From PD to Practice – SMART Suite

The first Wednesday morning of April was our monthly instructional technology professional development time.  Like we did in February, I arranged for a variety of teachers to share a tool or type of integration in short sessions (11 minutes).  We had 3 sessions in a row and teachers went to whatever sessions interested them.

Here are the sessions we offered:

Sessions

I shared SMART Learning Suite Online and some of the SMART Activities teachers can use for review, assessment and/or engagement.

For these quick sessions, I created two activities for my teachers to participate in as students: “Shout it Out” and “Monster Quiz.”  Teacher joined my room and tried these two activities.

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The teachers who attended commented that they could see many different ways to use these and the other activities.  We talked about how using activities like “Shout it Out” give all students a chance to offer feedback.

Today, a teacher who attended one of the sessions stopped me in the hall.  She was so excited because she used “Shout it Out” as part of a discussion, and it worked so well.  She told me that all students shared ideas in all three of her categories (including the students who do not normally participate).  She was so appreciative of having a chance to learn something during a PD session that she could quickly use in her classroom – and something that helped engage her students and get feedback from all of them.

She also shared that she’d thought about not trying SMART Suite because she wasn’t sure how it would work and it was an important lesson.  But then she pushed herself to try something new because she knew it had potential to improve her lesson.  Kudos to her!

I am thankful this teacher shared her successes with me. I appreciate her enthusiasm and her willingness to try something new!  And if it hadn’t worked well this time, that would have been okay too – she would have taken a chance to help improve her classroom.  What more can we ask for from our teachers.

PD to Practice – Just how it should be!  #PDtoPractice

 

 

PD Choice & Collegiality

In the five years I’ve been our school’s tech coach, one of my main responsibilities has been designing and implementing our instructional technology learning and professional development.

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As a part of that professional development, our administration designates one hour each month for instructional tech pd sessions.  While one hour a month is not a lot of time, by maximizing our time and providing support in between, our instructional tech pd has been able to help teachers and their students maximize instructional technology.

The format of these once a month sessions varies.  We’ve done whole staff sessions, small groups, online self-paced sessions, and everything in between.  I’ve tried to make sure our teachers have variety over the course of a year and have some choice in what they do.

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The sessions always tie to whatever our school goals are for the year –  our technology goals or other instructional goals.  This year one of our instructional technology goals is to increase the frequency with which our teachers take ISTE Standards for Students and Educators into account when planning student learning.  With all teachers have to do to keep up with their content standards, AP requirements, benchmarks, end of course tests and more, we know this is a tall order.  But our teachers are phenomenal and want to make sure their instruction helps prepare students for life beyond our walls, so they know technology standards are a part of that.

Because of this focused goal, each time we have instructional technology sessions, we make sure we’re being mindful of our choices and deliberate with how ISTE Standards tie into those choices.

Share sessions

Which brings me to what we did for our February session.  Our sessions are the first Wednesday of the month from 8-9 am.  Feb 7th our Technology Teacher Leaders and other teachers volunteered to lead “Share Sessions.”  Each session was 10 minutes long and gave participants a glimpse at a new tool or new method for using a tool.

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We started off at 7:45 with some coffee and donuts.  This time gave teachers a chance to just talk – something we often don’t have time for in our busy days.  This “soft start” also gave teachers a chance to talk about what topics/sessions they were interested in attending.

Each teacher-presenter created a slide in our shared Google Slides.  I shared these slides with all teachers the week before so they could explore what we were offering.  Teachers were able to go to whatever sessions they’d like based on their interests.  Each session was also tied to at least one ISTE Standard for Students.2018-02-07 08.17.59

 

 

At the end of the morning, each teacher completed a Google Form exit ticket.  Besides topic specific questions, they were also asked “What did you like about this morning’s format?”   Some of the responses included:

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  •  “It was nice being able to choose”
  • “I liked the flexibility; I liked the collegial sharing; I liked the relevance”
  • “I liked being able to select relevant sessions and to see practical applications”
  • “The PD choices were very open and you can use these programs in different content areas”
  • “I loved sharing with my peers!”
  • “I liked the short information format; you learn more in less time”

So, while I know our teachers learned useful information that morning, I also learned about organizing professional development.  Our teachers’ responses reinforced some important ideas:

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  • Choice is important – for teachers and for students.
  • Teachers are professionals and appreciate the chance to learn from each other.
  • Brevity is key for busy teachers.
  • Teachers want practical tips and application of ideas.

Several teachers told me they used ideas they learned in their sessions in their own classrooms that week.  Some followed up with me about additional coaching or co-planning lessons.  Success!

I love helping facilitate teacher sharing and learning.  DFHS teachers are the best!

#OneWord2018 – Positive

As New Year’s Day approached and I was scrolling through Twitter, I saw more and more educators posting their #OneWord2018.

I am not sure where the One Word concept originated (I’ve seen several websites and books on the topic), but lately I have been working to simplify my life. I was drawn to the idea of choosing a single word to guide me for the year instead of an entire “New Year’s Resolution.”  Seems easier to actually succeed.

I took a day to think about what word I might choose.  As an English teacher and avid reader, I LOVE words, and so many seemed like they would be good choices.  I looked at words other people were choosing because I didn’t want to pick something that everyone else was doing.  But then I decided I didn’t need to worry about that. I just needed to focus on me.

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So while there are at least a dozen other words I could have chosen, I settled on “POSITIVE.”

I don’t think I’m a negative person, but I wanted to be more intentional about focusing on the positive no matter what the circumstances.  This does not mean being a “Polly Anna” or ignoring truly difficult situations.  But I know I want to look for the good in people and in situations.

Who knew my decision would be tested so early in 2018?  We returned to school/work on Jan 3rd to find no wifi available to students and limited teacher access to the internet.  Over the next 2 days, as the network team worked to get us back online, it pretty much ended up that almost no teachers, staff or students had internet access or printing access.

This was definitely a time that I could have chosen to focus on the negative (and I definitely had some frustrating moments), but I tried to keep in mind #OneWord2018 #Positive.  I was able to help teachers who needed alternate plans. I was able to teach a class for a teacher who had to leave.  I was able to shop for the items for our STEM Lock-in.  I was able to prepare the items for our District Magnet Fair.

Seems like POSITIVE was just the right word for me so far this year.  I plan to maintain that approach to work and my non-work life in 2018.

What’s your #OneWord2018?

Being ok with not being the Expert

Digital Integration Specialist (DIS) – that’s my official title, but it’s always felt intimidating to me.  “Specialist” somehow implies a level of expertise I don’t always feel I have.  I do have experience and I love to learn, so I guess that’s made me a “specialist” of sorts.  Sometime as the DIS, I feel like I have to have all the answers or know how to find them.  But sometimes that’s just not the case.

Last month, a teacher new to our school, @MsDeeegar, scheduled me to work with her and her chemistry classes on a breakout activity.  I’ll admit at first I was a little nervous. I didn’t really know anything about breakout edu or breakout boxes.  I’ve seen them at conferences and seen posts on twitter, but I just didn’t get it.  What do you actually do?  What do the students do? How does it work?

So, I did what most learners these days do – I searched online.  I went to https://www.breakoutedu.com/ and read some.  But it was when I watched videos of teachers and students in action that I started to understand what it was all about.

Thankfully for me the chemistry teacher, Kat Degar, did all the work for this one, and I was just there to support.  I did the legwork of borrowing the necessary boxes from another school in our district (thanks, @ImsSpedTechno !)and helped manage the papers and locks as needed during and between classes.  Using the breakout boxes does take quite a bit of prep work and setup.

Watching the students solve the chemistry problems and get into the boxes helped me see the “soft skills” the students learn by doing breakouts such as communication, critical thinking, collaboration and perseverance.  These skills are so important!  By wrapping her chemistry test review into a breakout edu project, Ms Degar expanded what students were learning.  She was focused on the standards and content, but also realized the value of a high level of engagement and the importance of problem solving.

I’m grateful that Ms Degar reached out to me and was willing to bring me in to her classroom when it was clear I didn’t know what I was doing.  This was a chance for me to assist and learn while doing.  I’m now working on getting our own breakout boxes and sharing this with other teachers.

Sometimes it’s fine not to be the expert!

 

Showcase Learning: Student Portfolios with Google Sites

The school year is underway, and learning is happening everywhere everyday!

One challenge facing all students and teachers is determining how best to demonstrate that learning.   Students needs to be able to share what they’ve learned in big and small ways.  It’s also great to be able to show growth over time.

Student portfolios are great for showcasing student learning and any work students do. So far this year I’ve had the privilege of helping two different groups of students get started with portfolios:  our AP Studio Art students and Statistics students.AP Art Portfolios 1

The new (not so new anymore) Google Sites is a great platform for their yearlong portfolios. The interface is intuitive and works seamlessly with the other Google tools the students are already using as part of G Suite for Education.

In both the art and math classes, students had their sites up and running in just a few

 

minutes.  For now, due to domain restrictions, the students’ sites are internal only;   students are able to share their portfolios with their teachers and other students. At some point I’d love for them to be able to share beyond our district.AP Art Portfolios 2

 

 

The art students started their portfolios in their very first class on the first day of school. I love the vision the teacher, Ashley Quam, helped create right off the bat.  Students will share their portfolio art pieces, not just when they are finished, but while they are in progress.  The students are also writing about the process, their chosen media, and reflecting on their pieces and connections to the course themes.

Last week, I  had a chance to ask Mrs Quam how the portfolios were going.  She told me that it was going well, and that because she’s able to see the portfolios as the students are working, she’s able to see parts of their creative processes that she was never able to see before.  That’s awesome!

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In Enevelyn Hyatt’s math class, the students will create portfolio entries where they explain the key concepts and application of those concepts.  This ranges from analyzing statistics in online articles to creating a video showing their carnival games.  Besides the math skills they are demonstrating, they also get a chance to practice reflection and clear communication.

 

 

I love that I get to be just a little part of these experiences for students.  I really do have the #BestJobEver  

#foxpride #pridein5 #foxeslearn

 

 

Week One – My thoughts

Today marks the end of the 5th day of classes for our students.   That means we’ve done ONE FULL WEEK!  Congratulations to our students, teachers, staff and parents.

In addition to 5 days of classes, we had 4 teacher days before and another day of student registration.  And on top of that, many of us have worked other days as well.

I wish I could say I have some amazing great reflection or analysis of those days, but, alas, that’s not the case.  But I can share a few observations.

  1. I love teenagers!  It really is true. 
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     In the last few weeks, I’ve had students make me laugh and make me cry (in a good way).  I’ve worked with students who gave up their last days of summer to help us get ready for school.  Their commitment, energy, and enthusiasm is contagious. I love working with them!
  2. Attitude matters!  It’s amazing how two people can have vastly different experiences with the same situation.  So often that depends on their attitude.  I know we can’t always be positive all the time, but trying to be positive when you can makes such a difference.
  3. Excitement is contagious.  I love watching excitement for learning move in a school.  You can almost see it flow down the hall from child to child and room to room.  IMG_4195
  4. Communication is key.  Knowing what is happening and why it is happening makes all the difference.  Being on the same page is possible when people communicate effectively.
  5. Asking for help is essential.  I will be the first to admit I like to be in control and do things myself.  I struggle with asking for help.  But I have had to do that in the last few weeks, and what a difference it has made!  We’ve all heard the saying TEAM – Together Everyone Achieves More.  I can say that asking for help and working with people is a great way to make that happen.

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I am SO excited about what this school year is going to bring.  We have new administrators, new teachers, new staff, and of course, the 1780 students who show up everyday to learn.  Granted not every student (or adult) is at his/her best everyday, but we’re still there and in this together.

May 2017-18 be the best school year yet!

#foxpride  #pridein5

Hey, Mom!

JJ and MommaWhen I had the opportunity to move from being a classroom English teacher to being our school’s instructional technology coach, one of my biggest concerns was whether or not I would be able to develop the same types of relationships with students once I no longer had my own classes.

Because, as all educators know, it’s about the helping kids!  Of course, helping kids depends on building relationships with them.  And, to be honest, it’s not just about what the kids get out of it.   Having positive relationships with kids is the fun part for us too!

While I do not have the same kinds of relationships with students that I used to, I am please to report that I have developed different types of relationships; ones that are valuable and still fun.

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I had not realized that instead of knowing mostly my students in my own classes, I would have the opportunity to know almost all of the students at school.  I might work with an honors English class one block and then see some of the same students in an art class later in the day.  I’ve had the opportunity to see students working at a variety of projects

and subjects, so I’ve had a chance learned more about them and see their different interests and talents.

In my role as “the iPad lady” for the last four years, I have had much more of a presence on campus than I ever would have imagined. I love when students I may not know very well greet me and call me by name.  I am not always great with names (especially at a school of 1700+), but I still love to talk to students and learn about them.

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I have also loved working with students on our iTeam (worth a separate blog post).  These students are our volunteer tech team – an all around great group of kids.  In addition, participating in Shadow a Student day and being a part of our STEM program gives me more chances to get to know students.

Another way I’ve gotten to know students is through our mentoring program.  This program has varied through the years, but the first time I signed up I was skeptical about what I had gotten myself into.  “Randomly” tracking down my mentee about once a week and trying to talk him/her about school, home, or whatever the students wanted was awkward.  But those relationships grew.  One of my proudest moments was seeing a student who had been an “at risk” 10th grader when we first met walk across the stage this June. I was SO proud of her!

I will have to admit I have two favorite students at school – my own two daughters. It is one of the greatest privileges of my career to get to work where they go to school.  I love when I happen to help in one of their classes or run into them in the hall, or when my youngest hollers “Hey, mom!” across the commons as she heads for class.
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But a strange thing has happened these last few years. Besides being mom to my own daughters, I’ve found that other students have “adopted” me as a school mom.  Often when I hear “Hey, mom!” or “Momma!” in the hallway, I have to look to see which of “my” children it is.  I also think it’s funny when I can tell that other students are thinking: could those four students walking down the hall (all colors, shapes and sizes) really  be my children.

Whether they are mentees, iTeam kids, friends of my children, or any other students at our school, I know my life is better because of the relationships we have.  I am thankful my job still provides me way to develop relationships with some pretty amazing young people!