Amplifying and Celebrating Every Teacher's Voice

 "We rise by lifting others." 

This quote attributed to Robert Ingersoll reminds me that the best leaders know how to empower others to be leaders themselves. We are stronger when we use our strengths to improve a school, organization, or community. One of my goals this school year is to find new ways to amplify and spotlight my colleagues. I teach in a building that is incredibly high achieving and equally humble. From academics to athletics, teachers are leading students to success. While these successes seem easily achieved, they come from hard work, hours of overtime, and a constant desire to learn/grow from our teachers. I am in awe of my colleagues and want to find ways to empower them and make them feel as deeply appreciated as they deserve to feel. I am in awe of the teaching and learning I am surrounded by each day and am excited to see that continue to grow in 2023. 

So how do we showcase the humblest of teachers? Give them a platform. 

This year, with the help of my fantastic assistant principal, I have encouraged a sit-and-snack series that features different teachers who typically do not volunteer or want to be in the limelight. Using blended learning as the core of the six topics that will occur throughout the school year, I have worked with division leaders to find people to feature and encourage them to take on the leadership roles they deserve to experience. So far, we have held three of the six sessions and will continue them next semester. We have covered the following:

• Blended Learning within the Walls

• Station Rotation

• Choice Grids and Playlists

We will continue to explore facets of blended learning with:

• Formative Assessments

• Side-By-Side Grading

• The Flipped Classroom 

  

Teachers from the world language, science, social science, and English departments have shared out strategies and ideas that work in their classrooms. Next semester, we will feature special education, math, English, and social science again. Having different departments share reminds us that impactful instructional strategies can work in any discipline. We can inspire and share regardless of the disciplines we teach. 

After our station rotation sit-and-snack, I had three teachers already trying the strategy in their classrooms the next day. From English discussions about To Kill a Mockingbird to Intro to Business, learning about investments, teachers moved desks, grouped kids up, and stole my number card holders to denote the station numbers. (Note: I prefer the tall ones often seen at weddings. Amazon has a ton of choices!). The application of the strategies and ideas shared at each of the first three sit-and-snacks has been immediate and interdisciplinary, which is exciting to see. 

In addition to our sit-and-snack series, I have found quieter ways to celebrate people. 

Writing cards is one of my favorite pastimes. People often chuckle and tell me that these cards (and often little gifts of appreciation) are unnecessary, but I beg to differ. The energy and gratitude that goes into a card or token of appreciation carry with a person. It gives them the energy and drive to keep going forward. In a time when burnout and anxiety are rampant, these small acts put good into the world and can build a culture of kindness, compassion, and care. 

Celebrate on a larger platform.

The final way I have started to give a platform to others is through a podcast that my friend Cori and I started this semester. Teach in Ten is a podcast that amplifies our district's great teachers and instructional strategies (Listen to our pilot and episode one). So far, we have interviewed five individuals from all of the buildings in the district. Using this experience to connect and communicate with others, we want to continue celebrating great teaching while encouraging others to continue to share their excellent work. 

Amplifying teachers' voices can have several benefits. We hope this podcast can help create community among colleagues across a larger suburban district. Teachers often become silos, focused on our classrooms and to-do lists. Short messages and sharing sessions can bring people together, spark conversation, and remind us how vital collaboration is. It's all in the timing and the way the message is presented. 

By sharing their stories and insights, we can showcase their excellent work and give others a platform to keep those conversations going. Sometimes people need a little extra encouragement to get started in that sharing. We become better when we lift up and celebrate others. I cannot wait to find new ways to amplify and celebrate my colleagues in 2023. 

Spreading Coaching Cheer at the End of the Semester

I  am going on five years of being an instructional coach. During that time, educational technology significantly shifted. Because of the pandemic, teachers adopted new technologies and teaching approaches out of necessity. Many of these teachers might not have ever considered making shifts in their practices but did so to reach students in the room and on Zoom. Also, my district adopted a new learning management system during this time. While this adoption was initially going to be a slow roll-out, COVID changed our plan overnight. 

I spent the final day of the semester sitting by a "roaring fire." In the large faculty commons area, I sat all nestled with cheer in hopes that my colleagues' gradebooks and Canvas close-outs would soon smoothly appear. I projected the fire (and wished the office was warmer) and invited colleagues to stop by to finalize whatever they still had to do. Luckily, I was given only a few challenging problems to solve. What I enjoyed most was chatting with colleagues as they walked by, laughing with division leaders as we tried to tie up the semester with a neat bow, and celebrating the fantastic work of my friends. 

So how do we get to an ending like the one I had for fall 2022? Build strong relationships. 

1. To build relationships,  instructional coaches must be available. 

We all have full plates. This year, our students' needs and our to-do lists have pulled us in many directions. Instructional coaches must appear available regardless of how long the to-do list is. Whether that be hosting drop-in times, walking through the halls at the right moment, or attending meetings - coaches need to be seen and accessible. Visibility promotes trust and more engagement, which ultimately increases the usefulness of any coach. 

2. In addition to availability, communication can build trust. 

Good communication is key to building strong relationships. Coaches should be clear and concise in their communication and listen actively to the needs and concerns of teachers. This semester, I have often reflected on when to communicate and what to share. 

Teachers need to be ready and receptive to hearing certain messages. For example, around Thanksgiving, teachers want to start thinking about wrapping up the semester. One-pagers about summative assessments and formative reviews are more powerful in November than they are in mid-September. 

Bulleted lists, tl;dr statements, and catching one-minute videos are far more palatable than two-page emails, too. 

3. Along with short messages carefully timed, effective coaches anticipate problems or challenges before they arrive.

Recognizing that teachers should check their grade syncing from the LMS to are gradebook of record is critical in December. Publishing short reminders and helpful tips two weeks BEFORE the end of the semester made the last day before the break a whole lot calmer and brighter. Sending out information about a vital tech update or instructional strategy, knowing that significant summatives are looming, can encourage teachers to use resources. Leaning into recency bias can help teachers to use tips at the right time! 

4. Regardless of the message or strategy being shared, instructional coaches know how to make every teacher feel seen, valued, and celebrated. 

People want to feel heard and valued. Sometimes the best coaching sessions start with casual conversations about a person's day or even a little venting, which opens the door to what is being shared. When people feel safe sharing their feelings, they are far more likely to want to collaborate and connect professionally. 

The biggest lesson I've learned as an instructional coach, which I was reminded of on the final day of the semester, is that a good coach recognizes every person's strength and celebrates her colleagues. Troubleshooting a tech tool, brainstorming a new teaching strategy, and preparing for a new semester are all secondary to our shared connections. Laughter, sharing stories, and reflecting together are far more important and forge relationships that create a robust and collaborative school community.

Sitting around a digital fire with friends is the best way to end the semester. 

12 Days of Tech-Mas: Ending the Semester with a Little Tech Fun

The end of the calendar year is a great time to reflect, set goals, and wrap up any projects of the past. The end of the semester brings about finality and allows for time to celebrate great work while also looking to get new energy into a fresh semester. 

This semester, I wanted to consider what teachers needed to wrap up a semester while also helping them prepare for another transition into a new semester. To make bite-sized PD festive, I played on the 12-Days of Tech-Mas pun popularized by many instructional and technology coaches on the interwebs. 

For me, the focus is to promote fast, fun, and practical tips. From using Canva templates to reorganizing Gmail, this quick PD project also features tips I had previously shared with teachers. The frequency of communication and the timing of the message are both important factors when delivering that information. Ultimately, I hope teachers feel comfortable accessing support, have opportunities to explore new ideas, and feel comfortable communicating with students.

 

At the end of the semester, creativity is necessary!

We all feel a degree of burnout at the end of a busy semester. Tech tools can be a quick and festive way to infuse creativity without requiring extreme talent in the arts. Canva is one of my favorite tools that help make documents, presentations, and multimedia messages incredibly professional in a fast way. This resource is intuitive, offers thousands of templates to editing tools, and provides a free educator account that gives access to even more features! I love using this tool to enhance my LMS, and documents. I even love teaching students to use it, too. Another great tool for adding flair to assignments is Joy Pixels. This extension allows users to add emojis to emails, LMSs, and can even be used to organize resources and documents. I use this tool to create signature attention lines in my emails, which makes finding resources I share easier to identify, bookmark, and save. These two tools are amazing and tools that I use every day to make work more festive. 

Communication is critical as grades begin to finalize, too. 

Communication becomes vital when we are all cramming work and grading into the final few days of a semester. Leveraging one's LMS is the best way to keep communication efficient, direct, and clear. In Canvas, I love the "Message Students Who" feature that allows teachers to filter and send quick messages to students who need to turn in work, revise, or should be celebrated for great work. These filters are fast and make frequent communication easy. In my district's gradebook, Skyward, I can create automated messages to communicate with parents and students regarding grades and progress reports. These tools serve as documentation and reliable ways to inform every stakeholder.

I also love leveraging features in Gmail that allow me to organize my communication from priority inboxes to the snooze feature; I can sort and arrange for emails to appear when I need them. These organizational features also allow this communication tool to become a to-do list. 

Finally, technology can be used to plan ahead. 

Setting up for the next semester (or even just the first week back after a break) can ease minds during a two-week hiatus from school. The more prepared a teacher is, the less anxiety one might feel after returning from the holidays. For my district, setting up Canvas courses is a popular way to feel ready for a new year. Whether building out a course in an LMS, printing out lesson plans, or simply creating a to-do list, getting ready for a new year is a great excuse to close a Chromebook and enjoy some much-deserved rest and relaxation. 

Digital and On-Demand PD: Creating New Opportunities for Learning

The pandemic gave rise to a professional development shift. Instead of having large conferences in which people traveled, many educator conferences moved to an online format. Bringing people together from around the world without traveling has allowed teachers to explore the world of educational technology and instructional strategies in a new way - from the convenience of their own homes. While I am excited to get back to convention center hopping in the future, I have loved the flexibility digital conferences have offered. This past year, I have attended conferences in places like Texas and Minnesota, places that I would never travel to just for professional learning because of cost and time. The on-demand nature created by this modality of learning has expanded my knowledge in the areas of educational technology, blended learning, and instructional strategies while challenging me to rethink adult learning and professional development structure altogether. So what's been learned? 

Always be prepared to adapt. 

In March 2020, I was supposed to attend the Midwest Google Summit in Wisconsin. Having attended that conference before, I knew it was worth the 90-minute drive and would be a collaborative trip for my fellow instructional coaches. This conference was canceled right around the initial shutdown of the pandemic, but quickly mini-conferences and related information began to fill my inbox. Many educators innovated and found creative ways to replicate or recreate that conference experience using Zoom, Google Meet, and other digital platforms to share live and recorded information. Throughout the next school year, my instructional coach friends and I even attended a few together, creating a backchannel to connect, reflect, and digitally hop to the best "room" or livestream going at the time. Through these experiences, we learned flexibility both as attendees who sometimes had to mute our cameras to get work done while listening into a session and as presenters who sometimes had to record our presentations to no audiences to be later accessed by the information educators on-demand. This test of flexibility reminded us of the importance of our content and the connections we make to others - even if it is an afterthought or reaction posted later on social media. 

Two times speed really can save a significant amount of time. 

My husband has listened to podcasts on two-times speed for some time. While chasing three small children around, it has been the only way for him to listen to a few of his favorite podcasts. Time is precious. I had always scoffed at this practice until I was forced to teach Intro to Communication in a remote format. With low-bandwidths and computers without cameras, the only way to grade speeches was having students prerecord them and upload them to Flipgrid. Watching five sections of speech videos (three at the high school and two at the community college) is time-consuming, but cutting that time in half could allow me to efficiently give important and specific feedback to my students that they deserved. Suddenly, I noticed that my habit of listening to YouTube videos, podcasts, and student work at a normal speed felt unnatural. The same feeling extended to conferences, particularly my favorite conference of the year - IDEACon. 

This past year, IDEACon (the Illinois Digital Educators Association Annual Conference) joined forces with TCEA (Texas Computer Education Association) to deliver a joint digital conference. This conference meant that I had twice the on-demand videos to choose from, and I wasn't limited to four timeslots. I could essentially watch all the videos I wanted and decided when I wanted to press play. I selected pace and place, which allowed me to watch over twenty sessions over a few weeks instead of only seeing a handful of sessions in a single day. The digital conference format made blended learning possible in the professional development world. It allowed me to learn from a broader group of educators I might not have been fortunate to encounter in a more traditional format. Using the two-times speed also allowed me to rewatch and find key tidbits of information from my favorite presentations, too. 

Participate in supplemental or "slow chats" to continue the connections beyond the PD experience. 

An on-demand presentation I attended earlier in the pandemic included a hashtag for a supplemental or "slow chat" This hashtag was promoted throughout the session and was accompanied by questions that encouraged attendees to share and reflect. This slow chat creates a space where participants could interact with the presenters and the other attendees. This interaction and opportunity to engage with others is powerful. The biggest drawback that I see with online and asynchronous PD is missing the conversations with others. Utilizing social media to converse and connect makes learning extend beyond the single experience. With my latest PD session, Blended and Beyond, I am using the hashtag to engage with my attendees of an asynchronous conference. If you've something to share about blended learning, use the hashtag - #blendedandbeyond21. I'd love to hear your thoughts! 

Register for the WeVideo Creator Community Summit

Being able to attend multiple conferences and PD experience on a broader level opens people's eyes to different teaching styles. 

Attending different conferences throughout the past year and more has exposed me to different learning styles and philosophies that I would not have seen had I only had access to face-to-face professional development. Other school districts and regions of the country have unique focuses that have opened my eyes to what teaching could look like if I shifted my thinking. In my experience, I have seen new tech tools, learning management systems, and even approaches to instruction within a traditional classroom. Even the unique style of a presenter can lead to a new insight or nugget of knowledge to apply to our classrooms. 

There's always something new to learn.

Whether it is simply a presentation strategy, a new tool, or a complete overhaul of your teaching philosophy, there is always something new to learn. As teachers, our profession is always evolving, and our students are ever-changing. To meet their needs, we need to continue to grow ourselves. Professional development on a digital platform opens new doors and makes learning more accessible. This format also allows for more opportunities that are consumed on our schedules and time frame. Without leaving our couches, we can learn from the best and brightest educators. In turn, we can sign up to share our insights by creating our own videos and resources to share. We are a community, and we cannot learn in a vacuum. While I am excited to return to face-to-face learning and seeing my edu-friends in person, I am grateful for the subset of professional learning that has been born out of the pandemic. Let the learning continue!

Here are a few links to some of my favorite edtech companies that offer PD:

• Flipgrid Ambassador
• Google Certified Educator
• WeVideo Professional Learning
• Pear Deck Training
• EdPuzzle Online PD
• Adobe Creative Educator Program
• Wakelet Ambassador

What's in Your Gratitude Bag?: Coaching Edition

Recently my cousin accepted a new job as a literacy coach. The focus of our coaching roles (literacy and technology) and the levels that we teach (elementary and high school) differ. Still, she wanted advice on how to coach. Her inquiry made me begin thinking and preparing for 2021-22. This year as in-person learning resumes, students and teachers may return fatigued. Instruction may require rethinking, replanning, and reenvisioning as teachers and students adapt to a new normal. While many school stakeholders certainly do not want to redo any part of last year, we must reflect on the benefits and the challenges that taught us so much during pandemic learning. 

My first piece of advice for a new instructional coach is to focus on relationships. Teachers need to feel safe to share their instructional practices and experiences with the coach if the coach wants to impact student learning. When teachers collaborate with me, I always follow up with small gestures of gratitude. From handwritten notes, stickers, motivational pencils, and more, I try to keep a stockpile of small tokens that can be used to show my appreciation and respect for my colleagues. These items are often found at the dollar store or in the discount corner at Target. However, the gestures of expressing gratitude foster strong relationships and remind my colleagues of how much they are positively impacting their students and the school community through their efforts to grow, learn, and inspire. 

To support her preparations to adopt this critical practice in her coaching bag of tricks, I hit my favorite bargain bins to create a visual representation of how to coach with heart. 

Always fill your coaching bag with kind words. 

Regardless of the circumstance or the stress level, a challenging classroom situation can be remedied with kind words. Having students and or teachers write down goals, affirmations, and kindness is an exercise that can recenter and uplift anyone. Even in times of notable success with academic goals or achievements, kind words can still have a lasting impact. After meeting with teachers for a coaching cycle or delivering a professional development session, I always write a handwritten note on a card or a customized post-it note to remind my colleagues that they are valued.

Don't forget to fill your coaching bag with supplies. 

In addition to kind words, having the right tools readily available at any time makes for a reliable coach. A pencil, fun pen, or colorful post-its can be helpful in and out of the classroom. Having a tool to share with a teacher to inspire them or provide them with a way to brainstorm ideas goes a long way. Leaving a practical but inspiring token brightens a person's day and can continue to serve as a small reminder that meaningful learning is happening. Also, always having supplies on hand keeps teachers coming back to the coaching office or station when in need of a tool or a teaching tip. 

Fill your bag with books that inspire. 

Another way to keep teachers inspired is having an inspirational book on hand. I love the book Teach Like a Pirate and others written by Dave Burgess's publishing company. These books are conversational, informative, and engaging. Having a book to lend on an instructional approach or topic can be a great conversation starter. It is also a way to get teachers coming back. Eventually, they have to return the book with my name and annotations all over it. Still, I have purchased at least three Teach Like a Pirates and two copies of The Innovator's Mindset by George Couros. I am sure that I have more books out than I can count, but books are meant to be shared, loved, and sometimes lost in the process. Most of the time, I get them back, and when I don't, I am always happy to keep supporting edu-authors. Be Real: Educate from the Heart by Tara Martin, Shift This by Joy Kirr, and Tech with Heart by Stacey Roshan are some of my other favorites if you're looking for a summer read. 

Fill your bags with resources that keep you organized. 

As Gretchen Rubin notes in her book Outer Order, Inner Calm: Declutter and Organize to Make More Room for Happiness (2019), "Nothing is more exhausting than the task that's never started." Even teachers procrastinate or avoid getting started because we feel overwhelmed, have too much physical or mental clutter, or are tired. Having tools or tricks to help teachers stay organized can serve as a motivator to take action. Whether it is creating a Google Sheet to help a teacher track data, labeling file folders, or dropping off a fresh stack of post-its, being ready to help a teacher feel organized can completely shift their mindset. Most often, I find myself assisting teachers in organizing their Google Drive or webtools. Using the bookmark toolbar such as Toby, color coding, or developing a naming convention are small tips to help teachers feel more organized and save time. Teachers can also organize their commonly used comments to save more time and give better feedback to students. Permanent Clipboard is my favorite tool to give to teachers seeking better organization as it provides students with feedback and organizes them. 

Fill your bag with ways that allow you to lift others. 

Whether it is time-saving tech tips, books with endless amounts of reading strategy tips, or school supplies to make people smile, the most important item to have in your coaching bag is whatever best allows you to lift up others. As I consider what advice to give any new coach, the best thing to bring to the table is oneself. We are all unique individuals with great strengths to offer students and our colleagues. For me, my strength is to see any glass as half full. That positivity is how I'm wired. Using optimism to help teachers see the best in a given situation allows me to begin a conversation that can lead to lasting change in their classrooms and in our school. Find your strength. Reflect on who you are and what you value. Then find ways to keep your coaching bag full by taking care of yourself and seeking inspiration to keep filling that bag. I try taking care of myself by spending time chasing around my three kids, running, and reading every nonfiction book in my school’s library that I can manage to find and forget to checkout, much to the chagrin of my librarian buddy. :) We are in the business of learning, and our clients are colleagues and students who we are fortunate to serve all school year.

To get started on preparing for a new coaching role or just a new school year, take out a post-it or a notebook. Find your favorite pen and create a gratitude list. Then you'll know exactly how to fill that bag. 

In the Room and on Zoom: How do we Find Balance?

A return to in-person learning is occurring across the Chicago suburbs. Hybrid learning is off and running, and so are teachers -- running from screen to the in-class scene. I liken hybrid learning to a game show, in which the players and the at-home audience are interconnected and leaning in to hear what the other group is saying. While it is nearly impossible to gracefully and fluidly do both perfectly, it’s working. Here are my takeaways after week two: 

Flip your doc camera so that they can see each other. 

I find owning the cheesiness of these awkward moments of juggling multiple devices and students in all places lightens the mood. When I laugh at myself, my students laugh with me. They understand that this is not how we are supposed be living life, but this situation is what we have. My roomers and Zoomers are broken into two groups (plus a full remote group) who do not get to see each other or interact with the other half of the alphabet. As a result, I like to flip the camera to make them do the exaggerated wave to one another. I have even encouraged one group to give another group advice or words of encouragement. The sound is jumbled and often makes the roomers jump, but they're laughing. Encourage students to remember that a whole other group of students concurrently learning allows everyone to feel heard and recognized. As I move the camera around, I am also giving subtle indications of where I want my Zoomers to be focusing their attention. Are we doing group work? If so, let's look at other students. Are we engaged in a direct instruction mini-lesson? Then I'm going to talk straight into that camera. While I am doing this, I do narrate the process and make all students fully aware of who is on the projector screen. Students know when they're being shown out of respect to all people involved. That open communication involves them even more and encourages everyone to take the stage when the camera is directed at them. 

Use technology to showcase every voice.

 

Students still struggle with unmuting on Zoom. Part of it is tech issues that can create a lag in the discussion, and another part of it is the uncertainty of being spotlighted without preparation. Whatever the reason, students need to be reminded that their voices matter and that they can share them in many ways. Using tech tools such as Pear Deck and Padlet has made amplifying student voice much easier and safer for students. They can respond at their own pace, and the messages can be anonymous. When students struggle to unmute, validation and encouragement can often temper their timidness. Highlighting anonymous responses on tech tools shows students that they have much to contribute and great ideas to share. After asking all students to write out answers, I have started using Flippity's random name picker to select the students who will share in the class on Zoom. Once I know everyone has written an answer, it is up to the Google gods to determine who will share their ideas. This process has also gotten students laughing, cheering, and groaning when a name appears on the screen. Every voice has something valuable to share. Sometimes students need a little nudge. 

Also, encourage students at home to report when the sound is off, or the internet is lagging. We won’t know that if they don’t speak up. I had to learn this lesson the hard way this week! 

Leverage in-person experiences. 

The best part of being in-person is that students can talk... to each other. They can be sharing what they are learning while a teacher directs their time to the students on Zoom. They can collaborate and share ideas, and if they get off-task, that is okay! In fact, that might be exactly what they need while they cope with or process the current state of the world. In-person time can be used to create a sense of normalcy and allow students to validate one another. 

Group students in the room and on Zoom.

 

One half of the alphabet should not be doomed to the fate of being passing ships who never interact again. No, no. They should be each other's partners in crime who advocate for one another when one is on Zoom. They can still create, communicate, and collaborate. They can meet in digital breakout rooms and on shared docs and slides. The organization, grouping, and movement of all it all just needs to be a little more coordinated than normal. I love using breakout slide templates to help the workflow and organization of digital collaboration. Using the same format reduces explanation time and increases student comfort when they are collaborating in a noisy, digital environment. Having that connection might flop if technology fails us, but it can be incredibly powerful, too. 

Make sure everyone is getting some love. 

The past year has been marked with trepidation and uncertainty. Content may not be perfectly covered this year, but students will continue to make academic and social-emotional progress if they feel safe, cared for, and validated. Whenever tragedy or hardship occurs, content matters less. Caring for others will allow students to cope and prepare them to learn. Leading with one's heart leads to stronger relationships, and stronger relationships will lead to more retention and learning. It is okay to focus on people first. The rest will follow. 

This game show host is tired after two weeks of hybrid, but I am grateful for the flexibility and energy that my students bring to the classroom -- both digital and in-person. While I hope that I can display some of Vanna White's grace and all of the wisdom of the late Alex Trebek, I know that if I give it my best and laugh at any tech trials that arise, my students and I will make class great together.