"Wait Time" and "Think Time"

I have some very exciting news to share...our Instructional Rounds 2nd visit revealed that what we are doing as a campus is not only working, it's working BIG TIME!  All of the short term and long term goals that were initially set have been exceeded.  I have to give credit to our district administrators for leading us into this endeavor no matter how painful it might be, the evidence is overwhelmingly positive and for me it means that our students are the ones who are receiving the benefits.  Most specifically, higher level learning through planned questions is occurring across the campus, student responses are justified and expanded through a wide variety of personalized techniques that teachers have internalized in their classrooms.  So, for our campus, we will continue to go the course.  One area that could improve that was recognized during our visit, was to increase "wait time" for students to respond, and to provide additional "think time" for students to process.  I searched for relevant information to share with staff on this area and I found several informative articles.
"Wait time" is the period of time that takes place when a teacher provides a question to students and the teacher interrupts or calls on a student.  On average this time is 1.5 seconds in a typical classroom, noted by a study by Mary Budd Rowe (1972).  Her study discovered if teachers allowed at least 3 seconds of "wait time", many positive things happened to students' AND teachers' behaviors and attitudes.  To attain these benefits, teachers were urged to "wait" in silence for 3 seconds or more after their questions, and AFTER students completed their responses.  Further, the teacher should ensure that all students preserve the disturbance-free silence so that both the students and teacher can process the relevant information.  When this occurs, the teacher can claim to be skilled at using "think time."  The skillful use of "think-time" contributes significantly to improved teaching and learning in the classroom.
I eagerly look forward to seeing these continued improvements that our talented teachers are utilizing to increase our students' learning.  Our next Instructional Rounds will take place on January 22nd when we will look forward to our new results.
#ceohgo #castleberryisd

Test S T R E S S !!!!!

It seems like we're always giving a test, taking a test, or grading a test!!!!  No wonder we're all going crazy and stressed out!!!!!
This week at school, we administered our fall semester benchmarks.  No, they were not our first round of tests by any means, BUT these are the BIG ones that everyone looks at.  Not only are the kids stressed out, but the teachers as well.
As a principal, I don't even have to address a staff member about their results before the teacher comes in with tears in their eyes and a big apology about their scores.  I always say, it's just something to give you concrete feedback about your students, use and go forward with it.  And just for fun, we'll do it again in the spring semester!!!
But seriously, there are a lot of de - stressers for students and staff alike!  For example, take a look at http://pbskids.org/itsmylife/school/teststress/
Take a deep breath and try not to stress!  Good luck!

Lesson Objectives

In reading Chapter 3 of The Fundamental 5:  The Formula for Quality Instruction the subject of lesson objectives is addressed.  In walkthroughs of classrooms, I see a wide-variety of ways and uses of instructional objectives being utilized for student reflection.  I see a lot of "I can..." and a lot of straight technical verbatim from TEA.  I'm not sure how much is actually written for the teacher to reference or the students.  So, when I came across Chapter 3, I found my happy place.  In Chapter 3, objectives are written as "We will..." and in a statement form that is student friendly.  When beginning the lesson, the teacher actually references the statement and how it will be accomplished.  After the lesson, the students and teacher reflect on if they actually accomplished the objective or if reteaching or further addressing of objectives needs to occur.  It actually makes sense and is a useful tool in measuring success!  I hope that you find this a useful in leading your students to success!

Blended Learning

I am proud of the direction that our district and campus is moving toward blended learning.  The pathway of integrating technology into teaching lends itself to helping our students meet their goals and see success.
I was impressed when I recently read an article about the various districts across the country utilizing Blended Learning to help their students.  What I found was that our district is much like those illustrated.  We too use a variety of tools that others are accessing.  Our superintendent shared this vision of Blended Learning several years ago and shared a similar philosophy that others possess in that to increase student achievement and reach our academic goals, technology is key.  Blended learning allows teachers to target instruction in small groups.  If students are to be college and career ready then we need to have our classrooms look like those.  I'm thankful our superintendent and district is moving in the right direction to help our students!

Digital Resources and Goals

Today I shared our Instructional Rounds data and momentum plan with my entire staff.  I had just held a faculty meeting and shared how the ISTE standards require us to seek alternative resources for professional development and growth.  We reflected on the numerous resources from reliable sources that are available via Twitter, and other media.  So, in Instructional Rounds we found that we needed to find resources that would help us focus on improvement in our two target goal areas of higher levels of Blooms Taxonomy for teacher questions, and in increasing the levels of student discourse.  Put the two together (resources and goals) and we have found that there are numerous ways to help ourselves professionally and in turn, help our students achieve more and at higher levels.  We found videos, articles, anchor charts, and on and on that can help us master our goals and in turn help our students.  There are numerous professional websites, educational tools, and research based writers over the web that provide the resources that cannot be located through the typical print method.  I encourage our staff to seek resources and share them with their colleagues.  I look forward to seeing what we will find.

"I don't know"

I noticed today while reviewing the numerous topics that educators were discussing, was an interesting topic entitled, "I don't know."  It happens to fall right in line with what I'm looking for in regards to the feedback our campus received from our first "Instructional Rounds" visit.  One area that we will be focusing on as improvement will be in the area of student questioning or discourse.
In the article published by Heather Walport-Gawron she states that teachers need to realize the critical importance of using the statement, "I don't know," and that it is okay to make that statement to your students.  The power is in what you do with it.  She suggests the following:
Make sure your students know that no one knows the answer to everything, but there are ways to find the answers to the questions we have.  She also encourages you to teach the mindset that "I don't know" means "Wait, let's find out."  First, use Google and teach students the tricks to finding particular information and customize your toolbar to help you.  Second, offer students an opportunity to collaborate when seeing information i.e. Google and make it fun, such as a timed scavenger hunt.  Third, teach students to seek more than source so that your evidence is verified.  In closing, no matter how you teach your students to seek information, the power of "I don't know" can be used to honor confusion and help clear it up.

Assessment Myths

Educators, both teachers and administrators alike are not happy that assessment demands are intruding on day-to-day teaching and learning.  There are a few practical and constructive strategies that can help them (and their students) cope with this new reality.
The three biggest testing myths and what teachers can do about them are as follows:

1.  They've got to learn it all; it's on the test!
      All teachers are understandably overwhelmed by the huge task of helping students master the content necessary to succeed on standardized tests.  Teachers can resolve this by sticking firmly to good pedagogy and effective practice.  Showing students how to connect the dots in smaller ways through concept mapping, allows students to visualize how ideas are related to one another.

2.  You are what they score.
      When scores are published, schools are often labeled with a ranking.  The atmosphere in which a teacher's value is equal to the test results of the school.  Instead, teachers should let go of the scores and focus on student growth.  Teachers should ask and reflect on how their own teaching contributed to the students' success or lack of.

3.  I am powerless over the test.
     Teachers have an overwhelming long list of duties including teaching.  This list includes bookkeeper, technology expert, data analyst, librarian, nurse, defendant, and more.  Teachers must pick their battles and accept what they cannot control.  This acceptance is empowering.

The accountability factor is as choppy as ever, but teachers needn't be overwhelmed.  Teachers must stand firm in the belief that their decisions are based on what they believe to be in the best interest of their students.  Teachers must build on what they know works.

Framing the Lesson

Have you ever noticed all the multiple ways that teachers list the learning objectives for students in the classrooms? Examples i.e., "I can...," or just verbatim from CScope or teacher handbooks.   Have you ever had to REALLY search for them?  Have you ever wondered, does that notice really serve a purpose?
In my professional reading of "The Fundamental Five," I have found the answer to those important questions.  The learning objective is a statement of what the student can expect to learn, today.  Broken into two pieces, the second part is the closing question, product, or task.  What I want my teachers to know is that stating the objective at the very beginning of a lesson or unit must be a deliberate act on the part of the teacher.  It should be written in concrete, student-friendly language and is presented int the form of a "We will..." statement.  The closing question, product, or task is also written in concrete, student-friendly language.  It provides the students with a clear understanding of how he or she will demonstrate what was learned in the lesson.  This provides proof to both the student and the teacher that the objective of the lesson was met.  Properly constructed, the two parts together improve the rigor of the lesson.  An example, "We will identify the components of an effective lesson frame." And, "I will create and share a lesson frame with my table group."  This example of the objective is written at the Bloom's Level of comprehension with the verb, "identify."  The closing product will move the students to a higher level of rigor, synthesis with the verb "create."
Since our focus this year is to bring our students levels of thinking to higher levels, we will utilize this practice.  All of our students will benefit.

Texting and Grammar

I often wonder as most other educators, does texting and all the cute little acronyms have any effect on grammar for our students?  I recently found an article that researched this topic and wanted to share my findings with you.   This article was provided by Tech Learning.
The study completed by the Clare Wood of Coventry University in the UK shows that concerns are unfounded.
The study concluded that among children and teens, there is actually a slight correlation between textism usage and increases in test scores!   A follow up study in 2009 looked at 88 kids between 10 and 12 years old - again, the researchers found similar associations between high textism use and better reading ability!  Nenagh Kemp, psychologist published the findings and suggests that texting, rather than detracting from students' literacy levels, "seems to represent the addition of an extra literacy skill- the ability to represent, in writing, what they would have said if they were speaking."  It's possible that experimentation in language increases overall fluency, and improves writing and reading skills.
So, happy texting everyone!

Parent Conferences

This time of year, parent conferences are on the checklist for all teachers.  It doesn't matter if your new or a veteran, it seems we always seem to wonder or anticipate what parents may ask.  With the increase of technology and parents utilizing the internet as a research tool, they will be coming with a desire to know more about their child's education.  Edutopia recently listed some quality questions that should be covered in those conferences.  I hope that you find these useful in preparation of those upcoming conferences.

19 Questions Your Child’s Teacher Would (Probably) Love to Answer

1. What academic standards do you use, and what do I need to know about them?
2. How will you respond if or when my child struggles in class?
3. What are the most important and complex (content-related) ideas my child needs to understand by the end of the year?
4. Do you focus on strengths or weaknesses?
5. How are creativity and innovative thinking used on a daily basis in your classroom?
6. How is critical thinking used on a daily basis in your classroom?
7. How are assessments designed to promote learning rather than simple measurement?
8. What can I do to support literacy in my home?
9. What kinds of questions do you suggest that I ask my children on a daily basis about your class?
10. How exactly is learning personalized in your classroom? In the school?
11. How do you measure academic progress?
12. What are the most common instructional or literacy strategies you will use this year?
13. What learning models do you use (e.g., project-based learning, mobile learning, game-based learning, etc.), and what do you see as the primary benefits of that approach?
14. What are the best school or district resources for students and/or families that no one uses?
15. Is there technology you'd recommend that can help support my child in self-directed learning?
16. What are the most common barriers you see to academic progress in your classroom?
17. How is education changing?
18. How do you see the role of the teacher in the learning process?
19. What am I not asking but should be?

Ways to use social media on your next field trip

I always love to find new ways to use technology and especially love creative ways such as taking technology on field trips.  I found an interesting article that described 5 easy ways to integrate technology on the go.  1. Get social to create enthusiasm.  Before the trip, check out the place with twitter, facebook, instagram and blog about it.  2. Use hashtags.  Pick a hashtag for your trip and use it for capturing the cool things you'll find to share.  3. Thinglink.  Before going, print out a map and as you go through the trip, take pictures and videos.  These can become touchpoints that can be posted.  4. Yelp review.  Rather than writing a traditional report, write a Yelp review of your trip.  5. Sketching for connecting with a community.  use a sketching app like Paper to capture moments and share them on Twitter, Facebook, Tumblr, or other social media.  There are many more ways to integrate technology on your field trips, but most of all have fun and get the message out there!!!

Designing the classroom with the brain in mind.

At the beginning of the school year there comes a myriad of considerations including questions and possibilities in designing the classroom.  I found an article that I found particularly interesting with research that shows that learning can be improved significantly by adding brain-compatible elements to the design of the classroom.
When the body is taken care of the brain can turn its attention to other things.  More comfortable classrooms provide more opportunity.  The brain thrives on meaning.  Information that is not meaningful will be lost which translates to having high interest reading materials on hands for students.  For students who read at lower levels, have stories recorded at a slower pace for them to listen to.  The most powerful memory is the emotional memory so having a classroom that is warm and inviting helps the brain relay pleasure emotions with learning emotions.  Just the right amount of challenge encourages learning.  Struggling readers need materials that are high interest, yet challenging, and provided an area where reading will be modeled.  Choice changes the chemistry of the brain, and the higher students move through he grades even more so.   Choice in design of where materials are accessible is key.   When multiple senses are engaged such as hands-on powerful learning can occur.  The brain is social and students collaborating facilitates learning.  Areas in a room where this setup is encouraged will benefit students.  Positive emotions motive and create excitement. High-interest reading materials, games, and modeling make students feel special.
So, I encourage all teachers to setup your classrooms with brain research in mind.  And good luck to all of you!

Are PLC's important?

I just received my latest TEPSA news and found an article about Professional Learning Communities (PLC).  The fact remains that PLCs are the most effective strategy for achieving long-term and sustained school improvement.  Like so many others, our district and campus are striving to implement the PLC successfully.  I feel that this year, we will be closer than ever.  I eagerly look forward to learning this year.
So, as a leader of a large school, I have questions and answers to contemplate when considering the importance of the PLC:  Why are PLCs relevant?  Primarily because we want to prepare our students for the 21st century.    In addition, along with all students can learn and NCLB, the PLC promotes high expectations for all students of all learning abilities and styles.  Every child deserves a quality education and the PLC promotes a commitment to such.  What we do as teachers matters, we are professionals and are committed to figuring out what will work for each of our students.  Our students will compete in a global economy and the PLC supports schools that enhances our nations economic competitiveness.  Last, because as good as we are, we need to be even better.  All schools and professionals need to be committed to doing what we know is effective.  The PLC helps schools recognize the past represents history, not prophecy and rely on critical questions to guide their improvement.  In conclusion, the PLC will continue to be a method that our campus will embrace to lead our students and ourselves to success!
I wish you the best school year ever and success in growing professionally with your PLC!

Strategies for Close Reading

Reading is a subject that is near and dear to my heart, mostly likely because I have always loved reading.  I have a difficult time understanding why most of the students at our campus have trouble with comprehension skills and do not love reading as I do.  Is it because technology has turned us away from the desire to read?  I utilize technology and welcome its advances, but I still love to read.  So, my thoughts are that technology is not the culprit.
One of my primary goals for this year will be to raise the reading scores of my campus.  Our math scores have continued to rise for the past few years, but our reading scores are flat lining.  When taking into consideration the cause and effect of the current trend of flat reading scores, I have looked for resources to address the issue.  One of the most recommended resources is Notice & Note, Strategies for Close Reading by Kylene Beers & Robert E. Probst.  I fell in love with the very first page, "The text awakens associations in the reader's mind, and out of the mix, meaning is created.  It resides neither in the text nor in the reader's mind, but in the meeting of the two."  That is exactly the way I process what I read.  I want my students to have a love and joy of reading just as I do.  (And higher reading scores.)  I am looking forward to finding out from this resource how to get us there and sharing this with my staff.  Happy reading!

Discovering Opportunity

It is apparent and imperative that schools maintain and improve existing programs and intiatives focused on providing students the tools for success in a digital world.  In CISD with our technology infused focus on instruction, we are getting there.  But no matter where you are or how much you are doing....if you don't build those critical partnerships through your community, area universities, intraschool, or experiential types, you're not going to move forward fast enough.  You must get the word out about all the miraculous things going on in your schools.  I found a paperless school newsletter to share all the great things going on in our school and others.  What do you find is a great way to share?  What partnerships are you focusing on building with your campus this year?  

Instructional Rounds

"DING" aaannnnndddd in this corner, we have Hollie Lancarte, Principal of Castleberry Elementary, aaannnndd in this corner we have...no!  No, I'm not talking about that kind of rounds.  This is something much, much sweeter.  You know how doctors learn to become doctors and/or improve their practice?  They perform "rounds".  That's right!   So, now for professionals in education, we have "Instructional Rounds".

This summer, I had the absolute wonderful opportunity to attend a training by @Sheila Maher who trained the administrative team of CISD on this great method of best practice to improve instruction.  We already know we have the best staff who are dedicated to not only to helping our students become successful and are totally committed to improving our craft, but as a small school district how do we help our teachers continue to seek ways to improve without fear of degradation or humility?  This method will enable us to seek ways of improvement  through objective observations, analysis of data, and follow up in order to help all of us - both students and professionals, and in all grade levels and across all subjects.  Isn't that sweet?

I will be sharing this wonderful journey of learning with you this year as I continue to learn.  I hope that you will enjoy learning with me.  Are you familiar with "Instructional Rounds?"  If not, what do you think it would look like?

My Digital Grade

Today I evaluated myself with the ISTE National Ed. Tech. Standards as an administrator.  What I found is that like most of us, I feel that I'm doing a good job and give myself an "A" in the majority of the bullets.  However, with the huge transformation of integrating technology and it's global reach, I'm nowhere near that level.  I aspire to be, so I'm going to give myself extra credit.  I'm particularly lower in the bullets of advocating or integrating technology with the "national" aspect.  At the same time,  I realize that the internet is world wide and reaches users all over the globe.   What other evaluation tools do you use as a teacher or administrator that you feel promote your growth in technology? #castleberryisd

After School Reflection

Technology was a challenge.  However, it was also a tool that many of us used to our advantage.  One app was noted by several parents and teachers as a great tool to increase communication between the two.  Remind 101 is an easy way for teachers to send homework, field trip, special events, and other reminders to designated receivers (Parents) that can be accessed at their convenience.  Check it out and hopefully you will find an improved method of communicating with parents as well.

A Year of Reflection and New Beginnings

2013-14 has been a year of learning, growing, and leading with a myriad of new staff, new building, new students, and much more.  Add in the myriad of increasing technology resources, ever-changing technology tools, and numerous challenges that a 5 year old knows more than a teacher of 25 years of experience -welcome to my world.  Thankfully, I have a great foundation of returning knowledgeable teachers and staff, blessed with a supportive administrative team, and absolutely LOVE learning with my students and staff.  I stress the 4 letter word, because if you don't LOVE what you do - no matter what that may be, then in my opinion you most likely will not be successful or reach your maximum potential.   This blog will attempt to share with you another year of learning as an administrator of an elementary campus to integrate technology as a tool for helping students engage, succeed, and pardon the cliche, go where no other elementary has gone before.  This past year, our district implemented  a vision shared by our superintendent that technology should be an integral part of every child's education.  This was initiated by all administrators developing their own professional learning network (PLN).  I have been exposed to Smore, Prezi, Educreations, QR Codes, and on and on.  This is not unlike any other educator in the business of continuing to stay up to date with new advances in our profession.  Each month, I attended our administrative leadership team (ALT) and then in turn, shared what I learned at our monthly faculty meeting.  I modeled, I shared, and I followed up with staff.  In the end, in retrospect, I give our campus an A-.  Most of that is credit due to "effort".  I LOVE that our staff did their best this first year.  I LOVE that our students did make progress overall.  I LOVE that I learned right along with my staff and students.  We have a lot more to do and lot more to learn.  And, I LOVE that!  I look forward to sharing with you the 2014-15 year of step 2!