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Professional Development at Your Fingertips

12/13/2016

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 One of the key terms I’ve heard a lot lately is “growth mindset.” We want our students to have a growth mindset in our classrooms, for them to be successful and to persevere when the going gets tough. Having a growth mindset means that we understand that our knowledge and understanding can increase with hard work and perseverance. As teachers, we also need to strive for that growth mindset for the success of our students.

A teacher should be a lifelong learner. Robert E. Lee stated, “The education of a man is never completed until he dies.” And there is so much for us to learn to be better teachers, to grow our students, to make the classroom fun, to engage our students, to help them read better or do math better or write better, but where is the time? We all struggle with time to learn more to grow as teachers.

That is why I want to share the PD Byte. A PD Byte is professional development at your fingertips. Literally just a click or two away. The Arkansas Public School Resource Center, with assistance from the Teacher Practice Network, has established a library of professional development opportunities that meet the needs of busy teachers who want to be on the forefront. These PD Bytes give teachers professional development when they need it, with topics they choose. By utilizing the PD Bytes, teachers are getting pertinent information, relevant to their needs in an efficient and effective avenue.

PD Bytes are not just for individual teachers to utilize for their personal growth, but they can also be used in PLC’s for training, mentoring other teachers, and as presentations to other groups of teachers. Teachers are encouraged to utilize and create presentations with these PD Bytes.

The library of PD Bytes is just beginning, but there are some excellent resources already available on incorporating various Social Media avenues in your classroom, assessments, content area topics and more. Take a look at the video below to learn how you can access a PD Byte.

~Renee Freeman
Greenbrier School District
​APSRC TPN Leader
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Bringing Monsters into the Classroom

10/18/2016

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The month of October brings a wide variety of emotions throughout schools everywhere. The end of the first nine weeks means that teachers have survived the first quarter of the year. The weather changes, causing vast fluctuations in attire and making keeping up with dress codes a chore. Then there is the sugar-infused finish line that kids focus on all month long. Halloween conjures up talk of costumes, candy, and monsters everywhere. So how can teachers take that excitement and harness it in the classroom? Why not find ways to utilize the monster stories that are celebrated this time of year? Here I will discuss how to use three popular Halloween monsters in the classroom.
First, let us discuss perhaps the most popular monster of all, Dracula. Most kids are familiar with the character of Dracula, but probably not the original story by Bram Stoker. This would be an excellent time to introduce it to them. The story itself is written entirely in the first person point of view (which is nice if you happen to be teaching POV), but by using diary and journal entries, Stoker is able to change characters. I enjoyed reading the varied experiences as they contended with the central character. A possible writing assignment would be to have students choose a scene in the story, and rewrite it by creating a journal entry from their perspective, and how they would have handled it. Personally, I found the story to be less scary than what Hollywood has come up with. Hopefully, students will too.
Probably the next most notable monster is the one created by Mary Shelley, in her novel Frankenstein. Students might be surprised to discover that the title character is actually the scientist Victor Frankenstein, and not the monster. This is a great text to use for when you want to talk about ethics and morals, and whether it is right to do something just because you can. As I mentioned before, though, most students are not aware that Victor Frankenstein is the scientist that created the monster, and not the actual monster. Which means that they are also unaware that the story becomes a story of revenge when Frankenstein refuses to create a bride for the monster. This would be a pretty awesome story to introduce reflective narratives with or argumentative essays. Perhaps even a class debate on whether Frankenstein should have taken responsibility for his creation or not. There are several possibilities when it comes to teaching this classic monster tale.
The third classic monster story is one of the few that takes place in the United States. Just about everyone has at least heard of the Headless Horseman and can picture the menacing figure racing along on his horse in the black of night with a lit jack-o-lantern where his head should be. The figure from Washington Irving’s “Legend of Sleepy Hollow” is an amazing character that has been  resurrected many times over the years (pun intended). The story itself is an excellent tale of brains versus brawn, be careful what you wish for, as well as letting the reader decide for themselves whether or not the Horseman was real. This could lead into a good classroom discussion, and could require the students to use evidence to support their claim. Two years ago, I had my students update the colonial tale to modern days and even give the Horseman a more updated appearance. I got some very creative responses back, and the students enjoyed being able to set the story in their hometown and use places they were familiar with. This story, as with any of these stories, could also be used in connection with Social Studies projects to understand the geographical location of the settings and the customs of the period.
I like to use the classic stories, mostly because they have been rewritten several times, and it is easy to find a version at different levels for differentiation. The introduction of these three classic monsters during the month of October, will not only keep the kids engaged during the monster-filled month, but also let them in on the origins of some of the most notable members of the popular Halloween favorites. It may even encourage some students to read other famous monster tales or create one of their own. However you choose to incorporate these stories into your classroom, I hope that you share it with others.

By: Shawn English
Teacher Practice Network

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Social Media in Education

10/4/2016

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Pamela Fong is a research associate at WestEd, who supports part of the Teacher Practice Network (TPN) work that APSRC is doing to support teacher leaders. She recently asked TPN Leader Suzanne Rogers some questions about her use of social media. Suzanne’s answers will be spotlighted in a future edition of WestEd’s bi-monthly TPN Update, a digest of current events and information related to teacher leaders. Congratulations, Suzanne!

 
1. How have you gained such a large social media following of 3,259 on Twitter and elsewhere?
I've been on Twitter since 2009. In the early years, it was very easy to find a small group of people and ask questions. I love the explosion of social media. As George Couros eloquently said, "Isolation is a choice." Teachers who wish to be validated, who wish to express their voice, who wish to find resources simply must choose to use social media. I have tried various tools including lists and services to help me grow my followers. There is a magical number. Often, teachers follow more than they have followers. This is kind of like being upside down in a car loan.   We do need to unfollow people who do not follow back. Try to keep your follow number less than the followers number so that you can continue to grow. Some people advocate following 5 new teachers each day. For teachers, 5-10 per week is doable
 
I use Facebook primarily for family and teacher friends from other states. As a military wife and teacher my friends have scattered to the four corners. I follow groups on Facebook like our @tpnlead group. When I find ideas on Facebook that I want to share, I open it in a new browser and share directly from the browser.
 
2. What kind of responses do you receive from teachers who appreciate learning about ideas from you via social media?
Teachers on Twitter tend to like, follow, and send private messages if they are interested in what I am posting. I find that many of my Tweets end up on Paperli or other newsletters that are shared.
 
3. Do you have strategies for how to leverage Twitter or your blog as helpful channels for sharing quality, CCSS-aligned instructional resources?
Twitter is a fast and easy way to share professional development with a #LISAPD hashtag. I also use the @tpnlead account to share.  Since our state has recently changed our standards, I still share CCSSish resources. For example, I have shared our Quizlets for all of our ELA vocabulary in grades 6-12. This will help any teacher who is using Pearson Literature Common Core 2015. It is easy to Tweet these types of resources. I also like to share resources that come directly to me such as free webinars for professional development. I'll tweet using our #LISAPD and explain that it is free. I used to use the #CCSS hashtag, but find not many are using it as much anymore. My blog tends to be for things that require a longer response than 140 characters. I have linked most of my accounts using IFTTT  My most recent recipe set up a Pinterest board for my education Instagram Posts. So, teachers can find my posts across a variety of platforms. I use Linkedin to crosspost my blog and to reach a different audience.
Voxer is another way to communicate with educators by voice and text. The downside of Voxer is that the groups are private and you need to be approved to join. I've joined #ARED, #engagechat, and #BFC. 

 
4. Other teacher leaders tell us they struggle with finding an audience or maintaining an active Twitter account focused on sharing practices. What advice do you have for them?
Breathe! It takes time to develop an audience. Follow top educators in your state. Then branch out and follow other educators. Here is one list  
 
5. Anything else you'd like for us to know about you and your amazing online success?
It takes time, but it is worth your time to develop contacts outside of your school. This is especially true for learning more about diversity #educolor.  Most teachers use Twitter, but not in an educational sense. I will be facilitating a session on Twitter for pre-service millennials in November. We do have PD bytes that I am happy to share and a couple of presentations on Twitter. I've found that we need to differentiate how we facilitate these sessions. Some teachers don't know what social media is and some use it, but not at all in an appropriate way for a teacher. Teachers are never too old to begin to use social media to learn and to grow.
 

Contact: Suzanne Rogers rogers@lisaacademy.org
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What I Wish I Knew...

9/27/2016

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       I watched the clock as the last 15 seconds disappeared before the first bell rang.  I took a deep breath and opened my classroom door.  Kids - all shapes, sizes, colors, and demeanors - began walking, jumping, dancing through my door and into my classroom.  What have I done?  I loathe public speaking, and now I’m not sure if I particularly like kids.  Is it too late to back out?  “Good morning, my name is Mrs. Blackwood and this is Pre-AP Biology.  Is everyone in the correct place?”  One pair of steely lethargic blue eyes glared back at me from the corner of the room.  I told myself don’t worry; you’ve got the perfect get-to-know-you activity that will crack into that tough exterior.  I took roll, passed out materials, and soon my students were quietly working on their interest inventories.  Hey, maybe this won’t be so bad.  I could feel blue eyes glaring at me from across the room.  I took a deep breath, steadied my nerves and approached.  
      “Hey John, why don’t we get to work on your interest inventory?”  Other students quietly scoffed or stifled a giggle.  
      “I don’t have any interests.”
       “Oh, come on, sure you do.  Did you play any sports last year?”
     “No. I got kicked out of this school last year for throwing a desk through a window.”      More giggles from the class and slack-jawed silence from me.  
  “Ok, John, you just keep thinking,” I said backing up slowly, avoiding sudden movements.  
   After what felt like the longest day of my life, I was petrified, mortified, and altogether convinced I was not cut out to be a teacher.  Luckily a veteran teacher knew what I would feel like and met me with a big hug and an enormous chocolate bar after the last bell.  I ate the entire bar and cried the whole way home.  Looking back now I wish I could tell myself “It’s going to be okay.  You are going to love those kids. You will make it through.”  But I know my husband told me these exact words that whole first month, and I shrugged them off.  The one piece of advice that I remember being my mantra during that time was from the wisest sage - my mother.  When I started to get overwhelmed with the procedures, planning, assignments, and grading, she would ask, “Did you make it through today?”  I would nod yes, feeling a bit victorious about that.  
   “Can you make it through tomorrow?”  
  
 “Probably, but Thursday there’s…”
   She would cut me off and say, “Don’t think about that yet.  Just focus on making it through tomorrow.”  So new teachers, as you are embarking on the most demanding overwhelming and draining portion of your career, ask yourself, “Did I make it through today?”  Take time to celebrate that victory.  Then ask, “Can I make it through tomorrow?”  Yes, you can.  In that confidence know that you are okay, you will be okay, it will get better, and most importantly what you are doing is making a difference.  
    We asked teachers what they wish they knew their first year teaching.  The following video is the result of that.  

~Cameron Blackwood
​Clarendon High School

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CHALK TALK: 10 Ways to Avoid Teacher Burnout

7/26/2016

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By Marie McHaffie
You walk into your classroom and dread walking over to your desk because your “organized pile system” is breaking down. Once you get there, you are overwhelmed by emails and items that are waiting for you to do in your inbox. You open your desk drawer and smile because you have some snacks in there to get you through your working lunch, because you won’t have but a minute to eat today. Oh and by the way it’s testing week so forget sitting down ever!
Knowing the stresses involved with teaching, I wasn’t shocked to see some articles come out last week about Arkansas Teacher Retention Rates. The reports stated after three years, one in three Arkansas teachers leave the profession. It cited stress, workload, salary, and retirement benefits as the top reasons for teacher burnout. Veteran teachers can usually spot the ones who won’t last. They are the ones that look like Mary Poppins the first day of school and by the last month of school all the sparkle has gone out of them and the lights are out and nobody is home. We have all went to school with our shirts on inside out or two different shoes on right? As a mentor teacher, this statistic upsets me because teaching is a noble profession that exists without proper care or treatment. As professionals, we need to help other teachers make it past those first 3 years. Last week, I sent a teacher call to arms, and teacher colleagues from around the area gave their two cents. I compiled a list of ways to avoid teacher burnout. Oh and by the way wine doesn’t count, but it helps.
  1. Only take home papers to grade once a week. Pick one day. We all know that if you lug stuff home you have to lug it back to school so don’t bother! Choose one day a week and don’t pick the weekend. Use your weekend to recharge your batteries.
  2. There is nothing like feeling alone. Dr. Ashley Gerhardson, Instructional Facilitator for Fort Smith says, “Providing new teachers with a mentoring relationship and support helps to retain novice teachers. When a novice does not know how to handle a behavior or task, they have a seasoned teacher or educational professional who is willing and able to support them.”
  3. Establish routines and mastery in the classroom. If you have a routine and your students know it, the day will be less draining. I usually set up foundational items the first 2 weeks of school and by the end of the year the students have it mastered. No need to reinvent the wheel every day. At the beginning of the year, pick four things that you want the students to master then go from there.
  4. Respect your students and they will respect you. Kathy Manus, English teacher from Eureka Springs says, “I try and really listen to my students because I’ve learned that when I show them this courtesy, they return the favor…I teach what I am passionate about and wait til the last minute to get my grades in.”
  5. Enjoy your students and foster good relationships. Knowing what makes Johnny tick is the ticket to a stress free teaching career. Shannon Stoddard, Theater Teacher/ Director from Fort Smith states, “I’ve developed a bond of trust with my students that no matter what we can get through anything. Honestly, I’ve learned just as much through my students over the years as they have from me.”
  6. Get a hobby. Many of the teachers I interviewed have awesome hobbies: running, crafts, theatre, writing, scuba diving, cooking, and baking. Just do it! It will help you blow off steam and live a normal life. If all you have is school, then you live to work, not work to live.
  7. Don’t stress the small stuff. Focus on the big picture. You have all year to teach concepts and only one chance to notice that one student who is sad or upset. Concepts are important, but you have to realize that you are only human and sometimes students are just not going to get it the first time or even the second. Like teaching 11th graders The Scarlet Letter… Need I say more?
  8. Bring laughter into the classroom. I had a great book when I started teaching called The Laughing Classroom. It has great ideas for creating a culture of laughter in the classroom. Shawn English, English teacher for Mulberry Schools says, he jokes around with his students. Stacie Denney, English teacher from Fort Smith says, “It’s good to bring humor into the classroom because the kids lighten up and they know that you aren’t a stick in the mud. Laughter is often the best medicine.”
  9. Journal, Create, and Share. Write about your experiences in the classroom. You can blog, create a Facebook or Twitter Page, or just keep a private journal. This helps me reflect upon the year and see what went right and what went wrong. Writing about education in a positive light can help others who are struggling and make the profession better as a whole.
  10. Pamper yourself. Plan to treat yourself with a massage or a book you really want. You deserve it. Teaching is hard, don’t let anyone ever tell you that it isn’t. One in three new teachers will tell you that very thing as they are walking out the door for good.

Marie McHaffie is an English and Journalism teacher for Mulberry Pleasant View Schools. She has over 11 years of education experience. She has taught in California, Colorado, and Arkansas. Currently, she is part of the Arkansas Teacher Practice Network through the Arkansas Public School Resource Center. You can follow her on Twitter @redwoodgal73.

Originally published on April 20, 2016 in the Greenwood Democrat.

#TPNLEAD
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Accomodations vs. Educational Amputation

7/19/2016

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For the past 12 years, I’ve been an educator in a variety of settings. Before being employed in a charter school, I spent time in a variety of educational settings such as public school, private school, virtual school and now charter, all at the high school level. Within these environments, the special education services were very similar. Although each student produced uniquely different finished work products, many of the accommodations were cookie cutter. In many cases, I was given the accommodations needed but often wondered if this Individualized Education Program was truly individualized. In some cases, students seemed to be over accommodated which can, at times, provide a crutch for the student instead of providing an equitable means to the curriculum.


A few years ago, I had the privilege of gaining charter school experience with a school designed to reengage students who have dropped out or those on the verge of dropping out. As students enrolled, I began to see the common elements used on IEP’s seen in previous educational settings. However, as the special education director, I had an opportunity to create a truly student-centered program of services.


Students who have difficulty responding to effective instruction or having adequate self-management skills often have these barriers when:
  • Students are not learning and mastering information or skills;
  • Their speed of mastery (or skill acquisition) is not as fast as typical/other students;
  • They are having difficulty applying or “transferring” knowledge or skills;
  • Specific emotional circumstances or conditions are impeding skill acquisition, mastery, or transfer; or ​
  • They are not motivated to learn, or they are not held accountable for learning

Over 85% of students entering with accommodations were receiving the following accommodations:
  • Extra time
  • Reduced work
  • Read aloud on work and test
  • Preferential seating
  • Frequent breaks​
  • Oral response

Here I was, surrounded by unique and capable students who seemed to be accustomed to a cookie cutter educational system. When taking in the barriers to learning, we, as the educational team had to focus on accountability and inclusion of all students. The teams goal became working toward grade level standards by using a range of instructional strategies based on varied strengths but ensured equal access to grade-level content.
According to SCASS (State Collaborative on Assessment and Student Standards and ASES (Assessing Special Education Students), students with disabilities can work toward grade-level academic content standards and most will be able to achieve these standards when the following three conditions are met:
  1. Instruction is provided by teachers who are qualified to teach in the content areas addressed by state standards and who know how to differentiate instruction for diverse learners.
  2. IEP’s for students with disabilities are developed with a focus of “learning how to learn”
  3. Appropriate accommodations are provided to help students access grade-level content.
Another major factor learned over the years is the importance of development of healthy student-teacher rapport. Year after year, we enroll students who have a background of special education programming along with criminal charges, gang affiliation, DHS investigations, foster care and prostitution  just to name a few. These students were trained to keep inside all outside influences. Our educational team understood that these are not issues which can be just “dropped off at the door”. Once our students understood that we cared and were willing to provide help with wrap around services for them and their families, the walls around them began to tumble down. We’ve learned that showing a sincere concern for the events and people important to them allows them to take heed to our sincere desire to enhance their learning.

A question recently proposed to me brings me to the point of this article. A fellow educator was interested in visiting my school. On our tour, she noticed several of her former special education students who transferred to our school. She asked me “what can we do to help our special education population of students?” Although there are many strategies which may be used, I offered these to start:
Picture
These are just a few of the many suggestion I would give to an educator seeking to truly create an inclusive environment. Leveling the educational playing feel is not a one size fits all measure. It is of great importance that accommodations do not reduce expectations for learning. Accommodations should only reduce the effects of a specified disability, not the quality of learning. The individual should always be the focus of individualized education.

By Guest Blogger: Wendylin Bryant
LEA Special Education Coordinator 
SIATech Little Rock
Little Rock, AR

#TPNLEAD
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Welcome!

4/4/2016

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It is my pleasure to welcome you to the new Teacher Practice Network blog. I am beyond excited to be working with educators in Arkansas and Oklahoma to share our voices and to continue to raise the voices of educators across this region. The purpose of this blog is to share the thoughts, perspectives, and ideas of teacher leaders from rural communities. This platform will host many different bloggers from a variety of different backgrounds and fields of expertise.


During my educational career I have had the amazing opportunity to attend several national events focused on empowering teachers and lifting their voices. I was very lucky and thankful to work with the LearnZillion Dream Team for 2 years. I’ve had the opportunity to attend two Student Achievement Partners events, and I was so thrilled to attend the National Elevating and Celebrating Teachers and Teaching event in Snowbird Utah. Each of these events helped me to find and celebrate more of my teacher voice. I learned more about my profession and more about myself as a leader.


Upon returning home after each event, I was thankful for the connections I had made on a national level, but I was also desperate to find the same type of connections in my local and regional community. I wasn’t surprised when I found that many other teachers in the state were looking for the same thing. Educators are so excited about and hungry for the possibilities of collaborating, sharing ideas, and sharing our personal stories. I found the same spirit of community and passion at an ABC Huddle I attended shortly after attending my first LearnZillion conference. I found a commitment for raising the voice of educators in the leaders of the Arkansas Public Resource Center. I found so much acceptance, partnership, and motivation when I was able to work with other Arkansas educators to plan and host the first regional Elevating and Celebrating Teachers and Teaching in Arkansas.


This is just my personal story of finding my voice, but many educators have a similar story or are looking for a way to own and share their voice. The Teacher Practice Network blog will be a place for just that. We are building a community of teachers ready to raise and share their voice. Guest bloggers will be sharing their thoughts on many different topics including current legislation, lesson planning, digital resources, community involvement, and many other topics. Our hope is that you join our community through reading and responding to this blog.  


We are also still looking for more Oklahoma teachers to join this network. If you are a teacher leader in Oklahoma, and you are interested in working to build a community of teacher leaders, please follow this link to apply.
Teacher Practice Network


By: Jessica Wright

​
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    Author -- Teacher Practice Network

    We are a cadre of teachers from Arkansas and Oklahoma brought together through APSRC and a grant from the Bill and Melinda Gates foundation to empower teachers to find their own voice both in and out of the classroom. 

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