Transitional Year

My first year as an educator was about survival.  Surviving an awful living situation, surviving a year round schedule, surviving living in a new city, surviving graduate school, surviving Teach for America (TFA)'s lofty expectations.  I stubbornly fought my way through the year and cried, more than once, in front of my students.  

Then summer hit.  I had a two week break because my (old) school converted from year round to 9 month.  I was due for a track break, but instead got to start over.  I used my "summer" to move into my own apartment without a roommate.

Year two was about gaining confidence.  I was overly reflective and made a lot of different changes.  That year brought inclusionary practices and co-teaching for the first time.  With that came challenges over responsibilities and expectations.  Year two brought graduation from UNLV with my master's degree and giving a speech at the TFA end of year ceremony, in front of hundreds of people including the (then) superintendent.  Talk about nerve racking! 

Year three I started to feel good about my teaching.  I was gaining more experience from professional development and starting to integrate technology more, which a majority of my students enjoyed.  Year three brought along the rumblings of what's next.  I earned my technology endorsement. I took more graduate school courses.  I served on committees at school and started being more involved with professional development.  I took summer courses and started to build a national teaching cohort, which is still in tact today. I got a new co-teacher and my original teaching team dissolved.  Suddenly, I was the one with the most seniority.

Year four was a year of leadership building.  I took on the position of grade level chair because I had the most experience.  I was teaching with others that did not share the same enthusiasm and commitment for the job.  I was also single for a good part of the year and determined to be the best teacher possible because that's where I wanted to exert my attention.  Looking back, I see their shorter hours as a necessity because they were balancing families. I was not.  Again, all part of the learning process.  I learned to be more accepting of others' work schedules (and day care times).  I learned to take others' needs into consideration when scheduling meetings, not just work around myself.  (I don't mean to sound like I was childish and selfish in my previous years, it just was something I didn't have to think about because I wasn't in the leadership role.)  I learned to take a lot of criticism and to be more patient with my peers.

Year five was difficult.  There was no grade level chair because I worked with three other extremely motivated and talented teachers.  I respected my peers and of course there were minor squabbles, but at the end of the day, we all shared a common purpose: to do the best we could to educate the children in front of us.  I had the best teaching team combined with the worst external factors.  The students were extremely difficult and the support from administration ranged from passive aggressive to non-existent.  If I didn't have my team, there were many moments I would have simply quit.  A year later, I still have anxiety and flash backs from the absurd and awful year.

So, I left.  I made a change.

This year is that change.  

I have a much more supportive administrative team who acknowledges that I am a person first and an educator second.  I have a new team and we get along fairly well.  I'm having to keep myself in check because with six years under my belt, I'm still the newbie.  I still have a lot to learn and I'm not the grade level chair. I'm not in charge.  However, my previous experience does mean I do have a lot of good ideas which aren't always heard, which is frustrating.  I'm new to a school site and it's demands, not new to teaching.  There's a big difference and that's often overlooked.

This year, I've taken a step back. I'm co-chairing the math committee, but we were uninvited to the district's professional development.  The five day courses I took last summer were on math strategies and were amazing.  The eight Saturdays were presented as being a continuation of that, but quickly changed into managing paperwork and running committees.  Those four hours quickly became a complaining session for teachers to harp on their colleagues and quite frankly, I'm glad we were uninvited.

I am co-planning math with another teacher on my grade level.  We are loosely following the Engage NY curriculum while imbedding Number Talks.  Our students came to us with very low number sense, so it's been an uphill battle.  There are a lot of copies to make when you aren't using the twelve year old text book at your school.  However, I feel positive about the math instruction.  It's taking more time than I'd like to go over the concepts, but my students understand what they're doing.  They aren't mindless robots following a sequence to get an answer, they are mini-mathematicians who are analyzing and solving complex, real world problems.  That takes more time to develop.

I'm not happy with how some other subjects have been taught.  I'm not happy with myself for not speaking up more.  Next year will be different.

Next year will have more science and social studies from the beginning of the year, imbedded weekly.  The map project should start in September, not January.  The map project should have roughly a month per region to truly hit landforms, environments, and the geography terms.  I think imbedding this throughout the year will help my boys stay focused because quite frankly, I think I lost a few of them during our literature heavy Esperanza Rising unit.  

I'll be planning differently next year.  I've made corrections now, but will be approaching planning very differently next year.  I'd love to have grade level meetings be more focused on idea and resource sharing, not one or two teachers presenting the next unit of study without allowing input from the others.  I also don't know how to bring this up to the group without sounding like a dictator.  I'd like long range plans done in August. It's been a strange year with no plans.  I don't want that to be the case next year and I'm accepting that it may fall on me.  I think our grade level chair does an amazing job and for once, I don't want to be in charge. I trust her completely. I just want more of a road map. I want to work smarter, not harder.

I've ordered a planner for next year. I'm going to spend some time over the summer to sculpt out units of study and find places where the content can overlap.  Will there be changes as the year progresses? Yes, of course. That's how teaching works. I just want a better plan, at least for my own sanity. I want a plan that I can tweak from year to year and that I can adapt to fit changing standards (and changing students).  I want to not feel like I'm continually reinventing the wheel.  

This doesn't mean I will be the teacher that has a week by week file and pulls out the same things each year.  As we, as a team, find better resources, we will use them. I'd just like a plan.

This year is my transitional year.  I'm finding my voice on a new team.  I'm learning the ropes of a new school while still holding on to teaching ideas that I know to be valid. I'm learning when to politely disagree, then proceed to do what I had originally planned (as long as it's what's best for kids.)  Robert Downey Jr. said it much more bluntly:

Next year will be my best. Next year  I'll have my voice.  This is just a weird, transitional year. 

Thankful catch ups!

Ah, the weekend.  It's time to catch up on blogging and class updates.  But first, time to pause and reflect upon the things that I'm thankful for:

-My students are so incredibly excited about everything we're doing.  Their immediate buy-in makes my job easier.  Their zest for learning is contagious.  Their desire for reading, especially anything by Rick Riordan, is insatiable.

-Many of my students are bilingual.  I have a new-to-country student who is just learning English. It's an incredibly tough struggle, but he's a sweetheart. He's from Mexico and about half my class speaks Spanish.  I've got him on English-learning programs, reading bilingual books, and he's very excited about math.  I'm so thankful he's got many partners who can translate and are so eager to help him acclimate to our classroom and feel successful.

-I'm thankful for the flexibility I'm allowed at my new school.  Math runs a few minutes over because I'm working with a small group? Ok. It happens. I'm not in trouble for it.  I decide to take my small groups outside to read because we are having gorgeous 80 degree weather in November? Sounds good, provided I let the office know.  It's great to be treated like a professional and not have every decision I make scrutinized. 

-I'm thankful for Rick Riordan.  In his latest books, he reveals one of the male characters has feelings for Percy and is struggling to admit these feelings to others.  The books are in no way sexualized because they're written for children, but I appreciate that Riordan made a gay hero for students to look up to.  Plus he's an amazing author anyway, so this just added one more reason to the why he's great list!

-I'm thankful my school cares about me as a person first and a teacher second.  I have yet to take a sick/personal day but am trying to coordinate schedules with B to see when we can sneak in a 3 day weekend.  I doubt I'll have to explain myself and I'm sure a mental health day will be encouraged, provided I leave sub plans.

-I'm thankful for the numerous potlucks at work!  Seriously, there are several each month and they are all themed. It's great!

-I'm thankful the post office had both Batman and Harry Potter stamps.  Mailing out Jamberry samples just got a whole lot more fun!

-I'm thankful for my (assuming) future parents in law for gifting Olive Garden gift cards.  We had a spontaneous mid-week dinner date and it was fabulous.


What are you thankful for on this fine Saturday morning?

Thankful, Day 3

The thankfulness continues.

Day 3:

I am thankful to be in a profession where I have the opportunity to constantly learn new things and try new strategies.  I am thankful to be at a school where I can learn from others. I'm thankful for my grade level and for the support I receive from the other math chair.

Today I presented on math strategies for staff development.  It went fairly well and others were appreciative of new strategies and planning time.

Side note: I didn't teach math last year.  The two years prior to that? I taught stations in an inclusion classroom with the special ed kiddos.  Before that? A traditional classroom.

However, I've attended lots of math trainings over the past few years because I didn't want to fall out of practice.  I guess they've paid off!

As frustrating as these math trainings are, I do appreciate that I have the opportunity to attend them to learn more information (and be paid to learn).

Highs and Lows

With September's Blogtember challenge nearing its end, I'm a little bummed. I liked having these daily reflective tasks.  I did about half of them, which is admirable considering my work schedule, the shared laptop, and that this was my first time participating.

For those who are visiting from Brave Love, hello! Hopefully you'll pop back over once in a while after this challenge ends.

Today's prompt: What are your highs and lows for the month?

Highs:

1) My new school is amazing.  I feel supported. I feel like I have the freedom to make instructional decisions that benefit my students. I don't feel like every choice I make is questioned.  Everyone is super supportive. 

2) My students are excited to be in school and eager to learn.  They want to read.  They ask questions.  There are a few hallway chats each day about being on task and being nice, but it's nothing major.  It's such a refreshing change.

3) My new grade level is so welcoming.  I'm able to be honest with them about the things I'm unsure of (procedures, RTI expectations) and not feel judged.  They're willing to help and allow me to contribute (without expecting me to do more than my fair share).  Plus they're really awesome ladies and since no one plans on leaving, I think I've found a new group of friends.

4) My morning routine is so much more relaxed. I have time to eat breakfast at home, not at the copier.  I have time to blog, check emails, and relax in the morning. I have time to do stretches and a few household chores before leaving for work. I bought fruit and yogurt, so I'm going to start making smoothies in the morning.  Last year, I'd get up at 5, be out the door by 5:30, be at work at 6, and have until 7:10 to get work done before meetings started.  Now I wake up around five, leisurely take my time getting around, leave at 6:50 and am at my computer by 7:10.  The shorter drive gives me an hour of my life back each day. 

5) Our class weebly is getting a lot of positive attention and responses.  This year, my new school purchased weebly accounts for everyone. It's a classroom blog where I share information about our classroom with students and parents. I've given them homework to do online and put up polls and pictures.  I've gotten parent responses on it as well.  It's just nice to have a positive, open line of communication with my students and their families.

6) I tried Jamberry nails and I'm hooked! A week later (and a week of teaching and cleaning no less!, there are no chips.) I ordered my first set, am going to host a Jamberry/31 bags party in November (with an online component where you can order) and going to be a consultant. I've decided that having my nails look nice makes me happy and Jamberry is an inexpensive way to do that.  It may seem shallow, but having pretty nails makes me feel put together and on top of things, which is a message I want to convey to others.

7) I also tried doterra oils and love those as well.  I have occasional migraines and frequent joint pain from years of sports and I like how the oils helped with those. I'm excited to try a natural remedy to common ailments. 

8) I felt appreciated by those closest to me.  My birthday was at the end of August and for several reasons, I didn't really do anything special.  However, a few close friends made the effort to make me feel special on my birthday.
 
Lows:

1) I didn't see my friends as much as I'd like. We all have busy schedules and our own lives, it's just a rough adjustment going from seeing them daily to seeing them monthly. I need to get better at calling and texting them. It's also becoming apparent who will remain a friend now that we are in separate schools and which friendships are fading.  That's life. It's just a sad situation when friendships dissolve because everyone is too busy.

2) I lost my planner. I've meticulously cleaned my car and home, so I know it's not hiding anywhere. I'm pretty sure I left it at a math training at a high school in the early parts of the month, so I don't have high hopes of it returning home. I bought a replacement, but since it was September, my options were severely limited. I'm just irritated that I have to go back through and enter commitments again. I've also felt very disorganized without my planner, which is frustrating.

3) I still don't feel like I have everything in my classroom under control.  I know as a teacher, I will never accomplish everything on my to do list.  I just finally built another filing cabinet insert (the metal part to put the folders on) to organize student data. I have five weeks' worth of filing awaiting me Monday...yikes!  

4) My students didn't do as well on their first math test as I would have liked and that's disappointing to me.  I haven't taught a traditional math block in a few years since we were departmentalized and I know the concept is difficult.  There were just a lot of careless mistakes (skipping problems) that I'll need to address as a class.  I know that they need more review and that I'll be giving the test again.  I just hope parents don't freak out. I know they don't have it yet.  We have until June to master the concept. Learning takes time.

5) The gradebook.  The entire district is trying a new gradebook and needless to say, it's a learning curve.  Last year, I only entered summative assessments (end of unit tests) and nothing else.  This year, I have three categories: summative for 90%, formative for 10% (quizzes, exit tickets, assignments during the unit of study) and a not for grade category (obviously worth nothing).  I'm used to entering grades as emerging, approaching, meeting, or exceeding and having each assignment broken down by standard.  With this new grade book, my standards are clumped together which I don't exactly like.  For example, in reading, RL 1, 2, and 3 are grouped together, then averaged.  This means grades for quoting accurately and making inferences (1), determining the theme of a story, drama or poem (2), and comparing and contrasting story elements (3) are put together.  I don't like this, but I don't have any say in the matter.  I just think it gives a misleading picture to parents.  Students may be struggling with one particular standard, but if several are linked together, the numbers are skewed.  Hopefully this problem is addressed soon by those higher ups.  We also aren't allowed to enter any grade lower than 55%, with the mindset that it's still an F, but students won't have as far to recover from a failed test.  We are to make notes of the actual score for parents to see.  I agree with this idea, I just wish I'd known before I started to enter grades because I had a good dozen assignments to go back and revise.

6) I haven't been to the gym...and feel really guilty about it!  I want to start going more, it's just hard at the end of the day. I need to start taking my gym clothes to work with me and giving myself permission to leave on time. I get there early, so it's okay to leave when my contract time is up.

7) My new crockpot recipes failed :(  Not failed persay, but definitely not a pinterest win.  The first one went awry because I used the larger crockpot and the sauce spread out, thus burning and not flavoring the chicken.  The second failed because it's a recipe that needs to be stirred a few times while it's cooking.  Perhaps we'll try that again on a weekend day when I can attend to the crockpot.

Overall, not a bad month.  It's strange to think it's almost October!

Perspective

I have a lot of changes I'm adjusting to at my new school.  I spend my mornings remembering to collect lunch money and fill out agendas together before we leave at the end of the day.  I don't have to check for standard student attire and have an off prep period once every six days.  I have no classroom computers, but 28 in the pod right outside. I have five iPads in my classroom. My students want to read.  I have one or two stinkers and a few I'm worried about academically, but my students are great.  My coworkers are supportive. My school supports students' entire wellness, not just academic success.  There's a daily "moovin' in the morning" session that the PE teacher leads.  Walking out to the playground to see several hundred students playing kickball or doing zumba just warms my heart. The stress I'm feeling is from the beginning of the year adjustments.

But most importantly, I just feel happier when I'm there.

(This is the view from outside my pod's door.  How can you not be happy with that view?)

Thankful

Last year, I struggled as a teacher for a number of reasons.  In a nutshell, I didn't feel supported at my job. I didn't like teaching and there were many, many moments I simply wanted to quit. Crying was a frequent thing and I didn't feel my instructional decisions were approved. 

My end of year data was amazing because my students made awesome growth.  But there was no acknowledgment of that.

So I made a change. I switched to a school that's about eight minutes away from my new house and a later start time. 

The school climate is so much better and for that I'm thankful.

Am I having some struggles adjusting? Yes, of course.

I'm not inclusion anymore, so it's weird not co-teaching. I don't have anyone pop into my room anymore, unless it's to watch her class to solve the mystery of why the kinders were gone for ten minutes. (They were having a party in the bathroom, obviously.  That two minutes of watching the rest of her kinders was enough to convince me I never want to teach the little ones.  Bless her heart though, and those who are brave enough for the littlest ones.)

I"m struggling to adjust to new procedures.  My last school was nearly 100% free and reduced lunch and this one isn't.  I have to remember to ask for lunch money every morning and make sure lunch cards get passed out.  Luckily I delegated this task to students!

I'm struggling with cutting writing short to make sure we have time to fill out our agendas together. I'm struggling to figure out how to track homework, since it's not for a grade.  I haven't quite figured out how I want to keep track. 

I'm struggling with pacing. Math and whole group reading are both running a little long because of different reasons.  My students have some gaps in their number sense, so we're trying to fill those gaps by using hands-on manipulatives and scaffolding lessons.  This takes time away from the fifth grade standards.  However, I think we're seeing results.  There's a lot more discourse in the lessons and their exit tickets are improving.  I can't wait to see how they do on next week's math test!

In reading, I'm struggling because I'm trying to teach too much. I know I am. I want to do phonics and fluency (which are happening during RTI time) as well as our lesson. I also want to do a read aloud.  I would love if there was just a little more time in the day!

However, all of these struggles pale in comparison to last year.  These struggles are a learning curve and I know that. I just need to be patient with myself because this is a new school with new expectations. I have to allow myself time to adjust and be okay with making some mistakes.

I just love that my administration and grade level are so supportive.

Currently...

Day six and holding strong to the blogtember challenge!

Today we are asked to reflect on things we are currently doing, so here goes!

Currently reading...the House of Hades.

I love Rick Riordan and have read almost a dozen of his books.  I'm just struggling with finding the time to sit and read because of the back to school craziness.  Next week starts week 3, so I'm hoping things will slow down a bit!


Currently procrastinating...going to a math training.

I have a 4 hour math training at a nearby high school.  It's paid and I appreciate the opportunity to learn more.  However, training means I have to get dressed because oddly, pajamas aren't acceptable for school functions. 

Currently excited about...a lunch date with my mentee afterward!

Last year I had a few mentees, but really clicked with one.  She's a wonderful gal and I'm so excited we became friends.  She's also going to the math training, so we're grabbing Panera afterward.

Currently loving...Sally Hansen Miracle Gel nail polish.

It's not as great as getting a gel manicure, but it's WAY cheaper.  A week in and my nails still look great.  Plus, there's no UV light needed to set the gel and it comes off with regular nail polish.  

Currently ignoring...the cleaning that needs to be done (sorry mom!)

I'm hoping my fur babies will clean it while I'm at work!  But weirdly...that's not happening.

Currently feeling...hungry.

This is easily solved, but the couch is really comfy.

Currently missing...my mommy and brother.

They live in a neighboring state, so I don't get to see them as often as I'd like.

Also currently missing...East Coast friends.

My best friend is doing post PhD work at Yale, which is far, far away.  I miss her terribly and can't wait to see her at Christmas.  Another friend is getting married next weekend in Florida, but it wasn't financially feasible for B and I to attend (moving is expensive).  Another friend and her family also recently moved to Florida and I'm missing them too.

Plus my old work friends, for the most part, are all at different schools and I don't see them as often as I'd like.  I miss being able to pop my head into the hallway and see their faces.

Currently listening to...the fan and an intense game of soccer with a pom pom.

The house is quiet...kind of.  Chloe found a pom pom (again) and is quite loudly playing soccer with it on the hardwood floors.

Currently appreciating...that I could decorate for fall.

Since we moved, I missed decorating for every holiday/season between Easter and now.  So that was my Labor Day task: getting out my fall decorations.  B is still learning to get used to my nesting and fall decorating, but I love it!  I like changing out the table decorations and scentsy scents.  I like putting cute seasonal pillows on the couch...although our current "fall" pillows are football ones.

Currently concerned...about what crinkling noise I'm hearing from Chloe.

After investigating, it's a rice krispies wrapper.  Yum?

Currently feeling...a tad overwhelmed by work.

It's an adjustment. I appreciate my new grade level.  We just tried to teach too much last week and need to take things in smaller steps.  We were all just so excited to jump into teaching!

How are you feeling?

Goals for the Year

I love goal setting. I expect my students to make growth, so it's natural I expect the same from myself.

Here are some of my goals for the upcoming school year:

1) Look more like a teacher.  While this may seem vain, I want to put a little more effort into my appearance to look older.  Yes, older.  I was recently at a high school for math training and got hit on by a student council boy...because apparently I look like them.  I've also had cashiers ask what grade I'm starting or if I'm excited to go to UNLV...several times.  Yes, I know I'll appreciate good genes when I'm older but for now, I'd like to look more like the teacher and less like a student volunteer.

At my last school, we had standard student attire (uniforms), so looking different wasn't a huge challenge.  This year, my new school is open dress (but still adhering to the district's dress code).  I've got to put in more of an effort to visually separate myself from them.

For me, this means jeans will be rarely worn.  I'm trying to wear more dresses and cardigans to look teacher-y.

I dressed up for my trainings last week and had several people compliment me, so my goal must be working.  


2) Do better with this work-life balance. I'll either go in early or stay late, but not both. I stayed later than I intended to yesterday, but that was because one of my kiddos was in the office in tears because his grandfather was 40 minutes late picking him up.  It's the first day of school, it happens.  I didn't want to leave the munchkin on the first day and it was a good opportunity to bond with him.

Now that I have a ten minute commute, which is glorious, I can spend more time at home with B and my fur babies. 

3) Bring back the joy into my classroom.  Last year, for a thousand different reasons, was the worst year of my teaching career.  I wanted to quit on a weekly basis.  I cried on average once a day.  Things started going down hill the first week (yes, week) of school and I knew with complete certainty I would not be at that site anymore by mid-September. It was an unpleasant place to be for both teachers and students.

That's not how I want my classroom to be this year.  I want it to be a joyous place full of inquiry and collaboration.  Based on how day 1 went, I'd way we're off to a good start!

4) Let the horrors of last year go.  It was a dark year that I never want to repeat.  I am doing my best to stop comparing last year to this new school, but the differences are startling.  This new school is a breath of fresh air. I'm going to focus on the positive vibes of my new school instead of complaining about the woes of last year.

I have a few friends still at the old school and they say it's better this year.  For their sake, I hope so! I wish them the best and nothing but good luck.  Hopefully all (or at least most) of the factors are gone, allowing them to have a fresh, positive slate as well.  Everyone deserves to be happy at work.

5) Be open to new things.  I'm the new one on my grade level.  I'm the one, with five years of teaching under my belt, that is the newest teacher.  I like what I've done in my classroom because I've seen the results, but I also need to keep that in check.  I have so much to learn from these four other awesome women. I need to remind myself to be open to their ideas as well, rather than just focusing on my own.  Some days this will be hard for me, but I'm excited to learn new strategies from them.  

What are your goals for the 2014-2015 school year?

It's that time of the year.

And...I'm back to work.

It's Saturday. That being said, I spent about six hours in my classroom and all I really feel I accomplished is making a big mess.

After my final day of math training, I went to my new school to get my keys.  I stayed about two hours because I had my final day of tutoring before the family heads back to Europe.  I managed to get my technology all set up and decided where I wanted my furniture.  I only had to move the filing cabinets and wardrobe twice before being happy with the placement!  I set up my desks in Kagan groups, unpacked the few boxes I had, then headed home.

Last night I finished The Secret of the Fortune Wookiee while packing more.

This morning I woke up around six, typed up the rest of my teacher notes on the novel, wrote a grant for books on donorschoose, then headed over a little before nine am.  I worked until noon, came home to load up again, met up with the boyfriend and bestie, grabbed lunch (my treat...err bribe. Let's be real, it was a sub bribe) and headed over.   We only got to work for about an hour and a half before it was too hot and we had to leave.  (They shut the air off at one and it was close to three.)

Today we accomplished moving about a hundred outdated text books to a storage cabinet, putting math books in all the desks, partially hanging two bulletin boards, and beginning to unpack boxes and organize my library.  We didn't finish hanging the bulletin boards because I use sheets and they had to flatten out.  I staple up the top part of the board, then use anti-wrinkle spray and let them air out over night before stapling the rest.

I think there is a small pile on every desk.  I've taken over about 70% (of the materials I've gone through) so I think this is progress.  I'm just overwhelmed because so many other teachers' classrooms are done.  I need to keep reminding myself that it's okay to not be done. I'll go in tomorrow for a few hours (when the building has AC).  I'll go in for most of the day Monday and Tuesday. I have Wednesday after training, all day Thursday, and next weekend.  My room has to look presentable for open house...which is in 6 days. Yikes!  At least it's a short commute and I have awesome friends who can help.  Plus everyone at my new school seems super friendly and helpful.  It's such a positive, refreshing change.  I can honestly say I'm excited to go to work again.  

However, once it's all done, I will treat myself to a mani & pedi :)

Bulletin Board Ideas for next year

I get to be creative again with my bulletin boards!

In high school, I was class vice president. (Vice for Vice, see how well that campaign worked out?)  At Arizona State, I was a RA/CA (community assistant) with Residential Life.  This month marks year six of teaching.

So I've spent a lot of time with bulletin boards over the past decade(s).  This is a good thing...because I love them.  I love making them cute and showing off student work.

I'm at a new school, which means I can recycle old bulletin board ideas for a new audience!  This minimizes my prep work and well, who doesn't love that?

(I've also included the Common Core State Standards that I'll be teaching/assessing with each bulletin board.  You can read more about the standards here)

September

I was thinking some sort of Harry Potter themed "word wizards" display with types of syllables.  I don't know how much phonics instruction has been given in the past, but I like to start phonics instruction with going over the six types of syllables.  By knowing how to break apart words, students will get to practice reading those larger multisyllabic words.  They'll also get practice looking for affixes and roots, which aids in their comprehension.  I'm thinking some sort of foldable where they break apart their own names and justify the syllable types underneath.  I'll add a written component about how this helps them as readers, so they have to justify their thinking.  I'll also have them find words from their own novels to break apart as well, thus giving them some ownership.

CCSS RF 5.3a, L54b

October

By this point, we should be editing and revising our written pieces with Being a Writer.  I will do a mini-lesson on dead (zombie) words.  For those not in the know, these awful words like to pop up in fifth grade writing samples.  These words belong in primary writing samples, but have no business in upper elementary!  Zombie words include transitions such as first, next, last.  Zombie words are dead words that just keep reappearing.  I'm sick of said.  I'm sick of reading "good" and "bad".  We need more alive words!

So I'll reuse this idea (mainly the drawings...those took a while!):

To make this bulletin board more rigorous, I'll display their final drafts with copies of their rough drafts underneath.  That way, viewers can see that writing (like learning) is a process.  They'll be able to see authentic student work that has been revised and edited with the purpose of eliminating dead (zombie) words.

CCSS W52d, W53c, W54, W510, L52e, L56

November

By this point, my students have hopefully finished several novels, making my theme work bulletin board an appropriate choice.  Given that November is full of three day weeks, this would be an easy writing/reading project that students could finish at home.

I'd have them compare two novels within the same genre, focusing on how the author reveals the theme through characters' actions.  This would be guided at first, but then students would write independently.  Since I don't think I'll be doing full novel read alouds, I'd probably model this with poetry and have them practice with novels.  I'm hoping to have students that have read the same books so they can bounce ideas off of one another.  I'm also fully aware they might not be ready for this yet and my November bulletin board will become March's instead.

RL 5.9, RL 5.2

December

I haven't made my long range plans yet, but I can safely assume that by December, we've covered figurative language.  Most likely several times.

Which means a bulletin board all about idioms!

Since I assume many of my students will be English Language Learners, explicitly teaching figurative language is crucial.  I can even have them find examples of figurative language in their text, thus allowing for an opportunity to not only practice quoting accurately but also justify their thinking with a written response.  (Or a typed response, we'll incorporate technology as well!)

RL 5.1, L5.5a, L5.5b

January

"What's Your Problem?"

Yes, time for a math bulletin board.  I will give them a solution and they have to come up with appropriate, reasonable questions that would yield my answer(s).  This ties in with the eight mathematical practices and would have students use a variety of models and strategies to defend their questions.  This would be easily differentiated and I could have those fast finishers come up with a second problem.  This could easily be a spiral review of concepts where I could strategically differentiate based on which domain students need the extra practice.

CCSS: most of the math ones :)

SMP: 1, 2, 3, 4, 5, 6
(Rigorous math activities should use most, if not all, of the 8 math practices...just an FYI!)

February

I'm torn.  I have two ideas for February, both holiday-related...ish.

The first: book crushes

Students would use a Venn Diagram to compare and contrast two characters (their book crushes).  They would write a written response about both characters, using evidence from the text(s). 

RL 5.3, RL 5.1, W59a

The second idea: persuasive letters to George

(graphic organizer (by Ginger Snaps) and mentor text)

By now, I hope we've covered both persuasive writing and the American revolution.  I'd have students examine a historical view point and write a letter to either King George or General George Washington.  Students can choose to be loyalists or patriots and choose which leader they're writing to. I'd push the higher kids to pick a less popular perspective or to write from a neutral perspective.  This would incorporate informational texts, quoting accurately, persuasive writing, perspective of the narrator, and a bit of research.

CCSS RI 5.1, RI 5.3, RI 5.4, RI 5.6, RI 5.7, RI 5.8, RI 5.9, W51  (plus history & civics/government standards)

March

Mad Scientist March has a nice ring to it...

I know we are rolling out the Next Generation Science Standards (NGSS), so I'm not entirely sure what this will look like.  I know my new coaches mentioned going to lots of trainings and researching our school's science options before picking these green boxes.  I'm excited to learn more about NGSS and STEM :)

Perhaps this is where they could display their own inquiry projects and scientific proposals?

April and May...TBD. 

Maybe bookopoly again?

 I planned out eight months worth of bulletin boards...I think my brain can safely shut down for the evening.

What are your bulletin board ideas for next year?

Thank Goodness

I got my official welcome back email today.  What a relief!  Now I know what day I go back to work :)

What I was more impressed with is my new administration's value for our summer breaks.  The earliest I could go back is Wednesday, but since I"m in training, that day is out.  They limited the hours we can work.  Yup, limited from 9-1.  They expect us to do other things then spend all day prepping our classrooms...and all I can say is thank goodness!

I won't get keys until next Friday and even then, I can work a max of four hours at school.  I can go in Saturday and Sunday (which I may, dragging B with me), but again I"m limited to four hours.  

I talked with the grade level chair and they long range plan during the first few weeks of school, so I'm not a slacker teacher.  More importantly, they plan as a team (hooray collaboration) and tweak the plans as the year progresses.  Yes, the mindset that the plans you make in August, before you've met your students, can be altered based on the students' needs.  Hallelujah this is a norm!

Besides my excitement about planning and not being allowed to work all day, there was one more piece of pertinent information regarding bulletin boards.

It's expected they'll be cute.  What a refreshing change.

See, last year the cuteness was severely frowned upon.  We did not have bulletin boards.  They were called academic wall displays.  They were graded, on a rubric, by ourselves and administration.  We had a stern talking to regarding ours...and we weren't the only grade level.  I remember being chewed out because some of the students' work wasn't perfect.  Um, correct.  I teach ten year-olds.  Learning is a process.  I hope they haven't mastered all of the fifth grade content in September.  So yes, in the interest of displaying all students' work, I included some work that wasn't 100% correct.  Again, I taught inclusion (with special education students), learning is a process...and the bulletin board was due in September.  Not the end of September, but by the end of day 8 of instruction.  Oddly enough, two weeks in, my fifth graders hadn't mastered that particular reading standard.  I got lectured for it.

I don't think that will be the case this year.  There was an email attachment about all sorts of ways to make your bulletin boards cute and recommended how to make lettering and borders.  I will keep the background sheet and burlap border up all year, but switch out the lettering and theme as I see fit.  Or every month, as is suggested.

Thank goodness for positive change.  I'm so excited to be headed somewhere where I'm encouraged to have a life outside the classroom and it's expected I have fun with my job.  

Hallelujah.  It's about damn time.

Opportunities

Anyone who spends five minutes with me or on this blog knows my love of reading.

That being said, I'm excited for a new opportunity at my school site.

I have mixed emotions about starting at a new school.  I'm excited for the change and my new grade level.  I'm excited that I get to keep teaching fifth grade because I love the content and maturity level of the students.  While I think kindergartners are precious, I don't want to teach them and commend those brave souls who do.  I don't want to deal with an excess of tattling and other tasks that come with the adorable little ones.  I know myself well enough to know I lack the patience that's required for the little ones...although the smaller class sizes would be nice!  I like that most of my students are working on comprehension, not blending.  I like that we get to read books and talk about them.

I like that my new school has a consistent reading tracking system that is used K-5.  I like that the students know their reading levels and the data is transparent.  Reading trackers line the hallways and students own their growth, which is wonderful.  This does mean I need to level my library...

I've started!  Kind of...

Each book will have a sticky label inside with my name, the book level, and the AR quiz number.  On the spine will be a colored sticker indicating the book level.  The entire school is leveled this way which helps the students pick a "just right" book.

I am excited to move stuff into my classroom (and B is excited to get the spare room back).  This is currently our third bedroom:

One part is going to my classroom, part is going in the garage and the rest is yet to be organized. I've got time, right? I don't go back until the 11th...plus I'd rather finish reading The Mark of Athena?

I am so excited to organize and set up my classroom.  It was nice to go through all my teaching supplies and weed through the ones I really want to take in and use this year.

On the subject of this year, I'm excited for a new opportunity.  My principal asked if I'd like to be a math site leader.  I jumped at the opportunity to learn more about math instruction and the leadership opportunity.  I held a lot of responsibility at my last school and had to learn to share the work load (once I had a team I could trust to not only do their jobs, but do them splendidly).  At my new school, I know my new team is qualified. I don't want to step on any toes, but I also don't want to come off as a slacker.  So I'm excited that I get this chance.  I report to training on the 11th and have four days of six hours of math instruction and strategies.  I'll also have eight Saturdays throughout the school year and lead trainings at my school.  While the trainings start at seven am, I am excited that the training site is about ten minutes away!

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!
 

Classroom Shopping

We report back the middle of August, so I was thoroughly disgusted when I discovered Target had set up it's back to school aisles.  This may deter me from shopping, which wouldn't be the worst thing since moving is expensive!  (Paying double rent and (shudder) utilities during a Las Vegas summer is even worse!).  I refuse to visit these aisles until August.  July is my month!

I did however take advantage of my mom's visit to determine my classroom colors.  My boyfriend, bless him, could care less about what colors I'm doing and how I'm organizing my classroom.  He's more than willing to help but looks at me strangely when I ask his opinion on color palates. 

I'm starting over at a new school and rejuvenated with excitement about decorating a new learning space.  These feelings of desire, nervousness, and passion mirror those I experienced right after Teach for America's summer institute five summers ago.  I have a new teaching space in a new positive environment and I'm so blessed to have this opportunity for change.

My mom and I drove by my new school, which was 7 minutes from the house with no traffic :)  She loved it and is so supportive of this change, which means the world to me.  We then, coupons in hand, trekked to Joann's to investigate their teaching aisles.

I scored a banner in this color scheme:

For 70 percent off!  My entire purchase was under twelve dollars, which also included several other classroom goodies.  (For the record, I love coupons and sales!)

I picked up a plain yellow banner:

That I will repurpose into this:

Except have it say "writing" instead of write. 

I grabbed a classroom jobs premade kit with this color scheme:

Which will be the basis for my new classroom! 

I also snagged some self adhesive paper pockets:

That I will transform into some sort of goal-setting wall!  I like the idea of having students' goals displayed but in a more private manner.  (I also liked that I scored a 24 pack for under a dollar instead of their posted $4 price!)

I'm excited to decorate my new classroom!