My Journey to Becoming a Google Certified Innovator: Serendipity in Chicago

Years ago, the  Google for Education Certified Innovator Program caught my eye. After completing the Level 1 and 2 training, the Certified Coach and Trainer programs -- I know that becoming an innovator would be the experience of a lifetime. With starting and raising a young family and the COVID-19 pandemic— I knew this program had to wait. I couldn’t leave my kids as infants and then pressing family health issues made me leery of traveling. at least not this year. Life has a way of throwing curveballs, and timing has always been a barrier. But when I discovered, serendipitously, that the 2024 cohort would meet in my hometown of Chicago on the day applications were due, I knew I couldn’t let the opportunity slip by. With furiously typing fingers, I penned my application, sharing what I have always been most passionate about as an educator - amplifying student voice. 

Why I Applied

The Google for Education Certified Innovator Program has always been a goal of mine. It’s more than just a professional development opportunity—it’s a platform for educators to transform classrooms and school communities. As I fervently finished my application, I realized that this program is more than just learning to innovate - it is about exploring challenges in the world of education and using creative problem-solving to advocate for students and the educators who serve them. This program would allow me to continue to research, reflect, and create solutions for a pressing issue in education - the silencing or marginalizing of student voice, especially in a post-COVID world. 

At a time when I felt like I had lost my own voice as an educator, I knew I needed to take this leap of faith and speak up for diverse and often marginalized voices within our school systems. I need to use my voice to amplify and champion the voices of others. With just 30 minutes to spare, I submitted my voice and shared my unwavering belief that our words are power. I could use them to advocate for others. 

I’ve always believed that storytelling is one of the most powerful tools we have as educators. It fosters empathy, empowers individuals, and fosters strong classroom communities. During COVID, when the Google Innovator program was postponed or moved online, I stopped pursuing it. So when I saw that this year’s cohort was meeting right here in Chicago, it felt like a sign.

The Experience of a Lifetime

The Innovator Academy brought together 50 of the most passionate and driven educators I’ve ever met. From the moment we walked into the space, the energy was electric. Every individual there was dedicated to tackling big challenges in education, and the collaboration, tenacity, and support we shared were unlike anything I’ve experienced before.

Throughout the program, we dove deep into our projects. We were also challenged to think bigger. We were guided by some of the best leaders in educational technology, TED, and Future Design School, we were inspired to dream and imagine solutions. 

My Project: Amplifying Student Voice

My Innovator journey is centered around the essential question: How might we amplify and celebrate students' and educators' voices? My answer is what I tell students almost every day: Good speakers are good storytellers. 

My goals with this project are to increase student voice, promote empathy, and foster a strong community within any classroom setting. I will follow up with another blog post about the project. 

The Bigger Picture

Being a Google Certified Innovator isn’t just about launching a single project—it’s about driving transformation in education. My time in the program has shown me that real change happens when educators take risks, think big, and collaborate with others.

I hope this storytelling platform will empower students and educators to celebrate their unique contributions and use their voices to inspire change. I have been so grateful to have amazing mentors and teammates who are also passionate about and exploring this topic. 

Being a part of this program in the summer of 2024 was the reconnection and inspiration I needed in my career. I had a rough year prior personally and professionally that made me doubt myself and feel directionless - feelings that came from years of burnout, unpacking trauma, and diagnosis of complex PTSD caused by the pandemic and being pushed in directions by some well-meaning people that were not right for me. I had lost my sense of self. 

Advice for Aspiring Innovators

Currently, there are only about 3000 Google Innovators worldwide. If you’re considering applying to the Google Innovator Program, do it! Reach out to people online who have gone through the program and can give you advice/input on your project.

1. Just Apply: Don’t let self-doubt or timing hold you back. If I hadn’t applied at the last minute, I would’ve missed this incredible opportunity. I didn’t think I’d be selected among the hundreds (or even thousands) of applicants, but I was. I could not be more grateful for this opportunity and for every amazing person I have met because of it. 

2. Focus on your mission: Choose a problem you care deeply about. Consider where your heart always leads you as an educator. Your enthusiasm will shine and your curiosity will help you create a strong application. 

3. Embrace the Process: The academy is intense, but it’s also one of the most rewarding experiences. When I said that the room was electric, I truly meant it. The creativity, curiosity, and kindness expressed by every person helped me rediscover myself. 

The Google Certified Innovator Program has been a transformative experience, not just for my professional growth but for my journey as an educator. It’s given me the tools, mentorship, and community to bring and I can’t wait to see where this journey takes me next. If you’re passionate about solving big problems in education, take the chance on this program. You won’t regret it.

Recalibrating in 2024: Reflecting, Refreshing, and Revising

As we wrap up 2024, I reflect on a tough year - really, a tough couple of years. The pandemic exacerbated problems in our world and made protecting medically fragile people challenging. My family went through both known and not public challenges, which forced me to realize that not everyone has good intentions. More often than I'd like to believe - people can be mean. Still, there are so many people and experiences for which to be grateful. I am hardwired always to see the best in every person and to make meaning from our everyday experiences. Despite a few bumps in the road, I am hopeful and still seeking the good.

New years and new semesters are tangible fresh starts that encourage us to reflect and recalibrate our mindsets and goals. A mindful and intentional recalibration of our mindsets can help us to move forward and grow as people, teachers, and learners. What does recalibration look like in the classroom?

(Thanks to Rob Martinez for writing a beautiful book called Recipes for Resilience and for sharing his passion and joy with other educators)

First - it starts with considering where we've been.

As I think about where I've been, I have focused on asking myself purposeful questions:

• What worked well this year?
• What didn't work?
• What caught me by surprise?

Growth often happens in unexpected moments. I recently listened to the Hidden Brain podcast by Shankar Vedantam, in which we discussed "How to Be More Creative." One of the caveats of this podcast was that inspiration is often found in unexpected moments but is still the result of a purposeful thought process. We are frequently most innovative when we allow ourselves to cultivate our creative potential - when we have space to think, reflect, and consider. Another takeaway from this podcast was that our ideas and inventions do not occur in a vacuum. We need people to move forward. 

A takeaway from what didn't work is that I must surround myself with the right people. I have learned that stepping away from people who use my talents or expect me to give all of myself to them but do not reciprocate or show up when I need them is okay. Still, loving others and using my gifts can create great spaces for students. We are capable of so much, and we must find ways to refocus and redirect our energy to make a positive impact.

Something that went well this year was taking risks and chances. One of the most powerful experiences of my educational journey was being a part of the Google Innovator program. Shout out to #CHI24. After spending several months not feeling like myself, I applied to this program literally HOURS before the deadline. I have always wanted to participate in this professional learning program, and I was so blessed to be chosen as one of the 50 participants. Being in a room of inspiring and passionate educators was electric and reminded me that there are incredible people in the world who want to share, learn with, and lift others up. I am so grateful for this group of people and will definitely have to write another blog post on how this experience recalibrated my thinking and gave me back my joy.

 

(Shout out to the Sparkle Squad)

Through reflection comes renewal and refreshing our energy.

As an educator, I have always believed in servant-hearted leadership. As a collective, educators are here to support, guide, mentor, and teach others skills that will allow them to have a happy and healthy life. In my realization of this aspect of education, I have learned, though, that we cannot pour from an empty cup. We have to:

• Pause and rest.
• Reconnect and understand our why.
• Prioritize our families and ourselves.

When we rest, we are more productive and happier, which allows us to recenter ourselves and remind us of our purpose - or our why. Pouring into my family and creating spaces for my children to thrive, learn, and grow has helped me grow as a person and an educator. By prioritizing my family and trying to prioritize myself, I am starting to understand my goals and gifts more than ever. Rest is important; I see that now. Rest allows us to ignite our creativity and foster new ideas.

With rest and rejuvenation comes a reset to move forward.

Between Christmas and New Year's is a great time to set realistic goals. Now, I am not fond of "New Year's Resolutions" or lofty goals that quickly fade before January is over. Starting smaller and shifting our thinking are great ways to improve. This year, I learned that goals are not about the finish line; goals are guides to help us along the way. Being flexible is essential. Life happens, and sometimes it hurts. Learning to adjust and adapt has helped me immensely this year.

As teachers, adapting to our changing students can help us to improve and shift our practices. Collaboration and community are ways to reset and grow collectively. Some new teaching practices I hope to implement in 2025 involve more lit circles, ethical use of AI, and more communication experiences for students (podcasting, peer reviewing, presentation, etc.). Resetting our strategies can help us serve and stretch our students better. 

Revision means looking ahead like any good author during the writing process.

Practice makes progress - not perfection. For me, I will continue to learn and grow. My husband and I started creating again. We have a new season for our podcast, and we are co-directing a children’s show. We are fueling our creativity and exploring how to make safe and meaningful spaces for people to learn and grow. I will continue to take risks and put myself in spaces that challenge me to give my talents, stretch my thinking, and provide me with opportunities to lift up others. 

As we enter 2024, we must refresh our mindset and recalibrate our thinking continuously. Recalibration is a cycle of following our values and goals. What will 2025 look like? I'm gearing up to present at conferences, including IDEA Con and ISTE, in June. I will put myself out there again and take every experience in this new chapter as an amazing opportunity for growth, purpose, and impact. Here's to making it matter.

From Passive to Active: Transforming Icebreakers into Engaging Experiences

The 4th of July has blasted past with its usual fanfare and sparklers. While most of us still have the month of July to enjoy our summer schedules, the turn of the calendar often leads to preparing for the start of the school year. In search of fresh ideas for the upcoming school year, 

I stumbled on a Twitter post pleading with educators to reconsider using icebreakers to kick off the beginning of the school year. Why are icebreakers often so dreaded? How might we build rapport with our students and new teams without inciting the awkwardness and anxiety among everyone in the room, often associated with icebreakers?

Building rapport is about focusing on relationships and creating a positive environment. Yes, there are inherently bad icebreakers, and typically I have encountered them in graduate courses, in which the entire classroom knows each other, and the instructor is new. We have to go around and awkwardly share the same information we have already shared with each other, and it takes way longer than it should. When an icebreaker calls for one speaker at a time in a room full of 20+ people, the experience becomes passive and nerve-racking as a spotlight is put on one person at a time. 

Instead of asking every person in the room to share one fun thing about their summer break, icebreakers can become powerful and memorable shared experiences that encourage participants to collaborate, share, and learn how to work together. Instead of making people recite information aloud that they could write down a notecard in two minutes and calling it an “icebreaker,” get creative. Ask the group to actively work together to complete a task or solve a problem. These active icebreakers challenge participants to use communication skills for a purpose. They have the ability to thaw out any chilly or preconceived notion about icebreakers. 

For the last decade, I have hosted a summer camp for speech team that is more focused on team building and leadership than competing in high school forensics. During these camps, I have worked with my coaching team to create experiences that forge friendships, promote critical thinking, and build bonds. These activities were experiences that led to powerful learning experiences that positively pushed students out of their comfort zones and into a space in which they could learn and grow. So what makes an icebreaker work? 

Active participation is important. 

The first day of the school year is exhausting. Students (and teachers) are inundated with information, rules, and expectations. If they are sitting and not actively engaged, they will become passive, and the information being shared with them will not be retained. Instead, they will leave the classroom or the meeting tired and anxious, still wondering what the upcoming school year will bring. Talking at people is not an effective communication strategy (although sometimes necessary).

Instead, start with a challenge. Break people into smaller teams and give them a task to accomplish. I love to start with the spaghetti challenge. Recently a teacher shared math and engineering challenges that encourage people to build and create with me. Scavenger hunts and escape rooms also work nicely. Some of my favorites include:

1. Toxic waste: Students have various materials and have to remove tennis balls from the center of a circle without stepping into the circle. 

2. Toxic river: Students must figure out how to cross a "hazardous river" with limited supplies and work together to navigate obstacles. 

3. Puzzle challenge: Students are divided into teams. They have some of their puzzle pieces, and other pieces are hidden throughout the room. Their pieces are mixed in with other teams' pieces. They have to find their pieces and negotiate for others with other teams. 

4. Magic carpet: Students all stand on a tarp. They have to flip the tarp without stepping off the tarp. 

Note: These activities can be scaled and adjusted to meet any classroom's space and time constraints. Most of these activities can take less than 15 minutes, but the connectivity they foster is an incredible investment in student buy-in and engagement. 

Dave Burgess’s Teach Like a Pirate has a lot of ideas for hooking students with various strategies. I recently led a PD using his book. Check out these slides for more icebreaker ideas and videos that I use with my own students, or check out his book. 

Find a way to encourage students to build something or use creativity to solve problems. In the time they take to create together, they will start talking, laughing, and creating memories. While they may or may not be successful in solving the problem, they will be engaged with others. After connecting with others, they will be more comfortable talking and engaging with a larger group. 

Questions and conversations should extend beyond the surface. 

After working together in smaller groups, participants are more likely to open up and engage in self-disclosure. I still use either a notecard or Google form to gather information from my audience. I want to know the details, and I want to find ways to connect with them individually. 

These icebreakers are often ineffective because the information seems to go nowhere. The information written out by the participants is not revisited or referenced. You must close the communication loop if you ask students to provide information. That information needs to be used. Also, if you ask students to self-disclose information, you have to share information, too. Answer your own questions, show students the depth of information you hope to gain from them, and encourage students to share more. Students want to be seen and valued. They do not want to bear their souls to the whole class on day one, but they will share quite a bit with you in a more individual non-threatening way, like a Google form or even a Pear Deck, where they feel more anonymous. (Here's a resource to spark some question ideas).

Here's a mini PD presentation on Questions of the Day.

Initial experiences promote exploration and spark curiosity. 

An icebreaker doesn't have to only occur on day one. These icebreaker activities can build on each other. They can reveal a clue or allude to a puzzle the next day. I love questions of the day (Here's a template). Theming of the questions or using questions to spark even more curiosity about a topic or theme increases student engagement. They will want to return to find the next answer or finish a project they've already started. Digital escape rooms make great teases for future lessons. Finding ways to keep the mystery going and encourage students to wonder about a lesson or idea brings excitement and makes the icebreaker worth doing. 

Group reflection leads to more authentic connections. 

After completing a challenge, debrief. Talk about the experience and encourage students to consider the lessons learned. These tasks have instructional value and classroom connections, but students will only identify them if we discuss what we learned. These conversations are valuable and can lead to group reflection about the learning process, classroom expectations, and being an active citizen. 

Icebreakers don't have to be passive or designed for extroverts only. They can be meaningful and used to foster rapport. If an icebreaker sounds dreadful or awkward to you, skip it. Instead, find an activity or design an experience in which you can be an active participant too. Students will buy in if a teacher is having fun, being silly, and showing the power of self-disclosure. It's okay to have fun in the classroom, and it is certainly okay to be goofy. If you are willing to have students laugh at you, they are far more likely to listen to you. These types of icebreakers are certainly worth our investment. 

References:

Bonnie, Emily. "Ultimate Guide to Team-Building Activities Your Team Will Actually Like." Wrike, 22 Apr. 2022, Ultimate Guide to Team-Building Activities Your Team Will Actually Like. Accessed 8 July 2023.

"Build a Tower, Build a Team." TED, uploaded by TED Conference, Feb. 2010, www.ted.com/talks/tom_wujec_build_a_tower_build_a_team. Accessed 8 July 2023.

Burgess, Dave. Teach like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator. San Diego, Dave Burgess Consulting, 2012.

Davies, Rebecca. "50+ Questions to Get Kids Talking and Build Community." Differentiated Teaching, 2023, www.differentiatedteaching.com/discussion-questions-to-build-relationships-with-students/. Accessed 8 July 2023.

Garber, Peter R. 50 Communications Activities, Icebreakers, and Exercises. E-book ed., Amherst, HRD Press, 2008.

Stokes, Katie. "15 Engineering Challenges Kids Love." Gift of Curiosity, www.giftofcuriosity.com/engineering-challenges-for-kids-steam/. Accessed 8 July 2023.