Collaboration = Convergence of Ideas

I have written about Convergence before. It’s a 2-day professional development conference sponsored by my current school district, Wake County Public Schools (WCPSS). The name is not happenstance.

Dictionary.com defines the act of converging as meeting “in a point or line; inclin[ing] towards each other, as lines that are not parallel.”   WCPSS Convergence brings together library media and technology teachers across the vast school system to share with and learn from each other. It is clear Spring Convergence 2017 is focused on collaboration.

Almost every session I attended today used collaboration as its core whether the collaboration was virtual (Google Drive & Classroom) or the keynote address by Chris Barton and Don Tate about their collaborative efforts in creating the book Whoosh! Lonnie Johnson’s Super-Soaking Stream of Inventions.

I, too, presented about collaboration with my “batty” partner-in-crime, Krista Brinchek. Krista and I collaborated on a unit with 4th and 5th graders. Students learned about bat conversation and white nose syndrome in Science specials class with Mrs. Brinchek. In library, students learned how to conduct research, determine important information, cite resources, and use Google Classroom while researching general information about bats and their habitats. Our unit hit the next level when Christy Bigelow, technology teacher, incorporated 3-D modeling having students create 3-D models of bats using geometric shapes.

Today’s presentation, titled “Does Collaboration Make You ‘Batty’?” was fun to create and present because my collaborative partners make it so. We allow each other to dream an idea then help one another bring the idea to fruition. Part of today’s session allowed attendees the opportunity to think about and note drivers and barriers to collaboration. It is clear collaboration can happen within any organization if adults allow it.   Teachers are not silos. They work best in groups holding each other accountable and pushing one another outside of comfortable spaces. The session ended with an opportunity for attendees to share their successful collaboration stories. This was my chance to learn from those to whom I had been presenting. I now have ideas to implement!

As the name implies, I believe Convergence is about building relationships, trusting others, and bending my instruction to others’ best practices and successes. My presentation is linked here for you to view. If you have any collaboration ideas, and especially if you have success stories to share or how you overcame barriers, please share in the comments below. I want to continue my learning.

Photo credit:  @stacydarwin

The Librarian without a Voice 😷

Earlier this week, I succumbed to the “ick”. That is the technical term that I, without one day of medical training, have given the virus going around. The ick is not quite the flu virus but something different from a cold. For me, it felt between a head cold with cough and springtime allergies. I never felt sick or tired. I just would have coughing fits and a runny now. The worse symptom of all was a weak voice.

So there I was at school Thursday morning with a pocketful of Ricola cough drops. I thought I was doing well until I opened my mouth to welcome students entering the school.   The sound I emitted was not quite a squeak but certainly not a voice I’ve heard before. Throughout the morning I sounded as if I were once again experiencing the vocal change of my early teen years.

I learned a few things about my instruction on Thursday.

  1. Students want teachers to level with them and speak with them not to them.

I was honest about my voice and told my students that if I spoke quietly, all was good. I reminded them of the procedures and expectations then asked for their help. They all spoke quietly and regrouped immediately when asked.

  1. PBIS works!

For those who do not know, PBIS stands for Positive Behavioral Interventions and Support. My school has taught and practiced the procedures and expectations. After winter break, we retaught and practiced again. I admit that I have spoken negatively about the focus on the extrinsic rewards earning PBIS tickets (ours are called Gator bites). But when it comes to being a community following expectations, PBIS works amazingly. My students knew when to raise their hands, how to move safely throughout the library, and most importantly, how to show respect for each other, themselves, and me.

  1. My lessons do not work well without me leading them.

This is a tough lesson to learn. I want students to be at the center of their instruction. That is the reason for instituting the 20Time project. Yet, this project is new to my students and me. This week, we were at the pivotal step of selecting projects and determining timelines and strategies. I tried to plan around my speaking by typing directions and guiding questions for students to discuss in groups. This worked well but I could tell my students kept waiting for me to lead the discussion. I have not instituted enough student led discussions for them to yet have ownership. I need to do so for their sake and mine. I resisted the urge to interrupt and take over the conversations. Instead, I put another Ricola in my mouth and pointed to the timer and guiding questions for discussions. After a few minutes of awkward conversations, little by little table groups began having true discussions.

The day wasn’t pretty and I certainly did not teach my best lessons. But I got through it. All teachers have experienced this day before. It’s what we do with the lessons learned that matters. I learned that while my voice is back, next week, I plan to point to the timer and guiding questions again as students start their work. I want to step back and give my students ownership of their projects. Although weakly voiced, I think the best thing I said on Thursday was this: “I can’t answer that question or give you advice. Students, what do you think? I’m afraid if I say anything it will be exactly what the project should be or what I think it should be. And that will be what he does. It’s his project. What ideas do you have for him? He needs to hear from you, not me.”

Find Your Tribe: They are your wind, energy, and dreams.

 

Dreamers, realists, doers, thinkers…people are grouped into categories. These labels have a ring of truth but most often one person is a mixture of all types. In Launch Cycle by John Spencer and A.J. Juliani, the first chapters outline the types of teachers within a school building. The premise is it takes all types to create a well-rounded instructional program and enact systematic educational change.

Much like the various types, my small “tribe” at Taylor had a mixture. While all groups and my relationships to each group mattered, it was the small tribe that gave me wings. The music and art teachers comprised this tribe. Much like when the architect, engineer, and artist collaborate, the three of us dreamed, designed, and built.

The relationship mattered because we found common allies who were not afraid to challenge the status quo of education. We saw a greater vision and understood for it to become reality, large and small changes were needed. The tribe began with art and music collaborating. I was already a friend with them so they would run ideas by me for my input.   When I saw how I could support their dreams, I jumped aboard their ship.

Some of the plans only impacted our individual programs. More often than not, the dreams were wide scale. Something seemingly insignificant as tweaking the master schedule for the next school year has huge rippling effects throughout the building. It touches core principles and beliefs of teachers. To change the master schedule required important, tactful steps.

School dreams only become reality with administrator support. Our tribe never dreamed anything without plotting out the entire approach and presenting information including all possible pros and cons, along with human impacts, to our principal. In many ways, he was our tribal leader. Our sage was the ITRT. Their wise council moved our vision to either become reality or go back for rethinking. Our tribe never accepted “no”. We tolerated and understood “not right now”.

A functional tribe understands its impact. Our tribe was a force. Much like a hurricane, our force grew when we were fueled by one another. The more we allowed each other space to dream, the greater our dreams became. The bigger our dreams, the larger instructional impact we would have.

Our tribe identified and understood unproductive dreams and instructional changes. Those ideas never were spoken to our principal. Sometimes, they were addressed with our ITRT to see if there were tweaks to make the dreams plausible. Because we tolerated each ideas, we happily agreed with one of our tribe members who pumped the breaks.

This relationship made us all better instructors. As a dreamer, I am always imagining what can happen in the future and constantly looking for improvements. I become bored when work is the same day after day, year after year. This tribe ensured it never was boring.

The Dynamic Duo: Librarians and Instructional Technology Facilitators

School librarians and Instructional Technology Resource Teacher (ITRT) are islands within their school buildings. Most schools have 1 of each. The librarians and ITFs in these buildings are the lucky to have a counterpart. Some schools only have 1 person to do both jobs! How lonely this must be. The luckiest of all, are schools that have larger teams with more than one librarian and/or ITF.

My Batman to Robin was Ena Wood, former ITRT in Arlington Public Schools (APS). We were truly the “Dynamic Duo.” Ena’s supportive shoulder, guiding thoughts, and listening ears served to be invaluable to my career. Actually, Ena had a large impact in me teaching at Taylor Elementary School in APS. She knew of me through common connections. When an opportunity arrived for me to transfer, she encouraged me to apply. When I was hired, she served as my unofficial mentor. This mentorship grew into a true symbiotic relationship that helped one another grow personally and professionally.

The key to this relationship is that we understand what it is like to be a “silo” or “island” in our school. Her focus was professional development and increasing the effective use of instructional technology while mine was similar in terms of information literacy. We saw the connectedness of our programs. As the school population grew and classroom/office space shrunk, we contemplated moving Ena’s office into the library.

She subbed for me teaching library skills when I was absent. I served as her back up for technology support. We met at least weekly but rarely in a formal capacity. We made sure to eat lunch together no less than once a month. Our friendly informal rapport allowed for greater free flowing ideas. During these “chats” we planned professional development, lessons, and the vision information and technology literacy’s impact to our school.

But just as importantly, we helped one another personally. We shared our personal lives with each other. Serving as counselors and confidants, we ensured appropriate work-home life balance. Having someone at work to share and celebrate home life helped me focus at work and focus on home when each needed it most.

Our Dynamic Duo collaborated to present at ISTE and VAASL (then VEMA). We helped create and implement many APS I-Safe initiatives. But our impact at Taylor was vast. Together, we shaped the school’s technology and library programming. We served on our school’s leadership teams, helped design the school wide instructional focus, and challenged and supported all teachers and students.

We challenged one another as well. When one of us noticed a sign of boredom or static growth in the other, we talked about it. I encouraged her to take leadership roles in the district and state. She encouraged me to get my administration degree. We wrote letters of reference for one another as we pursued other career opportunities or were nominated for awards. This relationship matters to me. Librarians and ITRTs who do not have this same type of relationship, please do yourself a favor and start talking. Start collaborating. Start building trust. Your relationship (or lack there of) matters to each other and to your school community.

Relationships Matter Series

Relationships are key to functioning civilizations. Schools focus on PLCs and other teaming factors to help teachers grow and increase educational effectiveness. Throughout my career I have always built relationships with teaming partners, administrators, parents, and students. These relationships challenged me and made me a better educator. I want to take time to highlight some of my key relationships. Within this series I will not address student to teacher or teacher to administrator relationships. These topics are well covered within the educational world. They matter and have mattered to me. However, I want to focus on the relationship teams I have purposefully sought so I could be a better teacher.

These relationships came both naturally and were forced. I have always found the best relationships to teeter on the edge between comfort and chaos. In that small space is growth, learning, and excelling. Relationships take work to survive. Without these relationships, I would not be where I am in my career: physically and emotionally.

The relationships I will highlight have all come during my time as a librarian. My relationships as a classroom teacher were—and still are—important. I feel like they transcended into the relationships within this series.

I look forward to learning about others’ professional relationships. Leave a comment or find me online to drop a note.

Day 2–For the love of the game: Breakout EDU

I love games. Growing up, my family’s summer beach trips were spent playing in the ocean all day and then playing games all night back at the house.   The games were often card based. My family had an affinity to “Spoons” where you pass cards around from person to person and then someone stealthily (or not so) takes a spoon from the middle of the table. Once a spoon has been taken, it is important to quickly grab a spoon before everyone else. It’s almost a card version of musical chairs. The last person without a spoon gets a letter. Once a person has spelled the word SPOONS, that person is out of the game.

Family beach week was also when I learned how to play Rook. Rook involves bidding on hands, relying on partners, and winning rounds. It’s important to win the points you need but not to carry around points you don’t. Much like Spades or Hearts, Rook involves trump cards with the ultimate trump card of the Rook itself. It is fun. It is strategic. And at midnight, it can be downright funny.

As a fan of games, especially those that involve strategy, solving puzzles, and unraveling mysteries, I have always wanted to participate in a “break out room.” Getting locked in a giant puzzle room, working with others to solve the mystery to get out, sounds like the geeky, crazy fun that I would enjoy and probably laugh until I spewed Diet Dr. Pepper or hyperventilate (whichever comes first). So when I first started noticing so many teachers Tweeting about Breakout EDU boxes, I was immediately intrigued.

Breakout EDU is a boxed version of break out rooms. There are a series of locks—some keyed, some combination—to unlock. Finding the clues to the combinations is the trick to breaking out of, or in reality breaking into, the box. On the welcome page to their website, Breakout EDU states:

Breakout EDU games teach critical thinking, teamwork, complex problem solving, and can be used in all content areas. We created this Breakout EDU Kit to get you going and hopefully answer questions you might have.

Over the past year, I have read about the box, watched videos of teachers setting up their rooms, and followed teachers Tweeting about their experiences. Recently, I asked my principal if we could purchase a few boxes for our school. The awesome administrator she is not only responded with a “Yes!” but upped my request by many more boxes!

The boxes arrived just after Winter Break. I dug through the website, found a scenario I wanted to try with my 4th grade students and set to work. So far, I am halfway through using this scenario with all 4th grade classes and I’ve learned a lot from just two experiences. First, I learned that while some puzzles seem easy to me because I have all the knowledge, even if the solution is blatantly obvious, the locks themselves could be tricky for students to navigate. Due to my class schedule, I have attempted to teach about the box and run a breakout within one 45-minute session. Having no prior experience with Breakout EDU or other break out games is the first real hurdle students must overcome. Thus secondly, I have learned to adapt some puzzles to make them easier for students. Understanding your students is essential when using a set of banked games and scenarios.

Most importantly, I learned that it really does work best when the groups are smaller but not too small. So far, all the groups that have successfully broken out have been comprised of 5 members. My four member groups seem to get stuck at the beginning seemingly overwhelmed where to start. My six, seven, and eight person groups have all spiraled into battles for control struggling to listen or not listen to all members’ viewpoints. But the 5 member groups rarely breakdown. When they have, it’s been quick. Maybe it is because there are short balances of power. Even with human nature wanting to break into dyads, there is a middle person swinging back and forth serving as fulcrum for groupthink.

But based on my very limited experience with Breakout EDU so far, the best part is witnessing students take control of their learning. I set up the scenario, stage the room, and assemble the locks. But once the box and materials are in their hands, they literally control their destiny. I walk around listening and observing. I offer a hint when the group unanimously agrees to hand in a “Hint Card”. But the teaching and learning is all theirs.   The most significant piece is observing groups that did not successfully break out still talking afterwards about the scenario and stating facts discovered and learned. Even today, one student made a connection between the scenario used for Breakout EDU over a week ago and a television show he watched last night. He sought me out today to share with me his connection. I have not been as successful building a relationship with this student as I have with many of his classmates. His excitement today was infectious and I feel like he and I will have a better relationship going forward. I know he is a leader and has great potential. I was trying to find a common connection between us. Now, I see that Breakout EDU has laid the groundwork for our connection.

The 30-day blog challenge recommends day two’s blog posting focus on technology I hope to incorporate into my teaching. Some people may not view Breakout EDU as technology because it’s not a computer or digital. However, it can incorporate devices and it can easily be used online in digital Breakout EDU format.

Breakout EDU looks like a game. And maybe it really is just a game at its core. But it is much more. It is engaging. It is challenging. It is rooted in communication, collaboration, and critical thinking. It is any curriculum you need it to be. But mostly, it is fun.

30 Day Challenge—Day 1: Start Blogging

By now, I hope it’s fairly evident that I intend to blog as a form of reflective writing. I always have good intentions to start this blog but I allow excuses for why I should not. Back in November 2016, my school district, Wake County Public School System, hosted its semi-annual Convergence conference. This conference is the district’s professional development for instructional technology and library media staff. Modeled after state and national technology conferences, Convergence hosts two days of congruent sessions bookended by keynote speakers. Each Convergence is structured through a theme. This most recent Convergence focused on innovation. Kevin Brookhouser and George Couros were the opening and closing keynote speakers respectively. Brookhouser* spoke about 20Time Project and Couros* The Innovator’s Mindset. Each keynote session was truly inspiring.

Each keynote speaker also let some congruent sessions. Due to timing of other sessions, I did not attend any of Mr. Brookhouser’s sessions. However, I did go to one of the three sessions Mr. Couros presented. It was on blogging as form of professional portfolios. I left the session knowing I needed to blog but not sure where or how to start. The session was both inspiring and overwhelming. Writing is fairly easy for me. As a librarian, organizing a blog is easy. But knowing what to say or if what I have to say makes a difference is more challenging for me. My understanding of Couros’ view of blogging is “you’re already doing this stuff inside and outside the classroom, just put it down in a digital footprint.”

Of course that is an overly simplistic view of his session and much more “plainly spoken” than what I took away from the session. Blogging is important. But more important than leaving a digital footprint is reflecting on my instructional practice. I believe that is the key to blogging as Couros sees it. As a National Board Certified Teacher (NBTC), I know how important reflection is on my daily instruction and student learning. I know why I must be systematic in my blogging. And I believe I put a lot of pressure on myself to make my blog/portfolio “good enough”.

In the past, and for the most part, I still do, I have viewed reflective writing as a dairy, as something for me to put my thoughts just for me. When writing for NBPTS (National Board for Professional Teaching Standards) and for graduate school, I framed my instructional reflections for a particular audience. Blog audiences are more varied. Am I writing for other teachers to learn from me? Am I writing in hopes of making connections and learning from others? Am I writing for future administrators as I advance my career? The answer is yes to all. So where do I start? I start by writing for myself. I apologize in advance if my writing takes a more direct or conversational tone at times. When I write for myself, I always read it aloud to myself as if I am presenting to an audience of one. I listen for the natural pauses and ponder when something profound is says. It may seem weird to some people, but I bet if you try it, you will understand why I do it. So this blog is for all the readers out there. But at the core, it is for me.

Because of the many audiences and because it’s for me, there are so many directions I can take this blog/portfolio. There are so many journeys I want to pursue over the next chapters of my career. But I need to start by first putting word to print. I need to make writing in this blog a habitual practice.

I decided to search for how to form a habit and came across this article. For me, it presents too many steps but I believe it’s designed for broad appeal. I have read and reread the ones I think are most applicable to this journey and me. Therefore, I’m committing to 30 days of daily blogging. Furthermore, I found a 30-day blogging challenge for teachers. I like its approach and guidance. I plan to use it as training wheels.

Day 1’s challenge is to write a goal for this school year. My goal for now is to blog as a form of reflection. I will do my best over the next 30 days to connect both the day’s writing challenge to my thoughts of a lesson or takeaway from something happening at school. But most importantly, I plan to write each day. For it to be a habit, I have to start. To make a digital footprint, I have to step. This is that starting step.

*Do yourself a BIG favor! Follow their blogs, Twitter feeds, thought patterns. These two are truly innovative and changing the way other’s view education in the modern era.