Weakness

Last week I had a lovely lunch date with a friend from work.  She taught second grade last year (long term sub) and will hopefully fill our third grade vacancy this year.  She's going to be finishing up her degree and student teaching and be fully licensed for next school year.  If the stars all align, I'll be her supervising teacher and she'll be two classrooms away.  She's quite the lovely person, open to learning, and actively seeks out ways to improve.  She's also fully aware of this blog post.

She said something that rubbed me the wrong way (and has been rattling around in my head for a few days).  She was hesitant to talk about things she wanted to work on for next year, as if it was a weakness to want to improve.  As her potential supervising teacher (for student teaching), we've got to have honest conversations about growth.

I quickly jumped in and told her that it's awesome to have a list of things she wanted to improve on.  I shared the gist of my {goals} for next year.  Once I shared that I've got plenty I want to improve upon, she seemed much calmer and more open about her perceived weaknesses.

First off, they aren't weaknesses.  They are targeted areas of growth.  Self awareness is the first crucial step.  There's nothing wrong with saying you want to improve as a teacher.  We applaud when athletes improve their records from previous years, so why is teaching different?

Granted, sometimes the professional developments (PD) we receive aren't the greatest, especially when they are mandated and generic.  But that's not the only option for PD.  Creating a PLN (professional learning network) and sharing ideas (virtually or in person) is a great way to continue to grow as an educator.  Reading books, watching webinars, and talking with others are all stellar options.

Second, one of the greatest (and worst) things about teaching is that there is always something new to learn.  There are always new strategies to try and ways to improve.  It's wonderful that she's open to this.  Everyone should be.

Third, there's only one true weakness in teaching: arrogance.  To assume that one's teaching is perfect in every aspect is the height of hubris.  Classroom management, behavioral conflicts, these can all be fixed with mentoring and ongoing conversations.  But the arrogant mindset and refusal to be open to others?  There's no outside forces that are capable of fixing that mindset.

I've been there and it's not pretty.  It was my third and fourth years teaching.  I'd finished my Master's degree.  I worked with some veteran teachers who were on their way out to retirement, so their work ethic and quality of teaching wasn't quite where it needed to be.  I was still very much in the Teach for America mindset where if a teacher isn't devoting every waking hour to the kids, they must not care.  This relentless, work-a-holic mindset isn't sustainable, isn't healthy, and isn't good for kids (or the teachers).  

I started attending professional development outside of my school and district and was quickly knocked off my high horse.   For this, I am eternally appreciative because my stay in arrogant teacher land was a short staycation, not a long term residency.

While I may have been the best in my grade level, there was plenty more to learn.   Quickly humbled, I made it a point to seek out opportunities for improvement...and I haven't stopped.

I've attended some awesome professional developments. I've led some sessions at school and district levels.  I've read some great books and am fortunate enough to be at a school that encourages professional growth.  But I'm no where near being done learning.

I have teacher friends at my school, within my district, and outside of CCSD that I can turn to for advice and lesson ideas.  I have a close knit group where I can openly admit when a lesson fails and complain about all the ways it didn't live up to my expectations.  After my allotted venting time is over, we turn to problem solving and how to improve it for next time.  It's all part of the learning process.  My students experience it often and as a teacher, I'm also a life long learner.

I'm (hopefully) out of the elitist mindset.  I am fully aware that as a teacher, I have areas of improvement.  So, I do something about it.  

I schedule observations and actively seek out feedback.  I look for opportunities to expand my learning (and bonus if it's paid!).  As a mentor, I have an open door policy.  If a mentee or peer is willing to have me observe in his/her classroom, I should be willing to reciprocate.  As a mentor, I am peer mentored.  I talk about my lesson ideas, lesson successes/failures, and ways to improve with other teachers, our strategist, and my administration.  It's sometimes a scary and honest conversation about what's not going well.  There needs to be a great deal of trust between all involved parties.  

Through trial and error, I've found a few peers who I could have honest conversations with about classroom instruction.  The point was not to gossip or belittle my instruction, but rather to find solutions to the problems I was facing.  

Sometimes, this honesty has failed miserably.  I've been blindly assigned to watch other colleagues and had them tell me "I hear you really stink at ____, __(name of previous administrator)__ told me so. I'm happy to have you watch me so you can fix __(my perceived area of weakness)__."  

That colleague was not in my trusted circle and presented herself as the savior to all my problems.  I have trouble respecting this person's work ethic as it is.  I was hurt by the betrayal of confidentiality from my supervisor.  Had it been presented as a choice of teachers for me to observe, it would have been another story.  But the administrator took our private conversation where I was seeking out feedback (from the administrator) and essentially outsourced feedback without my consent.  The other colleague took joy at knowing my weakness and chose to exploit it by sharing my situation, loudly, in the teachers' lounge.

That's not how we help each other out.  That's not teamwork.  That's not appropriate.

It took a while for me to be open to feedback from others after that incident.

One of the hardest part about working with other teachers is running into arrogant, inflexible teachers, like the one mentioned above.  They've been teaching for X many years and know everything.  They don't want to work with others, they don't want to be observed, and don't welcome constructive conversations.  There are a lot of reasons behind this mindset, but the biggest is fear.  Fear of being wrong. Fear of trying new things. Fear of failure.

Instead of being frustrated with these teachers, taking their comments personally, or worse, continually butting heads with them, I do my very best to keep my professional distance.  

I am not a perfect teacher.  I have things I want to work on.  I have skills I want to improve. I've had lessons fail miserably...and that's okay.  Because these things are not my weakness.  They are areas of growth.

Being resistant to change, having an arrogant mindset, and refusing to receive feedback are weaknesses.  

Joyous June, Paying it Forward

{Donors Choose} is one of my most favorite resources, period.  I've been fortunate enough to have multiple projects funded and my students have been blessed with new books and games.  

Now it's my time to pay it forward.  One of our new teachers is coming over tomorrow afternoon to write her own grant for her (our) sped kiddos.  I get to pay it forward and help her try to secure funding for new books for her classroom next year.

Help others. Spread Joy. Pay it forward.

New School, New Teachers, New Questions

Last year I mentored several new teachers and was always ready to answer questions.

Now I will be the new teacher with dozens of questions for my new team. I apologize to them in advance but I just want to make sure I'm on the same page as them in terms of procedures and school policies.

Here is my list of questions for new teachers (or veteran teachers at a new school):

School Procedures & Responsibilities

• What are the expectations in terms of lesson plans? (content objective, language objective, assessment component, how specific)
• Are they due at a specific time or day?
• Where are they saved? (In my documents? On a shared folder?)
• Do I have to post them online (curriculum engine for CCSD people)?
• Do I have duty (playground, lunch room, etc)?
• Do I have duty on a specific day of the week (every Monday) or weekly (every five weeks for the entire week)?
• What is expected in my emergency sub plans? 
• Is there a master schedule?
• What time does my grade level have specials/prep?
• What is expected of my bulletin board? 
• Does there need to be a title?
• What type of work should be displayed?
• How often should bulletin boards be changed?

Classroom Management

• Is there a school wide incentive for specials?
• Is there a school wide policy for hallway behavior? 
• Is there a school wide behavior plan?
• Is there a grade level behavior plan?
• What are the procedures for an office referral?

Classroom Instruction

• Are there any programs we are expected to follow? (Being a Writer, Investigations, Envisions, Every day math, Trophies, etc)
• To what degree am I allowed to supplement? (some schools require fidelity with provided programs, others are much more flexible)
• What resources are available? (reading A-Z, reading eggs, Time for Kids magazines, literacy lab, online resources)
• What do I use in terms of small group instruction?
• What do I use for science instruction?
• Does our school use the Common Core State Standards?
• What assessments do I use? 
• Are assessments already created or provided?
• Are there any programs I should use for progress monitoring? (Aimsweb)
• Is there a RTI process? (response to intervention)
• When should I have my small groups established?
• What data do I use to form my small groups?
• Do I teach phonics or spelling patterns?  If so, when?
• Do I use project-based learning?
• Do I use rubrics? (rubistar.com is an excellent resource if the answer is yes)
• Do I do Number Talks?

 Special Education

• What co-teaching models (if any) are used?
  
• Does the school use push in (coteaching) or pull out (resource) models?
• Where are IEP meetings normally held?
• Are IEP meetings before school, after school, or during prep?
• Who is responsible for implementing IEP goals?
• Who is responsible for small group instruction?
• Who is responsible for progress reports and report card comments?

Collaboration

• Does my grade level plan together?
• Are resources shared between teachers?
• Are students switched between teachers?
• Do any teachers departmentalize (elementary) where one teacher may teach writing to several classes while another teachers science?
• What does my fellow grade level members like about the school?
• Is there a grade level chair?
• How are the responsibilities divided?

Questions for Administration

• What are the school's biggest strengths and weaknesses?
• What are my grade level's biggest strengths and weaknesses?
• How does the school prepare for standardized testing?
• Is there any opportunities for extra duty pay? (tutoring, supervising clubs, etc)
• What are the expectations for committees? 
• Are there any clubs or student organizations?
• How often are meetings? (Staff meetings, planning meetings, etc)
• Is there a format that is preferred for lesson plans?
• What is expected of report card comments? (Some schools require full paragraphs, others are fine with a sentence or two.)
• How are problems with parents dealt with?
• Is there a PTA?
• Does the school have supportive parents?
• Does the school have a system set up for volunteers?
• How many materials does the library have?
• How often will I be observed?
• Will we meet after every observation?
• Will I be informed of upcoming observations or will they be unannounced? 
• How many teachers are at this school?
• How many teachers are in my grade level?
• How long have other teachers been there? (Frequent turn around may be a red flag)
• Am I the only new teacher?
• Why did the previous teacher leave?
• What is our school's demographics?
• What do you love about the school?

 Technology

• What technology is available? 
• Are there trainings available on technology?
• Is there a computer lab? 
• Is there a computer lab schedule?
•  Are there any specific skills I should be teaching my students regarding technology? 
• Are there iPads? 
• Does each classroom have iPads?
•  Does the grade level have iPads? 
• Do students have to sign any usage forms before using the iPads or computers?

Miscellaneous

•  How often are there fire drills or other emergency preparedness drills?
• What is the policy for class parties?
• Are students allowed to bring in treats for birthdays?
• Is there breakfast provided for students at school?
• Do students eat breakfast in the cafeteria or in the classroom?
• Is a mentor available?
• Who is a good person that I can ask further questions?

Good luck new teachers!
 

Mentoring

I love mentoring new teachers. I wish I could be mentor full time, but that's just not in the cards right now.

One of my mentees, another fifth grade teacher, was nominated by our school district for new teacher of the year.  I couldn't be more proud of her!

I met with a new teacher during my prep today.  He just finished his degree and is observing as many teachers as possible.  I have an open door policy, so having another teacher in the room is pretty normal.

He observed phonics, whole group reading, small groups, KIC (science inquiry) and writing time.  Hopefully our super active fifth graders didn't scare him off!

The enthusiasm and eagerness of new teachers is infectious. 

Teacher Resolutions

With the new year upon us, resolutions are a must.  While I've made my personal ones, I think it's important to reflect on my teaching practice and make some resolutions.

One: Positivity
Instead of focusing on the five or six squirrely students who are off task (as long as they aren't harming themselves or others), I will be more positive and reward/acknowledge those who are on task.  I will make more of an effort to call these parents and share that their student had a great day.  It won't happen daily, but I can try to call 2-3 parents a week.

Two: Rearrange & Reinforce Expectations
They're getting new seats.  Small group reading (both AM and  PM) are getting assigned seats, as is my new science group, everyone is getting new seats.  I feel like Oprah, new seats for everyone!  In small groups,  we will start again with no centers and re-learn one per day with very clear expectations.  They'll have more must-do's and I'll make a pride board for outstanding work.

Let's be honest here, I'm really excited about making a clothesline to show off work, come up with a cute title and paint polka dots on mini-clothes pins.  Pictures to come!

Three: Life-Work Balance
This is what I struggle with the most...that whole work-life balance.  I'm lucky to have a very understanding boyfriend who also works long hours & balances work/school but I can't keep working these 12+ hour days once we start a family.  I understand that there will be long days, but they shouldn't be every day.  I shouldn't feel guilty for leaving at 3 pm when I got there at 6 am.  I should ignore other's comments about "oh, must be nice to leave early!" when it's at least an hour after my  contract time (meaning I stopped getting paid over an hour ago).   It shouldn't feel like a "special" day when I'm gone by 3:30.  We're an early start school, which means my contracted day is 7:10-2:11.  In all honesty, there would be nothing wrong with leaving and being home by 3 pm most days of the week, but there are lots of judgmental eyes at work if you do this.  Luckily, none are from my amazing team :)

As long as I've done what I need to for my team and I'm fully prepped for the next day, that will just be good enough.

Four: TpT (Teachers Pay Teachers)
I will aim to post one new product a week and spend no more than one hour a day revising products I've made for my classroom.  I've still got a few dozen novel guides to revise (add in suggested answers, homework questions, etc) but there have to be time limits. 2 TV episodes & I'm calling it a day :)

Five: Try New Strategies & Be Okay with Mistakes
I like to learn new things and I like to try new strategies.  They don't always work great the first time and I need to continue to be okay with that.  Sometimes, it's my fault for not being clear enough in my instructions.  I need to make sure I'm continually modeling exactly what I expect from them instead of just assuming they get it becaue I've got the higher reading groups.

Six: Mentor
I'm currently mentoring one new third grade teacher at my school, a new fifth grade teacher at a neighboring school and a pre-teacher from my Alma Mater (ASU!). I love it, I get excited when the strategies I've shared are working in their classrooms.  I want to make sure I don't slack on this and take the time (prep) to go observe the teacher at my school to give meaningful, timely feedback.

I'm still in denial that I have to go back next week, but I'm determined to put more fun and joy into my job.  Happy teacher = happy classroom.

What are your resolutions?