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. 

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.

Stressed About Your Packed Calendar? Try Changing Its Colors!

A couple of weeks ago, I was looking at my Google Calendar, and feeling pretty stressed over the whole thing. Even though the school year hadn't begun, my personal and shared calendars were getting pretty packed with events. As I sat and stared at the calendar, I began to wonder what exactly was making me feel so agitated. It really wasn't any more jam packed than it had been in the past, but it was definitely irritating me.

Then I realized it wasn't the events that were stressing me out, it was actually the colors of the calendar that were stressful to me. Here is a snapshot of my calendar and shared calendars from this past week:

The colors used to represent everyone were hard on the eyes, and the colors didn't exactly scream serenity either. Because I really disliked my own color, I did some research on how to change it. You can find the directions for changing colors on the calendar by clicking here. 

I found a color I liked, but the color still didn't help enhance the scene. I then took a page right out of my art classes from middle school. I Googled hexadecimal color wheel images to determine colors which would compliment one another. After playing around a bit, I came up with a grouping of colors that was more pleasing to the eye:

These colors remind me of the flowers I have on my back deck in the fall; of calm, cool afternoons sitting outside with a good book. Perhaps when winter comes, I'll choose a different color palette. 

Could I have spent my time doing something else? Probably. However, I don't feel as stressed out when I look at my calendar anymore, and that makes a big difference in my perception of the day ahead. When I have a positive outlook on things, I'm more productive! A change in color can make all the difference in the world! 

Cool Videos to Show Teachers and Staff...And Maybe Students!

For as long as I could remember, the beginning of the school year has always been an exciting time. It seemed as if everyone returned to school with a renewed sense of energy and purpose. They were ready to be motivated and inspired.

When used properly, a motivational video can really work in your favor to emphasize a big idea, send a message, or put a grin on peoples' faces. While I've been exposed to quite a few of these over the years, here are some of the more recent ones you can use to enhance your next faculty, department or PLC Meting.

Be more dog: https://www.youtube.com/watch?v=iMzgl0nFj3s

• I LOVE this video for two reasons. First, I'm a lover of animals. Second, I LOVE the message. Some of us are unwilling to try new things because of our attitude or demeanor. This video shows what happens when a cat casts aside the stereotype of being a cat and tries being "more dog"! 

Socialnomics: https://www.youtube.com/watch?v=YV-3ZgLRnAc&feature=youtu.be

• Do you still have people on your staff who don't understand the impact of social media? Do you have people on your staff who completely understand the impact of social media. This video will certainly entertain and/or inform all staff members - no matter which end of the instructional technology curve they are on. 

Every Kid Needs a Champion: http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

• I came across this TED talk last year when I was researching information for our success class. Rita Pierson has been a teacher for over 40 years, and she has a very deep understanding of the importance of building relationships with students in order to help them succeed. 

My 12 Pairs of Legs - http://www.ted.com/talks/aimee_mullins_prosthetic_aesthetics?source=facebook#.U_knnrllW_l.facebook

• Aimee Mullins is an athlete and a runway model. She also had both of her legs amputated when she was a baby. Instead of portraying her disability, she portrays the opportunities and adventures she's encountered as the result of using prosthetic limbs. 

There are so many more videos out there: Ken Robinson's "Schools Kill Creativity" Video, The "Herding Cats" commercial, the "212 Degrees" video, Kid President's "Message to Teachers"...I could go on and on! However, my goal in this post was to give you a few new videos that you or your staff would find inspirational and informative in the coming weeks; some of the most important weeks of the school year. 

I'm So Glad I Teach

Since I finished my doctorate, I was given the opportunity to fulfill one of my lifetime dreams: to teach at the college level. After spending eight years away from working as a classroom teacher, it felt good to get back in to it. What I didn't realize at the time was just how good this experience was for me. Besides the fact that I am so humbled to be working with while simultaneously learning from  such AMAZING students, I've become more reflective on my position as a building administrator. Having the ability to work as a teacher while serving as a building administrator has caused me to look at what I do from a completely different lens. Am I giving it my absolute best? Since it is summer, I think my reflections have been deeper than normal.

What Is My Purpose? 
I remember having a really bad day during my first year as an administrator. I was standing in my office, staring at the HUGE pile of stuff on my desk, and shifting my glance to my computer screen where 20 new "urgent" emails had popped up. While I was staring in disbelief at my computer, I could hear my name being called on the radio attached to my hip because the parent of the kid I had just suspended had arrived. By the way, I had missed my classroom observation because I was dealing with the kid I had to suspend. In addition, they really didn't need to call me because I could hear both mother and daughter arguing at the top of their lungs just outside my office.

In that moment, I asked myself, "Why on earth am I subjecting myself to this? I thought I was supposed to be an educational leader!" As quickly as I had those thoughts, I thought about the kids and the teachers. I was here because I wanted the very best for kids and teachers. I took a deep breath, straightened the pile on my desk, turned off the computer monitor, and went to greet the parent. I also made a mental note to apologize to the teacher and accepted the fact I would be staying late to address the pile on my desk and the mail in my in-box.

How Can I Improve? 
I think of that day as a turning point. I was kind of a know-it-all. I had a master's degree that told me as much, right? WRONG! I had never felt so overwhelmed in my position as I had that day. I made the mistake of making the series of unfortunate events all about me, and paid the price. Since then, I made my focus on improving upon myself so that I can give others my absolute best. Whenever I'm having a rough day, I take a moment to remember my purpose: to do whatever it takes to help students and teachers be successful. While it may not solve all my problems, it certainly puts things into perspective.

So, What Does This Have To Do With Teaching, You Say?
Working in education is a humbling experience for me. While I feel I have a lot to offer, there is also so much about this profession of teaching and learning that I still need to learn. Working with students of my own has provided me with a snapshot of what teachers are dealing with. In order to help students succeed, we all need to be able to rely on one another's talents to be successful in this rapidly changing profession.

Speaking of rapidly changing, if you think that education is changing now, just wait and see. Keep learning! It's the only way you will be able to thrive in this world we live in. Besides, we owe it to those we work with!

What Book Are You Reading?

Tis the season to interview teachers,
Fa la la la la, la la la la.

Yup, its that time of year again. Time to sit in the conference room and interview prospective teachers. Individuals who are going to help drive the learning process of what could potentially be generations of students within your building. This is NOT a subject that should be taken lightly.

Having worked almost ten years as an administrator, I've seen it all when it comes to job interviews. I've also learned a lot, like which interview questions have the greatest impact. A couple of years ago, our school division administrators participated in a summer read of Donnalyn Miller's The Book Whisperer. In that book she mentions job interviews and asking prospective teachers, "what book have you read recently"?

After reading her book, I tried this while interviewing a potential language arts teacher. Her response: "I haven't read anything recently. It's summer vacation!" Ironically, if she hadn't answered that single question in the way she had, she would have gotten the job.

To say the least, I now ask this simple question to every single person I interview for teaching positions. I do this for a couple of reasons. First, I do this to avoid hiring people who answer questions in the manner answered above. Second, I often learn something new. The answer to this question may give me insight to the person I'm about to hire. Frankly, I don't necessarily care what someone reads over the summer, as long as they are reading something, and they are passionate about what they share.

In addition, asking someone what they have read recently may also give me a lead on my own next summer read! From interviews, I've learned about Daniel Pink's Drive, about Tony Dungy's Uncommon and about Jim Knight's Instructional Coaching. The information I gained from these books have been worth so much to me.

The next time you are interviewing possible teacher candidates, ask this question. You may take away more from that question than you do from the entire interview!

By the way, I just finished up Janet Evanovich's Top Seceret Twenty-One and I enjoyed EVERY minute of it!

How Creative Have You Been Lately?

I haven't blogged in awhile. I have several drafts with some really good content, but I've had some serious trouble bringing any of it to fruition...until now.

I was actually looking for some examples of journal article citations to share with my students when I came across an article on the concept of creativity. In the article, Sligte, deDreu, and Nijstad (2011) discuss power, hierarchy and creativity. The authors even go on to say that power and creativity can be closely related to stability in life.

I think about how unstable educators' lives are in the final weeks of the school year. Gone is the structure of the school day. At the end of the year, regular bell schedules and class periods give way to standardized testing, modified schedules, field days, yearbook signing parties, and awards assemblies. In addition, time must be spent on completing professional growth goals and performance evaluations.

The toll these final weeks take are not limited to the educator's state of mind. Laundry piles up, grocery lists get longer and longer, and weekends become extensions of the workweek. An even larger part of our existence gets engulfed by the profession we are so passionate about. At the end of the twelve, thirteen, or fourteen-hour frenzied days, there is very little room for creativity. Ironically, this tends to be the time of year we often ask teachers to be the most creative in their teaching and learning. 

Have you ever looked at Maslow's "Hierarchy of Needs" pyramid? Simply Psychology has a article which discusses Maslow in more detail in case you aren't familiar with the pyramid. There is even a picture of the pyramid. Basically, the concept of Maslow's Hierarchy is that you need to satisfy certain basic needs before you are able to even think about more complex things. By the way, according to the picture on the website, and to Sligte, deDreu, and Nijstad (2011), creativity is at the top of the pyramid. No wonder I haven't had the creative juices to blog! I haven't done a great job of meeting my own basic needs recently. 

This is the first evening in a LONG while when I have been able to sit down in my favorite chair with my cat in my lap, and write about something that I am passionate about. So, the next time you find yourself discouraged about the work your teachers or students are producing, take a moment to put yourself in their shoes. Are they truly in a position to be creative? If not, how can you foster that creativity that is so essential to promote good teaching and learning? 

Reference:
Sligte, D. (2011). Power, stability of power, and creativity. Journal of Experimental Social Psychology, (5), 891-897.

Another Fabulous Day!

A couple of months ago, I posted a blog titled "Best PLC Meeting Ever". Well, on Friday, some of the PLC members I work with gave me one of the BEST DAYS ever!

Friday was the last day of the marking period. The Success students I work with were working fast and furious catching up on any missing assignments, and my amazing teachers were right there with us helping them get caught up on anything they were missing.

A couple weeks prior to this, the Success students created 3-slide presentations they could show someone who would serve as a potential mentor for them. The presentations allowed the students to share a little about themselves...their likes, dislikes, and what exactly they needed help on. I took each of those presentations and added a fourth slide to them. That fourth slide had their grade from the first semester, and from the last marking period (the period they spent the success class in). I then took all of the presentations and loaded them onto a Google site that our teachers could access. The teachers were able to flip through the presentations, and if they felt so inclined, could use a Google form to select a student they wanted to mentor for the fourth marking period.

On Friday, the mentors came and visited their students. To say that these students were excited to find out that someone picked them would be an understatement. The teachers were also sincerely excited to meet these students who had come so far. They made plans to meet on a regular basis, and then left to allow the students to finish up their work for the marking period with the teachers who were helping them out. After the mentors had left, I took a minute to sit down with the students and told them to open up the presentation they created, and to take a look at the fourth slide I created for them. I had kids grinning from ear to ear, jumping up and down, and yelling "YES" when they saw the progress they had made. In some cases we weren't just talking about moving from an F to a D. Some of the students moved from a F to a C+. One moved from an F to a B! All were on the right track to passing the grade.

Now the really hard work begins for these students and their mentors. They are going to have to maintain these grades by applying the skills they used in the Success class. My job will be to make sure these students are beng monitored, and that they continue to receive the supports and materials they need to continue to be successful.

When all is said and done, there really isn't any secret formula to this program. It all comes down to establishing and maintaining relationships, and making sure they have everything they need to be successful. Does it take time and effort? Sure! It takes tons of time and effort. Is it worth it? Definately.

The Art and Science of Teaching

All in all, I've done a pretty good job at conducting teacher observations this year. I've done even better with the feedback and reflection process thanks to PD360 and my iPad. In 90% of the observations I have conducted this year, I have been able to type up the entire observation and submit it while I'm sitting in the classroom. I then check my calendar in my iPad, and send the teacher an invitation to the post-observation conference that will take place in a day or two. Sure, this means I am spending more time in the classroom, but wait...isn't that the point anyways?

A couple of weeks ago, I observed a particularly awesome math class. What made it this way? It was an absolutely perfect combination of art and science. I don't mean it was an art class that explored science concepts. That would have been pretty awesome too. Actually it was a 6th grade math class. I truly believe that there is an art and a science to teaching, and just like the very best artists and scientists, the very best teachers are masters of their craft, and are passionate about what they are teaching.

The science of this lesson was evident in this teacher's content knowledge, organizational skills, creation of supplemental materials, and instructional delivery. What made this lesson a work of art is that she was absolutely cognizant of her students, and was able to switch gears in order to meet their needs. There was a point during the lesson during which students were using tracing paper to conceptualize rotation of a triangle on a coordinate plane. They were in the process of solving a problem during independent practice when one of her students offered another solution to the problem. Not only did she ask higher level questions to ensure the student was aware of the process, she also stepped aside to allow him to come up to the document camera so that he could show the class what he had come up with. You could see the lightbulbs going off in the heads of the other students in the class! They were asking questions about the student's method, and even offered alternative solutions of their own. Where some teachers may have just acknowledged the student's findings and moved on, this teacher recognized the contribution of this student and empowered him to share his discovery with the class.

Can you teach awesomeness? I'm not entirely sure. This teacher is absolutely passionate about her subject area, and that passion is infectious. This teacher also had the self confidence to release the responsibility of teaching and learning to her students. She combined her passion with her expertise, and as a result, something magical happened.

Passion + Expertise x confidence  = awesomeness

...or something like that!