No Excuses

It's been over a year since I've last written a blog post.

I have four drafts since last August, but I haven't completed them. I did get around to developing titles for them, though.

• Seven Months in an  Affluent School - Lessons Learned
• My Fourth Middle School in Three Years
• The Importance of Building Relationships
• Lessons Learned

In addition, I keep making excuses for why I haven't written any posts. The vast majority of them all come down to time. This past year, I devoted a large amount of time to working in my building; including working 12+ hour days, and spending countless weekends with school-related stuff spread out all over my dining room table. I know many educators would respond with, "That's just how it is, especially when working with high risk populations of students."

It really shouldn't be that way, though. I've worked with high risk populations the majority of my career and managed to find a reasonable work/family balance. In addition, I always had a small amount of time to think outside the box to develop solutions to pressing problems. I've also made time to keep up to date with trends in education through the Marshall Memo, EdWeek, ASCD, MindShift and of course my absolute favorite PLN, Twitter!

Once again, I didn't do any of that this year, though; and I suffered for it. I feel I worked very hard this past year, but not nearly as smart as I should have.

That's why this post is entitled "No Excuses". I don't have a valid excuse for not posting this past year..or not doing any of the things which energize me on a professional level. Yes, I had a challenging year, and yes, I didn't use my time as wisely as I should have. Just as I have done in past years, I am making my "New Year Resolution"  at the beginning of a new school year.

Don't let school get in the way of my education. 

Sound familiar? Mark Twain said something similar. Of course, he meant for us not to let going to school get in the way of learning about the world around us.  My biggest strength is to look at a problem and take creative measures to develop and implement a solution. I'm taking Mr. Twain's thought a little more literally. If I let myself get bogged down with the everyday issues I have to tackle in my building, I will not be good to anyone. If you are feeling overwhelmed, take a moment to center yourself again. Do something that gets your creative juices flowing. Need an idea on what to do? Here's a REALLY COOL INFOGRAPHIC with 40 of them.
 
I'm approaching this school year with a really different mindset than last year, and I know I will be better for my students and staff because of it.  I challenge you to do the same!

How is Your Master Schedule Looking?

Spring...a time in the realm of public school education that is better known as the roller coaster ride. It's a wild ride after spring break! In the midst of year-end assessments, award assemblies, and IEP meetings looms something that keeps many school administrators up at night...the master schedule!

For some, it is a spreadsheet. For others, it's a series of sticky notes on a white board. For me, it's a board filled with magnets of different colors. I'm kind of crazy that way. I sincerely enjoy working to solve the very intricate puzzle/house of cards that makes up the schedule in our building. Someday, I'm going to teach a class on master schedule construction. Regardless of what your method of master schedule instruction looks like, here are a few points to consider as you construct the schedule for your own building. 

Does your schedule line up with your school improvement plan? 

• What are your building's goals? Does the current structure of the schedule support those goals, or does it hinder them? For example: If you want to promote the effective use of the PLC framework, do your teachers have opportunities to plan together during the school day? Do your exceptional education teachers get to plan with teachers they collaborate with? 

Does your schedule accommodate your exceptional students? 

• When thinking about exceptional students, don't forget to take into consideration those students who are in gifted or honors-level classes. Is a student enrolled in Algebra 1 also able to take Earth Science if they want to? On the flip side, is a student able to take self-contained english and collaborative social studies while being able to get their first-choice elective? I'm not saying you should be able to honor every student's course request, but you should construct a schedule which would enable you to accommodate most of them. 

Does your schedule make your teachers' lives easier? 

• When I first started creating a master schedule for this school year, I was pretty proud of myself that things were coming together so easily. Then I started to take a closer look. While the schedule looked like it was going to work, things were going to be difficult for the teachers; especially for those teaching more than one subject/level. The way the schedule was originally set up would have required teachers to teach multiple sections on any given day. By moving around some sections, I was able to construct schedules which more or less had teachers teaching the same course back-to-back, or one section on one day, and another section on another day. 
• On another note, don't leave your teachers in the dark about the scheduling process. Talk with them about the process. Answer their questions. Get their opinion on possible scheduling scenarios. It's likely in this day and age the teachers in your building have been there longer than you have, and have seen things done several different ways. 

In the end, make sure your master schedule is what's best for kids. If it doesn't work for your students, it won't matter how pretty it looks. It's simply not going to work in the long run. That being said, don't be afraid to get creative as you construct your schedule. Just remember to be transparent about your process. 

What's More Important...Computers or Skills?

I can honestly say these past two years have been an incredible learning curve for me. I had an opportunity to change jobs, not once but twice, and took both of them! The first was a lateral move from one school to another in the same division. The building itself was the same exact floorplan of my former school. They even underwent renovations at the same time. The layout was where the similarities ended. Each school had its own distinguishable heartbeat. The students, staff, parents and community members made both buildings amazing in their own unique ways.

Just when I felt as if I had my bearings about me in my new environment, opportunity once again arose. Timing however, was lousy. The position had posted at the end of August, and I was excited about starting the school year where I was. We were scheduled to get Chromebooks for every student, and were anxious to see how this would change how teaching and learning would take place. Regardless, the position was an advancement that was too good to turn down. Needless to say, I got the job!

For the third time in my career, I was starting a new position in a leadership role after the school year had already started. While it seemed really inconvenient at first, I ended up being really glad things happened the way they did. I got to see a school full of students and teachers experience 1:1 learning for the very first time. A week and a half later, I was in a completely different school system working with students and teachers who have known 1:1 learning for over a decade. 

Looking back on the experience, I learned something pretty valuable. Just because you have given every student in your building or division a laptop, tablet, or Chromebook; it doesn't mean you have done anything innovative. How that tool is applied to the instructional process determines innovation. We live in an age during which the majority of our students in the US have access to some form of mobile technology in their daily life. Kids are walking into school expecting to have access to technology to complete their schoolwork, record assignments, and work on projects. Collaborating and sharing online are second nature to them. 

Things like presenting, organizing, problem solving, and working with others, however, are not necessarily second nature. I've seen plenty of people who know their way around a computer who don't have any of the other "21st Century" skills I mentioned above. 

This is a time of year during which many of us in education turn towards the planning process for the upcoming school year. Some of us may be tasked with preparing for a 1:1 initiative. My advice to you? Make sure your teachers and staff are comfortable with teaching 21st Century Skills, or those skills needed to be successful in the modern learning process. If they aren't, you are just going to end up with a lot of kids who know their way around a computer. We have plenty of those already. 

PLC vs PLN?

This past weekend, I participated in a Twitter chat called #satchat. In my opinion, it is one of the best run edchats out there right now. Though it takes place at 7:30 in the morning, I try my hardest to participate each week, as I am always learning something new from the amazing people who also participate. It's a HUGE component of my PLN. The topic was centered around the concept of ensuring students are learning in an environment that will help them to succeed in a world that is growing smaller by the day thanks to advances in technology. During the chat, educational best practices were discussed, including the use of the PLC (Professional Learning Community) framework to drive instruction. One of the chat participants brought up a very interesting question - is there a difference between an PLC and a PLN (Personal Learning Network)?

I've spent the past couple of days seeing what other people say about this. 

Lorraine Boulos shares the following in her blog, Making Shift Happen. It seems to me the "PLC" has become synonymous with Professional Development and often, it is the principal, consultant, coach, or whomever the "Instructional Leader" is in the building, that decides what everyone needs to learn about.  How and why does this happen?  These instructional leaders are not just being arbitrary. They are looking at student results, looking at the gaps, and then they are using professional resources to determine what is the best strategy to meet the needs to close those gaps.

Furthermore, Russell Munkler put together a great slide presentation to help explain the difference between the two: http://www.slideshare.net/rmunkler/developing-your-pln

From what I can best gather, a PLC is goal and data driven - within the field of education, that goal is usually student academic success. A PLC is basically designed to function for the good of the group. A PLN, however, is designed by the individual, and its purpose doesn't necessarily have to be aligned to that of your school or organization. A PLN is broad, and it doesn't share the constraints of time or location usually placed upon a PLC. In addition, the "P" in the PLN appears to be interchangeable. While in most cases, the "P" stands for "personal", I've also seen it stand for "professional". 

If you read back to my other posts, you'll find I am a BIG fan of the PLC framework. I've witnessed AMAZING things happen as the result of educators buying into and working as a PLC. That being said, I am beginning to wonder if we shouldn't shift our thinking. Is the PLC too constraining? Can you still have a common goal working through a PLN? If we are asking our teachers to prepare students to be successful in a global society, I think it is something worth looking into! 

Thoughts??? 

Lencioni is Right

Image found on http://platinumbusinessstrategies.com

Lencioni is right. That whole pyramid is pure genius. If you want to achieve a goal, then you have to start from the bottom and work your way up, especially if you are new to an organization. Even if your position is that of a leader, no one who works under, above, or alongside you has to put their absolute trust and faith in you on day one. 

So I’ve been in a new building for a little over four months now, and I know exactly what it feels like to be on the bottom of that pyramid. However, I’ve also had some experience in climbing it. Since I can be sort of a klutz, I’ve learned slow and steady is the best way to do it. I’ve been working hard these past few months to establish relationships with my colleagues and build trust. Building that trust is a two-way street. While people are figuring me out, I’m figuring them out as well. It makes me wonder if I should consider a different model of pyramid to refer to.

Image I Created

Perhaps, I should take the route of the individualized pyramid approach. Not unlie an IEP, everyone, or at least every department gets its own pyramid. It’s a pretty fair assumption that I am further up the pyramids pertaining to those I work closest to. My other thought involves the use of a “skewed” pyramid of sorts like the one the left. 

With people entering and exiting an organization, and new initiatives coming and going, I'm not sure there are many who have the opportunity to climb such a pristine pyramid like the one above. At least, in my world, the one on the left is a little more realistic.

Regardless of what your pyramid looks like, one cannot deny that a pyramid exists within every organization. Make sure you are well equipped to scale the one that exists in yours! 

Remember the Past, But Always Be Present

I absolutely LOVE working with kids because it gives me a legitimate reason to keep up with pop culture. If it wasn't for children, I may very well have succumbed to a life of "90s music stations and watching NCIS years ago. Not that there is anything wrong with either...

Today was one of those days that I was happy to be living in Virginia...71 and sunny at it's highpoint...at the beginning of February. I paid homage to the Beetle convertible sitting in the garage by washing her off, shining her up, and driving her around town with the top down in this GLORIOUS weather. At one point, Wil Smith's "Summertime" came on the radio, and it almost felt like summer (if you could forget about the fact that all the trees were bare). I have to admit that I probably did turn up the volume to a slightly obnoxious level at one point today. 

I bring this up because while I enjoy a '90's moment like that from time to time, I also work very hard to live in the present. Why? Because it is what the kids I work with on a daily basis are living in ALL THE TIME.  

It makes me cringe sometimes when teachers and staff members I work with reminisce on old materials they worked with, and wonder why they can't work with them anymore. Living in the now is a very important concept when working with children. It's all they know. The past is "old school" to them, and they treat it as history as opposed to nostalgia. While it is OK to be nostalgic about Cole Porter, Frank Sintra, The Beatles, Aerosmith, NKOTB, or Britney Spears...yes, Britney Spears; as educators, it is so important to have the ability to acknowledge the past, but live in the present. Your students live in the present. You need to be able to relate to them. There are actually organizations in corporate America that encourage it's staff members to to read People magazine. 

Take time this week to truly relate to your kids and the world they live in. You may actually enjoy it! 

Getting Ready For A Safety Audit, and Blogging About It!

The nice thing about preparing for a safety audit within a few months of starting a new job is that I get to learn my new building inside and out in record time. The audit performed by our school division is pretty comprehensive: over 130 pages of checklists and requests for artifacts. Ratings range from "fully implemented" to "not implemented". I actually spent a good chunk of my winter break pouring over these checklists to make sure I had all my ducks in a row for a successful safety audit.

Here are some things I learned in the process:  

Review your previous audit, even if it was from a few years ago, and criteria have changed.

• What were commendations and recommendations made by the audit team?
• Are there any recommendations that weren't acted upon? Why weren't they? 

Have a variety of different people perform a "pre-audit" of your building.

• People who don't visit your school on a daily basis are a great resource because they will look at the safety of your building from a completely different perspective. 
• Ask staff members to tour parts of the building they wouldn't normally go. You will be surprised with what they will notice!
• Talk with your parents and students. Get their thoughts on how safe they perceive their school to be. 
• Police and Fire Personnel – Many secondary schools have police contacts, but not everyone takes the time to include the local fire captain. Reach out to them. Invite them to tour your building and give them an open invitation to your safety committee meetings. These individuals can be especially helpful in making sure drill procedures and routines in place are appropriate for the situation. 

Keep your safety related artifacts in one location.

• Each section of the audit in our division has a page that tell us which artifacts the team will be reviewing.  Much of the time I’ve spent preparing for this involved gathering these artifacts. They include copies of facilities manuals, MSDS information, maps, protocols, and handbooks. Thankfully, most of these are available in an electronic format, and the school system allows us to share the artifacts electronically. I took these artifacts and loaded them to a Google site I created. This way, auditors only have to go to one location to look at our artifacts. 

Many school divisions perform safety audits of their facilities every two or three years. Safety protocols and procedures can be effectively reviewed on off years by maintaining an active committee tasked with making sure components of the protocol remain relevant. Keeping those components in a format that is easily revised (like Google Docs) is helpful when corrections/additions need to be made. 

When to Favorite, and When to Reply

Everyone loves a good list. Though I had been on Twitter for a few years, I didn’t become a regular at “Tweeting” until this past year. It was a New Year’s resolution to do so, and I did a pretty good job of sticking with it. One of the things I had to get the hang of has to do with favoriting things. I have over 1200 favorites on my Twitter feed, and I don’t know why I favorite half of them. Upon reflection, I have actually been able to put my Tweets into three categories

• “Thank You” Favorites – For those times when I clicked on that star as an acknowledgement of a comment or a mention.
•  “Great Point” Favorites – Given when someone made a great comment or point.
• “Purposeful” Favorites – Given when I came across a Tweet that contained an awesome quote, picture, or link. Something I would want to save for later.

That being said, I would like to share five of my favorites for this year. To see all of my favorites, follow me @JaimeStacy.

#5 – Quote by Rick Dufour. While I feel it is absolutely essential for educators to believe that all students can learn, I believe it is important for teachers to build and sustain a toolbox they can draw from to work with students who aren’t learning. https://twitter.com/edunators/status/306820940120088576/photo/1

"Don't tell me you believe all students can learn. Tell me what you do when they don't." Rick DuFour

#4 – A Quote by Sir Ken Robinson "If you sit kids down doing low grade clerical work, don't be surprised if they fidget a bit."

                  If you haven’t seen his “Schools Kill Creativity” TED Talk, you need to. I still see too many worksheets being used where a different activity could be substituted.

#3 – A great representation of the theory of innovation for educators. I especially like the part about the “wood”.
http://theasideblog.blogspot.com/2014/08/resource-roundup-pencil-metaphor-point.html

#2 – From Edweek – Tips for giving feedback. http://blogs.edweek.org/teachers/coaching_teachers/2014/03/tips_for_giving_feedback.html

These came out near the end of the school year, right at a time when I was giving year-end evals. There were some great suggestions here.

#1 – “Be More Dog” Video – This is a great video to show when you want to encourage people to get out of their comfort zone. 

https://www.youtube.com/watch?v=iMzgl0nFj3s&sns=tw

Now that I’ve gotten the hang of Tweeting, I am going to be a little more discriminating with that little gold star. I will only favorite something that I truly want to save. Basically, that means I will only save my "Purposeful" favorites. However, that does NOT mean I’m going to stop acknowledging the “Thank You” or “Great Point” favorites. Instead, I plan on replying to that individual to acknowledge their comment. After all, if someone took the time to think about something I said or posted, I owe it to them to respond in kind. Of course, I may have to rethink that if I get a zillion replies!

Holidays Aren't Always Happy

I remember working with a student who was having behavioral difficulties, and was often falling asleep in class. Getting to know him and his mom, I learned that they lived in a motel room off the highway. Mom worked in a fast food restaurant. Most of the time, she worked the closing shift, meaning she did not get home until close to midnight. This meant her son was alone in a motel room in a sketchy part of town from the time he arrived home from school until mom got home from work. This also meant he had to wait until close to midnight to get supper. Supper by the way, was the leftovers from the fast food restaurant.

Each year around this time, I wonder what ever happened to them. I wonder how happy their holiday season was. I wonder how that child felt when winter break began for him? He wouldn't be getting school breakfast or lunch, just whatever mom would be bringing home from work late at night? I wonder what that stuff tasted like the next day? I can only imagine what it was like being in a drafty motel room day in and day out for two weeks while mom worked. Were there presents? Was there a proper Christmas dinner? I know they had no other family, and that must have been lonely. The student eventually ended up living in a home for boys somewhere in the southwestern part of the state, and mom vacated the hotel room. I'm not exactly sure where she ended up.

I bring this up because it is important for us as educators to remember that the holiday season is different for everyone. While I'm happily bounding out the door on the day winter break begins, I know there are others who aren't looking forward to these coming weeks. Do they get to go home to heat, light, good food, and a safe place to call home? Not always.

It is so easy to get wrapped up in our own lives this season, whether we are thriving or surviving. In the coming weeks, be mindful of those you work with. While these can be times of joy, excitement, and wonder; they can also be times of stress, sadness and despair. Even those of us with a roof over our heads and plenty to eat can feel down this time of year. This may be due to the recent loss of a loved one, or financial stress from a recent layoff or pay cuts so easy to get wrapped up in our own. In your actions and conversations, keep in mind the reason for the season. Be sure to model and celebrate those things we call can learn and grow from: compassion, kindness, and, thankfulness.

The Thankful Administrator

Thanksgiving is, by far, my favorite holiday. My transition from 11-month employee to 12-month employee has made it so that I don't get the day before Thanksgiving off anymore. However, it DOES ensure I get to host Thanksgiving dinner this year. Yay! I'm actually saddened by the fact that Christmas commercials are already dominating the airways so soon. Thanksgiving deserves its rightful place, and I feel lucky to be the one cooking that most important feast for my family.

Speaking of Thanksgiving, I have had the privilege of working in and studying in my fair share of schools, and in each school, I've had something to be thankful for.

• As a student, I went to a high school that was so old, the first person to walk into homeroom every morning was responsible for reaching their hand in a boiling hot radiator to flip a switch that would turn on a blower to get the classroom warm. Equipment was old, floors were creaky, and there was always this musty smell... However, I was thankful for the experiences I had as a student there. I never really thought about the environment so much as I thought of the teachers who helped to shape who I am. They accomplished so much in spite of their environment.
• I chose to spend my college years in an urban university in a southern state. Having grown up up in a sleepy New England suburb, it was certainly an eye-opening and life-changing experience for me. It is an experience I am thankful for because it has allowed me to look at the world from a variety of different lenses. 
• As a teacher, I was thankful to have a classroom that was well equipped with a supportive administrative team. I never had to teach "a la cart" and I rarely had to give up my instructional time in lieu of assemblies, testing, or extra remediation time. I'm also thankful for the incredibly knowledgable and supportive mentors who have helped me become the educator I am today. 
• As an administrator, I am thankful for the diverse learning environments I have had the privilege of working in. I have learned just as much working in a school that serves an affluent community as I've leaned working in an at risk community. Every single staff member I've worked alongside has been amazing in their own way, and I've learned from every one of them. Bottom line? Every school has its challenges, and they all provide opportunities to learn and grow. 

As time progresses, the craft of teaching and learning has not become easier, and it is not going to. We as educators did not enter this profession because it was going to be easy. We chose this profession to make a difference. In this season of giving, be sure to take some time to reflect on all that you are thankful for. Being thankful can actually be a pretty empowering experience...if you let it.

Ten People To Follow

A New Year's resolution of mine this past year was to see what all of the buzz was about on Twitter. That one thought was a complete game changer for me. Using Twitter has opened up a whole new world of professional development possibilities for me. 

In addition, those possibilities are not limited to the field of education. Several people I have followed are passionate about leadership in general, and I've learned so much from them because of their passion for leadership an what they have accomplished as a result of that passion. 

Below are ten individuals I have followed this past year. They are only 10 out of over 700, but they are 10 who have helped to put my own thoughts on leadership and education into perspective. I also chose these people for three key reasons: They are passionate about their craft, are willing to share, and follow some pretty amazing people themselves! By the way, this list is in NO particular order. 

Scott McLeod @mcleod - This is the guy who writes the Dangerously Irrelevant blog. He is a regular on several Twitter education chats. He promotes innovation and change in education, and has some great ideas on how to make that change happen. He's actually one of the first people I followed. 

Rick Wormelli @RickWormelli - Rick Wormelli's thoughts on standards-based learning really helped me to explain the process of sandards-based learning and standards-based grading to the staff I worked alongside last year as we were all wrapping our heads around this SUPER IMPORTANT concept. In my opinion, his thoughts can be an absolute game changer for any school or school system that is willing to adopt them. 

Donalyn Miller @donalynbooks - This woman knows kids, and she knows reading. I wish I had enough money to have her come visit my school for a month. I am truly fearful that fewer and fewer students are avid readers. Donalyn Miller is passionate about reading, and is equally passionate about getting kids to love reading. She is the reason why I ask in an an interview, "What are you reading?".

Wade Stanford @wadestanford - Wade is one of the reasons I took such an interest in Twitter to begin with. Not only does he have some great ideas, but he follows some pretty fabulous people as well!

John Michel @JohnEMichel - USAF, and a good solid mindset on how modern leadership should look. He has some wonderful thoughts, and shares some pretty awesome articles and pictures, too. I've shred some of his articles with my fellow staff members.

Pam Moran @pammoran - You should always follow educational leaders within your region. I enjoy Pam because she is someone I aspire to be. One can tell that she always thinks with the best interests of kids in mind.

Wicked Decent Learning @wickeddecent - OK, I know I said I was featuring individuals, but this dynamic duo are fellow New Englanders, have a great point of view on the purpose of developing a PLN, and also post some great infographics.

Dan Forbes @DanVForbes - This guy is the reason I stepped outside the educational boundary of Twitter, and began to explore thoughts from leaders outside the field of education. He is also the founder of one of my favorite chats, #LeadWithGiants, what takes place every Monday night at 7:00 Eastern time. It is really fast-paced - 10 questions in an hour!

Tiawana Giles @TiawanaG - Tiawana is the founder of #TheTitleOneChat. She is an incredibly passionate leader and learner. She has a lot of great thoughts on building relationships within the school community.

Daniel Buhr @Cybuhr - Daniel Buhr is not an educator. He is, however, passionate about the realm of leadership, and has a lot of relevant thoughts on the topic. In addition, if you are lucky enough, he will respond to one of your tweets during a discussion with a follow-up question that really makes you think!

As I said before. This is definitely not the be-all and end-all of people to follow on Twitter. However they are people I have enjoyed following, and if you are of a similar mindset, should enjoy following as well. If you have any thoughts on other people I should follow, please comment!

By the way, you can follow me at @JaimeStacy T

The Grass Isn't Greener

So, the school I currently serve has a completely different structure regarding exceptional education students than I'm used to. I've always been fortunate to work with an individual who is in charge of all things exceptional education. It is all they do. That person, known as a coordinator for special education would review IEPs, host eligibility and triennial meetings, and would also be the individual who one could rely on as the expert on all things exceptional education.

Here, I work with a department chair for exceptional education, but otherwise, I'm it... I've had seven years supervising exceptional education departments in middle schools, but there has always been someone to monitor all things exceptional education, and they did a good job of it! I felt comfortable making decisions with them to guide me. Now, if I have a question, my answers are a phone call away, but its just not the same.

Something I've learned about transitioning from one school system to another is that the grass isn't greener on the other side...its just a different variety of grass, and that's OK.

I have accumulated quite a few stories like this over the past few weeks. Does that make me any less happy that I made the decision to work in a different school system? DEFINITELY NOT!!! I now have the opportunity to gain a whole new skillset; which is exactly why I decided to go for a position like this to begin with.

That being said, make sure your expectations regarding a new position are aligned with what your desires truly are. Because there will be other "unintended consequences" you will face as a result of your decision. Bottom line,  make sure you enter a new position with an open mind, and a desire to learn!

Keeping a Step Ahead Regarding Social Media

Today, we had a member of the Attorneys General office visit our students to talk with them about the precautions that must be taken when using social media. He gave some excellent advice to our students, and even took time to paint a picture of just how easy it is to get hold of your personal information, or even find out where you live or go to school.

When he asked if the students had Facebook accounts, I counted fewer than 15 students who raised their hands...these were 6th graders, by the way. Average age of eleven this time of year. When he asked if they had Instagram accounts, I could probably count no fewer than 15 students who didn't raise their hands. In case you were wondering, the minimum age to set up either of these accounts is 13. Hmmmm...

I think about my niece who had two Facebook accounts...one her family knew about, and one her family didn't know about.

Of course, Facebook is passé...if you are a tween or teen. I still like it. But I'm not 12. Its great for keeping up with people I knew in high school; and let's get serious for a moment...Where else would I post pictures of my cat???

Twitter is still pretty popular for tweens. But there are other platforms out there which allow them a little more anonymity. Snapchat, Kik, YikYak and Ask.fm are just a few of what are out there. Unlike Facebook and Instagram, sites like Ask.fm and Snapchat are not based in the United States, and obtaining information from them isn't the easiest. In fact, Ask.fm is based in Latvia, and has been linked to several suicides. You can read more about it by clicking here.

When working with middle school students, or any student or child for that matter, it is in your best interest to keep up with the latest trends in social media. The more knowledge you have about social media trends, the easier it is to handle a situation when it arises. You may also want to take a look at this Socialnomics video which showcases the state of social media this past year.

I'm glad that I didn't attend middle or high school in this age. I know I mentioned this in previous postings, but I was bullied something terribly when I was younger. I can only imagine how it would have been in the age of social media. Kids have a lot of advantages with growing up today. However, with those advantages comes a significant responsibility.

When working with kids, keep those thoughts in mind. I'm not going to say they have a lot more to handle than we ever did; but they have a different kind of burden to carry. It is a generational burden. They are going to stumble along the way, and they are going to need help recovering from their bumps and bruises. Most importantly, they are going to need help navigating this terrain. Keep this in mind when you work with students who get in a sticky social media situation. Be sure to keep yourself educated and informed so that you yourself may educate and inform them. Its more important than ever to be a lifelong learner. Take what you learn, and use it wisely.

So Much Data!

Data driven instruction is where its at. You give the assessment, analyze the data, find the strengths and weaknesses, and reteach/remediate based on your findings. It's a cyclical process.

A few weeks ago, I was having a conversation with the math department chair, and we were discussing this process as we were laying the groundwork to help guide teachers in their development of growth goals for the coming school year. The process for this practice has traditionally been to look at the previous years' assessment data for last years students to determine the instructional focus for this year.

This process, however, has a flaw. What about results pertaining to the students you have this year? What about the progress those students made last year? What about what they are missing? Is that data important? Of course it is!

I did some serious thinking on the topic, and came up with this:

• Year-end assessment data is valuable. It's probably more valuable for teachers though. However, full state assessment data isn't usually available until mid July, and by that time, teachers are well into their summer vacation. In most cases, they don't even see this data until August when they are stressing about a new batch of students and getting their classrooms ready. If teachers are provided with this data before they left of the summer, they could develop a plan to address their own instructional weaknesses during the summer.  
• Pre-assessment data is also valuable. It's a valuable tool to help teachers determine what the students don't know. If teachers don't know their own weaknesses, however, how do they know if they are adequately prepared to reach this new group of students? 
• It is still relatively difficult to access and pull apart assessment data. For example, I spent a good deal of my Sunday afternoon trying to figure out what our exceptional education students were struggling with on our state assessment tests. I could easily find out what our entire school was struggling with, but that doesn't help me when I need to focus on specific subgroups or classes. What's up with that?

I feel pretty comfortable with saying that we are in a better pace with instructional data than we were even a few years ago, but there is still a long way to go. Why should we have to wait until mid July to obtain data that would help teachers grow as professionals. In addition, the data we are using should also be able to tell us a little bit more than it currently does. I think of data I encounter in everyday life: my credit card statement, the gauges on my car, all those infographics I find on the Internet, and even my Starbucks app...they are all easier than what the majority of us are asking teachers to make sense of.

I've said this before, it is my responsibility as an administrator to make sure the teachers I work with have the tools the need to be successful. This includes providing access to data that doesn't take hours to unpack and understand. Until the data comes to us in a more straightforward format, I need to make sure it gets that way before it gets in the hands of the teachers. This way, they will have more time to create meaningful and impactful lessons based on what that data tells them.

New Day, New building, New Perspective

For the first time in 16 years, I travelled to a different school system to go to work this week. To say it was surreal would be an understatement.

Day one was a whirlwind of new names, faces, procedures, routines, and expectations. I really put my "Lifelong Learner" persona to the test! There were meetings, introductions, trainings, and lunch duty...yes, lunch duty!  I'm so glad I took the time to get my office set up during the weekend. I'm also grateful for the staff members who took the time to make sure I felt at home!

What a Welcome!!! :-)

On day two, things calmed down a little...well, about as calm as a middle school gets. I got to visit classes on an absolutely amazing day. It was peer observation day. Like the school I just left, my new school also provides students with a 1:1 learning environment. Teachers who had something really cool to share with their peers placed a green card outside their door. I had an opportunity to visit some of these "green card" classrooms in the afternoon, and it was AMAZING! I saw collaboration, creativity, problem-solving, and infusion of technology at its finest.

On day three, before teachers and students came in, I had time to sit in m office for a minute and assess my surroundings. With my new office, I got half of my wish. I got a window! After nearly ten yeas of working in an office without a window, I finally have one. I'll admit I was a little disappointed that the window didn't have an outside view. However, it does gives me a GREAT view of the 8th grade hallway. What it also allows me to see is the reflection of a beautiful golden sunrise streaming in from the HUGE windows in the main stairway. It allows me to see the teachers arriving every morning, and I can say hi to the kids who walk by my office throughout the day.

While I haven't gotten everything I wanted yet (an outside view, for example), I have gained a new perspective on things, which is exactly what I was hoping for in this endeavor. Is this new journey going to be easy? No way! Is it going to be worth it? It already is.

Making a Transition

At this point, most of my colleagues know that I am about to make a transition. I am moving from an 11-month position to a 12-month position. I'm also moving to another school system. I'll admit that I'm both excited and nervous at the same time. While I have worked in three schools prior to my move, they have all been in the same school system. In the weeks to come, I will be putting my "lifelong learner" mindset to the test. While adjusting to a new organizational structure will take a little time, I know that my time in the coming weeks will be best spent learning as much about the culture and norms of the school community that I possibly can. I can't wait to see the kids!

I start my new position tomorrow. Thankfully, I had the opportunity to get into the building during the weekend and get my office set up. I spent time moving around furniture, hanging pictures, and unpacking boxes. I wanted that space to be a welcoming environment for anyone who visits my office from day one. I also wanted to make a statement: I'm here to stay. What does your work space say about you?

When I interviewed for this position, I told the panel that I felt I had a lot to offer. I also said that I had a lot to learn. I'm looking forward to putting that statement to the test!

Who Inspires You?

From http://edutopia.com

On Twitter, you have a little bit of space to say something about yourself on your homepage. Mine reads "Always a teacher first". There is so much I owe to the profession of teaching and learning. Teachers helped to make me who I am.

Edutopia has had some FABULOUS stuff on Pinterest recently. Last week's "pin of the week" really spoke to me. When I think about hiring teachers, I look beyond their academic skillset. I look for their passion, their creativity, their ability to inspire.

Once a teacher is hired, it is important to remind them why they got the job. It wasn't just because they were knowledgable of their content area. There was something in that interview that made them stand out from those around them. There was a spark. I am also of firm belief that it is our responsibility to tell our new hires that there are some within the building who unfortunately, are not going to be great role models for them. Those who are more seasoned will likely pick up on those toxic personalities, and stay away from them. Others may get sucked into that toxicity...misery loves company, remember? Keep in mind that it is not at all inappropriate to introduce your new hires to those on your staff who you think they could learn the most from.

I love this quote by Robert John Meehan because I truly believe that its simply not good enough to just be a lifelong learner. I've always considered myself to be a lifelong learner; but as I climb higher in my career, I have discovered the importance of surrounding myself with people who are uplifting and inspiring. Though I am kind of an introvert, I consider myself to be so fortunate to have an amazing group of friends, family, and colleagues who support and inspire me. They have helped me to become who I am. As time has gone on, I have become more cognizant of the fact that it is my responsibility to help those in the same way that others have helped me. It is my responsibility to be an uplifting presence in my building; no matter what I may be feeling inside.

The next time you are having a crummy day, be sure to remember that there are others in your building who are looking up to you. Though you are just one person, you matter a whole lot to those you work alongside. Don't let them down.

My First "No Office" Day

In my "Personal Professional Goals" post, I mentioned one of my goals this year was to maintain weekly "no office" days. What I mean by this is that I try to spend the entire workday outside my office. Yesterday, I tried my first. Overall, I would consider it to be a success!

from www.connectedprincipals.com

Was it easy? No.

Was it worth it? Definitely!

Here are some things that made this experience completely worth it:

• I got into 22 classrooms! It was AWESOME! The kids were like, "Dr. Stacy, I saw you in tons of my classes today!" I also got a lot of "thank-yous" from the teachers. I had some tell me they  never had anyone come in to visit their class that early. 
• I got some GREAT data to share! As I visited each class, I filled out a brief walkthrough observation form. It allowed me to indicate whether or not I saw an agenda or objectives, and state that agenda. It also allowed me to check off the types of instruction I saw: whole class or small group. In addition, I looked for things like use of questioning strategies, type of learning activity taking place, and the learning environment. At the end of the day, I made a copy of each form, and put them in the teachers' mailboxes. I plan on sharing an overview of my observations with the grade level during our next PLC meeting. 
• All sorts of fabulousness was observed! Since I am new to the grade level I'm working with; and since we have a LOT of new electives teachers in our building (5 to be exact), I visited my grade level and the electives teachers who are new to the building. I got to see some great instructional techniques in action. I saw a great example of student folders in Google Drive being managed, excellent use of Class Dojo, and some really creative problem solving in our STEM class. I'm going to ask these teachers to share their strategies with their PLC during "Teacher showcase" time in the coming weeks. 

While there is LOADS more to share, I like to keep these posts fairly short. We are, after all, busy people!

Here are some things that made this "No Office Day" more manageable:

• I come to work early. I get to work about an hour before I need to be there. I use that time to answer emails, organize my plan for the day, and work on any "desk projects" (data gathering and analysis, scheduling, project research). 
• I have a plan on how I want to spend the day. Do I want to see a specific grade level or subject area? Am I looking for a particular skill? Do I need to see how certain students are doing? These are all things I have ironed out before I begin my day. 
• I carry my laptop. Just because I'm not in my office doesn't mean I have to be completely cut off. I use it for taking notes, looking up something online, and yes, checking email. 

Did I spend the entire day out of my office? Pretty much. I did have to go to my office to handle a student discipline issue, and I also had to call a parent. Once I finished those tasks, I was quick to leave and continue visiting classes. 

Can I do this every week? I'm going to try. I can see where I will make plans for a "no office" day only to have them thwarted by a issue beyond my control. However, I can also see this practice being something that will put me an a position to be more proactive rather than reactive when situations arise; and when I can be proactive, I feel more productive.