🎶What Does the WALL Say? 🎶

What do your walls say about your school? Are they filled with student work? Inspirational messages? Or rules and schedules? How does what is posted on your walls speak to your students and staff? 

If we want our school culture to be that of a family shouldn't we make our school feel more homey? 

Upon entering my home you immediately know that I'm a proud mom of two boys. With a bit more investigating you would notice that my boys love sports; I have three precious nephews; I am a believer. It is obvious. I don't need a poster or bulletin board to indicate these things. The photographs on the walls, the artwork, and the mess say it all! 

Why should our schools be any different? Shouldn't they be a reflection of who we are as a campus? Who wants to be greeted by all of the "Do nots," and really, who is reading all of that anyway? How many mischievous students have stopped running because of the posted rules? How many boys go back into the restroom to wash their hands because of a sign? I'm not saying they shouldn't wash their hands or we shouldn't post a sign, I'm simply curious about the efficacy of the system. 

Because of our life changing involvement in No Excuses University our school is full of college paraphernalia. Every classroom adopted a different university. Each university is represented with banners, pennants, flags, jerseys, bulletin boards, and photographs. We are sending a powerful message that, "After high school comes college," thanks to Damen Lopez. I love that this symbolism serves as a message of hope for many students. It opens their eyes to the many possibilities. 

In addition to college proofing our campus we were also challenged by a leading Learning Walk consultant, Nancy Mullen, to post exemplary student work with rubrics. That has been a challenge our teachers have risen to and surpassed. 

Academic vocabulary walls throughout the campus are another feature we've added. Our teams went above and beyond and we now have several science, language arts, and math word walls throughout the campus. The walls were strategically placed at waiting points, such as near the cafeteria and gym. As students wait for electives or lunch teachers can reiterate learning targets. These walls serve as reminders for older students, but primary teachers also preteach by utilizing academic word walls. 

In addition to college proofing and academic word walls we also fill our walls with photographs of students playing, working, and learning. We show off all of the amazing learning that is taking place, both in photographs and student work samples. 

What do your walls say about your office, classroom, or school? What can you add or eliminate to ensure that they reiterate the message you hope to send? 

Differentiation VS Standardization

 

Last week during #sunchat I tweeted, “We cannot keep differentiating instruction and standardizing assessments. No continuity or transparency for students or parents.” After being favorited, retweeted, and discussed, Jeffrey Farley (@FarleyJeffrey) asked, “Which practice leads to a more authentic learning paradigm-differentiation or standardization?” To which I asked for a little time to ponder that thought. After thoughtful consideration I’ve decided that my answer cannot be contained to 140 words, much less 140 characters.

In order to answer that question, one must understand that I believe wholeheartedly that we must educate EVERY student in a way that prepares him for college. No exceptions, no exclusions and no fine print. This is not making a declaration that all students WILL go to college. It is just a statement of belief that says I will not decide which students will or will not have the prior education necessary to excel if they so choose to attend college. It is by no mistake that our district’s mission and our school’s vision fall right in line with this belief.

 

With that in mind, I will step out on a limb and say that high standards are not the problem. I believe we need to hold everyone to high standards, starting with the adults in our building but trickling down to all students. How we assess those standards, now that is a problem. Standardization of assessments is problematic, but I believe it is necessitated by the desire for accountability. We want to know that our students know concepts and content without assistance. But isn’t assistance part of real world working and learning? I’ve never been reprimanded for asking a colleague or my supervisor for assistance. But on test day we only want to see what students know in isolation. We do not take into account that as college students or adults they will have technology and human resources at their fingertips. I do not feel that standardized assessments are the root of all evil, but like everything else, they need to be made relevant.

Differentiation occurs when we take the learner’s prior knowledge, readiness, learning style, and interest into account and act accordingly. Differentiating instruction to meet the needs of learners is an important process that great teachers utilize. Do I think we may be taking differentiation a little too far, definitely. We are differentiating so much, with the best intentions, that we water down the curriculum to a point that mastery is easily attained without a challenge. Differentiation was not designed to make content less difficult, but to provide the content in a way that gave students the opportunity to rise to the challenge.

 

 

 In all actuality, the students who will be most successful are not those who have all of the answers, but those that have the perseverance it takes to find the answers. The time is now to equip students with the thinking skills necessary to create their own solutions when the answer is not readily available.

In answer to the initial question, “Which practice leads to a more authentic learning paradigm-differentiation or standardization,” my answer is neither. I do not think that an authentic learning paradigm can be boxed into a buzz word or catch phrase. Authentic learning is as different for each teacher as it is for each student. We must create classrooms that foster a love of learning while always inspiring students to create and share their learning globally. That is a real paradigm shift.

Baby Momma Drama

Please excuse the regularly scheduled education jargon as I interrupt with some Baby momma drama. 

This sweet, blue eyed monster is the Baby. He may be the smartest, sweetest, most tender hearted, random, caring, compassionate, strong willed Baby ever. He is a fierce competitor both athletically and academically. He is proof that big things come in small packages. 

As I reflect on what the last eight years of being Weston's momma entail I can't help but smile, then cry. Tomorrow he will be nine years old, which means he is half way to "adulthood." He has huge dreams of playing baseball for A&M and later becoming an engineer. I couldn't be more proud of his aspirations, but I really want to hold on to the little boy that he is now. 

As parents we memorialize all of our children's "firsts."  First smile, first tooth, first words, and first steps. Have you ever paused to think about their lasts? 

When will be the last time two little feet kick me in the back because the Baby has climbed into our bed well after midnight? When will be the last time he invites us to a school event? When will be the last time he climbs into my lap? When will be the last time he falls asleep on the ride home and I get to carry him to his bed? 

How will we know to hold on just a little tighter, make the moment last a little longer if we don't know it is the last? 

As I strive to be the most dedicated educational leader, I am reminded today of the need to find balance. Enjoy the work I do, but cherish the time I have with my family. 

I am blessed beyond measure to have the privilege of being momma, taxi driver, encourager, tutor, launderer, chef, doctor, nurse, cheerleader, and comforter to these two amazing boys. 

Happy, happy birthday, Baby! 

http://m.youtube.com/watch?v=Vyjq5SCbjQk

Making the Shift: RRRR to CCC

Don't run! RRRR doesn't include Rigor (this time) & CCC doesn't reference common core! 

The focus of the early school was Reading, 'Riting, and 'Rithmetic often in a Rote sense. However, we should no longer be thinking like 19th and 20th century educators. We are well into the 21st century. It is time for schools to embrace a CCC approach. The shift from RRRR to Collaboration, Critical thinking, and Curriculum are essential to the next step for Learners. 

As we design learning for students we must keep in mind the rate at which the world is changing. Just think about your career. What tools did you use early on? What tools are you currently using? For me, in eleven years in education I have moved from a chalkboard to a dry erase board and from there I utilized Mimio (an interactive whiteboard) and ultimately a SmartBoard. We have gone from a 3 computer classroom to an almost 1:1 device setup. Times are changing and it is no secret that it is happening at an expedited rate. Therefore, as we think about the time we have with students we have to use it wisely. Stop teaching facts (and spelling words) that can be Googled and begin teaching learning skills and strategies. That's where the CCC come in-and no, I mean nothing about the Common Core. 

Curriculum: Curriculum references the WHAT of teaching, but the beauty is it doesn't dictate the how. That's where the art of teaching comes in.  Yes, it is still important to have learning targets and know what students are accountable for. But it is even more important to let students grow the learning. Allow students to extend their learning and share what they know globally. How we teach the content should be as individual as the students we teach. When planning for a specific learning target we should begin with the end in mind. Look ahead and behind to see how to scaffold and what we are building to. It isn't just about the one skill of the moment, but the bigger picture. 

Critical Thinking: While it is important to ensure that students understand grade level and state mandated concepts we have to push them farther. Foster critical thinking by facilitating learning, asking questions, and providing time for students to ask questions and research answers. The answer to most any question is at our fingertips. Show them (and in some instances let them show you) how to find answers, evaluate sources, and synthesize their learning to be shared with others through conversations or products. It is time to make the shift from teacher and owner of the knowedge to facilitator and learner. 

Collaboration: Can you think of one occupation that is totally isolated? What facet of life is totally independent? NONE. As preparers of the future we have to be proactive in this sense. We may not know what students will do as they progress in life, but one circumstance is certain: students will be required to collaborate. Provide students the tools, time, and opportunity to collaborate in small groups, large groups, locally, and globally. 

The content taught is still very important. Learning targets and student expectations must be the core of what we are teaching. But it is past due for educators to start making intentional plans that include the broad scope of the curriculum, critical thinking, and collaboration. 

If you're looking for innovative ways to think & stretch join @jonathankegler & I Sunday nights at 7PM CST on twitter for #nbtchat. 

Thanks,

Jenn

Perfection is Paralyzing

There comes a time when we have to stop planning, stop waiting, and just start doing. The time is always now. 

Easier said than done for some! I say to my students & staff, "Fail Forward." However, I require or attempt perfection for myself. I hold on to thoughts & ideas until it is, what I believe, perfect. 

Sometimes, it is better to just let go & do. Allow the process to perfect the practice. 

A prime example of this learning mindset is Fired up Friday (FUF). FUF wasn't always considered a positive solution to small group instruction. In fact, there was a time when the first F stood for a four letter word at BQJ. FUF started out as a crazy idea thrown out by our principal, but it has morphed into the most exciting way to begin each Friday. 

Initially, students were intimidated by the shift, but now they anticipate it. Each week the process is perfected, breakfast is more seamless, the message is increasingly profound, and instructional minutes are maximized. Until now, 6 weeks into inception, students are begging for more. They want FUF daily.  They want the edu-pep rally to be the expectation not the exception. Teachers are noting a difference in the "want to" of reluctant learners. 

This shift in thinking has brought about an equal shift in data. We are moving kids at the low, low price of FREE and without any worksheets. 

Miracles still exist at the expense of trying something new, fully prepared to go back to the drawing board each week to perfect the process. 

Fall in Love with Reading

When you are passionate about a topic it shows. A little nudge was all it took for me to share literacy with families at our school. 

Our evening kicked off with parents scanning QR codes on personal devices or our iPads to sign in. (Second to my passion for literacy is my love for technology.) Utilizing Google forms for sign in will allow us to sort and group data by categories. (I *heart* Google forms.)

We began with everyone in the cafeteria. I was excited and a little nervous to share with a large crowd. 

First I explained our campus expectations of nightly reading & its purpose. Thirty minutes of nightly reading is the campus requirement. 

Next, we discussed 6 reading strategies to ensure success. Then I shared with parents what strategies could be used in addition to the age old, "Sound it Out." 

A story was shared that encouraged conversation between students and families. Questions were asked and a read aloud was modeled. Three specific reading strategies were identified and modeled (inferencing, using context clues, and summarizing). 

At the conclusion of my presentation, families visited classrooms for skills and strategies specific to their grade level. 

Before departing all students were provided pizza and a free book. 

This was the first of four in our Parent Education & Involvement Series. Next up, March Madness where we will share strategies for how to be a SuperSTAAR (test taking strategies), followed by hotdogs and a staff VS students basketball game. 

Stay tuned to celebrate our success and for details on other upcoming Parent Education activities. 

If you're interested in a copy of the presentation please email jennroach@live.com or find me on Twitter @JennGRoach. 

We Are the Light of the World

As we sang this song in church today I thought about our school, staff, and students. Often times we get into a profession and it is just a job. In order to be an effective educator, and especially a leader, I believe it has to be a calling. You have to see, know, and understand that there is something greater.

I think about the students I taught, my precious 22, and the way they each changed my life in some way. It is our duty to be life changers. This is why I believe education isn’t a job, but a calling. I feel called to be where I am.

So how do we minister to our school, staff, and students?  I’m pleased to say we cover every need we know about.

·         We minister to our staff by smiling, sending encouraging cards or emails, providing small treats, and luncheons. This is definitely not our strength and we are working to be better.

• Not only do we provide breakfast and lunch  to students, but we send home weekend food for students who would otherwise go hungry.

·         When a student’s home burned down we collected not only clothes, but household items to help them get back on their feet.

·         When a student’s family has turmoil our counselor is fearless to get in and help in any way possible.

·         When students are worried about the safety of a parent we make home visits during the day to ensure that all is well.

·         When parents need job assistance we point them to agencies that can assist.

·         When parents need help advocating for proper medical treatment we assist.

·         When students need uniforms or shoes we rally to provide those items.

·         We have parent education nights and serve dinner.

·         We give away free books to students and families.

·         We have mentors from church organizations and the University’s athletic department who read to and mentor students

·         We collected donations to ensure that students received Christmas gifts.

Shot clinics, translations, transportation and so much more fall under this umbrella that we call school. In addition to all of these “non-school” items we do our best to provide students with a 21^st Century education. We know the plight. We see in our neighborhoods what happens to those who are uneducated, and the life isn’t luxurious. We know the generational poverty cycle all too well, and we want more for our students. We demand more! It is about so much more than just educating in content areas. It is about creating a culture and building a team that exists to change the world, one person at a time.

A good friend told me if you spend your entire life and only change one person for the better your existence was worth it. We have the opportunity to impact over 800 children and their families-don’t waste it!