0 21st Century Classroom Communication

A blog serves as a great place to share student projects and creativity.
Sun Image Credit

What will your classroom communication loop look like next year?

As move-up day approaches, I’m organizing the many communication tools for systematic, responsive, two-way routine share for the learning community: students, families, teachers, leaders, and community members. Communication protocols and systems create an almost seamless structure which leaves room for more responsive student service and coaching.

Communication Protocols:

• Ask Questions, don’t let issues linger.
• Clear, concise, and targeted.
• Err on the side of sharing more than less.
• Let students lead the sharing whenever possible:
• Encourage students to ask questions in person or via email.
• Give students a chance to author newsletters, blog posts, and web information.
• Share almost all communications with students and elicit feedback.
• Teach children how to navigate the communication loop.

These are the classroom communication pieces we’ll incorporate into the learning program:

Daily:

• Twitter: daily schedule, news, and updates.
• Email: Announcements, important messages, and parent/student questions and information: maureen_devlin@wayland.k12.ma.us

Weekly:

• Google Home Study Doc: Chart of home study links, assignments, and resources.
• Weekly Newsletter Google Doc: Doc that is updated weekly with classroom news and events.

Always Available with Periodic Updates:

• Class Website: The Resource Center of Important Classroom Information.
• Class Blog: Showcase Place for Student Projects. (Last year’s blog example).
• Family Conferences (twice a year) and Coaching Sessions (upon request)
• Class Presentations of Signature Work and Projects: About two-three times a year.
• Guiding Websites for Signature Projects: Endangered Species Project Website and Math Program Examples.
• Student ePortfolios (Teacher Model of a Student ePortfolio), YouTube Channel
  
  

Professional Learning

• Professional Blog: Teach Children Well
• Twitter @lookforsun
• Professional ePortfolio

0 Honor

At graduation time, the word honor appears often.  There are students on the honor roll, and students belong to honor societies.  Honor is bestowed upon many for scholastic achievement, character recognition, dedication, and special efforts and events.

What does the word honor mean?

What place does honor hold in schools today, and what place should honor hold going forward?

Honor ceremonies and events are times to celebrate the accomplishments a community values.  Those ceremonies serve to both celebrate and recognize a community's best work, effort, and achievement.  These ceremonies also serve to inspire others to reach for honorable work and service. 

Last night at Wayland High School's awards night, I was filled with pride as student after student walked to the podium to receive an honor.  I was inspired by the few who received multiple scholastic honors--the academic stars of the class.  I was equally inspired by the many who received a single, significant honor representing notable achievement in one area of school life.  The school chose to recognize many, and hopefully for those who did not receive a specific honor, the ceremony served to inspire their future pursuit with regard to honorable work and achievement. 

In the back of the auditorium there were a number of dedicated educators and community members who have stood by the school community for many, many years.  These supporters represented scholarship donors and leaders that fund and manage the many scholarships given out.  Their steadfast commitment ensures that this night of recognition occurs with strength and commitment to the students.  In a sense, these dedicated volunteers keep a sense of honor alive for students and the community.

A rousing standing ovation for a retiring teacher who had committed 45 years of his life to the school system was a highlight of the night.  That teacher, Mr. Joe Porrell, took the opportunity to further inspire students with a few words and the Norman Vincent Peale quote, "Change your thoughts and you change the world."

Inspiring learning communities such as Wayland High School's parent, student, educator community  will continue to foster honor through encouragement, ceremony, and celebration.  Explicit discussions and direction with regard to what the community expects and honors will serve to inspire benefactors, recipients, and community members for years to come.  

In what ways do you honor the students you teach, colleagues you work with, and family members you serve?  How does honor celebrate today's achievements and expectations?  What are the classic, timeless areas of honor that serve as the foundation of schools and achievement?  Honor plays an important role in organizations, a role that develops our learning communities with strength.  This is an aspect of school life that we shouldn't lose sight of as schools transform and change. 

0 Thank You!

As the year rolls to the finish line, I am thinking about all the people I should thank.  Though I can be seen as a contrarian who is always pushing for new and better with critical analysis, I really am grateful for so many that provide me with the support, encouragement, motivation, skill, and understanding it takes to do your best work during the school year.

Hence a thank you list.

First, I want to thank my building administrator who truly embraces the notion of servant leadership as he encourages and supports the multitude of diverse learning and teaching styles displayed by the many children and educators in our building. The fact that he embraces diversity with respect and care has made our school a dynamic school.

Next, I want to thank the many leaders I work with. I want to thank them for the times that they support us with responsive and timely tools, strategies, and learning endeavors that forward our work with students.

After that, I want to thank the family members.  I have found that families have been eager to become active members of the learning community if given voice and choice. I hope to continue to build my efforts to bring families into the decisions and daily efforts of classroom life.  Parents frequent supportive emails, ideas, targeted questions, help, and encouragement have made all the difference this year.

Then, I want to thank my collegial group. I want to thank them for working with me to build a vision and practice that serves children well.

Of course, I want to thank the students who motivate me daily with their honesty, playfulness, surprises, challenges, kindness, hugs, wisdom, and potential.

And, the community that I work in.  As I've mentioned many times, I stay in this community because of the incredible support they bring to education.

Finally, the many support staff that make our work possible including the bus drivers, crossing guards, custodians, food service personnel, administrative staff, grounds crew, nurses, and more.

This year of innovation and change has been a bumpy, but successful road.  One which could not have succeeded without the care and support of so many.

0 Test Scores: The Good and The Bad

The growth was amazing--so many points, but the score remained in the red.

There was a dramatic drop?  Was it a bad day?  What happened?  I wasn't there.

His growth was amazing, the best in the whole school--what made that happen?

As we look at end of year dipsticks and scores, there's a tendency to forget about all the efforts that go into a year beyond a few test scores--all the efforts including class community, projects, interdisciplinary learning, new ideas, and more.  School is not just a test score or color coded mark on a page.

Yet, some would like to reduce it to that--to point to the red mark on the page and summarize a year of care and effort with one mark--it's easier to do that than to take the long look at the multiple efforts that go into a worthy education.

Education is not a perfect science. It's true that data can help us to target teaching efforts, but data alone can't be the reason why we teach the way we do, education is more holistic than that.

Hence at the end of the year when summative scores roll in, remember that that those scores are only one small piece of the teaching year, evidence of one out of a multitude of efforts employed, all efforts aimed at teaching children well.

0 Field Day Festivities

Our extraordinary physical education teacher will lead another field day today.

He crafts the day like a choreographer designs an intricate performance--every detail has been considered and the children have been prepared.  As with all work he does, collaboration, cheering each other on, and physical fitness take center stage during this festive, celebratory day.

As the classroom teacher, I'll follow my class to activity after activity.  I'll cheer for and coach my students through contests that involve running laps, shooting balls, and jumping over hurdles.  I'll also help with skinned knees, disappointing results, and thirsty/hungry athletes.

Field Day brings the whole school together in a colorful, playground celebration--one the students look forward to each year.

0 The Best Person for the Job?

A new teacher will be hired at my school soon, and I am wondering if there is a "best person" for every job.

Probably not, but there are definitely people whose skills, attitude, and experience match a job better than others.

Several years ago I was asked to do a job, a job that was not a match for my skills or abilities.  I could have taken the job and earned a few extra dollars, but the effort to do the job well would have taken away from the areas I've prioritized for growth and skill.  Hence, I didn't take the job, and the person who did was well suited for the job's requirements.

Organizations grow with strength when people are well chosen for a job by demonstrating the skills, attitude, investment, and experience that match the job description well. Everyone suffers when a person is chosen for a job for the wrong reasons, and when that person does not have what it takes to do that job well.

Hence, it's important that individuals accept jobs that they are well suited for, and similarly important that organizations choose individuals who have what it takes to do the job well.

When one accepts a new job or is chosen for a new position, he/she will always have room for growth--no new (or veteran) employee will be the perfect fit as with all good work and effort there is always room for growth.

Hiring, when done well, is not a simple matter.  Typically, every candidate brought to the interview table demonstrates strong skills, intent, and abilities.  Also, no matter how terrific a candidate is, leaders look to match candidates to the current context and future need.  Budgets are considered too.

Soon, I'll play a small role on an interview committee.  I'm keenly aware of the candidates' solid resumes and strengths in this time of competition when it comes to elementary school teaching jobs.  I know that even though all candidates won't be chosen for this position, it's likely that the candidates not chosen will be recommended and interviewed for future jobs in our system and others.

There is never a "best" person for the job, but one person is chosen--a person who appears to fit the context, needs, and requirements of the job.

0 Issue Weight

How much does that issue weigh?

How much does it weigh in time?

How much does it weigh in personnel?

How much does it weigh in impact?

We can travel multiple paths in education.  We can embark on numerous paths of innovation, investigation, and change. Yet, time, personnel, and support is limited.  Hence, we have to make choices about what paths are most important and profitable when it comes to the vision and mission of the work we do.

Taking on a heavy issue with limited time, personnel, and support has the potential to fail.  Yet, determining that a heavy issue is worth the time, personnel, and support necessary will create a viable path to the issue's efforts and work.

Prior to embarking on any educational path, it's important to chart the course, determine the needs, and make a plan.  When invited to partake in an issue discussion or effort, it's okay to ask for details about purpose, time lines, and supports in place.  Once you have those answers, you'll be better able to assess how much energy the issue is worth, and the potential the issue holds.

Determining issue weight and impact prior to discussion and effort is an important first step in any endeavor.  Assessing the weight and impact on the other end of the effort is similarly important.

The work up front is essential to charting a path to success.

0 PLC Norms?

What norms support positive, professional conversation and debate?

How can norms ensure that everyone is heard?

What is the optimal size in breadth and depth of an issue to take on in an hours' time?

What kinds of prep, communication, and planning are expected when it comes to problem analysis and debate?

What issues take priority? Who chooses the agenda?

What issues underly decisions and discourse?  Who is responsible for the decisions made?

Soon, our PLC will revisit norms.

That's a challenge for me.  Since my earliest days, I've had a lot to say.  I read, think, and write a lot.  I make the time to think deeply and carefully about decisions.  In college, I devised the a..b...z response where I never responded if it was an "a/b question--one with a predictable response" and always waited for the "z response--the answer that demanded a risk and a lot of thought."  That was my way of limiting my responses, not taking over.

At PLC's I've tried many approaches, all unsuccessful.  It takes great patience for me for multiple reasons.  Hence, now it's time to reset the norms mostly to remind me to wait my turn, not interrupt, sit quietly, and listen.  The challenge lies in the fact that all decisions made at the table affect my daily work with students.  All of the decisions directly impact the classroom teacher, and even little decisions made quickly or without sufficient thought can mean less time for the good work possible with children. Hence it's difficult to just sit by and listen without input.

I frankly share this dilemma as I believe there are many out there that will have advice for learners and thinkers like me.  I'm not always right. I don't know it all. I look forward to challenge and debate, yet it's time to face the facts, similar to the classroom discussions and debates, there's limited time and everyone wants a voice at the table.

How do we make time for everyone's voice?  How do we choose, prepare for, debate, and make decisions about issues that matter--issues that affect teaching children well?

0 Weathering the Storm of Innovation, Change, and Growth

Innovation, change, and growth can result in disruption--storms of new ideas, practice, and results.  Change is met with a myriad of emotion, response, and actions.  Some passions flame while others diminish--it's not a simple, predictable path, but I believe it is a path worth the effort.

How does one travel the path of change with both respect and effect?  How does one differentiate between debate, disagreement, and disrespect?  When is a question pointed, targeted, and positive, and when is a question deemed inhospitable or aggressive? What sense of urgency should fuel your journey?

The unpredictable, and sometimes stormy path of innovation and change can sometimes deter professionals from taking that path.  Is there a way to make innovation and change less disruptive and more inviting for all?  What protocols lead growth and change with positivity? What is the focus for changing patterns, innovative ideas, and new strategies?

Moving old systems like schools ahead may be more arduous than moving a start-up forward.  Old systems can be mired in traditions too steep to change.  Making the distinction between classic, formidable traditions, and traditions that simply survive due to age is imperative.  What's old might make a strong foundation, but what's old might also serve to impede apt progress.

As I think about the year and the many changes we embarked on to teach children well, I've learned a lot.  I can't say that I've learned so much that I now understand how to navigate a path of new practice without error, emotion, or surprise.  If you know that secret, please let me know.  In the end though, my intent has been focused on serving children well with best practice, and I'm always open to debate, honesty, and discussion when it comes to that topic as we weather the storms of innovation, change, and growth.

0 Scope and Sequence Meeting: Purpose

Today, I'm attending the first of two scope and sequence meetings.  Today we'll review the math scope and sequence.

Is a scope and sequence document an important tool?
I believe that having a "loose-tight" scope and sequence is essential for a working team. At the elementary level our aim is to provide students with a strong foundation of concept, knowledge, and skill.  Our new standards provide us with a guiding sequence of concepts, knowledge, and skill--essential standards for life-long learning.  If we share a "loose-tight" plan for teaching the standards, we will be better able to implement strategies and schedules to share materials, craft, and approach.  "Loose-tight" is important because we are teaching students first, and they might need more or less time with varying standards.

Why a spring scope and sequence meeting?
Teachers often do a lot of reading and thinking over the summer months.  Creating, refining, or reviewing a scope and sequence plan in the spring gives teachers a document to digest and develop over the summer months with reading, research, and study.

Is a scope and sequence only standards-based?
It is essential that the standards are embedded in the scope and sequence, but the scope and sequence should not reflect the grade-level standards alone as there needs to be room for remediation and enrichment.  Also, when possible, the standards should be embedded into worthy learning design that reflects students' interests, the learning community's needs, and context.

Is the scope and sequence a working document?
The scope and sequence should be seen as a working document rather than a static piece of information. The changing learning landscape, tools, and efforts will impact the scope and sequence regularly.  Hence, the scope and sequence is a guide not a rule.

As I listen to the participants describe and explain the scope and sequence priorities and parts today, I'll take lots of notes.  I hope to mostly note the resources available to teach each standard.  I will be thinking about the diversity of students too, and how we can meet the needs of all.  Further, I'll note areas where I can strengthen my repertoire and effect with regard to mathematical understanding and teaching.

I'm delighted that our system put aside the time to discuss and create a guiding scope and sequence.  I look forward to the learning and collegiality ahead.

0 What is the Purpose of a Report Card?

Last week, prior to analyzing new ideas for a report card, I posed the question, "What is the purpose of the report card?" 

My question was met with surprise.  I think people were surprised that I asked that question because they may have felt that everyone knows what a report card is for?

Yet, in this changing landscape of education, I am wondering about the purpose of the report card, and I am wondering about the audience for whom we are writing the report card.

Is the report card written for the child.  If so, then we have to think carefully about the language and intent.  After all, we don't want to discourage children.  Instead, we want to inspire them.  We also want to build their metacognitive awareness by helping them to understand who they are as learners--their strengths, interests, and challenges.  If the report card is mainly for children, then that will affect not only the way we create the card, but also the way we mark and share the report.

Is the report card for the family members.  If so, that requires sensitivity to the fact that families differ with respect to their knowledge and understanding of school talk and vocabulary.  How will we write a card that will be understandable to all. Also, how will we write a card that helps families help their children--what kinds of comments, descriptors, and "grades" will serve to support families when it comes to supporting their child's education. Perhaps the report card is simply written to prompt a successful parent-teacher conference.

Is the report card for administrators?  If that's the case, the report card may become part of evidence requirements for new evaluation systems, and perhaps, administrators will use report cards to decide if a teacher is on probation or reaching proficiency?  If the report card is for administrators, what kind of language and "grading" would be most helpful in that regard.

Is the report card fo the collegial team?  Is it a way to compare and contrast our students?  Will the report card help us with RTI efforts and our ability to teach all children well.

In the old days, report cards were a way for teachers to assess students.  Sadly, when I was at school, a child with developmental issues would be given an "F" because he or she wasn't keeping up with the others.  Also children from homes that could not support their education or emotional well being were similarly marked with "D" or "F" sending a message that the child was unworthy, unsuccessful, and probably not going very far.

I believe that report cards should be written with children and shared with the learning community.  Report cards should serve to send a message of "here are the learning goals I've reached so far," "here are the current challenges," and "here's how my family and teachers can support me to reach those goals."  I think a report card as a "working document" that inspires and provides strategies for growth is a good idea, but I also believe that the card has to be crafted carefully so that it serves children's positive growth well.

Asking for the purpose before starting a task is an essential first step?  When we understand the underlying purpose of, and audience for, a task, we are better able to do the job well.  Don't you agree?

0 Report Card Review

What role does a report card play in today's education system?  At our PLC this morning we're examining the report card and sharing ideas for growth and change.

I believe that the report card at the elementary school level is a snapshot of a child's skills, knowledge, concept, and "learning to learn" habits and attitudes.

The report card should be fairly quick to complete and provide a holistic snapshot of a child's accomplishments and future goals.  Our elementary school report cards do not include traditional grades.  Instead children are marked with developing/progressing, meets grade level expectations, and exceeds expectations.  I think this kind of marking is much more reasonable for young children whose development is impacted greatly by their physical development, social/emotional factors, personal environment, and intellectual growth.

Our report cards are only one part of of many student assessment, coaching, and communication efforts.  We have two scheduled parent conferences, and conferences by request when needed. We also stay in regular communication with students and family members with newsletters, websites, special events, formative/summative assessments, and digital shares.

I'm leaning towards advocating for a standards-based and "learning to learn" habits and attitudes report.  A report like that will give teachers a chance to make sure that they embed essential learning standards into worthy learning design, and at the same time coach students with the "learning to learn" mindset and actions necessary to be a successful learner today.  This kind of report card will also be easily understood by students and family members by providing a view of where a child has strong skills, and what areas can be strengthened.

What kind of a reporting system and paperwork do you have in place related to young children? What do you think is essential when it comes to today's report card?  Do you think a report card is still necessary in this information age?  I'll be interested to see how the discussion moves this morning. I hope that we'll end up with an efficient, holistic report that directs and empowers students and family members with confidence, understanding, and support.

0 Guided Research Focus

Tech today offers lots of bells and whistles when it comes to creating research reports. Teachers debate the way to focus students' attention and process with regard to so many available choices.

I'm in favor of the following:

• Introduce students to what's available and possible.
• Give students time to investigate, explore, and try out the many research tools including video, image, text, and conversation.
• Schedule regular research meetings for focus lessons to guide work, engage in discussion, share ideas, and respond to questions.
• Observe student work, coach where needed.
• Once the project gets going, and you have a sense of the collective group's work, create a time line with students related to project "have-to's" and "extras."

Some might debate that allowing students to jump into all aspects of research at the start will delay the standards-base work of reading, thinking, taking notes, and writing the report.  After trying these projects myself, I believe it's best to introduce all aspects, and give children the time to try out their own paths and find their own, best ways to complete the project with significant teacher coaching and response. 

Although I've engaged in this endangered species research many times before, this is the first time that I'm delving into the project with a greater focus on 21st century project base learning and design--a worthy challenge for both teacher and students.  Stay tuned. 

0 Hargadon's Beliefs' Reflection

I follow Steve Hargadon's work.  Steve has met with numerous educators and leaders, and read countless education books.  He has a holistic understanding and perspective when it comes to teaching children well.  I have added some dialogue (blue) to Steve's beliefs (in black)--dialogue that I hope to bring to my classroom as one way to represent Steve's beliefs, beliefs I also ascribe to.  I apologize in advance if I've simplified Steve's intent too much, but this is one way that I can bring these important ideas to my fourth grade learning community. 

My Beliefs by Steve Hargadon

http://www.stevehargadon.com/2013/05/my-beliefs.html

I produced a version the following "Core Beliefs" and "View of Change" statements for the Hack Your Education Tour I did in the fall of 2012. I think they give some context to my recent A Student Bill of Rights post (and website), and I welcome any discussion of them.

My Core Beliefs:

• That every child has unique inherent worth and value. Unfortunately, we tell huge numbers of children and their parents that they are "defective" or failures because they aren't succeeding based on a relatively narrow set measures used by schools. I don't believe that is the intention of most involved in the education system, but it is certainly the outcome. 

You are valued here, what can I do to help you grow with confidence, engagement and empowerment? 

• That learning is not an elite endeavor, is natural to being human, and takes place both inside and outside of formal educational institutions.

We all have the ability to learn.  The key is determining what we want to and need to learn, and then finding the best paths to access that learning. 

• That learning and "learning how to learn" help us to lead better lives, to be better members of our communities, and to build a better world. A large part of this is by recognizing and by overcoming uninformed biases, overly-simplistic thinking, the entanglements of personal interest, and cognitive traps. 

Learning gives us choice, and choice brings us happiness and fulfillment, the more and better we learn, the better able we'll be to navigate the complex, global society we live in with peace and success. 

• That agency - the ability to choose and act for oneself - is both the bedrock principle and our highest aspiration for how we should treat others in a democratic and free society. The ultimate goal of education should therefore be to develop the ability for students to take responsibility for their own lives and become increasingly self-directed and productive, first for their own benefit and then for the benefit of society as a whole. Systems of control and forced compliance, rather than agency, are tempting shortcuts that have unfortunately become the basis of many of our prominent educational philosophies. 

You are the driver of your learning.  With that comes a personal responsibility to benefit yourself in positive ways, and then to benefit society with your skill, knowledge and intent. If the learning is not meeting your need, speak up and act. 

• That modeling learning, rather than compulsion, should be the primary form of learning influence.

As your teacher, it is my job to model what it means to be a learner.  You will see me question, plan, revise, make mistakes and seek understanding.  We will all learn together this year. 

• That education should not be something that we allow to be owned, controlled, or mandated by any particular group, for as such it becomes a form of power and a means of enforcing compliance and removing agency from others. Education, like democracy, should be seen as a process involving the general public at all levels, and not seen as an dictated outcome. 

You are a part of a learning community including students, family members, educators, leaders and community members. Your learning community works together to build the community so that everyone in the community has choice and voice related to learning. 

• That learning is a form of personal and community power, and that there is a direct connection between independent thinking and the health of a free society. Our current expectations for conformity and compliance, not limited to the educational sphere, ignore the value of diversity and of civil dialog that are reflected in some of our most important institutions--witness the balance of powers in our government and the right to a trial by jury in our legal system.

You have the right to voice your thoughts and act according to your beliefs.  There is not one way to learn or think, and it is in sharing our honest thoughts, beliefs, and questions that we grow and learn in dynamic ways.  It is integral that our learning community represent the voices, values, needs and interests of the diversity evident in our community and elsewhere. 

• That active individual participation in decisions that affect us is a right, is a fulfillment of our individual capabilities, and is a protection against unjust rule. Our narrative for governance is democratic participation, and describes a process of open and engaged decision-making at every level of society--the process of which is more important than the particular decisions that are made. Our narrative for education should be the same: that participation, self-direction, and active engagement are more important than mandated curricula, and they should be taught and nourished. This is true for students, parents, and educators alike.

The focus of our learning community will be determined by regular meetings that include participation, self-direction and active engagement.  This is your classroom, and in every way possible we will work together to meet the needs of all learners in affirming, positive ways. 

My View of Change:

I've been somewhat stunned, through my interview series (http://www.futureofeducation.com), to find so many good examples of what education could be. Intriguingly, these good examples are usually operating in isolation and have little effect even on schools in relative proximity to them.

For some reason, we don't seem to have much current capacity to hold thoughtful dialog at the elite/intellectual/policy level. It's ludicrous to believe that on a topic as inherently human as education, we would actually get enough agreement at a philosophical level to move forward with only one particular set of practices--or, at a deeper level, that we would actually want that conformity of thinking. Instead we need to recognize the balance of valid approaches that comes out of thoughtful dialog.

So, after over 350 interviews, I've come to a conclusion: the message of educational change cannot center on the one particular group trying to convince another that their education ideas are the best. Even if you or I could convince policy-makers of a particular view of education, the single-solution mindset most of us have now would still leave us with a one-dimensional view of learning.

But something must clearly be done. The overwhelming education narratives on both sides of the political aisle increasingly revolve around high-stakes testing and accountability... and not around the inherent worth and value of every child, and not in the belief that the ultimate goal of education is to develop the ability for students to take responsibility for their own lives and become increasingly self-directed. The result  is deep discouragement for huge number of parents, students, and now teachers who are told that they are failures.We must find a way to give them hope that learning is not an arbitrary gift bestowed capriciously to a select few but is something anyone can own, and is infinitely better when so discovered. While I believe this disproportionately affects those in poverty, I don't think by any means that it's exclusive to any one group. 

The single most important goal of this class is to give students a positive, affirming experience of education--an experience that sends each child forward as a confident, empowered life-long learner. 

If education is not best seen as a policy decision, then I think we must re-cast it instead as a process of cultural dialog and of individual engagement, and we must each look for ways and means to hold these discussions at the most local of levels. We must stop discussingeducational policy and start discussing learning in a way that recognizes the importance of individuals learning about learning for themselves, not because we tell them to. We need to make it clear that no one owns the decision-making for another individual or group, and that to accept someone else's educational policy decisions for them is an inappropriate abdication of basic human rights.

We will think about the ways that we can work together to promote optimal learning in and out of school for all students. 

0 Challenge

Teaching shares many similarities to parenting--there are the good days and the challenging days.  The challenging days prompt reflection, revision, and renewed effort.  Similar to parenting, good teachers want to get it right--we want to serve children well.

Unlike parenting, the teacher works with system complexity which includes the many structures in place to provide materials, leadership, and support.  We can't do it alone, and we rely on many to do the job well. When systems work with organization, lead time, and support, schools thrive.

Also, when the structures are devoted in both time and focus to what's best for children, then systems move ahead with success.  When the focus moves from a child-focus, then systems distance themselves from success.

Hence as one reviews a learning community's strengths, I suggest the focus continually seek to understand actions with regard to what really matters for children, what truly helps children succeed with happiness, inspiration, and optimal learning.

System complexity can challenge that focus, but we have to resist that challenge and turn our attention again to children's needs and interests.

0 The Website: Guided Research Home Base

The website is the home base for guided research.

The website provides the initial paths to student exploration and investigation.

The website is an efficient self-guided resource center that responds to students/families' questions and needs 24-7 leaving room for important coaching and guidance during the time-on-task in the classroom.

A useful guided research website should include the following:

• Project introduction and checklists.
• Project examples and exemplars.
• Project research resources, both online and offline.
• Project Enrichment

The website should not be static, and instead serve as a flexible piece that morphs and changes as students' needs, standards, and resources change.

Utilizing a website as the home base for project/problem base learning brings all students and their families into 21st century learning and design, and prepares our students for the information-laden, connection-full world where they will one day independently live, learn and work. 

Here's an example of our latest project website.  What would you add?  What would you take away?  

0 Designing Learning: Details

Crafting the best lesson means crafting a lesson where children are engaged, active, inspired, and learning. Signs of a lesson taught well include the following:

• Students are active, engaged, and focused throughout the lesson.
• It's not too easy. Students have to struggle a bit with conversation, debate, and research.
• Students express questions and new ideas related to the lesson concept, knowledge, and skill.
• Students use the language of the lesson in their speak long after the lesson.
• Students replicate the lesson in their independent and collaborative work.
• Students embed the lesson's intent and focus in future work.

The age old adage, "You can give a man a fish and he eats for a day or you can teach a man to fish and he'll eat for a lifetime," is a good rule of thumb when crafting lessons.  Every lesson should be crafted to help students become independent and inspired in their learning.


Note:
Great Learning/Teaching Design Film:

0 Project Base Learning: Details

Patrick Larkin's recent post about relevant classrooms connects nicely to the current focus for my fourth graders as we embark on our endangered species study.

Truly, the start of this project has had the give-and-take quality of a dance or conversation.  Initially, I plan, they respond, and we move forward together.  Currently, we're laying the foundation for the project with background information and experiences including the following:

• A class lesson on "reading to find out" and research as we study biomes.
• Introductory film and crossword puzzle practice related to the unit vocabulary. 
• A field study experience at the zoo with an expert presentation, exploration, and note/image taking
• Exploration and investigation of the Endangered Species Website created to support student research. 
• Using an online presentation to find/learn specific facts/standards related to biology. 
• Crowdshare (studentshare) creation of a project time line.
• Project topic/question choice and targets.
• Project team and team space decisions.  Who will work together and where will their classroom project/presentation space be?
• Library resources investigation and exploration. We reserved the school library space for this event.
• Creation of a classroom project resource space with books, computers, and other resources.
• Introduction to project "have-to's" and project choices.  Grade level standards in reading, writing, and science are embedded into this project and those standards make up the project "have-to" expectations.  

Once the introductory activities have been completed, then students will begin their individual and team research. After that students will create online presentations, short films, and other displays as we prepare for our class share presentation and open house.  

Project base learning is a conversation and dance between teacher and students--we work together to develop skill, concept and knowledge in relevant and meaningful ways. 

0 Setting the Stage

Today was like a giant slumber party as children snuggled up in blankets with books, and it was also like a giant slumber party when rain forced an indoor recess and the blankets became forts while children played with abandon--that's a lot of play for 25 students in one room on a humid day.

After lunch we cleaned up and had tech choice to calm everyone down and complete the transition from test prep/test mode to project base learning.

Tomorrow we'll set the stage.  We'll spend the morning reading about biomes and the afternoon turning our now dull bulletin boards (we had to take all content info down for the tests) into biome displays.  Next week we'll create the infographics.  Then the review, and at last, independent endangered species research, writing, and project work.

The tests tired us out--both teachers and students. We did a lot of prep, and the tests themselves take a lot of stamina. I get tired just watching the children labor during the assessments, but as I've mentioned a zillion times (and to cheer myself on) we're now embarking on the PBL.  Onward.

0 Successful Student Service Delivery

Students today receive multiple services in school. Services range from special education services, physical/occupational therapy, adaptive physical education, math/reading boost/coaching, guidance, speech, and more.

When done well, these services make school more engaging and profitable to students by allowing children to access learning with greater strength and joy. Also, due to the wonderful assessments and tools we have today, we are able to target and meet students' program goals with greater specificity, assessment, and result.

The challenge with all these services and potential is coordination and communication. This coordination and communication can be a complex task, one that can result in lost potential without guiding protocols and commitment. Shared protocols can help to guide service delivery in successful ways. Here are some protocols schools might consider.

• Classroom and special educators related to specific service delivery(s) are expected to meet prior to the start of the service delivery year to discuss meeting times, service delivery focus, curriculum, assessment, and communication.
• Communication protocols will be established at the start of the school year including email expectations, meeting plans/schedules, parent communication, and assessment/reporting responsibility.
• Service delivery schedules will be created before the start of school each year.
• New student files will be evaluated before the school year starts by a designated educator, and if new students require services, those services will be planned prior to the start of school. 
• Service delivery, like classroom schedules, will begin on day one of the school year or as close to the first day of school as possible. 
• Service delivery goals, times, and days will be created with care and communicated well including a short list of student learning goals. 
• When possible, changes in the service delivery schedule or classroom events will be communicated with lead time so all involved will have time to shift plans and prepare materials.
• Service delivery goals will be short-listed and simplified so that all educators working with that child/children will have a clear understanding of the child's learning priorities.
• Service delivery is expected to be timely as often as possible.
• Educators will be expected to work together with a focus on a successful, learning program for each child receiving services. 

It can be difficult for educators to keep track of service delivery times, goals, and results.  This confusion can lead to less-than-optimal service delivery-classroom coordination and communication.  Hence I recommend that classroom teachers organize their class service delivery schedule and goals with a chart like the one below.  That chart can be placed in a clear sheet and located in an easy to reference position in the classroom.

Schools today are better than in the past thanks to the many laws and structures that have brought important services to schools. When I was young many of these services did not exist in schools, and I saw the damaging effects a lack of services had on students who needed those services. The best way to optimize these services is to make the time up front to create schedules and protocols that lead the services with a focus on teaching children well.