TCRWP: Summer Reading Institute Highlights

In the beginning of August, I attended Teachers College Summer Reading Institute. The best part of the institute was making connections with other educators. I even was able to reconnect with educators from my hometown of Montgomery who helped shape me as an educator. Shout out to Mr. Richards (Principal at Montgomery Lower Middle School), Mr. Delgado (Principal at Montgomery Upper Middle School), and Mrs.Wachtel (one of my former 6th-grade teachers!)

Below are some highlights from the week:

Monday

Tuesday 
Kylene Beers presented a keynote called “Shifts Happen: Thinking about Literacy Demands.” She brought up the idea that old schema dies hard and we need to embrace shifts. Throughout time, literacy in this country has always been about separating people. Those who are literate hold the power and the privilege. 
She shared that we need to help students understand the complex messages in texts. One way to do this is for students to get close to texts by asking dialogical questions that we don’t know the answers to. Students view these questions as authentic instead of monologic questions which tend to be inauthentic. As educators, we need to change from talk to check for understanding to talk to create understanding (awesome sneak peak chart from Reading Nonfiction.) The final concluding point she left us with was that the volume of reading can outweigh an ineffective teacher. We know that research tells us that an ineffective teacher can set a student back two years! As educators, if we can ensure that our students are being provided with authentic reading opportunities we know that they will have the opportunity to continue to grow.

Wednesday

The keynote on Wednesday was presented by Mary Ehrenworth, which focused on “Remembering Grant: Innovating ‘Teaching for Transfer.’” Grant Wiggins was and is a truly amazing educator that has left an impact on education. His article “What is transfer?” talks about providing specific cueing system for students to assist in skill transfer from one part of the curriculum to another. We “can provide students with training in a dozen reading strategies… provide help verbal cues, etc, and yet, when asked to read on their own, they may neither activate the strategies by themselves nor make meaning of unfamiliar materials.” (Wiggins) He continues to explain “students will typically not cue themselves to use all their prior learning or recognize how the “new” situation reflects prior learning unless they have been given lots of training and practice in thus cueing themselves.” (Wiggins) Mary took this information and explained how to teach transfer of a skill set from one reading experience to another. Here are some of her suggestions

• Layer strategies in ways that make sense- develop bigger skill sets and work on when to apply them
• Create opportunities for kids to apply and adapt these skills in new experiences, that are not exactly the same (shift in text, in genre, in context)
• Use charts, touchstone texts, common language as cueing systems.
• Invite kids to practice and study how they can apply strategies across situations

Thursday

One of the breakout sessions I attended was with Cornelius Minor, the TCRWP’s technology guru. Cornelius urged attendees to devote ten minutes per week to learn two new things as well as by the end of month use once for self and twice with students. This will help you to take the time to master and explore new tools effectively. Cornelius explained the difference between Literacy 1.0 and Literacy 2.0 tools. Literacy 2.0 tools encourage collaboration, are multimodal, provide feedback, and help to create knowledge. He shared the following teacher tools

• Textcompactor.com
• Rewordify
• Genius Scan
• Evernote-
• Overdrive

The tools he shared for students were

• Kahoot
• Todaysmeet
• Good Reads

In Ellin Keene’s keynote, she spoke about “Your Instructional Fingerprint: Revisiting our Most Powerful Reading Tactics in a Content Driven World.” I love that she clearly stated that the Common Core State Standards (CCSS) does not prescribe instruction and does not mean teaching commonly. This is such a powerful point that many educators need to hear because of all the misconceptions that surround the CCSS.

We know from research our key instructional moves are thinking aloud, modeling, demonstrating, conferring, engaging students, and creating an authentic environment. While we know by heart that our beliefs, rituals, and presence as a teacher will shape our instructional fingerprint. Eliln left us by challenging us to

• Think deeply about instruction
• Engage in meaningful discourse about instruction with colleagues
• Visit each other and watch for the key moves, thinking aloud, modeling, demonstrating, conferring, etc
• Find our fingerprints as teachers

Friday

The highlight of Friday for me was collaborating with Basia Kiehler, Becky Doyle, and Erica Steinitz in my small group session for School Leaders. We were given scenarios to discuss as administrators conducting walkthroughs in the classroom by providing a compliment and teaching point to help move instruction forward. This time to collaborate and learn from each other was one of the most valuable part of the institute. We even came up with a sample form to use for walkthroughs.  

My small group friends at TCRWP. 

TCRWP Take Aways- Some highlights I shared at my administrative retreat
Notes from TCRWP

A Modern Educator

For the past 10 years, I have had the pleasure to work and volunteer with Special Olympics. I’ve met people with intellectual disabilities who have been told they wouldn’t or they couldn’t. Loretta Claiborne, Special Olympics’ athlete and Arthur Ashe award winner, was born partially blind and unable to walk or talk till she was four. She did not let her disability define her, but she overcame these boundaries to run 26 marathons! She didn’t let anyone put her in a box or label her, but broke down barriers to accomplish greatness.

Loretta Claiborne and I at the 2015 Special Olympics World Games.

I too have experienced being put into a box and refuse to stand for it. I HATE when I’m labeled a “techie.” I am a special educator. I am a reading specialist. I am a google educator. I am a connected educator. I am not just a techie. I am a modern educator.

“It’s  easy to be pigeon-holed into ‘the tech girl/guy’ but it goes so far beyond that,” shared Steve Figurelli.

I am often one of those educators who is pigeon-holed as a techie because I’ve been using computers since the first grade. I still had to make an active choice to learn and expand my knowledge base. Modern educators are those who understand how to integrate technology into curriculum and pedagogy. They get out of their comfort zones and model the learning process for their students and colleagues. Jay Billy, an elementary school principal in Lawrenceville, expands upon this by stating, “A modern educator is focused on student growth and learning and takes risks to get them there. They understand there is no formula and each student must be engaged in a different way. A modern educator knows the value of social media and utilizes a PLN to grow and learn.” In essence, a modern educator knows how to utilize technology as a tool to engage learners and themselves.

Graphic compliments of Elissa Malespina

I was once told by a former supervisor that I covered up my lack of content knowledge with technology. To that I say, if I didn’t know curriculum and pedagogy I wouldn’t be able to integrate technology effectively. As educators, we need to open our eyes to the changes in our students and field. To be successful in the classroom we need to embrace technology as a tool to push our students further and break down the walls of our classroom. Technology isn’t just a toy anymore. From the administrators down to our classroom teachers to our administrative assistants, technology needs to be embraced as a tool to transform into modern educators.

I’m going to follow the lead of my friends at Special Olympics, and refuse to succumb to a label. I am NOT a techie, I am a modern educator.

Let Passion Guide the Way

GenUin: Special Olympics Social Impact Summit from Future Films on Vimeo.

As an educator, I interact with students on a daily basis. Youth have the potential to do amazing things when they are supported and nurtured. This past week I had the pleasure of watching 120 youth leaders share their passions and hopes of making a more inclusive world. I volunteered my services at the #SOGenUin Global Youth Leadership Conference hosted by Special Olympics in conjunction with the World Games in Los Angeles, California. These youth have not only inspired greatness in themselves but the world around them as Generation Unified.

I had the ability to meet global youth leaders between the ages of 12 and 24 that have already begun to change their communities. Some of these youth leaders are individuals with disabilities and will not let it stand in their way as a barrier to help others. Kanchan and Jenish Amatya raised almost $30,000 for individuals with disabilities to receive job training in Nepal. Josh Kaplan, a 16-year-old from Phoenix, Arizona, created an inclusive soccer program for kids in his community. There was also Rithik Hukkis who sought to spread his love of cricket by starting a program to coach youth in India. Everywhere I turned there were young people making a difference by following their passions.

How can we help elevate our students to become social activists? We need to find ways to help our students follow their passions.  I think about the traditional school setting that I work in. The rigors of the Common Core State Standards and the pressures to close the achievement gap. The problem is not the Common Core, the problem is the traditional approaches to educational experiences. Students should be learning the Common Core skills and applying it to their passions.

When I taught seventh grade I had my students research a nonprofit organization of their choosing. They had to apply their reading and writing skills that we had honed throughout the school year. Students were researching nonprofits across the spectrum from skateboarding to ASPCA to ones that personally affected their families. I saw students who were not engaged all year smiling and excited to create. I received phone calls from parents sharing that their child was excited about school. Students were out with their Go Pro cameras gathering video on their skateboard to create a PSA. As their teacher, I was proud but also left with the feeling that I had failed them in some way. I followed the curriculum, so was it my failure that it was almost the fourth marking period before these students were engaged? Or was it the culture of the school?

One of my colleagues I have the pleasure of working with, Wendy Morales, has been utilizing Genius Hour in her classroom. Students pick topics and create projects to explore their passions. At the conference, we also had the support of the Future Project, which has Dream Directors embedded in High Schools full-time to help students make their dreams reality.

We need to replicate these experiences for all students to explore their interests. I interacted with 120 youth leaders. Think about the untapped possibilities all over the world if educators helped to nurture our students to be socially competent.

For the upcoming school year, I challenge myself and other educators to start finding ways to get outside the box and help elevate our rising youth.

Want to learn more about our experience during the Summit? Here are blog posts I wrote that can be found on the official Special Olympics Word Press site.

It’s Finally Here! Registration for the #SOGenUin Summit!

The Start of the Solution

The Universal Experience

A Day of Inspiration

Waiting for our guests, I mean learners...

Growing up with my mother I learned the careful art of party planning. Everything down to the napkins would be perfectly in place and coordinated true to the theme. Those minutes waiting for our guests to arrive once appetizers were laid out were excruciating! I always wanted to dig into the beautiful platters of baked brie and crudités.

This weekend, leading up to edcampldr North New Jersey I have that same feeling. For months, our planning team has been preparing every detail down to the color of our polo shirts. Two different aspects separate this edcamp from our typical planning for edcampnj the large numbers of leaders who are unfamiliar with the edcamp movement and the global connection.

My mom, the consummate party planner. 

 As gracious hosts, we have been trying to figure out the best way to ingratiate these leaders into the spirit of edcamp. We have been sending blasts with helpful edcamp101 videos as well as planning an introduction during session creation to encourage newbies to lead a conversation. I remember my first edcampnj experience. It was like visiting Disney World for the first time. You arrive overwhelmed and leave feeling the Disney Magic. I left my first edcamp feeling restored, rejuvenated, and hopeful. I was now connected to a group of educators that would push me to grow professionally. My hope is that each leader leaves with that edcamp Magic and creates it for their staff. In order to do this, we need to leave titles at the door and be open to a non traditional approach to professional development. Quite often as leaders we love to control and plan. Those are not the essence of edcamp. It is about the organic experience of having conversations with colleagues and learning from each other.

Since edcampldr is happening globally we have the opportunity to collaborate with other sites. We have two scheduled hangouts during our first two sessions. During Session 1 we will be connecting and collaborating with Boston and South Jersey sites with the topic “How to Overcome Leadership Challenges." During Session 2 we will be connecting with South Jersey to discuss: “Connecting North & South - Does it Matter Pork Roll, Taylor Ham, Sprinkles, Jimmies, Sub or Hoagie We are all New Jersey." This offers a unique opportunity for collaboration.

I hope for all the edcamp newbies out there you come with an open mind ready to grow, learn, and connect. Until then I'll be patiently waiting for the guests to arrive and the party to begin.

The Dark Side: A reflection on my first month as an administrator

Cue the Darth Vader theme song... I've joined the "Dark Side!" It has been a month since I started as an Elementary Supervisors of Curriculum and Instruction. But why, after only being on the other side a month earlier, am I viewed as the opposition? My goal is the same as every teacher’s. It isn't a secret. We are all here to improve student achievement, and I've added to my goal. Not only do I want to help create a group of successful college and career ready learners, but I also want to help teachers be effective. I want to help make life in the classroom easier.

As an educator, I was always someone who would beg, borrow, and research new methods of instruction. I would share ideas with any colleague willing to listen to me nerd out over the newest technology finds or how my students reacted to a lesson.  In my new position, I have the unique experience of being in 4 different schools! Just think about that for a second. I went from being in 1 school with 16 teachers in my department to over 120 teachers in my buildings. The possibilities are limitless!

I'm not naive and realize that it will take time for teachers to share their best practices with me. Being associated with the administrative team is a road block. As excited and enthusiastic as I am, I need to earn the trust and respect of my new colleagues. Building relationships with teachers is paramount. Not even an advance copy of the PARCC test would entice teachers to collaborate with me until they realize I'm here to help, not hurt.

So, how do I go about doing this? I think back to valuable lessons that I learned at #ECET2NOLA. I need to first celebrate teachers' successes. I realize that before I came into the school children were learning, and teachers were teaching. Valuable teaching strategies beyond my knowledge are being used on a daily basis. I need to take the time to identify and celebrate these teachers. I hope that teachers can see I am working to improve my craft on a daily basis just like they are. I hope that they will invite me in to see and participate in the teachable moments that are successful. I also want to see teachers take a risk that may not pay off, so that we can have meaningful, reflective discussions.

I plan to elevate these teachers by sharing the excellent pedagogy happening on a daily basis by their colleagues in different buildings. Celebrating and elevating are important tasks as an administrator. We need to not only celebrate the small and big victories in the classroom, but also share these accomplishments. The CCSS has ripped down the walls between classrooms, buildings, school districts, and even states. We need to stop reinventing the wheel and share best practices. I hope my position helps to bring these practices across the buildings. I'm here to make life easier. I'm not here to "get" anyone. I plan to be as transparent as possible. I'm a partner in the learning process and a facilitator of reflective practices.

I am optimistic that I will one day be seen as part of the team, and not the dark side. Wish me luck.

A journey to the far East... an opportunity of a lifetime

Recently,  I had the privilege of joining a group of New Jersey Educators on a trip to China sponsored through The Confucius Institute of Rutgers University, Jilian University and The Confucius Institute/Hanban. There are not enough words to describe how fortunate I feel to have participated in this experience. We were able to visit public, private, and international schools in Changchun, Beijing, and Shanghai. This was truly a remarkable group of educators that I will continue to learn and grow from. I hope that this short video helps you to vicariously live through our experiences. 

Road Map for the School Year: Introducing Students to the CCSS

Imagine starting a journey, but not having a map or any directions. How do you know where you are going? Where do you start? How do you get there? That's how most students feel in the beginning of the year. The trepidation of starting a new school year, but not quite sure of the expectations is daunting. I've always been one to be upfront with my students. I'm not sure why teachers neglect to share why we are doing things with our students. Think about front loading information to help students understand the purpose, the "why" gives meaning. I like to do this by starting the year introducing the Common Core State Standards (CCSS).

One of my favorite activities is having my student dissect the CCSS we will be working with during the school year. Learners work in groups to analyze the language and learn what they will be expected to achieve. I love watching my students make the connection that the Reading Literature and Reading Informational Text Standards are essentially the same. It's not only about having students understand their end goal, but it is also about teaching students the lingo. By sharing, common language with our students we help to alleviate the anxiety of the unknown. I also hang these words on a Common Core Word Wall for student reference. Seeing and using these words daily help students to utilize them in the reading classroom. The next step is for these words to be standard in the content areas to create continuity, and begin to build the joint responsibility in reading instruction.

Displaying the CCSS for easy access for my students, and QR codes in the corner if they would like to further investigate.

Once my students have their "road map," I refer back to the standards during my lessons. When introducing new topics I am sure to let students know the standards we are trying to master. I add the standards on handouts, and assessments so students can clearly see what we are working towards.

As you start your school year, how will you let your students in on your journey? Take the time to let your students in on the secret of the destination.

Examples of Student Friendly Standards created by my students:

• 7th Grade Speaking and Listening Standards
• 7th Grade RI, RL, & SL Standards
• 7th Grade Reading Literature Standards