Monday, August 31, 2009

Everyone has a first day at something

First day tomorrow. Kids walk through the doors, and we're starting the marathon of learning. Lots to get through, in particular starting to build community, establish expectations, and learn names! I can't say I'm not nervous. I wonder whether I'm on the right track, whether what I want to do is paced to last (or whether I'll need to add/subtract things... or bump to the next day), and whether everything will go off without a hitch. Hitches will happen, as they always tend to. Nerves are appropriate as well. I think it shows that I care about what I do. I want to do well for myself, and for my kiddos.

Sunday, August 30, 2009

First day considerations

The start of school is two days away. At 8:25 on Tuesday morning the bell will ring, and the school year will begin. The year is more marathon than sprint, and the first few days are critical. Our team isn't rotating kiddos until the end of the second week, so the first 7-10 days of school will be my chance to establish and reinforce expectations, as well as getting some initial assessment data.

That first day is still a work in progress right now. I want to have students tour the room in order to see where materials are, where books are (and what books are there), and get a general feel for the layout. We will spend some time going over procedures (and a little of the why we need procedures) such as bathroom, drink, sharpening pencil, etc. Most important will be coming up with "Our Expectations" which I want to frame around learning.

Beyond the procedural end, I also have two or three other things I want to roll out. I am planning to read the Three Questions, a picture book based on a story by Leo Tolstoy. I feel like that, along with some small/large group discussion, will tie back to the discussion of expectations and the community that I hope we'll build. Beyond the three questions, I also want to start the Writer's Workshop. I want to start by having them write a letter to me telling about themselves, and what they want to learn this year. It will tie into a homework assignment that one of my teammates has done in the past. The letter will be between them and I, not the whole class. My plan is to use a few other activities/projects to get us to learn about each other.

The first days are starting to come together, just need a little more work.

Saturday, August 29, 2009

Looks like a duck, quacks like a duck

My space finally looks like home. I have a Welcome sign that I made out of construction paper. I have a number line up on the wall. I've also got a map of the US and a map of the world up on the wall. The walls have some character, and the remainder of the wall space (and there is quite a bit) will be filled by student work.

My activeboard is up and running too. All in all, things are coming along. Tomorrow is my day to get a schedule together, actually committing some of the items I've got in scattered note pages into a matrix/table. It is coming along.

Thursday, August 27, 2009

Wrapping my brain around it

I'm five days away from day one with kiddos. We had our Meet and Greet today, and it was great to finally see some kiddos, and get a chance to interact with them and their families. Since I am working with two other teachers, and we are teaming together, I got a chance to see many of the families on our team. It was fantastic, and made me really excited to get started. Additionally, the experience brought home who I am doing all of this for: the kiddos!

Now the room isn't complete yet. I feel like it feels a bit empty. I have cleaned out the excess furniture, and have desks that are in table groupings. I have books on shelves, and have my teacher library setup (which makes it look far more professional, and a little less empty). Beyond that I don't have much. No sayings, no posters, not much of anything. I need to think a bit about that, and think about what I want to put up that is intentional while also adding my own spin. I want to help create a culture of learning and high expectations, while also bringing out some of my personality (for example I've thought of bringing in my race numbers from the Boston, NYC, and Chicago marathons as I'm very proud of them and they are a significant achievement).

Even more, I need to get my first week put together. Thankfully the new teacher program has a checklist of things to think about pre-1st day... things like bathroom pass, homework recording system et al. They are little things that help keep things organized, and give you a heads up before you get there and are in the midst. Alas...

Last note... got my activeboard setup, at least partially. When I was nearly all the way done, which it isn't, I came to the windows login. It was the user "Gort" which blew me away... Who is Gort?! And why can't I login? They'll be in, it'll be fixed. Bring it on.

Tuesday, August 25, 2009

Are we there yet?

No, not quite yet. But we are getting there. I moved all of the miscellaneous furniture out of the room- a few long tables, a few square tables, a circle table from the roman era, and study desks that belong in a 1970's college library. In addition, I received some desks that I have put into table groups. As much as I looooove tables, the predominant culture seems to be that desks are the way. I will use the desks, but be creative in how I arrange kiddos and how I group them.

I also moved some of the computers I have in the room. There were a bank of computers facing each other, and I moved them to the outer walls. The result is that I can see what kiddos are doing, and I have a clear space in the "front" of the room to teach from when needed (or have kids come up, etc etc). I'll confess to being giddy about my computer situation. I am at a near 1:1 ratio. I've got 15 computers to 20-24 kids, so I will need to come up with a rotation for who buddies up (when that time comes).

Now that my space feels better, I can start to turn my attention to a few other issues. I need to think about my walls and the culture that I want students to walk into (ie what do students think when they walk into the room, what do my walls and setup say to students, what appears valued?). I need to start thinking about what my first week is going to look like- what are we going to do, how are we going to build community etc..

Saturday, August 22, 2009

Conversations

This post came through my blog feeds this morning. I think it is interesting, even if part of the conversation turned to TFA. TFA isn't scalable, nor are the charter school outfits. Additionally, it is debatable what the statistics actually reflect- charter school success? skimming high achievers? or what?

What I always wonder is why the public conversation rarely (if ever) turns to what good pedagogy is, and what exemplifies it. High test scores, which are often tied to merit pay, seem to assume good pedagogy but is that true? Additionally, why is it that we give a single test (used for achievement- not formative assessments in this case) where other professions look at a broader spectrum of results? Oy vey.

Less Waiting, More Doing

I was placed yesterday. I'll be teaching 5th grade, and couldn't be more excited. While I student taught in a 1st-2nd split, I have experience with all grade levels and quite a bit with the 4th and 5th graders. Experience doesn't necessarily translate into teaching ability, but I believe I'll be successful. What I don't know, I'll need to pick up. But I also need to be confident that what I was able to do while student teaching, not to mention what I learned in college courses, will serve me well going forward (i.e. don't turn your back on that experience).

SPACE
The only oddity is the space I'll be teaching in. It was a shared space between two 5th grade classrooms. Now it will be used as my classroom, which is fine by me. To get to the space you can take one of three routes... 1&2) through either classroom, as each have a door into the space, or 3) via the door to the outside.

(Note: image not to scale, and based on short stay in the room) It is a relatively large space, although not as large as classrooms built in the 60's or 70's (like my wife's, which is giant). The classroom has high ceilings, which seemed to echo, but we'll have to see how that works. Currently there are 5-10 computers in the space, which I hope I get to keep. There is a ton of other stuff in there, but I'll start cleaning it up Monday. As far as getting in... well I need to go through the 2 other classrooms, or outside. The kids will line-up outside, so that works great, but we'll see from there. I'm definitely psyched to be right next to the other two 5th grade classrooms. Rotating kids should be easy (rotating kids you say... read on).

WHO/WHAT
The cohort of 5th graders is 60-64 kids. I heard 62 and then 64, so we'll say 60-64 for good measure. They were able to get another 5th grade teacher (me) because of the size, which means class size of 20-22ish. Hoooray! Additionally the teachers team, and have (or are open to) rotating kids. That would essentially create content area specialists, which I'm excited about. Instead of teaching a lesson once, you teach it multiple times, and have the ability to make adjustments each time (and hopefully improve your practice!). I'm not sure how this will work, or what content area, but I should know early in the week.

As a whole I am psyched. Kids are kids are kids, some just different sizes (and further along cognitively). I'll post more next week once I know more about the nuts of bolts. Until then...

Thursday, August 20, 2009

Knowledge is... what you know

I feel like I've been caught in a wind tunnel with the wind cranked on high this week. Training seems like it is over for the week, so I can catch my breath and digest all the information thrown at me. The first half of the week was spent in three hour content sessions going over elements of effective student-centered teaching for those content areas, as well as standards, and curricular materials. The second half was spent on the professional evaluation system, the new teacher support program, and HR stuff (payroll, benefits, paperwork tie-ups, accidents, etc). If I was a K-2 teacher I'd be heading to a half day training tomorrow, but I'm not sure where I'll be as of yet.

I don't have any personal experiences to compare this training system to. Using anecdotal references, I can tell you I'm far better off compared to other districts. My district seems intent on preparing their rookies, and ensuring they are not miles behind their colleagues. Instead of tossing us into the deep end without any support we've been tossed a life raft or life preserver. Don't get me wrong, we're still in the deep end. There aren't other teachers who'll come and take over for you at the instant you struggle. But the district provides you resources to get you through those struggles.

So far, so good.

Friday, August 14, 2009

Charting a new path?

Cleaning out the blog posts in my google reader, I came across this post. The original op-ed piece can be found here. Now one thing to know up front: the original blog, Schools Matter, is very anti-charter and anti-KIPP. They forward along more stuff about how bad both entities are than I've seen in any blog. That being said, it is interesting to read, and provides interesting prospective. Read the post (as it has the op-ed in it).

More Than Just Keyboards

Today was the start of technology training. Two sessions, one to get familiar with policies and the second to get familiar with navigating the staff portal etc. The days of just using a computer and a projector are effectively over (at least for me). My student teaching featured a presentation computer attached to a document camera and projector. Together I was able to beam images, show copies like the old school ditto machine (transparency and all). That was effective for me, and it was a healthy amount of technology, but certainly not overly abundant.

Well, technology should be fully integrated this year. First off is having a whiteboard with an Activeboard on top if it... right in the middle. The expectation is that you will use the activeboard, make flip charts, and use it as a way to engage your kids. For example you can do the instruction you would do with a whiteboard, but you can then have kids writing onto the activeboard- and save it! Plus you can add in small checks for understanding that give you more information to assess where your teaching is (did I teach that concept effectively? do I need to spend a little more time with that concept or idea?). Additionally you still have your projector and document camera.

There were tons of other things learned today, not just how to use activeboards and create flip charts. The question I circle back to is: how am I going to teach what I want to teach AND integrate technology into it? That will be unsettled until I learn my grade and school. Much to look forward to.

Thursday, August 13, 2009

And so it begins...

Tomorrow is the first day of training. I have two technology trainings tomorrow, the first as an intro to all the tech stuff they have and the second being a more in-depth look at the applications the district uses. Call me crazy, but I couldn't be more excited that my summer is over. I have one or two Friday's off the next three weeks, but it depends on the grade level I'll be teaching (still no word). I'm thankful to be getting down to business and not having to interview. Phew!

The schedule is booked now until June, bring it on!

Tuesday, August 11, 2009

Real Problems

I came across this blog post from over at NYC Educator today. Additionally, I went to the link in the post, which can be found here. The crux is that a high school student was shipped from a "public charter school" to a regular public school, largely because of inconvenience to the charter school (with there being many meanings to inconvenience in this case).

As a whole, I am conflicted about charter schools. They must be doing some things right, otherwise they wouldn't be getting all of the publicity saying they are the magic fix (right?!). I also have a friend that is a principal of a new KIPP school on the east coast (and when I say new, I mean just opening this fall... or next week). But, thinking they are the magic fix to our education woes is laughable at best. Additionally, there is a significant issue with regards to the statistical achievements they are often lauded for.

That really isn't the issue here for me. What kills me (no irony intended) is that charter schools can be allowed to ship students off because they are inconvenient. One of the teachers quoted in the secondary link is that many of the students she receives come with incomplete evaluations. What the??? How is that fair by any stretch of the imagination? They cry foul because they don't have the resources?! And the larger public school system does? Really?

Monday, August 10, 2009

Writing Essentials

I've got 4 more days of summer... which includes today. Everything starts back up on Friday when I have an all day training on the technology in the district. Being that there are interactive whiteboards in each room, I'm excited to have the training.

But I am starting to parse through Writing Essentials today, looking at how teachers of different grades organize their respective days. Why? Well I got to thinking the other day about how 6th grade is so so so different than 2nd or 3rd grade, and how I have a feeling of being a little in the dark about what happens in those classrooms. Thankfully my wife talked some sense into me, telling me that teaching in 6th grade isn't all that much different than 2nd, 3rd, 4th etc. We get tricked into this feeling of difference, at least partially, because the books we read seem geared more towards primary. Couple that with student teaching in primary grades and the result is this feeling of fear that needs to be dispelled.

Just call me the wizard, as I am dispelling myths today.

Buzzing

Twitter and the blogosphere are all abuzz about an opinion piece (letter) entitled Why I Left Teaching Behind. The letter is an interesting read, particularly for someone that is entering year one of teaching. I can't debate the merits of the letter since it is her rationale for leaving, but I can't say her rationale is anything I haven't heard before.

Teaching is an odd career choice because of its position in society. The paradox goes as follows: it is always mentioned as one of the keys to our society, but it is treated as though anyone off the street could do it. Teachers are seen as integral to our societal success, but it is "so nice" or selfless to have chosen to teach.

I'm excited about the chance to teach a variety of different things each day, week, month, and year. I'm excited about seeing a myriad of different learners, and helping them succeed. I'm just plain excited, even if I don't know what grade I'm teaching... or where I'll be teaching.

Monday, August 3, 2009

Damaged Goods

I have returned from my much needed break from blogging and all things education. While I was still reading postings in my google reader, I stopped writing and reading anything else. Like my wife, I professed to take a break until August 1st... and I'm back!

Since I don't have a grade level or school yet (but do have a contract), I've started by reading more background stuff. I'm finishing To Understand by Keene (co-author of Mosaic of Thought), which has been a good start. My wife is finishing Results Now, which is next on my list, and then there is a chapter from the Morning Meeting book that I am going to read. In my starred blog posts is one about classroom blogging, which I am excited to read a bit more thoroughly (as well as doing more classroom blog research- Learning is Messy etc).

Psyched to get rolling, and psyched to be back. I'll leave you with this comment from Pat Conroy (another google reader nugget):

I have yet to meet an English teacher who assigned a book to damage a kid. They take an unutterable joy in opening up the known world to their students, but they are dishonored and unpraised because of the scandalous paychecks they receive. In my travels around this country, I have discovered that America hates its teachers, and I could not tell you why.

Dishonored and "unpraised" (sic)... hmmm.