It’s awards season! Typically this annual post is published late of the same year. However, it is never too late to recognize the great writing on educational blogs. I saved each of the posts listed here because I found them to be important to my work as an educator. Maybe you will too.
This list is without descriptions for each linked post, unlike past lists. Time is valuable. I suggest exploring each of these posts yourself. If one strikes you as important in your work, please share your response in the comments. You don’t have to agree with the content. Each post was selected because it caused thinking on my end as a reader.
For example, I included Tim Shanahan’s post on this list specifically because I did not agree with his position. But it did cause thinking, specifically in re-examining my own beliefs about literacy instruction. Posting his initial thinking online led to several comments with various levels of agreement/disagreement. Conversation ensued. Conversely, Digital Pedagogy Lab’s post about the negatives regarding the technology Turnitin changed my thinking about a product I had once promoted.
This gets to the heart of blogging as an educator: Every teacher and administrator has something to say and to contribute to the larger conversation of teaching and learning. Our experiences working with kids daily has just as much credibility as any letters behind our names. We build our collective intelligence when we blog about our work and engage with others willing to take a risk and share their thinking online. If you have been hesitant to start a blog, consider now as a good time to begin.
When I am not blogging, it usually means I am on a tech sabbatical, on vacation (I wish!), or working on a writing project. Lately, I have been reading and enjoying Regie Routman’s new resource Literacy Essentials: Engagement, Excellence, and Equity for All Learners. Like Regie’s previous work, this book is a necessary text for any teacher of literacy (see: you).
As a way for me to connect with and reflect upon the ideas in Literacy Essentials, I have written three articles for Stenhouse’s blog. They describe the importance of building a literacy culture, addressing the elements of trust, communication, and relationships. You can read the first two posts by clicking here and here. Look for the third post on the Stenhouse blog in the near future.
Reading Literacy Essentials, it could almost be called “Life Essentials”. Regie mixes research and practice with personal stories as a wife, parent, grandparent, friend, and unique individual. She offers suggestions for becoming a better teacher and a more interesting person. Joy can be had in the classroom and in life; they are not mutually exclusive. This makes Regie’s new book essential reading for all educators.
“It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.”
– J.K. Rowling
This question recently cropped up from one of our faculty members. We are deep into exploring the connection between reading and writing, building a foundation for literacy instruction schoolwide. My response was off-the-cuff, sharing some general ideas, but maybe a little too vague and lacking coherence. The source of their concern was likely our high marks on our school report card. Here is what I wanted to say in my preferred mode of communication (writing).
When a school decides to pursue a literacy initiative as a whole faculty, they are already heading in the right direction. Anytime we can get everyone on the same page around reading and writing instruction, we build a common language and understanding for what will occur regularly in each classroom. Actually, the only wrong direction is by making no decision. By allowing everyone to have 100% autonomy in how reading and writing instruction will be delivered in classrooms, we create the conditions for student inequity.
A quality schoolwide literacy initiative should allow for some flexibility with teachers to personalize their approach. There should be enough room for teachers to have voice and choice in how instruction will be delivered. It’s the same thing we want for our students, right? We need to model this belief at every level.
For literacy initiatives that start to feel more closed in the level of autonomy for teachers as time progresses, be sure to check student assessment results. In my previous school, we felt like two years of writing training was possibly too scripted and squeezed some of the voice out of our students’ work. We facilitated a mid-year writing check. Sure enough: lots of structure but little style in students’ writing. As one teacher noted when we debriefed after the assessment, “Our kids will be able to nail a college essay, but do they love writing?” This information guided our decision to come back to a more holistic approach to teaching writing in the classroom.
This decision to pursue a more structured writing approach was not wrong; our intentions were good and were based on what we believed our students needed. The only wrong approach would have been to forge ahead with our current efforts, ignoring what our students’ writing was telling us. This is different than what a lot of schools do: jumping from one initiative to the next, year after year. We knew that our students needed consistently strong literacy instruction year after year. Hopping from rock to rock along a stream of new ideas wasn’t going to help our kids become literate individuals, as tempting as it might be.
That’s why decisions for pursuing a schoolwide literacy initiative should be a part of a long-term plan. Three years is probably a minimum. A long-term plan reduces the desire for rock hopping. It’s easier to say “no” to a new and exciting professional learning opportunity when you have a pathway already laid out. Part of this long-term plan should include multiple points of celebration. These opportunities to highlight school success have to be tangible and genuine. In our school, we re-examine our beliefs about literacy, owning new beliefs after a year of schoolwide professional development work. We also set aside the beginning of staff meetings for staff celebrations. Teachers can share quick wins and victories. I also make a point of taking pictures of teachers innovating in their classrooms as they try and apply new strategies. These images are shared and celebrated before we begin learning about a new literacy strategy. All of our celebrations build on where we have been and inspire us to learn more.
That might be the biggest point in a response to this question about heading in the wrong direction: If our intentions are based on students’ needs and teachers’ informed beliefs, and we were are willing to adjust course in light of the evidence, then we cannot make a poor decision. The constant pursuit of becoming better in our practice is always the right choice.
Every year around the Thanksgiving holiday, I provite a short list of memorable blog posts I read the last twelve months or so. This is not an award show. I cannot say that these are the “best blogs” of the year or anything, although these posts were very well written.
I curate other writers’ posts on my own blog for two reasons. Selfishly, I want to have an easy way to come back to what they wrote to read again and possibly inform my own writing. Unselfishly, this list (and past lists) are a great place to start exploring what blogging looks, sounds and feels like. Maybe their posts will inspire you to blog yourself.
Father Tom is the priest of the Catholic church our family used to attend. Here he writes about the importance of journalism in the era of the 24 hour news cycle and social media. Father Tom also reflects on the challenges of the priesthood. His honest reflections coupled with his prior experience as a journalist makes for an insightful article.
An educational consultant offers his reasons for opting his oldest child out of the state test in New York. He shares the steps a family could take to ensure that they understand all sides of the issue. This post does not resemble other calls to opt-out that merely demonize testing. Lehman provides an objective, factual and personal piece.
Peter Skillen provides a brief history of making and makerspaces. His piece stand out due to his belief that this approach to learning is about more than just electronics. Makerspaces allow us to be “active creators of our own knowledge” in all disciplines.
Building poems, art, music, mathematical solutions and so on are all part of the ‘maker movement’ in my mind.
If we are tinkering but never building understanding or developing new ideas, then we are not utilizing makerspaces on behalf of students to their full potential.
I always appreciate hearing about other writers’ struggles, of course not to revel in them but to feel okay about my own many rejections. Liao shares how she received 43 rejections and didn’t meet her goal of 100. Why 100 rejections? According to a colleague of hers, “If you work that hard to get so many rejections, you’re sure to get a few acceptances, too.”
Dr. Brad Gustafson, an elementary school principal, shares his debate on whether to host an all schol picture using a drone for his building’s 50th anniversary. He understands the need to celebrate, yet has concerns about disrupting the school day and classroom instruction. Brad realizes the importance of holding his “no’s” at bay, at least at first.
Ben visibly shares his struggles with a teacher evaluation system that does not align with his professional philosophy. He shares a personal experience as a golf caddy to illustrate the importance of being objective when observing teachers. Ben’s thoughts about the limitations of staff supervision are candid and appreciated.
I submitted a proposal for the ISTE (International Society for Technology in Education) convention. It was rejected. This post from an educator working with at-risk students provided some perspective. Rosenzweig found that the ISTE experience was “a sales environment” and a lost opportunity for educators to engage in deep conversation about how technology might improve teaching and learning.
My favorite quote from his post is: “What problems are we hiring edtech to solve?” Wise words. It reminds me of another turn of phrase, adapted by me: “If technology is the aspirin, what is the headache?”
Ever since I read Invent to Learn: Making, Tinkering and Engineering in the Classroom (on sale now), I have been a big fan of Stager’s and co-author Sylvia Lebow Martinez’s work. Here, Stager admonishes education’s infatuation with “free” technology. He points out the problems in not paying for technology that supports student learning, including the challenge of smaller software companies to produce excellent resources.
Shareski offers his perspective with regard to integrating technology with instruction in the name of being more efficient in this endeavor. He sees many flaws in the approach. “Education at its core is about relationships and experiences. At its best, it involves caring adults designing and guiding learners through rich learning tasks.”
I was so thankful when I discovered this post. It said everything I felt about the inappropriateness of telling a child they are a “level” when self-selecting books to read. To a deeper point, any teacher using an assessment should be able to tell you a) who it’s for and b) why it’s being used. Backman offers a concise rationale for why levels are not for kids.
A topic not often brought up in educational leadership discourse is the importance of the front office of any school. Casas offers a helpful comparison between morale builders and morale killers. It is a post worthy of sharing with your own office staff.
If I had to pick one post – one article – as a favorite read from the past year, this would be it. Black offers an expansive overview of the limitations of applying research to education, specifically in reading. This is essential reading for any parent questioning a school’s decision on behalf of their child.
This is a transcript of my speech I gave for our 5th graders’ Moving On Up ceremony. It is also my last address I will give at Howe Elementary School, as I have taken a leadership position with the Mineral Point Area School District, also in Wisconsin.
So how many days are left? (smattering of responses) Uh, teachers, I was addressing the students…;-)
That’s okay! Having a clean end to a school year can be rewarding for all of us, educators included. It allows us to take a step back and reflect on the school year as a whole. A little bit of disengagement with the current pace of life is not a bad thing.
During these transitions, it is also good to take stock in our current situation. This means acknowledging where we came from, where we are at, and where we anticipate going. As I took some time to do this recently in preparation for this speech, I discovered that my life as an educator has followed three basic principles up to this point. They are not steps to be taken. Rather, these principles served as guideposts. I share and describe these with you today, as I believe they might also apply to your own personal learning and living journeys.
The first principle is passion. When I was your age, I was passionate about pretty much one thing: Sports. It didn’t matter if it was Little League, our school’s basketball team, the wrestling club, or a pickup football game in a friend’s backyard. If an athletic contest was taking place, I was sure to be involved.
Okay adults, you may want to cover your ears…One thing I did not have a passion for was school. It wasn’t that I was a bad student. I just didn’t work as hard as I could have. Part of that is my own fault – I could have made more of a commitment to my education, and getting my grades up to where they belong with a little more effort. But I didn’t. Also a part of this lack of engagement was that I often didn’t see the relevance in the learning experiences I was asked to pursue. Unlike sports, where our practices were always in preparation for an opportunity to showcase our talents and abilities, school lacked that same opportunity for me. I did what I needed to do in school in order to participate in my passion.
As I progressed through school and entered college, I started coaching the very same teams that I used to participate in as a younger student. This is when I realized that my passion for athletics could also be merged with a career, specifically working with kids in school. This led to the second principle I discovered of living and learning: Persistence.
We hear a lot about “grit” and teaching kids to persevere through challenges. It is my personal opinion that you cannot teach this skill. As educators and parents, we can only create the conditions in which learners will want to pursue a level of mastery and expertise in an area of interest. That is what happened with me. Once I knew what I believed I wanted to do as a profession, I worked harder in my academics. I rose from a so-so student in high school to being named to the Dean’s List in college several times. A little bit of passion can go a long way.
The thing about passion creating the conditions for persistence is, when someone wants to become very good at something, we start to identify gaps in our skills and abilities. For me, this happened in my 2nd year of teaching. Previously, I had taught 5th and 6th graders in all subject areas, including reading and writing. I thought I was flying along in my first year, offering kids great literature and opportunities to write about what they read. When I moved to a 3rd and 4th grade position the next year, I realized that while I had been teaching reading and writing, I was not teaching readers and writers. It became evident to me with these younger students that I could not merely expose them to resources.
So I read everything I could about effective literacy instruction. I pored over current resources, attended conferences about differentiation and assessment, and observed veteran teachers in their classrooms. Once I persisted in improving myself, I gradually became the teacher I wanted to be for my students.
When I felt I had become proficient in instruction, I found this need to share it with other educators and make a difference in their professional lives. This led to me getting my administrative license ten years ago, which leads me to my current position at Howe. When I accepted the position five years ago, I felt like this is what I wanted to do for the rest of my life. This was my purpose in life, the third principle.
What I didn’t anticipate was how my purpose might change between then and today. My passion for education and my persistence in learning everything about my profession evolved into writing about my experiences and the knowledge I had gained to support our work. Writing online in the form of social media and blogging has led to published articles and books on the topics of technology in education and school leadership. This was not in the plans five years ago, yet here I was, trying to balance a full time principal position while writing and share about my work and finding balance with my family and personal life. It was becoming an impossible task.
This year, I realized that purpose in education has changed a bit. I am no longer content with leading a school as my sole pursuit, as admirable as this vocation is. The saddest part about this discovery is that my passions and pursuits are not conducive with being the principal at Howe Elementary School. Something had to give, and it wasn’t going to be my family, nor my writing and everything that comes with that.
Enough about me. (By the way, have you noticed that principals like to hear themselves talk?) This is about your special day. You have achieved a major milestone in your educational career and I congratulate you. You should celebrate. Once the confetti settles, consider some humble advice as you take that next step in your life:
Your passions may not align with your current responsibilities. That’s okay. Keep working hard. The habits you build now will transfer when you find what excites you in the future.
Don’t let what you believe you are good at right now necessarily determine what you will become later in life. While I loved sports, as many of you do, I did not have the necessary talent to “make it”. I became open to combining what I loved to do with what I could provide for others that would bring satisfaction and stability in my life.
Persistence is largely dependent on how relevant one finds their current learning and living experiences. Try not to rely on every person in your life to connect your situations with your personal pursuits. Instead, figure out where the connections are between what you love and what is possible.
Allow your circumstances to reveal what your true purpose in life might be. If you look closely enough, you might see that what you are striving for may not be what you originally anticipated. This is also okay. It’s a natural part of the change process.
Write out or draw a visual of your dream job. I did this at the recommendation of a close colleague. It was excellent advice. When I started applying for positions this spring, I approached each interview as an opportunity for the district to partner with me on our mutual goals (instead of trying to sell myself as a “good fit” for the district). If I was going to move forward, it had to be on my terms with regard to my dream job.
Resist allowing others to frame what you are seeking. This is important. They mean well, but they don’t know you or what you are truly after. For example, a few districts did not hire me for the position I sought, but thought I would be excellent for __________. I politely declined. Although it was scary, especially for my wife as I had already resigned my position at Howe, I am glad I kept after what I really wanted.
At the same time, consider the advice of others, especially those you respect and admire. They have most likely gone through similar experiences and can offer suggestions that will be helpful. Having good mentors in your life is essential. Still, keep your focus on what you are really after. When ready to move forward with what you really want, don’t settle. You may regret it.
To close, the principles of passion, persistence, and purpose lead me to think about an important phrase you most likely learned about during your social studies instruction. It is at the beginning of our country’s Declaration of Independence:
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
Notice that it is not “Life, Liberty and Happiness”? “the pursuit of” is critical language. Our founding fathers understood that while it is our right to live our lives as free people, it is up to us to find our true happiness. It is not an entitlement, but an opportunity if you so choose to pursue it. I wish you the best of luck in your future endeavors. I will be thinking about you as I pursue my renewed purpose in life. Have a great summer.
During some of my classroom-school visits last week, I noticed the following:
A teacher was reading aloud an everybody book to her students, specifically a biography about a key historical figure from the Civil Rights era. This was happening at the end of the day, usually a pack-up-and-get-ready-to-go time.
1st graders visited a local wildlife refuge. They experienced the habitats that they had been talking and reading about for the past couple of weeks.
The entire school engaged in a “read out”, where families joined their kids to read together in many common areas on school grounds. The local public library was also on hand, encouraging everyone to sign up for their summer reading challenge.
What do all three activities have in common? That no one beyond our school walls was aware of these learning experiences until someone shared some form of media about them online.
Blogging, social media, and other forms of digital communications are becoming a necessary part of an educator’s life. It is pretty easy to do nowadays: Take a picture with a smartphone, add a caption, and post away. My goal is to get one share out a day, although lately I have been able to post only once a week.
Yes, there is risk. Risk in having strangers peer inside your school. Risk in being visible online which might allow someone to post a hurtful comment. Risk in posting content that comes across not as intended to the audience.
But isn’t there also risk in allowing noneducators to make assumptions about the daily life in schools? The television shows currently out there that portray teachers, principals and students are usually not flattering, mostly archetypes to get a laugh. Pundits criticize schools as failing, knowing that the educators in those schools will most likely not respond. And if all our families have as artifacts of their child’s learning consists of a few conference nights and what’s in their backpacks, are we to blame society’s sometimes negative views about public education?
Having a presence as a classroom and school on social media is an acceptable risk. The benefits outweigh any negatives. So what’s stopping us? In my four years of sharing our school’s experiences on social media, I have found any negatives to be minimal, almost nonexistent. There is risk in whatever we choose.
As you make plans for the next school year, put “digital presence” on the top of your list of goals. The minimal risk will lead to many rewards, including improved family communication, teaching students digital citizenship, and having a bevy of artifacts to support our own instruction and leadership. It’s worth it.
Around this time of year, I highlight selected posts written by bloggers within the past twelve months. What these posts all have in common is they were worth saving for my own learning and reading enjoyment. You might also find them helpful. This annual post is also my way to show gratitude for other educators out there who are taking the time to share their thinking online in an honest and thoughtful manner.
This Wisconsin principal reflects on his experience as a spelling bee contestant during his elementary school days. He was wronged in his dismissal from the competition (there are two acceptable spellings of “judgment/judgement”). He applies this lesson to how educators approach learning with their own students, positively or negatively.
This English teacher and author reveals how her life has changed as an educator since the birth of her daughter. Sacks lists four lessons she has learned since her family’s new addition: “Learning by Doing”, “The Value of a Network”, “Respect for the Caregiver of our Students”, and “Anything But Standard!”. Many parent-educators can relate.
The late Grant Wiggins, co-developer of the Understanding by Design curriculum framework with Jay McTighe, takes on an Education Week commentary. James DeLisle questions the effectiveness of differentiation. Dr. Wiggins picks apart his argument piece by piece, showing the reader how DeLisle’s quotes are taken out of context and highlighting several resources that do support differentiation. Grant is and will be missed.
A new idea, evidence of student and teacher learning, and a combination of humor and humbleness – these elements make this post an informative and enjoyable one to read. Mosher, a special education teacher, highlights the four steps she is taking to help her students become more actively involved in the goal setting process of individual education plans.
Some of our faculty and I actually used this process for a two day curriculum writing workshop this past June. Moore’s process worked well for us. The best advice I found from her post is setting dates for publishing student work. This has kept all of us accountable for completing our writing genre units of study. Of note: This site won the 2015 Edublogs Group Blog Award.
Sibberson, teacher and author, offers a classroom activity to help students reflect on their reading lives: Write 100 things about themselves as readers. She admits that no one ever gets to 100, but encourages her students to add to the list during the school year. Franki posts her own reflections as a reader (31 and counting).
“Writing ‘I can’ statements or the ‘Standard for the Day’ on the board felt forced and unnatural. I wanted it to be more about the awareness of learning and being responsible for using that learning.” Identifying a felt difficulty, Buckley instituted “Learning Reflections and Frames”.
Instead of listing expectations, this teacher and author now sets collective goals with her students. They also reflect on how well they met their goals at the end of the week. A simple yet powerful change in practice.
There are a litany of posts about homework that get published every year. Starr’s rises above the rest. She reflects on her son’s own school experience with his homework load, worrying that this work he finds too easy is “a waste of time at home”. In response, Starr differentiates between what homework “can be” and “shouldn’t be”.
Matt, an elementary school principal, received a very positive wake up call from the hotel staff where he was staying. This experience served as a good reminder for him in his own interactions with the students, staff, and families at his school. Matt also puts it on the reader to reflect on our language as professionals and the impact it has on others.
Elisabeth, an English professor in Nebraska, uses the everybody book The Story of Fish & Snail by Deborah Freedman as a springboard for her students to write about bravery in their future classrooms. She shares several of their responses in her post. Dr. Ellington also provides commentary about the nature of writing instruction in classrooms, especially the importance of taking risks as a teacher who models this craft for learners.
Writing that feels safe is often writing that’s just going through the motions. When I’m uncomfortable in a piece of writing, that’s when I know I’m getting somewhere.
This high school teacher from Michigan collaborates with his school librarian to create a learning space “to give students access to tools on their own to see what they will create”. Nicholas provides examples of student-driven projects, including a prototype for a knee brace that would keep a kneecap in place and a prosthetic hoof for horses. This post makes it clear that #makingmatters.
Dr. Shanahan, Professor Emeritus at the University of Illinois at Chicago, takes to task an article from The Atlantic that admonishes the teaching of reading in kindergarten in the U.S. (in comparison to Finland’s more relaxed approach). For starters, the U.S. has a more diverse population with many different cultures represented. He also points to the higher level of parent education in Finland. Reading instruction is beneficial for early learners, Shanahan notes, provided that these experiences are authentic and research-based.
Teachers are always on the lookout for ways to be more effective with limited instruction time. Sztabnik, a high school English teacher from New York, enlists the 80/20 rule (“Find out what is vital, ignore what is trivial”) to prioritize practices. For example, he recommends asking better questions while teaching to promote student thinking and deepen their conversations. More time is spent being an active part of learning.
What blog post(s) that you read this year were most memorable? Please share the link in the comments along with why they are worthy of recognition! You can access previous year’s most memorable blog posts by clicking here.