I am a fan of “The Biggest Loser,” the reality-television show which rewards one person with the biggest weight loss after undergoing 12 intensive weeks of healthy eating and strenuous workouts with trainers.  While viewing the season finale this week, I was struck by a passionate testimony from Alex, who had reached an emotional breakthrough which positively impacted her weight loss journey.  After getting up on the scale and finding out that she had lost more weight than expected, she tearfully shared with the contestants and trainers, “My best is finally good enough.” 

That simple yet profound statement remained with me through the rest of the evening,
and I began to relate to it as an educator.  I feel like I can do my very best…. hourly with a student’s behavior, weekly with a small group’s progress, quarterly with summative assessments, annually with statewide standardized assessments……. but it is not good enough.  There is always someone who wants to see more data growth, feel more rigor in the lesson, hear more student engagement.  Is that a bad thing??  No!  I thrive on challenges, and it’s good for me to have new goals to work toward after achieving the current goal.  But sometimes the sense of satisfaction of doing my best should just be savored and enjoyed, celebrated and respected!  Quite honestly I feel that the steady increase of 21^st century teachers leaving the field of education can be contributed to this— our best is not good enough.  It is physically exhausting, mentally frustrating, and emotionally draining.

Maybe it’s time to determine the success of educators based on the premise “The Biggest Loser.”  What should we be losing in education to determine our achievement?

1.  The Achievement Gap—our nation needs to decrease the gap of educational success in
our diverse minority groups.  Labels and biases need to be removed, rigorous instruction must be carefully planned to meet the diverse needs of students, and expectations should be challenging to
all.

2.  The Confidence Gap—students need to decrease their lack of confidence!!  What’s causing students to feel less likely to succeed in school? The high-stakes standardized assessments cause so much stress for all children, even the primary students.  How do we ensure children feel successful in school?

3.  The Parent Gap—where are the parents??  I think it’s time that some parents need a stern lecture about active involvement in their child’s life.  No more politically-correct conversations at Parent-Teacher conferences!!  Parents are spoiled by the technology of 21^st century, and the smartphones need to be turned off so the children have the floor!!

Teachers do need to feel that their best is good enough.  We need to actively seek and cherish those moments in the classroom which deserve a little happy dance, pat on the back, and smile on your face.  Treasure those moments, and remember those joyful memories when the times get tough again.  They will keep us going.

There is a LEE rising up from the southwest, a force to be reckoned with, marching onward with a goal in sight!

The League of Extraordinary Educators[1]  is growing in Arizona. I witnessed over 140 of them walk across a stage through a gauntlet of handshakes, a blaze of lights and to the cheers of a crowded banquet hall. The 140+ strong were new National Board Certified Teachers, NBCT Renewals, and Master Teachers, representing a variety of certificate areas, deep content knowledge, and pedagogical expertise.

These are the very teachers our country needs; people who have what it takes to bring Arizona and America out of the educational decline of the last 20 years. Even so, the unique event which celebrates the accomplishments of these teachers, went unnoticed by most people in the state, and the country.

However, it was wonderful to hear a few industry and educational leaders, as well as a member of Congress laude the significant accomplishment of the honorees.  Yet, there was no paparazzi. No press conference. No one to pepper these superstars of education with questions on how and why, as well as flood the news with their stories and faces.

Even so, the evening represented so much more than the well-deserved accolades. It meant that now in Arizona:

• 140 more teachers voluntarily submitted their practice to the scrutiny of learned peers, much like the litmus process engineering, medicine, and law requires for their practitioners.
•  Approximately 1500[2]  more students will benefit from a year in the classroom of one of the best teachers in the country. Period.
• 140 more teacher leaders fostering the habits of collaboration and problem-solving in their students.
• 1500 more learners can break generations of poverty or entitlement, of inequity or ignorance.
• 140 more advocates for transforming teaching and learning, one classroom at a time.
• 1500 more future leaders can move closer to college and/or career readiness.

 While the numbers are interesting, I realize this is not enough. 1500 students only represents the population of one junior high school; 140 teachers can staff only one large high school.  

This is a sobering realization.

 However, when you add the evening’s honorees to the growing number of National Board Certified Teachers already practicing in Arizona, we are a force nearly 1000 strong.  Now, that’s over 10,000 students who will be directly impacted by accomplished teaching!

Not quite as sobering, but still not nearly enough when we consider that there are over 1 million students in Arizona. 10,000 seems a single drop in a deep, deep bucket.

Nevertheless, I cannot help but think exponentially: What would happen if in this next school year, all 1000 of us purposed in our hearts to recruit at least one other teacher to the National Board process, and dedicated our time, energy, and expertise to their success? 

This commitment could potentially yield the following by the year 2020:

At the rate of each one reach one[3], by the year 2020 we could potentially have 128,000 NBCTs practicing in Arizona. Which means that every 1 in 10 students, has an accomplished teacher in the classroom.  This growth is enviable for any state. But more importantly, it can empower districts and schools to make a greater impact on student achievement on a much grander scale. Which begs the question of priorities when looking at educational reform.  But that topic is for another day.  

All students in Arizona deserve a LEE— a League of Extraordinary Educators[1] equipping them for the opportunities that await.  This will only happen, when all of us- every NBCT- rises up from the corner of our classrooms and shares with another teacher about the rewards of the most rigorous, reflective process known as National Board.

 LEE, the call is out: each one, reach one[3]. And, Jaime Casap of Google Global Education put it best, “We need great teachers more than ever!”

Now, go forth!

______________________________________________ 

[1]LEE is a term coined by Alaina Adams, National Board Project Director for the Arizona K12 Center in Phoenix, Arizona.

[2] Determined by the average number of students the various certificate areas represent. For instance, an early childhood or middle childhood educator typically teaches 30 students daily, while the early adolescent or young adult teacher typically connects with 150 students on a daily basis.

 [3]A phrase from a song recorded by B. Mason.

Are You a Difference Maker?

With the Super Bowl just a few days away I have been reflecting on my year. Wondering if I have been a difference maker for students, teachers, staff and parents. Several years ago I posted a blog about Randall McDaniel. It seemed appropriate to revist.

In 2009,  Randall McDaniel was inducted into the National Football League Hall of Fame. He was drafted by the Minnesota Vikings in the first round of the draft in 1988. He played in the NFL for 14 years and was in 12 Pro Bowls. Did you know he has spent the last 12+ years in education helping students? Yes, 6’3”, 276 pound, offensive lineman, Randall McDaniel is an educator.

His 2009 Hall of Fame induction speech moved me. When I wonder why I am in education or if what I am doing is having an impact, I find myself going back to his speech. He talks about dedication, energy, commitment and passion. He compares teaching to playing on the offensive line. “Life as an educator is quite similar. You bring your lunch pail to work and do an extremely tough job, without much fan fare or glory, and like an offensive lineman you typically go unnoticed, unless something goes wrong and yet without teachers nothing much would be possible.”

McDaniel continues, “We need someone to believe in us, to guide us, to teach us. We need the special people in our lives; who help shape the person we choose to become. They’re the ones who take the time to see you when you feel invisible, they’re the ones who believe in you and teach you to believe in yourself.  They’re the ones who see the hidden potential and help you discover it. They’re the ones who dust you off when you fall and encourage you to give it another try. They are the difference makers in our lives.”

As you continue this school year, filled with change and possibility, uncertainty and promise, will you be a difference maker, a caring individual who can and will make a difference in someone’s life? Think about the difference makers in your life? When did you need them the most? Look out in your classroom, in your school, in your community and ask yourself, “Who needs me the most today?” Imagine the impact we can have if we begin each day with the thought of being a difference maker.

How are you a difference maker?

Please take a few minutes and listen to Randall McDaniel’s 2009 Hall of Fame Induction Speech.

http://www.nfl.com/videos/nfl-hall-of-fame/09000d5d811c4f88

Dear Dr. Pedicone and the Tucson Unified School Board Members:

Our district deserves hearty thanks for the support they gave me and 38 other people last year in our pursuit of National Board Certification. The district has been through rough times politically and financially in the past few years, and takes hit after hit on the opinion pages of the newspaper. I think it is really important to highlight how the support you gave us last year has led to success for us as teachers, and success for our students. I’m sharing this on my blog, because I believe what TUSD has accomplished might be used as a template for other schools.

Here is a list of the material support I and others received from you. All candidates in the district received the opportunity for this support as long as they met criteria:

1. A district National Board Mentor. Julie Torres is highly trained to coach teachers, and is a leader who trains and plans with the other Candidate Support Providers in the district (CSP’s are NBCT’s who are trained to help candidates through the process.) Julie visited my classroom, provided moral support, technical support and effective advocacy in the district to help communicate what we were accomplishing and the resources we needed. She also ran all the evening meetings and planned our work days in the district.

2. Evening Coaching Meetings with CSP’s. These meetings were designed to respond to our needs and provide essential tools, information, reminders and morale boosts as we found our way.

3. Work Days. We each had three or four work days where we were released from duty, given substitutes and allowed to go spend the entire day working with a coach or independently. This time was essential. It was hard to miss the time in the classroom, but I accomplished a lot on these days.

4. Stipend. We received a stipend which, after taxes, covered the cost of all of the Arizona K12 Coaching Saturdays, weekend work retreats, and the preparation workshop for taking the exam, as well as the cost of a flip video camera for filming our teaching. These tools were highly beneficial.

5. Coaches at our Disposal. Our CSP’s were not just available during meetings, but offered their services outside of the structured times together. My CSP Mary Stevenson met me for a long, angsty conversation over coffee after reading 27 pages of my rambling about one student. I had to reduce it to 5 pages and wasn’t sure how to go about it. Then we connected on Googledocs, and hours and hours and hours later, the rest is history. I gave her multiple drafts of every entry, I think. Her feedback and ongoing support made my success possible. The hours the CSP’s spend giving feedback stretch their stipends out to a slight token of an hourly wage.

6. Building Level Support. Within our school, when I asked for extra student aides because I knew I would have to do filming, or when I asked technical help with software for the flip camera, people came to my aid because they knew I needed those things for my NBC process.

The level of support pleasantly surprised me. With all the austerity of the past several years, I didn’t expect to have release time or the stipend. However, they were essential, because what they did was basically buy time-- time away from family obligations for weekends, time away from classroom duties for a whole day at a time. The depth of thinking and all the swirling mess of issues that come to mind as I wrote required large blocks of time, not a stolen 45 minutes here or an hour there in order to work. The work is too deep. Maybe I could have certified that way, but I had more authentic growth as a teacher because for once in my career, I was given time to think. And that was priceless.

And what made the time so useful was the amount of focus I was able to achieve because of the tools and reflection made possible by our coaches. Unlike early achievers of National Board Certification, I never felt alone. Because of your support, we had a cohort of colleagues who motivated each other to keep on going. Because of the coaches, we had ongoing feedback, cheerleading and critical thinking strategies that kept us from getting stuck, that kept the momentum going and the quality of work high.

I will never look at my students the same way. I have never so deeply felt the responsibility I have toward each and every one of them as individuals. I have never so clearly felt the successes and the obstacles to success for myself and my students. Through National Boards I have gained clarity about why I am here, about my strengths, and my areas of needed improvement.

And so, now, the question of the day is, what will you do with all of these certifiably amazing teachers at your disposal? How will you harvest our reflections to create change? How will you encourage us to share our expertise? How will you learn the solutions we can offer? When and where will be get the tap on the shoulder that lets us know that our potential leadership is welcome and needed? The National Board process has made us better at what we do; how will you use us to make schools better places for student success?

I love the beginning of a new school year. Teachers are excited, kids are taller, and I get that feeling that this will be the year that I will finally figure out the secret to helping all kids meet their highest potential. I get that feeling every year. And after about 20 years in the business, I haven't yet cracked the code, but I'm still trying. And after all, isn't it about the journey anyway?

One of the things that I've noticed in my fellow educators at the start of the year is that we love our new journals, water bottles, planners, and pens. These supplies remind us that we need to take time to reflect and drink lots of water. But they also serve as important symbols of renewal.

Yes, we have all done this dance before. In fact, there's that kid walking in late on the very first day just like he did every day last year. And there's that mess in the corner of that space, the same mess that was there in June. And there's my stress level going up when I my class rosters keep changing and I don't have enough chairs. Indeed, each year could easily feel like one long annoying continuation of last year and the year before. A giant "here we go again." But we get that new water bottle and moleskine journal as a way of saying "No. This year is going to be different."

I'd like to invite my fellow educators to take it a step further. In addition to the new things that you've acquired to set the year off right, how about adopting a fresh new mind? The late Shunryu Suzuki, wrote a book entitled Zen Mind, Beginner's Mind. In it, he posits that the "beginner's mind" is an open mind, that it holds the capacity for doubt AND possibility, and is able to see all things as fresh and new.

That kid who came late every day last year may really want to reinvent himself this year. Maybe he wants to be the kind of person that shows up on time, or even a little early. Maybe he just needs some help or encouragement. Our ability to see him with a new and fresh perspective will, at the very least, let him know that we believe he has the capacity for change.

Recently, my husband and I plunged the depth of the Grand Canyon, beginning at the Bright Angel Trail on the South Rim. We didn’t go as far as we wanted, but went as far as our provisions would safely allow. You can expect then, that our next trip will find us going deeper and farther than before, until finally one day we reach our goal- the North Rim on the other side of the Canyon.

Hiking deep into the Canyon takes preparation. You just can’t decide to stroll down to Indian Gardens, the lush green oasis-like campground about halfway between the Colorado River and the rim, and come back out. To arrive at this destination, and indeed to go farther, requires planning and training.

Time of day is critical, so that you’re not fighting the intense heat of direct sunlight—not to mention the strenuous 4.5 mile ascent that makes “Buns of Steel” seem like a cake walk— and on some trails you may need to cache water to avoid dehydration on the trek out. The rocky, uneven path requires the proper footwear and perhaps a pair of walking sticks. Hiking deep into the Canyon requires planning and training.

But, the glorious scenic hike down is worth every dime and time spent in preparation! If you're wiling, you can experience sights and sounds that only a relative few of the world’s population will ever encounter. Or, you can remain along the rim where it is safe, and requires little to no preparation.

Now, don’t get me wrong, even along the rim the vast view of the gorgeous Canyon, and its arid display of color and light will amaze. But once you’ve gone below, the safe rim experience pales in comparison to the wondrous adventures within!

During our recent trip, I glanced back up at the South Rim from the shale mesa of Plateau Point, about 6 miles into the canyon, and I couldn’t help but think about my teaching practice.

Every year, like hiking the Grand Canyon, I have a choice. I can stay along the rim or I can go below.

I can play it safe or delve deeper into the content and find ways to make the curriculum relevant to my students so that they can make real-world connections that prepare them for a larger, global community.

I can play it safe or be an approachable professional (sometimes an oxymoron) who knows her students and risks the emotional vulerability of authentic relationships that fosters dreams, as well as shoulders concerns— in hopes of one day making a lasting impact on some of them.

I can play it safe or challenge my students, beyond their comfort zone of academic complacency and sense of entitlement, and even risk the ire of their well-meaning parents in order to empower them to think critically, communicate effectively, and value the power of collaboration.

I can play it safe; or I can enrich the curriculum, risk getting my feelings hurt, as well as advocate for my students' to think well for themselves.

And in the grand scheme of things, the treasure found below the rim of my teaching practice is so much more rewarding than playing it safe!

 

 

“R E S P E C T- find out what it means to me! R E S P E C T- take care of T C B!”

Aretha Franklin’s signature lyrics quickly came to mind recently. It happened for an unlikely reason.  But before I reveal the source of my trip down memory lane, let me tell you that it was a surprising one.

The surprise was how readily I recalled all the words, movements and facial expressions from the diva’s live performance years ago, and how deeply the catalyst for this recollection moved me to sing the words out loud—much to the surprise (and chagrin) of my family.

R E S P E C T is not only the title of a well-loved Aretha song, but is also the name of what I hope will become a widely read and received government project.  I told you it was unlikely.

The RESPECT Project, from the United States Department of Education, takes on the challenge to “prepare our young people to be engaged citizens, to compete in the global job market, and to keep up…challenges facing our country.”  This statement comes as no surprise as the importance of educating our children is a tradition we’ve long held in this country.

What is surprising is what the project sees as the solution to the educational challenges that rock our country. “The United States must ensure that teaching is a highly respected and supported profession.” You’ve just got to read this document.

In expanding the vision, the project goes on to say that the United States must ensure “that accomplished, effective teachers guide students’ learning in every classroom, and that effective principals lead every school”. This is more good news.  Teachers and principals working and learning together to create a rich educational experience for their students- something most educators never experience.  The document further defines their vision of an accomplished, effective teacher, and principal.

As good as this validation is, the project unfurled another chorus of RESPECT (Recognizing Educational Success, Professional Excellence, and Collaborative Teaching).  It did this by stating that in order to support this vision, the U.S. Department of Education is working with educators, teachers’ associations, unions, as well as state and national education associations for the sole purpose of sparking a national conversation about transforming teaching for the 21^st century. 

I greatly appreciate that the first step to transforming the profession is not initially, legislation, but rather conversation. National conversation.  What comes to mind is a bevy of town halls, board meetings, as well as educational and labor conferences all speculating and postulating on the possibilities of a renovated profession.

To this end, The RESPECT Project, suggests meaningful “career lattices that could support excellent teaching and leadership.”  But it acknowledges that there is more than one path to making the vision a reality and wisely leaves it up to local schools and districts to determine the right mix of teacher roles and responsibilities that will meet the needs of their students.

The invitation to dialogue about transforming teaching is not only appealing, but highly effective. The high regard teaching deserves, much like professions such as engineering, law, and medicine, cannot be legislated only, but must first be unveiled.  The truth of what we do as teachers with skill, honed talent, strategic care, and joy is hidden from the populace at large. Our students and their families know, but our expertise emerges little farther than that. 

My hope is that in our conversations with each other--be they at town halls, board meetings, or national conferences—we trust and unleash our teachers to be the collaborative, critical thinking, and creative problem solvers our nation not only needs, but so richly deserves. So, check out the document; it’s open to public comment until June 22. As stake-holders, let policy makers know in what ways we can tangibly make this vision a reality.

That will give a whole new meaning to “T C B”.

 

Every year, during Teacher Appreciation week (last week), one of our Spanish teachers invites students to write a thank-you letter in Spanish (with an English translation) to give to one teacher. Every year, I get a few of these letters and they always warm my heart.

As I'm closing out my last year in the classroom for awhile, these letters are felt a little more deeply. And as I'm composing my last blog with this entry, I can't think of a better swan song than to share one of the letters I received. Everything this blog is about - everything I'm about - is centered on students.

For privacy's sake, I will call this student "Alice." During the first week of school, I ask students to draw a non-linguistic representation that represents their personality. Alice drew a woman trapped in a bubble. In the "I Am" poem she wrote a week later, she stated, "I am calm and shy, I worry about my future, I cry about my unforgiving past." Alice hardly said a word this year, but I could tell she was learning by the caliber of her work and through the hungry, scholarly gleam in her eye. When I saw her name on the letter, I was surprised - and excited! The letter reads:

"Ms. Adams, as part of a project for my Spanish class, I was asked to write a letter to a member of the school who has influenced me during the academic year. I chose you because, although I'm sure you are unaware, you have greatly helped and influenced me to be better. On many occasions during your class, we learned about life and the (sometimes) tragic things that can happen to people. These lessons that you have taught us have really helped me understand myself, men, and my parents. Through what I've learned in your class, I've found the strength to forgive those who have wronged me and, each night I stayed up late to write an essay to meet your deadlines, I reflected upon how the topics of each assignment seemed to mirror my life. The time I spent on work for your class has helped me heal and let go of parts of my past. Had it not been for the work I did in your class, I would not be as liberated as I am now. I will always keep your teachings in mind and am forever grateful to have had you - not only as an English teacher - but as a teacher of life."

Now, how the heck can all of that be measured with a bubble-test or value-added formula!?

 

This is the time of year when we welcome new teachers into the profession.  Recent college grads will enter the workplace as brand new teachers.  We meet them in interviews and marvel at how young they are and how much they resemble our students.  Interviewing new teachers is not as difficult as interviewing experienced teachers because we often assume that new teachers are eager blank slates that can be molded and trained to be effective.  I have heard this sentiment many times and have often wondered why we have come to accept underprepared new teachers as a norm.

Recently, I was asked to add my thoughts to the bulleted statements below on the topic of new teachers.

• Teachers are coming out of teacher prep programs with variable knowledge bases. Yet teacher in-depth knowledge of his/her subject matter is highly correlated with successful teaching.

The disconnect between teaching and teacher preparation programs is vast and needs to be narrowed significantly.  Teaching is both an Art and a Science.  There are things that teachers can learn to do and things that are natural to teachers. For example: the ability to read people or a situation is an art, this can seldom be taught or replicated.  This is a critical skill to have as a teacher.

• Teachers need experience in how to develop curriculum.

Teachers are often given prepackaged curriculum because teachers seldom come with the preparation they need, both in teaching and in the science of developing curriculum.  These prepackaged curriculums assume that teachers are not able to create what the curriculums offer.  This may often be true as teachers are not given the time needed to collaborate to create curriculum that is tied to student learning needs.

• Teachers need to know how to analyze their teaching and student learning in a thoughtful way.

As a mentor for teachers pursuing National Board Certification, I am faced with this reality everyday.  Analysis of teaching practice and student learning are at the core of the National Board process.  I often come across teachers that struggle with this; they have seldom had the opportunity to truly examine their own work.

• Teacher internships need to be long, ongoing experiences with guidance from accomplished teachers.

Student teaching should begin as soon as a student enters a teaching preparation program with a final internship experience lasting at least one year.  It should also include a component outside of the expected area of study such as: international experiences in schools, alternative schools, diverse populations, adult education and education in correctional facilities.

• We owe it to teachers to provide them with the knowledge and skills they want and need.

Teachers are thrown into a classroom ill-prepared and are expected to be effective. Teachers need ongoing growth, support and rest.  The job is far too challenging on its own and becoming almost impossible without support.

Let’s consider for a moment a different system, one where new teachers spend the bulk of their preservice time in real classrooms learning from the most skillful teachers in an apprenticeship.   New teachers would only be accepted into the profession once they have demonstrated a solid foundation of teaching practice.  New teachers would remain in a mentoring relationship for several years after entering the profession to refine and enhance their knowledge and skills. 

Our students deserve teachers that are fully prepared to tackle the challenges of teaching and new teachers need realistic preparation, training and guidance.  If we don’t teach the teachers, how can they teach the students?

 

 

On January 24th of last year, I wrote a blog in which I wondered when teacher-leaders like me might know when it's time to leave the classroom. I even used the word "sacriligious" when contemplating the idea...

And then, almost exactly one year later, I found out that I was chosen for a position that will, indeed, take me out of the classroom. This position isn't an administrative or coaching position. It isn't even one of the new layers of jobs associated with the latest teacher evaluation trends. It's bigger.

How you ask?

It revolves around National Board certification. In the teaching community, the 1-3-year National Board certification process is the gold standard of our profession. It's rigorous, it's rewarding, it's spiritual - it's a pretty big deal. Oh - and when you receive news of your certification, you feel like you've won American Idol. No joke.

I received my National Board certification in 2008 and, since then, have started a National Board support program in my (very urban) school district. I did this because I truly believe that it's the most quality, job-embedded professional development opportunity that a teacher can participate in - and is one of the only experiences that can reach the levels of cultural shift that many of our schools need. (Just watch the Mitchell 20 for proof). In fact, the National Board process is one of the only processes that shows educators how to be truly reflective, and is the only process that could have coaxed me to take a job outside of the classroom.

The ins-and-outs of my new job duties as a National Board Project Director for the Arizona K-12 Center are important (perhaps I'll regale you with them later) - but not as immediately important as the reflection of my impact on students for the past 8 years. As I've finally submitted my written resignation, and as I've finally told students that I won't be returning to campus next year, a collective reflection of my classroom-journey in room 741 has begun.

Because teaching is always personal and never "business," so much of who I am as a person  is entwined with my identity as a classroom teacher. As I move through the last 25 days of this identity, I'm hoping to find ways to take pieces of it with me into my new identity as a teacher of adult learners - and that it will be as rich and as life-changing as my body of work as a high school English teacher has been.

Perhaps I'll blog my thoughts along the way...