The Culmination of Another School Year

Woah! My district has 7 official school days left. But, the end of the school year has been a whirlwind! There are so many events both inside of school and after school! I don’t know if I’m coming or going!

Though the end of the year breeds chaos (organized chaos, mostly!), I always wonder the following at this crazy time:

  • It’s essential that we as teachers and teacher leaders continue learning and developing our craft. For many, summer is the best time for that continued professional development.
    • How do you encourage your staff/team to engage in professional learning during the summer?
  • What are some ways you celebrate the culmination of another school year (both with staff and students)?
    • I’m not saying learning should stop. But, I am saying that it’s essential to look back on the year, dialogue about goals met/not met, celebrate successes, analyze failures or obstacles, and plan for the future.
  • Some teachers take summer very seriously (for good reason). I’ve heard about some in the field of education who don’t check the work email for an entire three months!
    • How do you tactfully connect with your team over the summer (so as to not invade privacy or disturb their time with family)?
  • As leaders, it’s also important for us to take a step back and relax over the summer. I’m not very good at maintaining that work/life balance.
    • How do you disconnect and recharge over the summer?

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Reflecting on the School Year So Far: My Idea Log

I’ve been writing songs since I was approximately 8 or 9 years old. At that time, I would carry a notebook with me in my guitar case or in my pocket, and if I felt inspired, I would write lyrics or compositional notes (chord progressions/charts/etc.) inside that notebook. I brought that notebook with me to school, to band practice, to basketball games, to family parties… In short, I brought it with me everywhere!

When I got into high school, I got my first cell phone. Instead of using the notebook, I began texting myself lyrics. I would pull up a blank text message, input my own cell phone number, type any lyrics I was drafting at the time, and hit send. This served as an ongoing record or database of lyrics for me. When phones become more advanced, I started using note-taking applications to document lyrics and I would use the phone’s audio/visual technology to record the actual music while I played my guitar or hummed/whistled the melody. As a doctoral student endeavoring through my dissertation, I continued to use cell phone applications such as the Google Drive/Docs and Evernote to document or audio record ideas for exploration or inclusion in my drafts.

Now, in my profession as an educator, I’ve regressed back to using the traditional notebook. I’ve done so for a few reasons. Writing notes using pen and paper (the research I’ve read deals with students using pen and paper to take notes vs. using a computer to take notes during classroom instruction) allows the note taker to retain information better. In addition, I use a highlighter to highlight notes (or aspects of certain notes) that I’ve implemented/accomplished, which allows me to better visualize progress I’ve made over a certain period of time. I call this notebook my “Idea Log.”

Over break, I always take some time to peruse my Idea Log and reflect on the highlighted portions. These highlighted portions help me visualize the things I’ve tried/changed/implemented/achieved/etc. The following is a brief list of ideas I’ve tried or implemented this school year so far (quoted verbatim from my Idea Log):

  • “Utilize a Contact Journal to keep note of who I’ve spoken with and which classrooms I’ve seen. Take notes in the journal and follow through when someone needs support with something.
  • “Make positive phone calls home to the parents of my teachers. Try starting or ending the week with this strategy.”
  • “Create a ‘What Are You Learning Today? A Visit from Dr. E.’ shared document. Share the Google Form/Office 365 One Note with staff members so they can edit the document in real time and share the wonderful things happening in their classrooms that they would like me to see/observe.”
  • “Use Animoto to make monthly videos of the happenings in the school and share through social media channels.”
  • “Find an interesting and timely ‘Article of the Week’ and share through email. Encourage staff to share their own and continue through our journey of professional learning.”

Looking through the Idea Log, I am also reminded of a few other ideas I’d like to try this coming semester.

How do you record your ideas? What have you done or accomplished this year and how do you keep track of your progress?

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The Journal of Small Wins

Woah… What a whirlwind of a week. It’s been pretty crazy. The first week after summer break is always considerably hectic for educators. Besides the general misperception that we’re simply getting our schools in order for the first day, we’re actually doing so much more.  We’re cleaning, planning, organizing, coordinating, moving, meeting, preparing, analyzing, managing, and a plethora of other verbs you can think of. Often times, we engage in these actions all in one day!

That being said, I’ve found it beneficial to physically document successes throughout the day. I call this my “Journal of Small Wins.” It helps remind me that I am having an impact. In fact, research suggests that this practice helps us stay motivated and productive. Of course, there are other things I’d like to be doing/accomplishing. For instance, I’d like to focus more on student and teacher learning. However, at this point, I feel inundated with managerial tasks and putting out fires. Yet, this journal really helps me visualize and recall my whirlwind days so that I can truly reflect on my impact (and areas of my leadership in need of improvement).

As an educator, how do you reflect on your professional practice in light of all of your other responsibilities? Do you have any techniques/strategies that help you analyze your impact?

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Grading: Learning What Not To Do From My Own Experiences

I learned a lot about grading during the 2016-2017 school year. I read a few books. I attended a few workshops/presentations. I got to meet and speak with (at length) prominent grading gurus in the field. However, now that I think about it, I’m not sure I needed to read the books/papers/journal articles/blog posts, attend the presentations, or engage in dialogue with the gurus to see a fundamental flaw in many of our grading practices (though, all of this most certainly helped raise my awareness concerning the issue). All I truly had to do was reflect on my personal experiences with grading, both as a student and as a teacher.

As a young student, I received extra credit points for bringing in school supplies. I received deductions for late work (which, if we think about it logically, these point deductions don’t reflect a lack of academic ability, but a failure to observe the punctuality standards set by the teacher). My grades were penalized for my excessive talking (probably not hard to believe, but I LOVE talking). Clearly, these grading practices focused more on behavioral assimilation rather than actual learning. Just as unfortunate (I hate to admit it), I also engaged in some of these practices as a teacher. Not a shining moment in my career as an educator. However, I have to give myself some credit. I’m happy that at least I can admit these faults. At least I’m willing to reflect on my mistakes and strive for improvement. That’s not the case with some educators, especially in the realm of post secondary education (at least from my experience).

My worst experience with grading came in graduate school in my School Finance class. The monetary incentive (paying my own school tuition) probably contributed to my disdain for this class, the professor (let’s call him “Professor John”), his grading practices, and the outcome. Professor John mentioned many times (verbally) that if we (his students) positively completed his evaluation at the culmination of the class, he would “help us out with our final grade.” Alfie Kohn would probably refer to this behavior as “bribing.” Often times, teachers/professors engage in bribes in order to achieve compliance (some researchers go as far as saying that all grades are bribes). As luck would have it, I was on vacation while the course evaluation opened, and did not submit my evaluation for the class. As I received no less than an A+ on every assignment throughout the eight-week class, I wasn’t worried and was fairly certain that I would receive no less than an A for my final grade. When I received my grade for the class, I was shocked. I “earned” a B+ in the class (my obsession with grades is probably a good indicator that I experienced flawed grading practices). I couldn’t believe it.

I tried to communicate my concern with Professor John. Conveniently, he was also on vacation. I don’t like jumping the chain of command, but I brought my concern to the department chair’s attention. He was rigid and contemptuous. The department chair stated these types of cases were always resolved in favor of their professors and that their professors were beyond reproach. I was disgusted. I kept thinking, while upholding Professor John’s decision about my grade, it was quite obvious that the university was not only invalidating my concern, but also perpetuating bad grading practices (considering they knew that it was going on and did nothing about it). I doubt they’ve done anything to improve.

Though this was five years ago now, this experience was an extremely valuable lesson for me. We all must be willing to reflect on our mistakes and take steps towards improvement. While reflecting on my grading experiences as a student and as an educator, I have a better contextual standing on which to pivot. I will not perpetuate poor grading practices (or other flawed educational practices). None of us are beyond reproach.

Just an update… What’s equally frightening is that Professor John is a high-ranking elementary school administrator in the south suburbs, and is still actively employed as a professor by the university. Truly unfortunate…

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