Taking off the Mask: Ordinary Heroes

October is a tumultuous month. The rapid weather changes, the countless summative assignments to grade, and the onslaught of extracurricular commitments pile as high as the leaves on the ground. And yet, with every low comes a greater joy - a hint of merrier and brighter moments to come. With costumes donned and the promise of candy to sugarcoat cold and rainy (or snowy) evenings, who could deny that this festive time of year brings happy memories? While October continues to be one of the most trying months of the year for me, I often leave this autumn month with fresh insight and a renewed sense of hope.

My first year teaching, Halloween was the first sick day I had ever taken. Plagued with the stomach flu, an illness that torments me at least twice a year, I decided to stay home from school. Josh happened to be working from home, and me being a perpetual multitasker decided that our time could be best utilized by easing the nerves I was feeling toward our pending nuptials by driving to the Cook County Courthouse and getting married - legally. Because the most logical way to heal an unsettled stomach is to legally formalize a lifelong commitment. This mildly impulsive action allowed me to work ahead and complete all the necessary paperwork to become a Sukow officially, and being ahead of the November 28th deadline was, at the time, an ideal way to maximize my sick day. But more than that, this afternoon allowed us space and time to make this moment about us - not our families, not our friends, not our students, and not the people we are blessed to love in one capacity or another each day.

Flashforward nine Halloweens later, to the moment I hold my newborn son in my arms. My heart was fuller in those first few weeks of Jordan’s life than I could have imagined when I was riding in the passenger side seat of Josh’s black, hand me down Toyota Matrix nearly a decade prior. My son. The final piece of my heart that I so desperately dreamed about for years, the piece that I thought would never come to fruition, snuggled peacefully in my arms as we watched Monsters Inc. with the girls dressed as Sully and Boo. Tiny Mike Wazowski cooed quietly until my phone rang. Placing him into his bassinet, I answered the call, expecting to hear that my mom would be fashionably early to Trick-or-Treating. But as I greeted the caller, the voice at the other end was not my mom’s voice but that of my child’s doctor, frantic and near-tears, exclaiming that she had been trying to get ahold of me since the day prior. There was an irregularity with Jordan’s newborn screening results. She had been researching specialists for us, and we had to make an appointment immediately. I had received the call that no parent ever wants to hear, and at that moment, I was paralyzed by an insurmountable fear. 

Two years ago today, my mind raced to each prenatal doctor’s appointment, each additional test that had been ordered because of my dangerously low iron count or vein condition that made this pregnancy unbearable. I had questioned at every part of the process if my baby was healthy, and I was reassured that my instincts of fear and worry about my son were merely unnecessary stressors that flooded the minds of many expectant mothers. But I knew, because a mother always knows, that there was a reason to be concerned. The sorrow that resulted from that initial diagnosis was followed by a hope that perhaps a visit with a specialist would disprove our greatest fear - that our son would face an incurable, chronic and ultimately fatal, genetic disease. Faster than a speeding bullet, my mind raced toward the worst-case scenario. Because that’s what any parent does when it comes to cryptic news about their child. But as the authors of Batgirl #5 so wisely state, “Everything doesn’t have to be about fear. There’s room in our line of work for hope, too.”

And on Halloween 2019, there is an abundance of hope for our CF warriors. This week, the FDA approved Trikafta, which “targets CFTR proteins affected by gene mutations to help them function more efficiently in the body” (Cystic Fibrosis Foundation). Essentially, this miracle drug counteracts the effects of mutation F508del, which 90% of CF patients (including Jordan) have. This medication is not a cure, but the results of this medicine mean an immediate and significant improvement in the quality of life for those who can take it. This treatment means more happy and healthy years for people 12 and older who are struggling with the side effects of this disease. Ultimately, this breakthrough changes the trajectory of Jordan's life in ways I cannot fully grasp right now. And on a much grander scale, the research and breakthroughs happening with this type of genetic modification provide hope for countless people who suffer from genetic diseases. The people doing this research are our superheroes whose findings will continue to impact so many lives.

The momentum of this breakthrough reaffirms our unwavering belief that Jordan will have a happy and healthy life. Because of his diagnosis, he will lead a life called to serve and advocate, and our family will appreciate this life in ways that we never imagined. For now, this super family will keep fighting the good fight, working to save the day - one moment and one smile at a time.

For some, Halloween is a time to put on a mask and assume a character for only one day with the promise of candy and fun, but for me, assuming a new role on this day has allowed me to move forward stronger than before. As Superman quips in one of his many iterations, “I think a hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles.” Well, Superman, we certainly will try.

Lean, Green, Fight-Scene Creating Screen

When I started teaching 12 years ago, asking students to create videos took time and careful planning. Most students didn’t have phones that could capture high-quality video, and many were unfamiliar with how to use Windows Movie Maker. Some had the advantage of being Mac users at home or had played with an early version of iMovie. Others had no clue how to save and share their videos. Students did not have YouTube accounts linked to school emails; they were not creating content on various platforms each daily. And if the computer shuts down or froze (which happened frequently) before they saved their edits, they would have to start from scratch.

(See my WeVideo Green Screen doc)

Today, students are far more efficient with their technology use. They may still lack some academic skills or proficiencies in some areas of technology, but they are adept at creating and sharing photos and film content. If they aren’t, they certainly know how to pick partners that are better at using tech tools to complete the job. While they know how to capture the content, I find that students still need support in being innovative and using what they created to tell stories. Posting temporary snapshots of their lives is not the same from engaging people through digital storytelling. Developing succinct stories purposefully with clear beginnings, middles, and endings is not as easy as the goofy faces they make to sustain year-long streaks with their peers.

WeVideo is a tool that my school provides to our students. This web-based application syncs with Google Drive and is easy to use on a Chromebook. Students can also collaborate (not in real-time) on the same video project, which ensures that everyone has access to edit and contribute to the group project. The program has a great green screen tool and allows for layering of images. The paid version also provides access to countless special effects and sound clips that can enhance the video and create professional-looking pictures. What appears time-consuming and complicated is simple and easy to navigate. A person only needs to commit to the editing process or has students who are willing to test out their cinematic prowess in groups.

To play around with the setup and editing, I volunteered my five, four, and two-year-old that they were going to assist Mama with a school project. When it involved wearing superhero garb, they willingly jumped into action. I enlisted my girls to help me gauge student understanding of the creation process. They were part of the entire process, including the editing (although they had significant help with that step).

We started by going to the store to assess the fabric. We choose a green muslin fabric that was not too shear or would become quickly wrinkled. While we chose a green fabric, the material could be any color as long as the subject is not wearing the same or similar colors. My school also has a green screen kit, which we ended up using along with the fabric to make it appear as though they were flying.

Working with a two-year-old to create content is entirely chaotic. Once we had gathered and set up our equipment in a well-lit room, we started crafting our story. We used the extra green fabric to wrap a chair and make it appear as though the kids were flying through the air. We captured lines of dialogue and worked to appear heroic. I would highly recommend having students create a storyboard and script before filming, but our haphazard approach certainly made for quality bloopers. 

After creating a script, it is time for the fun part - capturing footage. Remind students to limit the number of bloopers they make or cuts they take. The students who struggle the most with editing or admit to not being proficient with technology should keep the number of shots they take smaller than students who have a natural knack for video creation. Students should also keep in mind what special effects they might want to add in post-production. Different layers of video may affect the composition of their shots. They can even layer their video on video, which I tried with my kids. I went from having three kids to nine quickly, and the results could have created quite a story. 

In the editing process, once the background is removed from the original footage, students can search for special effects and features in WeVideo. By selecting the star tab and type your topic (i.e.: fireworks) into the search box. Again, students can also add a green screen image over another video clip or static image depending on the desired effect. In editing mode, students can edit the size of the video line images, sound, and speed. The possibilities are endless. 

A green screen is simply a thin piece of fabric, but that fabric is fueled by the creativity, imagination, and ingenuity of the creators standing in front of it. While my children decided to take action and portray superheroes, you can create a daily newscast, travel the world, and even go back in time. This process can empower students to be creative, research, explore, and share their voices. Not all heroes wear capes, but they do find new ways to encourage others to use their voices for good!

Less is More: On Choosing Joy and Embracing Chaos

I have reached my capacity. I can't add one more thing. I am exhausted. 

These common phrases fill the offices of teachers near and far. Finding ways in which to combat these sentiments are almost as daunting as the to-do lists teachers create for themselves each day. I must admit that the phrases mentioned above have been felt by me this school year. As a person seeking work-life harmony, I know that I need to take action to create a healthier and happier relationship with rest and relaxation. While harmony of any kind needs to be frequently fine-tuned, there are ways to set healthy boundaries, and it is my goal to create and maintain them. Unfortunately, I am not succeeding, but admitting that there is a need to reevaluate is a good first step, right?

Social-emotional learning is a trending topic in the education world, and we cannot forget to apply those principles that are being thoughtfully crafted for our students to ourselves. I find that many educators who experience burnout are carrying the emotional load of their students, colleagues, and school. Being in the business of people makes it difficult to separate school from everyday life. A colleague suggested I read Angela Watson's book Fewer Things, Better: The Courage to Focus on What Matters Most, which has challenged me to reflect on what it means to be busy versus productive, overloaded versus efficient. Through conversations with friends and participating in the ongoing discussion on what SEL looks like in schools, I have come to realize that I need to care less to love more.

Yes, I have determined that I need to care a little less about the daily tasks and perfecting every detail to be able to engross myself more authentically in what matters. While this notion is counterintuitive, learning to let go will provide me with more space to refill my emotional bucket so that I can show more love, empathy, and understanding to the needs of Generation Z, a group of students who are experiencing levels of trauma and anxiety more than ever before.

As a parent of growing children who are almost school-aged now, I have begun to compare my parenting practices to my teaching style. As a parent, I am learning to challenge my children to accomplish tasks and chores on their own. In doing so, those clothes may not be folded as nicely, or the bins used to organize their toys end up a little more disorganized than I'd like. If I am okay with insignificant and menial chaos in my own home, I need to accept more disarray in my classroom and school-life.

I have been guilty of pushing myself to the limit to ensure that everyone succeeds at school, and in doing so, I have robbed students and adults alike of dissonance and discomfort that can lead to immense growth. Failure is okay; incomplete work can sometimes lead to an enriching life. A little chaos can lead to beautiful results. While there are times to take charge of a situation, I have to learn to accept that there are times when I need to allow someone else to own a problem. Students like my children, need to learn to self-manage and problem solve.

So how do we begin to circumvent feelings of fatigue and burnout?

1. Start by establishing clear rules and goals.

I have goals in mind to establish better work-life harmony, but I have not executed them yet. Formulating thoughts on paper and speaking them aloud to individuals who will and are holding me accountable is the first step toward implementation. Part of my problem and the problem of other educators is that we don't know how to turn off. There's not a magical off switch that powers down our desire to stop caring for and worrying about our students. Papers come home to be graded; lesson planning happens at all hours of the night but at some point. Boundaries have to be set. Even if it's scheduled, rest and relaxation have to happen. This area continues to be a work in progress for me, but progress is being made!

2. Keep validating others' feelings but don't own them.

Empathy is a powerful and critical skill, but taking on someone else's problem is not healthy for you or for the other person. When we assume the feelings of others, we hinder ourselves from helping others with their problems. We drain our batteries quicker, and that type of fatigue can carry into areas of our lives. Instead of feeling with - we should feel for and show support. Students upset mostly wants to be heard and validated. That act of validation can change a mood and uplift a person, instead of creating a cycle in which the feelings ruminate, and the situation is not solved. Listening and acknowledging someone's feelings alleviates

3. Turn off constant notifications.

A decade ago (or maybe two at this point), work was left at work, and home life was more preserved. That's not to say that teachers didn't grade and lesson plan at home, but the emails were not coming in at all hours of the day. Today, notifications, submissions, and emails are always coming, and I often become anxious about responding to the dings on my phone. I know many teachers have set great boundaries for themselves about the time in which they will reply and even read emails. My goal now is to stop looking at email at 8 PM. Once I have reached that point (having been up since 4 AM), I am no longer as effective, detailed, or responsive. While I am not ready to cut all ties to my email, I realize that I need to start setting better limits and value my time so that I can be more productive, effective, and engaged when it is time to respond.

4. Schedule time for joy.

Having children has taught me to be more present and in the moment. My time with my littles is fleeting and had been a dream of mine for a long time. It took almost five years to have our first child, and I didn't wait that long to miss the experience. Doing small things like going to the library as a family, apple picking, visiting relatives - these little trips fill our hearts in big ways. Always schedule time for joy and honor that time to the fullest.

5. Talk about anything but school.

When with teacher friends, my first instinct is to talk shop on weekends and when socializing, but being at school all day, grading all night, and then gabbing about it all weekend does not create space to reset. While my pride and joy is my work, if I want to have a life outside of that, I can't talk about it all the time. Reducing the conversations about school or just embracing another interest for a few minutes allows for a little space from such a meaningful vocation.

As a parent and teacher, I have learned that to be loving, effective, and engaging. I need to bear a little less of the load. My goal is to love, support, and walk alongside my kids - both small and big. Scrolling through some readings on my phone, I came across this poem by 19th-century poet and philosopher, Kahlil Gibran who states,

“Your children are not your children.
They are the sons and daughters of life's longing for itself.
They come through you but not from you,
And though they are with you yet they belong not to you.
You may give them your love but not your thoughts,
For they have their thoughts.”

As a teacher, I have learned that I have to give them space to succeed and fail, achieve, and prevail. I am called to help them discover their thoughts and ideas, and in that process, I am there to guide them to - not drop them off at - their next destinations. We are far better supporters than carriers. It's time to lighten the load so that we can love more authentically, embrace life more joyfully, and teach more effectively. Less in this case really is so much more.

Color Your Classroom with Engaging Learning Experiences

Green to yellow, orange to a vibrant red. As autumn colors appear overnight, midterms and summative assignments loom over the heads of high schoolers who have to-do lists as high as the piles of leaves they played in as children. Yes, this point in the semester appears dreary as the weather shifts and schedules are filled to capacity. The end of any term challenges students and teachers alike, but once significant assignments are graded and scores are entered, frantic fears and stress seem to cool. As the end of October approaches, a new sense of excitement and holiday joy start to revitalize the hallways. While the weather outside grows increasingly frightful, the fires of professional development can delight curious minds who are looking to illuminate classroom learning with new tools and strategies.

In the past few semesters, educational technology companies have started creating professional development opportunities for teachers to complete at their own pace online for no cost. Open educational resources provided by companies like EdPuzzle, Google, and Kahoot, encourage teachers to experiment with new ways to engage students - whose energy is freezing over like the first frost of the fall. Earning colorful badges to be displayed in email signatures or to share on social media platforms certain make professional development more festive.

I have started to work my way through a few programs and resources, hoping to spotlight the best professional development that I can share with colleagues and friends. Since all of our time is limited, I want to ensure that learning experiences are valuable and meaningful before making recommendations. Here are a few of my favorites so far:

1. Google for Education remains my favorite resource to encourage teachers to explore. With more courses and modules released every year, Google for Education offers a wealth of knowledge about how to use Google Suites products and why using these products can enhance the classroom experience. Teaching in a Google school, encouraging teachers to pursue their Google Level 1 certification, or creating awareness about the help forums for these products can empower teachers to enhance and even transform current teaching practices. Recently Google for Education has added “First Day of…” resources to walk teachers through individual tools, which is palatably designed for all levels of technology comfort levels. They also have more targeted courses for specific devices, teachers of diverse learners, teachers of English language learners, and even courses on coding. Increasing teacher familiarity with these tools can lead to an increase in exploration and creation by both teachers and students alike.
2. EdPuzzle has been in the professional development game for over a year now, with classes that teach educators to use their tool while elaborating on a variety of subtopics - including personalized learning principles, 21st-century skills, gamification, and project-based learning. With resources on several initiatives and trends in education, irradiates best practices. What I appreciate most about EdPuzzle’s resources is the time commitment is clear, and the experience is completely self-paced, allowing for flexibility and convenience. Having completed a few of these courses has not only exposed me to new and helpful videos to share with colleagues but has also challenged me to reflect on how I use EdPuzzle with students. Experiencing this tool and others from the student perspective improve the implementation of the tool and color classroom learning in new ways. 
3. Flipgrid continues to be one of my favorite tech tools. While it does not offer a traditional course experience, this tool encourages teachers to earn badges for using the tool, contributing to the Disco Library, and for amplifying students' voice. Flipgrid's achievements page challenges teachers on how to continue to share, collaborate, and engage student audiences as well as other educators. This collaborative tool encourages teachers to empower students and provides resources in which teachers can reuse, recreate, and connect with others. Using badges to reward users increases interest and curiosity while also illustrating how much teachers are creating vivid experiences for their students. 
4. Pear Deck, my favorite tech tool to enhance student engagement, does not have a formal training program yet. Their website, however, is robust with articles and resources that cast light on how to utilize this tool with students. While Pear Deck does not have asynchronous trainings online, training slides are readily available for download. The company also provides PD training sessions to teachers throughout the country and also is quick to support teachers who inquire on social media platforms. I would not be surprised if they continue to develop more resources and more formalized training. 
5. Recently Kahoot has jumped on board the professional development train with bronze, silver, and gold certifications. They also have a plethora of professional development resources and a presentation to download as well. Providing this information allows teachers or instructional coaches to use resources to support teachers as they use this tool to make learning fun, engaging, and memorable. I am currently working toward my silver certification, which must be completed over time. Working through these quizzes has allowed me to experience Kahoot from the student perspective and also work through resources that I did not realize Kahoot provided for teachers. The opportunities to learn are endless, and Kahoot has done an impressive job rolling out these resources for teachers.

The fall season is full of changes. From the russet tones of leaves to the lurid and ever-fluctuating emotions of teens - these changes occur before our eyes. New tools and strategies can make instruction lively and vibrant while keeping engagement high throughout the semester. Just as Dorothy steps out of Kansas and into a technicolor world, we can color the dreary fall months with amazing experiences for our students.

Flexible, Asynchronous Professional Development is My Jam

Recently, thanks to YouTube TV, my children discovered the magic Space Jam. While the echoes of pre-2000s jock jams ruminate in my brain, I find myself reflecting on the fleeting nature of time. Yes, time keeps on slipping, slipping, slipping beyond my grasp. It's October, and the school calendar is already approaching the end of the first quarter. The most precious of all commodities, time, remains in short supply. When does a teacher have moments to grade and also reconnect with family? How does one balance daily duties, coaching, and still have enough hours in the day to sleep? Nearing the end of the grading period, the answers to these questions are unclear.  

As technology and district initiatives continue to evolve, teachers are seeking more professional development opportunities. Unfortunately, the time to add one more formal meeting to their schedules is nonexistent. The challenge becomes how does a district provide meaningful and targeted professional development experiences to teachers when their schedules, family life, and personal needs make it nearly impossible to add another meeting to an already abundantly full calendar. How can professional development be planned to intentionally reach a group of diverse learning with varying levels of expertise who also happen to teach different disciplines? 

This year,the instructional coach colleagues across the district and I have worked toward alleviating some of the obstacles and roadblocks to active professional development by designing asynchronous experiences. Moving professional development opportunities online can open a world of possibilities for teachers who are trying to find time amid the fast-moving frenzy that occurs each day. This format can provide tech-savvy teachers with efficient access to research while being mindful of their time, prior knowledge, and needs of the moment. 

Designing these opportunities takes careful planning and thoughtful timing. Resources need vetting, and learning styles need to be accessed to create a course that provides positive experiences and the appropriate amount of rigor for all learners. My focus has been finding a range of informal ways to provide support to more traditional graduate-style course experiences for teachers. How do we connect the appropriate professional development experiences with teachers? 

1. First, get teachers interested in professional development experiences is by providing routine and repeated opportunities to discuss the latest instructional strategies or technology tools. To keep the conversation active, I have used quick two-minute videos about a variety of tips, tricks, and technology that can make learning more engaging, grading more efficient, or classroom practices more effective for a diverse pool of learners. These videos are published habitually every Monday at 7 AM when a teacher is most likely to shift through his or her email inbox.  
2. The second way to meet teachers' professional development needs is to provide them with scheduled time in which they know that I am available for them. While I am available any period besides the ones that I teach all week, Monday seems to be the day in which teachers want to reach out to either have a meeting or schedule one. I have worked on advertising that I am available during lunch hours on Mondays for drop-in meetings with colleagues who may need one-on-one support. Being reminded that I have drop-in time seems to encourage teachers to ask more questions and schedule follow-up meetings. It's almost as if we need to set aside time to schedule a more targeted time for professional development. After carefully examining my instructional coaching log, the logging and recording of professional development preparation time is extensive! 
3. The best way to promote professional development is by creating face-to-face connections. When seeking professional development is challenging or remains number 12 on a to-do list, it is easy to follow-through and participate. To help encourage people to remember that I am here to support them, I take a daily lap or two through the faculty office. I tend to get more business when I am visible and accessible. A quick question about setting up a tech tool often leads to more in-depth discussions about how we might transform an entire lesson or project. The best professional development is personal and occurs when a teacher needs support. Fast and immediate help, in this case, can open the door to a much more meaningful experience for that teacher.
4. Follow-up visits, like visibility, also encourages teachers to keep thinking about their professional development. Asking teachers how a lesson went or how a tool enhanced their students' experience can lead to further questions about instructional practices. Showing teachers that they are valued in follow-up visits validates their work and encourages them to continue to take risks - thus seeking out more professional development. Growth is a continual process for us all, and when we feel like others are growing alongside us, we are far more likely to flourish. 
5. While the aforementioned experiences are critical to creating a school environment that values professional development, it is important to provide formal experiences in addition to the personalized, informal ones. Creating courses for teachers to take face-to-face, blended, or online can create a sense of camaraderie. When we learn together, we create a common language, can share best practices, and are far more likely to collaborate. As my district seeks to incorporate more blended learning experiences for students, the instructional coaches wanted to inform teachers on what blended learning is and what it can look like within the walls of a traditional classroom. This first official asynchronous experience will help to create a common language, pool of resources, and allow teachers a chance to share how they will use blended principles. Ensuring that this experience is a valuable use of time while being convenient for teachers is a priority as we seek to honor our most precious commodity - time. 

I believe that meaningful professional development can help teachers soar. I must admit that it seems like I am dreaming about professional development every night and day, and as I dream, I will continue to find ways to support my colleagues. While I am still grappling with work-life harmony and finding more time within a day to accomplish the never-ending to-do list, I am hopeful. Providing options for professional development that aligns with teachers' schedules can lead to more efficient, effective, and engaging learning for all, and that's my jam. Now more than ever is the time to take a chance on asynchronous learning.