining the process for teachers attending conferences and peer observations, there has been a lot of behind-the-scenes work that has had to happen in order to ensure that my TIG project continues running effectively. The key to resolving most of the challenges I have encountered is communication. In a large urban district, there are many different departments that are involved in some form or another in grant implementation. Building healthy professional relationships with leaders in each of those departments has been essential to the resolution of most problems I have faced.

What is something you have learned that you wish you had known at the start of your teacher leadership project? 
Be flexible and expect the unexpected. Flexibility and adaptability are musts when working in education. The implementation of a grant project involving multiple co-teaching partnerships is no exception. When I first started my grant project, I had a detailed timeline, budget breakdowns, and countless other resources to help keep me on track. After the first few weeks, I realized I would need to make adjustments to almost all of my plans. At first, I felt like I had failed. I had all of these great plans and they simply weren't coming to fruition as I had anticipated. With time, I have come to see my initial plans as the foundation of my work - instead of as a blueprint that had to be followed. That shift in mindset has allowed me to celebrate the unplanned successes and see deviations in my plan as necessary adjustments to ensure that my work is truly driven by teacher and student needs.

What advice would you give to teachers or administrators that are looking to implement teacher leadership opportunities in their school or district?
For teachers, I would say, "You can do it!" I know the process of applying for a grant or stepping into a leadership role can sometimes be overwhelming. Believe in your ability to do great work and know that there is a community of like-minded educators willing to connect and support you in any way. The digital world has made collaboration possible across classrooms, schools and districts. Take advantage of those opportunities to collaborate and build a network of resources to support your implementation. For administrators, "Trust your teachers." They are well-trained professionals with invaluable experience in the classroom. What does trust look like? Trust means stepping back to let teachers lead, listening actively, and being intentional about how you engage teachers in decision-making processes. Trusting teachers is not a hands-off process. The presence of trust does not mean an absence of care. Make sure your teachers are supported in their leadership roles. Find out what resources teachers need to be effective in their roles and ensure that teacher leaders are equipped with what they need.

What do you think is needed in order to expand teacher leadership opportunities and roles in schools? 

In order to expand leadership opportunities for teachers, there are a number of pieces that need to be present. First, teachers need time. The enormity and urgency of the tasks many teachers face on a daily basis often consumes a great deal of time. In order to truly provide teachers with opportunities to lead, the issue of how to reduce demands on teacher time needs to be one of the primary considerations. One way to do this would be through a hybrid model that reduces a teacher's overall teaching load. Although it would require additional strategic funding, the benefits of a hybrid model are clear. It would allow practicing teachers to stay in the classroom while also being a part of decision-making processes that affect the greater school community. Putting practicing teacher into leadership roles requires a mindset shift. Teaching and leadership should not be an either-or. Teachers need the opportunity to affect change outside of their classroom without having to leave the classroom.

Tuesday, February 28, 2017

Know Your Rights: Landmark Court Cases for English Learners

Landmark Court Cases for English Learners - Do you know your students' rights? #education #esl #esol #english #rights
In order to be an effective advocate for students and their families, it is important to understand the basic rights established by our courts. The following court cases represent some of the most significant decisions made with regards to students with a home language other than English.

Brown v. Board of Education (1954)
The case of Oliver Brown et al v. Board of Education of Topeka, Kansas may arguably be one of the most well-known Supreme Court rulings related to education. The case centered on Oliver Brown’s request to enroll his daughter Linda in the nearby elementary school. At the time, schools in Kansas were legally segregated and Linda was forced to walk a more than a mile to the nearest black school instead of the much closer whites-only school. When their request was denied, the Browns joined with twelve other black families to file a class action suit against the school board. The case eventually reached the Supreme Court which ruled unanimously in favor of the Browns, overturning Plessy v. Ferguson (1896) which set the separate but equal precedent almost six decades earlier. This case made it clear that “separate educational facilities are inherently unequal” and made racial segregation illegal in schools across the country. 

Lau vs. Nichols (1974)
What does “equal educational opportunities” mean? For Kinney Kinmon Lau and hundreds of other Chinese-American students integrated into the San Francisco Unified School District (SFUSD), the lack of language learning supports was a clear violation of Title VI of the 1964 Civil Rights Act. Many of these students were placed in Special Education or remedial classes and had to repeat grade levels. Lau’s family filed suit against several officials in the school district, including Alan Nichols, president of the SFUSD. School officials argued that all students in the district were educated under the same policy and with the same resources, therefore there was no intentional discrimination. The Supreme Court ruled unanimously in favor of Lau, establishing the precedent that identical educational opportunities are not equal educational opportunities. Teachers and schools must provide affirmative support for students’ English language development and districts must take “appropriate action” to ensure that students’ language learning is not a barrier to equal classroom participation.

Rios vs. Reed (1978)
What then constitutes ‘appropriate action’ with regards to language services for emerging bilingual children? For families of Puerto Rican students enrolled in the Pastchogue-Medford School District of New York, English-only courses were not the answer. The plaintiffs in this case, including Rosa Marie Rios, argued that that the districts’ transitional bilingual program was inadequate and that district staff lacked the knowledge of appropriate bilingual teaching methods. The defendants, including school officials and members of the board of education, denied the allegations and asserted that their programming was in compliance with statutory mandates. The case found its way to the United States District Court of New York, which ruled in favor of the plaintiffs, setting the precedent that states and districts must develop valid assessment procedures for both the identification and program placement of English Learners as well as ensuring that students have access to content education in every stage of English language development.

Castañeda v. Pickard (1981)

What determines whether or not a school district is in fact taking appropriate actions to meet the needs of English Learners? Roy Castañeda, a father of two Mexican-American students in Texas, brought this issue to the table when he filed suit against the Raymondville Independent School District (RISD). He argued that RISD’s policies on program placement and student grouping was de facto segregation based on ethnicity and race. After the federal court first ruled in favor of the school district, an appeal was filed, taking the case to the United States Court of Appeals for the Fifth Circuit. There, the ruling was made in favor of the Castañedas and a three-part assessment was created to determine whether or not schools were taking necessary actions to support English Learners, including the use of sound educational theory, expert staffing and evidence of effectiveness. The three-part Castañeda standard does present several challenges. A multiplicity of educational theories makes it possible to justify a variety of instructional methodologies. Furthermore, the time it takes for a school or district to demonstrate reasonable success or failure could mean that students spend significant time in subpar educational programming.

Plyer vs. Doe (1982)

In 1975, Texas state law withheld state education funds from students without legal documentation and allowed districts to deny enrollment to such students. A case was filed on behalf of undocumented against James Plyler, Superintendent of the Tyler Independent School District, which had attempted to charge tuition to undocumented students to make up for the missing state funds. In a 5-4 majority rule, the Supreme Court of the United States struck down the Texas statue as a violation of the 14th Amendment, arguing that all students should receive equal education and protection under the law, regardless of citizenship status. According to the court, children should not be discriminated against because of something not in their control, namely their legal status. As a result of the Plyer v. Doe ruling, schools are not allowed to ask students or their families about legal status and cannot refuse enrollment because of a lack of legal documentation.