If You Would Have Told Me…

On September 19, 2020September 19, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 2. Ethics and Professional Norms, 3. Equity and Cultural Responsiveness, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 7. Professional Community for Teachers and Staff, 8. Meaningful Engagement of Families and Community, 9. Operations and Management, Professional Standards For Educational Leaders, UncategorizedLeave a comment

This Time Last Year

My first full week of the 2020-2021 school year is in the books! And although I have had 15 first weeks in education… let me tell you something, this particular first week was WILD!!!!!! If you would have told me this time last year, “Lauren, this time next year, you will be teaching reading to middle school learners.” I would have laughed and said, but I have been in the elementary school world for 14 years!” If you would have told me, “Lauren, this time next year you will be teaching three different cohorts of students, face-to-face and virtually simultaneously while social distancing, I would have laughed and asked, “What in the world does social distancing mean and what does virtual teaching look and sound like?” If you would have told me, “Lauren, this time next year, you will wear a mask for protection and safety while doing it and you can take a mask break if everyone is working independently and not talking.” I would have laughed and asked, “For my protection and safety from what? AND Don’t we want students talking to one another…sharing and connecting is the jewel of learning, isn’t it?” If you would have told me, “Lauren, this time next year, there will be no flexible seating or any desks and tables arranged in groups so students can work comfortably and collaboratively.” I would have laughed and said, “How are learners going to collaborate, have meaningful social interaction, and learn in purposeful ways?” If you would have told me, “Lauren, this time next year all professional learning experiences, conferences, and meetings will only be held virtually.” I would have laughed and asked, “How can I build significant connections and continue to network in virtual learning environments? Oh my goodness… after this week, I KNOW that THIS year is not going to be like the rest. And for this reason, I am happy to share some of my learning from this week!

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You are looking at a picture of me teaching face-to-face (students not seen in photo) and virtually (Google Meet) simultaneously… it’s a wild ride…living it and learning so much!

A post shared by Lauren M. Kaufman (@laurenmkaufman) on Sep 17, 2020 at 9:16am PDT

Starting the Year Off Right
I am grateful that my school district started the school year off right with having one of my favorite educators and speakers on the planet, George Couros keynote. I discovered George’s book The Innovator’s Mindset a little over a year ago and used his book as a framework to drive the learning in the new teacher mentor program I facilitate. And although I was looking forward to hearing him in person, he brought down the house virtually! He did! Last year, he was able to influence and inspire the teachers in the mentor program and me by sharing his positive messages, experiences, the importance of developing strong relationships, keeping learners front and center of the decision making process, and finding new and better ways to teach and learn. His philosophy and mindset have permanently latched to my core. And while I was listening to him speak on the morning of September 8, 2020, I could feel my heart smile for 60 minutes straight. To me, EVERYONE in the school organization needed to hear his words and messages of positivity. We owe it to the kids and the community we serve to approach THIS year with hope, promise, grace, determination, and the willingness to invite a #NewandBetterNormal into our lives.

What an incredible way to kick off the school year listening to @gcouros! “Change is the opportunity to do something AMAZING…Would you want to be a learner in your own classroom?” T U for your inspirational messages today and always! #ProudToBeLB #LBLeads 🙌 pic.twitter.com/9MdV0ZmATl
— Lauren Kaufman (@Lau7210) September 8, 2020

Making Connections to the Heart

As you can see in the tweet above, Couros says, “If you want to inspire meaningful change, you have to make a connection to the heart before you make a connection to the mind.” With that being said, I made a deep commitment to get to know the learners I serve in the physical and virtual environments I am teaching in. I dedicated this entire week to get to know my students as human beings first. I do understand that this is a process that will authentically be embedded into my practice and WILL remain ongoing over the course of the school year and beyond! Relationship building is truly an investment of time that will have a monumental impact and influence over the way students approach and access the learning that transpires in the learning spaces we choose to create. Here are the learning experiences I created for middle school learners. All activities can be adapted for K-12 students. Keep in mind that all of these activities were explicitly modeled as I would never ask learners to do something I wouldn’t do myself:

Learning Survey for Families and Students: I created a Google Form Learning Survey for both learners and their families inspired by Catlin Tucker. I used similar questions for both because it was important for me to get to know the learners in my classes from both perspectives. This was also a way for me to introduce Google Forms as I plan on using this digital tool in a multitude of ways. I embedded a welcome video for the families right into the form so they can learn why filling out this form was important to me. This was also a way for me to connect with them, show who I am and what I value as an educator.

CLICK HERE for Family Learning Survey

CLICK HERE for Student Learning Survey

Jamboard to Share Answers From Survey: I wanted to show the students that I took the time to read their surveys and how I value their feedback. I utilized questions from the Learning Survey and had them answer those questions using the sticky note feature on Jamboard. Learners thought this digital tool was very intuitive, fun and easy to use as a collaborative digital tool.

Today Ss were introduced to @googlejamboard! I utilized 2 Qs to practice: “What is one thing Ts can do to make your experience at school better? What do you wish more Ts knew about their Ss?” Powerful responses! S feedback: “An easy, fun tool!” @GoogleForEdu #Jamboard #LBLeads pic.twitter.com/nK37nV3yFR
— Lauren Kaufman (@Lau7210) September 15, 2020

Digital Notebook on Google Slides-Passions and Interests Collage: Students utilized a digital notebook on Google Slides to create a collage about themselves, their passions and interests. They inserted pictures, captions, and colors that represented who they are. This was also a way for them to practice using Google Slides…a digital tool we will be using for various learning activities.

George Couros’ 5 Questions: I used George Couros’ 5 Questions to connect with learners. Students got the opportunity to respond in a Google Form with video embedded directions and/or a Flipgrid video. I am finding that video is a powerful way to connect with learners and simulate more authentic learning experiences, especially the ones who are learning 100% virtually. They get an opportunity to see me and hear me as they learn. I was pleasantly surprised about how many students chose to use Flipgrid. Their responses were incredible!

CLICK HERE For the 5 Questions Form

Giving Ss choice & voice empowers them to take ownership over their learning! I’m using @gcouros 5 Qs to get to know Ss in a Google Form w a video intro and/or in @Flipgrid ! I would never ask learners to do something I haven’t modeled myself! #InnovatorsMindset #LBLeads pic.twitter.com/Pyvhejk82b
— Lauren Kaufman (@Lau7210) September 13, 2020

Setting Classroom Community Agreements in Physical and Virtual Environments: I do not believe in setting the rules and expectations for my classes. Why? It’s because they aren’t MY classes. These are OUR learning spaces. When learners have an opportunity to contribute to community agreements, they take ownership over the norms and promises they create. We utilized Mentimeter’s cloud feature to brainstorm “What makes a GREAT classroom community?” After sharing their ideas, we wrote a summary of the agreements together. After, I dropped the link to the slides into the Google chat, learners committed to the agreements WE created by signing our contract in real time and in a collaborative way. Learners were invited to practice how to experience collaborating on a slide with their peers. We will be using this method for collaboration and response this year. See the process below! Make sure you click on the right arrow to see the video of learners collaborating on the Google Slide!

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Each class developed their own classroom community agreements for physical and virtual spaces using @mentimeter’s word cloud feature. The bigger words represent the most repeated words used by learners! ⬅️ Swipe left to see learners collaborating on a @google slide in real time to sign our classroom community agreements!

A post shared by Lauren M. Kaufman (@laurenmkaufman) on Sep 18, 2020 at 9:40am PDT

Tips for Face-To-Face and Remote Teaching

This week, I have lived the experience of teaching learners who are in the physical environment with me while also teaching students who are learning virtually. I am going to share some tips…but I’d like to be clear; these are strategies that are working for ME. I want to give all of the educators around the country and world all of the recognition and credit for approaching this new educational landscape in ways that work for them and their learners. Also note, that I am constantly in a state of reflection and any of these strategies may be revised over the course of the year to meet the needs of my students in intentional ways.

If You Would Have Told Me

So… if you would have told me that THIS year may actually go down in history as the year that has stretched my cognitive capacity in ways I never thought were possible, I wouldn’t have understood how if I wasn’t living it. THIS year is going to be the year where no matter how many times I check my email, new information will be flying into my inbox faster than Mariano Rivera can throw a fastball right over home plate. THIS year will be the year of troubleshooting, failing, and using that failure to learn and grow. THIS year will be the year of showing vulnerability and sharing successes and failures with colleagues so we can learn from each other and do what’s best for students. I know what you’re thinking…well, no two years have EVER been the same Lauren, and I know…they shouldn’t be. That’s because every year we have new students, new staff, new initiatives, new policies, and new procedures in education. And because this year is different from all of the other years, I am going to commit to continuing to write about my experiences and share my learning with other educators because I’m living it. I’m living this wild ride and I want to pay it forward. The truth is, I want to give recognition to all of the educators in my PLC and PLN for sharing their learning over the years. It has made me better and I truly believe that sharing our process can help others serve their learners in this new educational landscape we are living in!

Lifelong Practices Live Within

On August 17, 2020August 18, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 10. School Improvement, 2. Ethics and Professional Norms, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, Uncategorized

My Educational Journey

I have been in education for 15 years and throughout my career, I have served in many roles at the Elementary level. This includes Teaching Assistant, Classroom Teacher, Reading Specialist, and most recently, Instructional Coach. Throughout the trajectory of my career, I have always worked to challenge myself in every position I have ever served in. Each position has taught me how to fine-tune what I know and do; each position has allowed me to see and focus on my strengths and the strengths of others in order to provide the best opportunities for students to reach their social, emotional, and academic potential; each position has allowed to me stay true to my core beliefs while learning new ways to approach teaching and learning. And because I have been fortunate to travel this path, I recognize the value every role brings to an organization. Over the course of time, I have asked myself, “How can I continue to honor my core belief system as I navigate the different roles I serve in?” At the heart of this journey, it became clear to me that developing relationships, connecting, being human, and leading with empathy and grace, opens doors to creating a community of learners who work together to ambitiously develop solutions to instructional challenges.

Not the Same Educator

Five years ago my school district decided to invest in job-embedded professional learning at the Elementary level. They reached to educators within the organization who had a strong background in literacy to elevate literacy practices and bring shared experiences to four buildings. When I took on the role of Literacy Coach, my school district had already committed to embracing the balanced literacy approach; this is an approach to reading and writing instruction I feel very strongly about to the core as learners can authentically engage in rich literacy experiences including the reading and writing workshop, interactive read alouds, shared reading, small group instruction, one-on-one conferencing, and have choice and voice as they get to self-select from diverse texts across a plethora of genres. This was an opportunity to work side-by-side with teachers as I got to collaboratively write curriculum and develop meaningful assessments with teachers, students, administrators, and literacy consultants. Over the course of a few years, we developed 73 Units of Study that were grounded in the Teachers College Reading and Writing Project philosophy. I got to work intimately with the other Literacy Coach, a brilliant colleague, and friend as we rallied teachers together to analyze, reflect, and revise a live curriculum to meet the needs of a diverse population. Additionally, we purposefully and intentionally took an audit of all elementary classroom libraries and ordered books and mentor texts to support learners and enhance the curriculum. Furthermore, we vertically aligned the curriculum, so there was a smooth progression of literacy development from K-5 that was aligned to the learning standards. In the last few years, I worked with my other Instructional Coach colleagues to ensure continuity of instruction in the Reading and Writing Workshop model, provided meaningful professional learning experiences during faculty and grade-level meetings, and participated in formal and informal conversations about student learning. All of this heart work has always been grounded in best practice. Best practices and systems are what guided this incredible experience. During this time, my coaching belief system was shaped by Jim Knight’s Seven Partnership Principles (introduced to me by Jessica Gruttola during an Instructional Coaching workshop). These principles influenced conversations, theory, and practice. These are the principles that supported my team as we embarked on the mission of creating positive change. If we modeled the change we wanted to see by consistently using the Partnership Principles as a guide while keeping learners at the heart of the decision-making process, we were off to great things!

It was this work that led me to deeply understand what teaching and learning practices would best support learners in order to move them to higher levels, guide them towards independence, and create lifelong learners.

Coaching work I facilitated in faculty, grade level, and one-on-one meetings.

Taking A Leap of Faith

This year I am taking a leap of faith as I enthusiastically join the Middle School team where I will serve as a Literacy Specialist. Although I will always keep my years of elementary experience close to my heart, I am incredibly excited to continue to collaborate, connect, network, reflect, and share all I have learned in every role I have ever had the privilege of serving in with colleagues and learners. I am also inviting the learning curve that will come with acclimating to a new culture and climate. I will learn for, about, and with new leadership, colleagues, and learners. In making the transition from Elementary to Middle School, I believe that there is great strength in knowing and understanding the building blocks of learning, where the students are coming from, and what skills they should have mastered. If we work together towards building a bridge that will reinforce what they know while making new connections to learning, there will be a strong vertical progression of literacy development. As I make this transformation to the middle level, there is one thing I know for sure… I will continue to honor my own core belief system and the teaching and learning practices I am so insanely passionate about. As I continue on my educational journey, I will never forget the experiences I have been a part of and the people who have impacted my growth along the way. They are all a part of who I am, and that will never change!

Keeping Partnership Principles at the Core

I created the infographic below to demonstrate how Jim Knight’s Instructional Coaching Partnership Principles translate to working with learners using a balanced literacy approach. I believe that belief systems in education can be applied to any learning environment, if they are in fact, best practices!

Keeping Partnership Principles at the Core

What Are Educators Doing?

On August 8, 2020August 9, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 10. School Improvement, 2. Ethics and Professional Norms, 3. Equity and Cultural Responsiveness, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, 8. Meaningful Engagement of Families and Community, 9. Operations and Management, Personal Learning, Professional Standards For Educational Leaders, Uncategorized

Not the Typical Summer

Summers… they are usually a time to exhale, a time to rejuvenate, a time to focus on self-care, a time to engage in meaningful professional learning, a time to reunite, and spend quality time with people you hold dear. In my family, summers are for birthday celebrations, attending sporting events, gathering with friends on the beach, and taking annual trips to Hershey Park or another fun crowd filled destination. And then there is the summer of 2020. A very different summer than any other. Actually, at times, it has been difficult for me to see when summer actually began. Since March 13th, the days have blended together and my learning and hunger for professional growth during these unprecedented times in history has only intensified. I have been relentlessly seeking meaningful opportunities to stretch my capacity for learning in ways I could have never imagined. And believe me, I did not think this was even possible, as historically I already live and breathe literacy and education. Since the organization and flow of a typical year have been interrupted by a global pandemic, I recognize that I may not be fully aware of what day or time it is, but I do know that I will continue to view these challenges as opportunities instead of obstacles. I will also continue to passionately pay attention to anything and everything that will benefit learners as we take a leap of faith into the upcoming school year. As George Couros says in his new #InnovatorsMindset self-paced course Developing the Innovator’s Mindset Through Remote, Face-to-Face, and Blended Learning with regards to being an observant learner (1/8 characteristics of The Innovator’s Mindset) “When you look for things you start to find them… We must learn to make connections with the things we’re doing.” He goes on to ask this question, “How do we look for opportunities and how do we develop that in ourselves?” This is the mindset I am observing in great educators across the world. We are proactively seeking professional growth in pursuit of getting better. There is just no other choice, even if it is summer.

What Exactly are Educators Doing this Summer?

Despite my blurred sense of time, I can communicate with conviction and certainty what exactly it is that educators have been doing. This summer, do you know what educators are doing? They are consumed with thinking about the unknowns and the what-ifs and are doing their best to plan accordingly with that in mind. This summer, do you know what educators are doing? They are committed to thinking about ways to continue to connect with other educators and forge powerful relationships with students in unconventional learning environments. This summer, do you know what educators are doing? They have been lifting the level of their technology literacy, taking classes, and self-paced courses to prepare for the unknown school year. This summer, do you know what educators are doing? They are familiarizing themselves with various learning management systems so that they can seamlessly deliver effective instruction and meet the needs of all learners. This summer, do you know what educators are doing? They are participating in book clubs and are discussing innovative ways to honor traditional practices that have worked while bringing fresh ideas into physical and virtual learning spaces. This summer, do you know what educators are doing? They have been spending hours upon hours, meticulously curating relevant resources in digital spaces that are saturated with them. This summer, do you know what educators are doing? They have been leaning on colleagues, their PLN, and other go-to educators for ideas and inspiration for how to implement effective face-to-face, distance learning, and/or hybrid learning plans. There’s more: This summer educators are honing their craft and sharing their learning with others. This summer educators are relentlessly listening to go-to podcasts, reading articles, Elementary, Middle Level, and Young Adult books so that they can recommend new titles to colleagues and students. Do you know what educators are doing? This summer educators are trying to prioritize time for self-care so they can approach the school year with renewed energy. This summer educators are deeply reflecting on what they should start, what they should stop, and what they should continue, all while keeping the students at the heart of the process.

What Exactly are School Leaders Doing this Summer?

Do you know what school leaders have been doing? This summer school leaders have been tirelessly working with committees involving various stakeholders in their educational communities to create plans for an unprecedented school year while keeping the students’ health, safety, and learning at the forefront of all decision making. Do you know what school leaders have been doing? This summer they have been glued to computer screens, are in Zoom meetings, and in-person socially distant meetings while wearing masks. Do you know what are school leaders doing? This summer they are figuring out ways to get devices into the hands of every single student… they are making sure that ALL students have proper connectivity so they can have equitable access to learning. Do you know what school leaders have been doing? This summer they are measuring classrooms…yes, they are! They are making sure that there is enough space for students to learn in socially distant compliant, safe spaces. Do you know what school leaders have been doing? This summer they are fielding phone calls and questions from community members and families who are concerned about school reopening plans, safety, and the learning that will take place for their children. Do you know what school leaders have been doing? This summer, they are making sure that teachers and staff feel safe to return to work and are busy providing resources and meaningful learning experiences that will support learning in physical and virtual environments. Do you know what school leaders have been doing? This summer, they have been trying to fit in self-care and squeeze in time to spend with loved ones.

Suggested Resource

Future Ready Schools has shared powerful podcasts titled Leading Through Unprecedented Times that highlight various school leaders from across the country. Each podcast is facilitated by Thomas C. Murray (Director of Innovation) and features school leaders who share their insight, knowledge, and experiences with leading during this challenging time in history.

Some Other Thoughts About What Educators are Doing

This summer educators are agonizing over the hurtful and mean spirited comments chastising educators all over social media. This summer educators are concerned about the misinformation and the virtual pounding they have received from people who are not in education and cannot comprehend that education is a calling (an extension of who you are vs. a job you do). This summer educators are thinking that they want families to know that they will do the very best they can because they deeply care about all learners. This summer, educators are thinking about how important it will be to continue to cultivate strong relationships and continuous communication between school districts and families because there is nothing more important than working together, especially during challenging times! This summer, educators are hopeful. They are hopeful because they know that when the dust settles, we will be better for it. We will have learned new teaching and learning practices, more effective ways to communicate, connect, and collaborate within the educational communities we serve.

A Challenge!

Before listing some of the beneficial learning experiences I have had this summer, along with some of my favorite resources, I am going to challenge you by taking a page out of Adam Welcome and Rae Hughart’s new book Teachers Deserve It: What You Deserve. Why You Don’t Have It, And How You Can Get It.

HERE IT IS!

What Have I Been Learning this Summer?

Here is a list of learning I have done this summer! If I didn’t highly recommend it, I wouldn’t share it! Enjoy!

Self-Paced Face to Face, Blended, and Online Learning Courses

George Couros

A.J. Juliani

Catlin Tucker

Podcasts

Cult of Pedagogy with Jennifer Gonzalez

#InnovatorsMindset with George Couros

#FutureReady- Leading Through Unprecedented Times with Tom Murray

10-minute Teacher Podcasts with Vicki Davis

Unlocking Us with Brene Brown

Blogs

Middle Level and Young Adult Books I’ve Read During Summer 2020

*Click on each book to purchase the titles on Amazon!

Professional Books I’ve Read During Summer 2020

So You Want to Talk About Race by Ijeoma Oluo

We Want to Do More Than Survive by Bettina L. Love

Book I’m Currently Reading with #Read2Lead Voxer Book Study

Teachers Deserve It: What You Deserve. Why You Don’t Have It, And How You Can Get It. by Adam Welcome and Rae Hughart

Moving with Time

On July 19, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 10. School Improvement, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, 9. Operations and Management, Professional Standards For Educational Leaders, Uncategorized

My Perpetual Internal Clock

5:30 am… this is the time my morning routine begins. This is the time, my mind begins to race as I instantly start to think about all of the things I want to accomplish in my day. This is the time my internal clock is set to, even when I don’t have anywhere specific to be. This is a time when no one else in my house is awake yet. It’s my time. A time to ponder, to think, to analyze, to reflect, and to set new goals. I’ll admit, it’s REALLY hard for me to turn off the thoughts and ideas that speed like wildfire through my head. It kind of feels like a dream, the ones with different scenes that overlap with one another. The kind of dreams where there are problems that present themselves as barriers and you have that urgent feeling to search for the right solutions. The kind of dream where you encounter various people you have met in your life and you are happy they are there to be the thinking partner who will help you overcome the challenges. Do you ever think about how you can navigate your days with intention and purpose and who you may invite to come along for the journey?

Choosing Time

Time… time is something that we all have and choose to use in different ways. One way isn’t better than the other, that’s what makes us who we are. For me, when I am in professional thinking mode, I tend to perseverate over how I will use my time so that I can make a difference for learners and the educational community. I ask myself, “What could I do differently today and make it better than yesterday? I believe that this type of thinking actually works well in our current climate. The way we are learning and the types of resources we have access to are constantly changing within spaces of time. It’s happening really fast. Day by day… hour by hour… minute by minute. Sometimes, it’s difficult to keep up with it all. It’s like running a race. You take off with plenty of open space in front of you and then suddenly there are hurdles that get in your way. It’s a barrier that doesn’t appear to be moving, and you must figure out a way to successfully move beyond it. Do you stop and run backward or do you keep moving forward? More than ever, we are living in times where we must roll up our sleeves and embrace the change. Actually, to me, there is no other choice. It is dangerous to say “This is the way we have always done it”. Our world and the learners that exist within it are constantly evolving and educators have an obligation to stay ahead of the curve. It is also important to understand that we do not have to do it alone. After all, aren’t we in a field of sharing and collaboration? We must constantly rally together to analyze, reflect, assess, and work deliberately towards improving instruction, the practices we employ, and solutions to instructional issues that get in the way. It is crucial to invite others to share their expertise and guide us towards providing optimal learning experiences for students. Katie Martin recently shared the image below on Instagram that expresses just what I am saying. We can choose to use our time to actively seek out opportunities that will help us thrive in the unpredictable times we are living in.

We Can Dance in the Puddles

Time…it is time to think differently about the things we are used to seeing daily and create systems that support the process for creating and refining ideas. In a recent Future Ready podcast, Thomas Murray interviewed Superintendent, Dr. Tiffany Anderson. I was captivated by her ideas, convictions, and courageous leadership qualities. She expressed how her school district recognized that they must be versatile and adaptable as they shifted to remote learning. She mentioned that if you leverage technology well, you can continue learning in all different ways. She went on to say that since we have not been confined to our classroom walls, there are no borders that will get in the way of our growth…the possibilities are limitless. The challenging times we have been faced with have led us to take a deeper look into how students and educators learn. These times have allowed us to be more innovative than ever before and have prompted us to take more risks. I have always believed in the power of being a connected and networked educator, and this notion only amplified the value of it. Dr. Anderson also indicated that students and educators are truly resilient to the new structures that have been put in place. This idea really resonated with me because we can now think intentionally about using our time differently than we have before. And, because there are so many unknowns, that there is no “right” way to approach this work. The idea of starting with what you know, learning the facts, and then moving forward, makes it all more manageable. Of course, the preparation for this type of learning certainly has to have a great deal of flexibility. My favorite part of this podcast is when Dr. Anderson says that when it rains, and right now it’s a thunderstorm, “You have two options. You can complain about the rain or you can dance in the puddles.” I have certainly seen educators in my own school district and in districts across the country dancing in the puddles. This work is admirable. It can be hard. It can be emotional. It can be draining. But, it sure is rewarding! These virtual spaces have really opened up times to collaborate and connect with colleagues in new and exciting ways! I highly recommend viewing this incredible podcast as there are so many MORE gems of information and words of wisdom shared.

Time Moves Forward

Time…time is moving and the world continues to evolve in ways we could have never imagined. When my 5:30 a.m. internal clock wakes up, I will continue to think about how learning is messy. I will continue to perseverate on how I can make teaching and learning better. I will continue to think about the challenges that are getting in the way. I will continue to think about how learning is not a step by step, linear process. I will continue to think that it’s complex and often requires multiple solutions that have several correct answers. One thing I can say with certainty is that my mind will never stop moving with time. I am committed to rolling up my sleeves, embracing the change, navigating the days with intention and purpose, and inviting others to join me!

Eternal Memories Manifest Hope for the Future

On July 7, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 2. Ethics and Professional Norms, 3. Equity and Cultural Responsiveness, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, Professional Standards For Educational Leaders, Uncategorized

My Eternal Mental Movie

I’ll never forget my fourth-grade teacher, Mrs. Roth. Although I was only 9 years old, I can still remember thinking that she was one of the most innovative and inspiring teachers I’ve ever had. She had this unbelievable ability to make you feel special and valued. She celebrated your strengths and would ask you to share them with peers, she made learning incredibly fun, and continuously tried to implement new and better teaching and learning practices every single day. The overhead projector (remember those?) was a staple in her practice when most other teachers had them pushed into a corner in the back of the room (perhaps because it was a new and unfamiliar technological tool). I didn’t realize it then, but she used it to model her own writing life, make her invisible thinking visible, and showed us “the learning process” across various content areas. I often recreate the mind movie of me lovingly staring at her with my elbows locked on my desk and the palms of my hands cupping my chin as she gracefully carried around a book that was practically stuck to her hands like glue. This book looked important because it had that “lived-in” look about it. It was worn out at the edges like it had been thumbed through frequently, had colored tabs strategically placed throughout, and was covered with intentional highlighting, underlined words, phrases, and sentences from top to bottom. It was a book that reminded me of my favorite “go-to” 80s movies; you know, the ones I watched over and over again because I connected with the plot lines and hidden gems of life-lessons, or the humorous parts that made me laugh or the serious parts that got me to reflect on my own life and all of the “what if this happened to me?” moments!

My Lucky Day

I contemplated asking Mrs. Roth what the name of the book was, but I was a painfully shy young girl; so shy that I only spoke in class when I was invited to do so. Also, I wasn’t sure if it was appropriate for an elementary student to be interested in a grown-up book for teachers! And then the moment arrived…it was my lucky day. I noticed that the mysterious, treasured book was left by itself on the kidney-shaped table Mrs. Roth used for small group instruction. I spontaneously grabbed my notebook and pencil, briskly walked up to the table, and furiously scribbled down the title and author of the book. This was all while Mrs. Roth wrote the schedule for the day on the chalkboard in different colored chalk (remember chalkboards?). I hurried back to my desk and immediately opened my notebook to read the title…In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents by Nancie Atwell. So, this was the book that Mrs. Roth kept close to her teaching heart. I had to have it. I had to because I felt compelled to emulate the qualities I saw in Mrs. Roth, someone who valued their students, someone who created exciting learning experiences, someone who made you feel like your contributions mattered and kept you running back to school every day. And, if I was going to be a teacher one day, I wanted to be the teacher that felt empowered to create innovative experiences for students and colleagues. I wanted to be the teacher who was collegial, but also not afraid of success or the idea of positively impacting others in dynamic, influential ways. I wanted to be that teacher who embraced every student and tapped into their passions and interests. I wanted to be the teacher who was aware of the learning goals, but did not necessarily get there by using the same pathways as everyone else. I wanted to value people, creativity, and motivate others to share their gifts. So, at the age of 9 years old, I asked my parents if they would purchase the book for me, and they did.

Moving Beyond the Status Quo

Do you ever find yourself continuously reflecting on the impact your mentors have had on your growth and development both personally and professionally? I believe it’s a wonderful way to reconnect with your “why”. Just imagine if every child had their very own Mrs. Roth from a young age to touch their hearts and minds? How would having these positive role models impact their personal journeys, encourage them to create their own opportunities, and then share those gifts with the world? Recently, I listened to a new #InnovatorsMindset podcast by George Couros titled “Hopes for School”. He asked the questions, “Who has empowered you to create and be a leader?” and “Are we empowering people to create their own opportunities?” Later, he went onto share that his best mentors have pushed and challenged him to grow. These are also the same people who have his back and truly value him as a person and an educator. These ideas resonated with me because the trusted people I would consider to be my mentors have pushed me to grow in ways I never could have expected; they never held me back from success and perpetually pushed me to move beyond the status quo. Perhaps these were the people who saw qualities in me that I wasn’t able to name or see in myself because I was so consumed with employing daily practices and routines naturally. Don’t we have the same hopes for our own children, and for that matter, every student who enters our classroom door? All learners deserve to meet trusted people who will be their champion. All learners deserve to be welcomed into an environment that values their stories. All learners deserve to have a voice and choice in how they learn. All learners could use an invitation to share their thinking in safe spaces. Throughout my educational journey, I have crossed paths with a multitude of people who have modeled practices that were destined to become a part of who I am as a person and educator. I consider myself a very observant person. Studying people, their actions, and reactions to various events are important when intentionally exploring the ins and outs of life. Why is that? Every time I get the opportunity to observe the habits of others…styles of communication, teaching and learning practices, approaches to management, and the types of leadership qualities they embody, I am more inclined to open doors to new experiences with an empathetic heart and open mind. It is difficult to navigate the world without having the ability to understand others. There are things I observe that I hold onto so tightly because I look at those ideas as vital to my present and future successes.

Image from the #InnovatorsMindset podcast by George Couros titled “Hopes for School”

When the Past Meets the Present

About 10 years ago, my supervisor had sent an email inviting a group of literacy teachers to attend a Nancie Atwell conference. I immediately jumped on the opportunity to meet the literacy guru who had a profound impact on my favorite teacher, and me. Before leaving for the early morning New York City conference, I tucked my “lived-in”, worn at the edges, highlighted, underlined, tab filled 21-year-old In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents book in my bag. As I listened to Atwell speak about her passion for literacy and what it means to her to empower learners to have meaningful literacy lives, I couldn’t help but think about what got me to that moment. If it wasn’t for Mrs. Roth, her love for learning, and empowering her learners to grow…would I be sitting at the table with other educators who traveled near and far for a Saturday morning of professional learning? During the lunch break, I patiently waited for my turn to speak with Nancie Atwell holding my adored book in hand. I got to share the story about why and how I have a 21-year-old copy of the book. She smiled, laughed and appeared to have connected with my experience. Then, she graciously and willingly signed my precious copy of the book, a cherished book that symbolized eternal memories of hope for the future.

Wonder Surrounds Us: Cultivating Habits of Discovery in Learners

On July 1, 2020July 1, 2020 By LaurenKaufman21In 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 8. Meaningful Engagement of Families and Community, Professional Standards For Educational Leaders, Uncategorized

Living in a Learning Bubble

I have to admit that the last several months have felt like we were confined to our own pandemic learning bubbles. At times it even felt like being trapped in a bubble of chaos, uncertainty, overconsumption of technology, along with many other layers of unknowns. Something interesting to know about bubbles is that they are free and not attached to anything. They are always round because there are forces pushing on the bubble from the inside and the outside in equal directions. Also, spheres happen to be the strongest and most efficient shape in nature. Did anyone feel the forces pushing on your bubble from the inside and the outside? While the forces were pushing on our patience and our will to persevere, we still managed to remain strong and resilient. Why? We are educators. We are in the business of multitasking and developing solutions to many kinds of challenges, all while keeping our students’ best interests at the core of everything we do. Now take a journey back in time…remember when you were just a child and you intently watched a bubble float through the air and wondered how long it could glide along before it popped? That curiosity made you feel energized, invigorated, and enthralled because you knew it was bound to happen. Do you recall the feeling you had when it finally happened? You probably felt a sense of excitement and motivation to blow more bubbles and rediscover that same feeling. Well, within the constraints of the pandemic learning bubble, we were all wondering how long it would take for the bubble of chaos to pop. And now that we’ve started to emerge from our bubbles, we find ourselves anxious to go outside, explore our new worlds, and take a well-deserved break from the virtual bubbles we have been living in.

Wonder Surrounds Us

As things begin to open up and we start to feel some sense of normalcy, many families have been wondering how they will keep their children engaged in learning over the summer months since regular summer plans may have been interrupted. Family friends, (especially those with primary school-age children) have been inquiring about how to capitalize on their children’s inquisitive qualities and keep their summer filled with meaningful experiences. From my very own personal experience, the best way to keep my own children engaged in learning is to make them feel like they are not really working at all! One of the gifts the pandemic brought to many, is that it was an opportunity to slow down and appreciate the more simple things. The feeling of slowing down has prompted us to think, observe, and reflect, perhaps even just a little bit more than we have before. If you really stop and look around, you may recognize that there are wonders all around us! What do I mean by that? Well, there are opportunities to learn in authentic and relevant ways that do not have to feel like you are doing anything extraneous! This learning can be done with children naturally by utilizing nature and daily routines to model our own curiosities through dialogue that is critical to the cognitive development and growth of learners. Curiosity is a state of mind that turbocharges thinking, exploration, wonder, and the ability to question. Think about this…when a child picks something up, opens a drawer, explores the environment around them, asks informational questions, this evokes powerful discussions and stories. When children generate their own questions, they are more likely to pay closer attention, process information more efficiently, connect new and old knowledge, work harder and persist longer, and employ more effective learning strategies. Additionally, this exploration of the world is a unique opportunity to enhance learners’ language skills, increase their vocabulary, and help them express their thoughts and feelings. Check out a short article by Ann Murphy Paul titled How To Simulate Curiosity to learn more about practical ways to use curiosity to drive learning. It is vital to keep in mind that the best questions don’t always have answers; they usually lead to even more questions. All of this thinking about emerging from our virtual learning bubbles and tapping into learners’ curiosities sparked some memories about some inquiry work I did with young learners about how we can cultivate habits of discovery within our natural surroundings. Here is the book that inspired this learning: A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades by Georgia Heard and Jennifer McDonough and some ideas to keep learning fun and energizing throughout the summer months and beyond!

Ideas for Cultivating Habits of Discovery

Think about the places you visit in your everyday life!

2. Use this template as a conversation guide, sketch, or writing guide as you discuss these places:

3. Other Conversation Prompts to Use with Children:

4. Enrich Conversations by Using Colorful Language:

Spark Curiosity with these Activities:

Discovery Table: Gather items from around your house from outside (leaves, toys, flowers, plants, food) and put them on the table. Use the See, Think, Wonder template, and the Conversation Prompts to drive the learning! Learners can orally share their thinking, sketch, and/or jot down their ideas in a wonder journal!

Example of the Discovery Table Conversation

2. Observation Window: Look outside of any window (house, car, store) and observe what you see. Look outside of the window at different times of the day, and as the seasons change and notice how the sights have either stayed the same or transformed into something else. Use the See, Think, Wonder template, and the Conversation Prompts to drive the learning discussion! Learners can orally share their thinking, sketch, and/or jot down their ideas in a wonder journal!

Example of the Observation Window Conversation:

3. Supermarket Sights: Make the supermarket a learning experience for your child. As you navigate around the market, use the See, Think, Wonder template and conversation prompts to drive the conversation about the different types of foods you see. This is also a good opportunity to embed math language and concepts into the conversation. Strengthen your child’s number sense by weighing the foods, counting and adding the cost of the items, etc…).

Example of Supermarket Sights Conversation:

Literature Connections

Using literature as an entry point for making connections to learning, building vocabulary, and forging deeper conversations is always encouraged! Books offer learners a chance to process and discuss various topics through different lenses. Literature opens doors to new ideas that children may want to explore further through self-directed inquiry. Here are some book suggestions to support and enhance these authentic learning experiences!

Leveraging Learning Opportunities

As we continue to emerge from our virtual bubbles and take time to honor and leverage learners’ curiosities within their own surroundings, you may notice that the process can lead to the development of deeper understandings and efficacy. When children are supported and provided with opportunities to integrate past and present experiences that are meaningful to them, they are empowered with the ability to design their own learning paths. No matter what learning environment we are in (traditional, remote, summer), it is important to use this time to take advantage of learners’ interests, questions, and wonders. Wonder IS contagious when you are looking at it from the eyes of a child and learning with them side by side. If you want to feel that excitement and awe about the world, think back to the times you were waiting for those perfectly round bubbles to pop and just look around you… because wonder is all around us!

Boosting Student Engagement Through Meaningful Science Literacy Experiences

On June 23, 2020June 24, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, Professional Standards For Educational Leaders, Uncategorized

My Confession

I have a confession to make…I am a literacy nerd. I have another confession to make…I used to despise most things involving literacy. You may be wondering how someone who now lives and breathes all things literacy once felt that way. As I reflect on the evolution of my learning journey (grade school-present), I can clearly recognize the possibilities that caused these feelings to transpire. One of these reasons is that I felt trapped in traditional learning environments that celebrated the consumption of information instead of embracing meaningful and relevant learning experiences that were applicable to the real world. Of course, there were some outstanding exceptions, but for the most part, conventional practices stifled me. Visually, it was suffocating too. You should have seen the inside of my desk; it was overcrowded and stacked to the brim with the entire curriculum. Heavy, outdated, and in some cases, obsolete textbooks in every subject area (social studies, math, science, reading, and the list goes on) devoured my day. Learning mostly felt like a task, a burden, a mental weight that smothered me. Acquiring content knowledge across various subject areas was heavily focused on memorizing countless facts, regurgitating them orally, in my notebook, and/or on an assessment, only to completely forget that information, and its purpose a day or two later. And even as a child, I can recollect that learning just didn’t always feel fun, it didn’t always feel useful, and at times, it certainly didn’t feel worthwhile. Don’t get me wrong, I do not feel there was any ill intent to sabotage my growth and development as a learner. At that time, perhaps teaching and learning practices were not as focused on capitalizing on curiosity, wonder, honoring students’ passions and interests, and keeping learners at the heart of all decision making.

Discovering The Curious Classroom

When I became an educator, I didn’t want my previous feelings about literacy to reflect the way I approached teaching and learning practices for students and colleagues. It has always been my mission to create cross-curricular, learner-driven spaces that foster student agency, value student choice, and voice while empowering students to view themselves as key drivers of their own learning. With that being said, a few years ago, a colleague recommended the book The Curious Classroom: 10 Structures for Teaching with Student-Directed Inquiry by Harvey “Smokey” Daniels. Not too long after this book discovery, I attended his conference where Daniels charismatically and passionately brought the authentic ideas in his book to life! I was instantly captivated by his realistic, motivating, and engaging approaches to inquiry-based learning that could make an immediate impact on students’ social, emotional, and academic potential. He suggests several ways to implement accessible structures that are not meant to replace existing practices but transform them in responsive classroom environments. I was especially intrigued by the innovative ways to build curiosity for curricular subjects that may not immediately influence learners.

Taking a Science Literacy Journey with 3rd Grade Classes

Promptly, I joined forces with a few classroom teachers to explore and experiment with practical, exciting ideas to motivate students during their science literacy blocks. Some of the strategies we implemented were suggestions presented in the book The Curious Classroom. One of the reasons we embarked on this experience was to build the curiosity for curricular subjects in exciting and motivating ways. Another reason was to honor and utilize the students’ questions to drive the learning for science topics. Although these particular learning experiences were done with 3rd-grade classes on the topic of Forces and Motion, it is important to note that this learning can easily be translated to any grade level or subject area.

Ss explored Forces & Motion in @ErinHutton__ ‘s 3rd gr class by observing #phenomena, video, & used practical experiences to sketch everything they know about the topic. Ss taught one another using their sketches & presented them to the class! #Lindell #NGSS @principal711 pic.twitter.com/2gtbMkLFC6

— Lauren Kaufman (@Lau7210) May 1, 2019

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Grounding the Work

When embarking on this experience, it was important to ground the work in the Next Generation Science Standards (NGSS) because more than ever before, science education is central to our lives. Science literacy is critical to making sense of complex topics that affect our world. Science is at the heart of designing, innovating, and creating jobs for the future. Read here for more information on why Science Standards matter.

Through a collaborative, state-led process, new K-12 science standards have been developed that are rich in both content and practice, and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS were released in 2013 and are being implemented in states and districts across the nation. -NGSS

Ideas for Sparking Curiosity and Boosting Student Engagement

Drawing: If you are looking for a way to have students remember something, then have them draw it! According to the article The Science of Drawing and Memory, researchers have found that drawing helps a person process information by using multiple pathways (visual, semantic, and kinesthetic). This is a powerful way to double the recall of information and boost memory. Before you begin investigating a science topic, search for a video that introduces the concept. After students watch the video, have them draw what they learned from the experience. I have found that learners enjoy getting to show their thinking through pictures. For some, it builds their confidence instead of having to show their learning/thinking in more traditional ways. Repeat this throughout the learning process. You can also have the students view the video in the middle and end of a topic as a way to assess what they have learned. You may notice that the learners are adding more tier 3 vocabulary, details to their drawings, and are highlighting more complex concepts. Use this information to drive your next teaching moves!

Video We Used

Students’ Drawings/Learning

Phenomena: For a scientist, phenomena is an observable event (i.e. a fall/autumn day, slip/fall, organisms eating, seasonal patterns). By using phenomena, students are motivated to explain the topic, and the focus of learning shifts from learning about a topic to figuring out why or how something happens. The focus is not just on the phenomenon itself. It is the phenomenon plus the student-generated questions about the phenomenon that guides the learning and teaching. The practice of asking questions or identifying problems becomes a critical part of trying to figure something out. Utilize phenomena and a “See, Think, Wonder” template, at the beginning, middle, and end of a unit to see how the learning has progressed.

Links to Phenomena We Used

Find more NGSS phenomena here

Students’ See, Think, Wonder Templates

Dialogue Journals: This is a fantastic way to get students to informally write about any topic with a partner or group while developing relationships and building stronger connections with teachers and peers. Learners will start with a question, comment, or thought about the topic by including content knowledge and content-specific vocabulary. Learners respond to one another and should keep the dialogue going. Dialogue journals are a low pressure way for students to develop writing fluency, stamina, and confidence. Teachers can participate by giving feedback to the learners and/or participate in the writing process.

Dialogue Journal information from: The Best-Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning, Grow Fluent Writers…K-12 by Harvey “Smokey” Daniels and Elaine Daniels

Students’ Dialogue Journals

Some Final Thoughts/Observations

All of the learning experiences I shared were received extremely well among all of the students who participated in them. I observed every student actively and willingly participating, sharing, and whole-heartedly engaged. Many were even empowered to explore various topics further through their own inquiry process because of the motivation these activities provided in safe, fun learning environments that embraced a learner-centered philosophy. Although we are still uncertain about what our learning spaces will look like and feel like in September, what I do know is that all of these learning suggestions are possible in both physical or remote learning environments. No matter where we are, we will always work hard towards meeting students where they are AND give students exactly what they need to thrive as learners. ALWAYS.

Riding the Waves of Change

On June 18, 2020June 18, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 10. School Improvement, 2. Ethics and Professional Norms, 3. Equity and Cultural Responsiveness, 4. Curriculum, Instruction and Assessment, 5. Community of Care and Support for Students, 8. Meaningful Engagement of Families and Community, 9. Operations and Management, Professional Standards For Educational Leaders, Uncategorized

The Crashing Waves of Change

The other day I was sitting on the Long Beach Boardwalk carefully watching the waves of the ocean crash on the sandy shoreline. As I observed the formation of each wave, I couldn’t help but notice their different heights, lengths, and sizes. I stared at each wave carefully, from the crest (top) to the trough (bottom). No two waves ever looked exactly the same. And while I was caught up in a peaceful daze, I could hear the sounds of these perfectly formed waves steadily breaking on the shore. Mesmerized by the moment, I quickly searched for the definition of a wave: A wave can be described as a disturbance that travels through a medium from one location to another location. Having lived by the beach my whole life, I wondered why I had never considered searching for the definition of a wave. Why was I feeling so compelled to at that very moment? The word “disturbance” caught my attention in the definition. I hadn’t expected to see that word connected to a wave. Nevertheless, it felt fitting to my world, as there are many aspects of my life and the lives of others that have recently been disturbed and turned upside down by recent historical events in our country. In education, we had been moved from one location (physical environments with human contact) to another location (remote learning in our personal spaces). I clearly recognize that my perception of life has shifted over the last several months due to a few professional changes that were out of my control. These unpredictable changes have caused me to lean into an intersection in my life that I hadn’t quite anticipated. There is no doubt about it, my perspectives on many topics have taken on a whole new meaning. As a result, I naturally began slowing down to find a new appreciation for the simple things I hadn’t taken the time to notice before. While captivated by these thoughts, I continued to watch the waves. I began thinking about the ocean’s ecosystem and how there is a whole other world that exists below the vast blue ocean surface. It is easy to look at the surface of anything and make impulsive judgments based on what we are able to see. But it is the inner workings and interactions below the surface that could be complicated, fragile, and complex. Unless you are intimately involved in the inner workings of those interactions, it could be difficult to make sense of them.

Change is Inevitable

Since I have been in education for 15 years, I find myself regularly taking a journey back in time to reflect on the educator I was, the educator I currently am, and the educator I want to be. Have you ever revisited parts of your life and thought about what has changed and what has stayed the same? When I take a close look at my life in increments of five years, I clearly recognize how change has impacted my life and has manifested over the course of time. And while I may not have agreed with how some of these changes were approached and/or implemented, they happened. I admit that on the surface, I could hold my head up high, and exude confidence and a positive spirit; the truth is, I have every reason to be grateful for any opportunities I have been afforded. I also recognize that I have developed the innate ability to find the strength to overcome challenges that will stretch my capacity to create new and better things. These are the moments where I cannot just observe the waves, but dive in and push myself below the surface. Why is that? Well, the only constant in life is change. Change is inevitable, disturbances are inevitable, and our ecosystems are often interrupted. Sometimes, you do not ask for those disturbances; the change is done to you, and for you. Then, there are times when you actively seek the changes and disruptions you are looking for. I still and always will find it fascinating that some of the people who are riding life’s waves with me were not in my life just five years ago. Not only are these people riding waves with me, but they are empowering me to reach below the pretty looking surface. These are the people who are an integral part of my internal ecosystem and help me make sense of the changes I have encountered. Together, we are troubleshooting, having critical conversations, pushing one another to think differently, and encouraging each other to live life with passion and purpose, way below the surface.

Embracing the New Opportunities for Change

While I have been caught up in the experience of change, I stumbled upon Katie Martin’s blog titled, Now is the Time to Design a New Accountability System. She discusses how she has observed educators working hard to embrace the unexpected changes the world has endured. There has been an undeniable focus on students’ mental health, meeting them where there are, and a priority to continue building relationships and staying personally connected in a virtual world. She recognized that the unexpected change that was “done to us” has forced all stakeholders to envision new and better ways of approaching teaching and learning practices. “There has been more empathy, more innovation, and more learning and our education has shifted more in the last 2 months than in the last hundred years. In the midst of chaos, we have the opportunity to evolve. There are many unknowns but it’s not time to despair. It is time to organize, prioritize, and come together in solidarity to create a new way forward.” Katie Martin brilliantly suggests that we should think about designing a new accountability ecosystem as we continue to welcome the changes to the way we approach curriculum, instruction, assessment, and various interactions within these new systems and environments.

Understanding Our New Ecosystems

I can appreciate the way Katie Martin used the term “ecosystem” because it brought me back to the thinking I had done as I stared at the waves crashing onto the shoreline. I thought about how understanding the ocean’s ecosystem is important because it affects everyone. Did you know that the ocean influences the weather all over the earth and produces about 70 percent of the oxygen we breathe? I have found that many of the changes that I have observed throughout my educational career may have not always considered the effects particular changes could have on an entire breathing school culture and community. With that being said, I have felt inspired to ask the question, “Did it take a pandemic to plunge below the surface of our educational ecosystems?” We owe it to our students, our colleagues, and our community to continuously dive below the surface. This involves researching, asking good questions, and including the various stakeholders who are living and interacting with the experiences on the frontlines. These are the educators who will shed some light and perspective on what actually exists below the surface. As we move forward in an ever-changing educational landscape and make teaching and learning practices more accessible for students, families, and educators, it could also be a good time to revalue decisions that involve change. Go below the surface, explore the inner workings of the system…there is so much more to take in.

Reimagining the Magic of the Workshop Model

On May 26, 2020May 26, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 10. School Improvement, 4. Curriculum, Instruction and Assessment, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, 8. Meaningful Engagement of Families and Community, Uncategorized2 Comments

A Galaxy of Shooting Stars

Entering a classroom that embraces the reading and writing workshop model is like walking into a galaxy blanketed in magic. Each learner is like a shooting star that heats up and glows as new learning orbits through the classroom atmosphere. You could feel a sense of wonder, observation, and exploration as teachers and students delve into a new skill and strategy. You could sense a special thrill as students are empowered to move towards independence. It’s the type of teaching framework that builds community, human connection, and cultivates powerful relationships. The workshop model is strongly connected to authentic literature, various genres, and relevant learning experiences. It’s the type of practice that rallies learners together in safe cozy spaces. It is a universe surrounded by accessible stacks of books in colorful bins and bookcases. It is a place you can usually find an easel with chart paper and your favorite markers (my preference is Mr. Sketch). If you are entering a true workshop classroom, be prepared to enter a world where both teachers and students are viewed as learners.

“I have a big secret for you readers…YOU are the BOSS of your reading!” I wish you could see their faces… EMPOWERED! @michelleroot17 your Ss know what the workshop looks like, sounds like, feels like… ✨♥️🙌 @Hernandez237I @sharonlynn651 #Lido pic.twitter.com/vkr9wmpuIT

— Lauren Kaufman (@Lau7210) October 30, 2019

Missing My Universe

Lately, I miss everything about the feeling of being in a reading and writing workshop environment. I miss the in-person feeling of collaborating with teachers to plan minilessons. I miss the feeling of sifting through a plethora of mentor texts and read alouds to find just the right one to model a teaching point. I miss the feeling of being surrounded by teachers and students in various classrooms as we work together to enhance learning experiences for learners. I miss telling stories to make the connection between previous learning and new learning. I miss seeing the moments of awe in students’ faces as they realize they are learning something they haven’t thought about before. I miss demonstrating a skill and a strategy and then reading a portion of a mentor text in my most dramatic character voice. I miss the active engagement where students make approximations, encounter productive struggle, and seek guidance and support from their peers. I miss saying “off you go” and watching students rush to their reading/writing spots buzzing about books or talking to friends about details they are anxious to include in their writing. I miss sweeping and scanning the room to check for understanding and making sure that all of the learners are involved in meaningful literacy practices. I miss the sudden hush of the room as readers and writers become absorbed in their own learning atmospheres. I miss connecting with learners during 1:1 conferencing, researching their learning, naming their strengths, and co-creating literacy goals. I miss it all, I do.

Thinking about my lesson for 1st grade- #Lindell this week! T U for pushing my thinking during our time together @plugo514 & @ClancyJoanna…missed you @hpuckhaber23 & @MrsPiersonLB-will catch up tomorrow! Looking forward to our work together! #ProudToBeLB #LBSummitChallenge pic.twitter.com/q8C8DRP4el

— Lauren Kaufman (@Lau7210) October 22, 2019

Reading conferences build S-T relationships, allow the T to collect information about Ss’ reading behaviors, strengths, & areas for growth! Anecdotal notes support the T in designing precise, intentional instruction! 📝 @MRSSGRAHAM2 @WestSchoolLBNY @LorraineRadice1 #LBLITCoach💫 pic.twitter.com/STAYhlwFb1

— Lauren Kaufman (@Lau7210) December 17, 2019

Facing a New Reality

And just like stars disappearing in the sky, that magical feeling, that comfortable space dissolved and suddenly morphed into a new reality. Sadly, there were no shooting stars for me to rally together in a reading huddle. There were no teachers to physically sit next to and plan our next minilesson. There was no classroom library or anchor chart stand sitting next to a comfortable rug. My internal dialogue asked myself, “How can I possibly emulate the magic of the workshop experience in a remote learning environment? “What can I do to support teachers to help their students feel engaged, empowered, and supported in this ‘new’ environment?” I rolled up my sleeves and began searching my usual “go-to” blogs for remote learning ideas. I latched onto Jennifer Gonzalez’s Cult of Pedagogy blog post: Distance Learning: A Gently Curated Collection of Resources for Teachers and was drawn in by the section “Options For Delivering Content.” This blog post inspired my journey of reimagining the workshop model and what the virtual minilesson could be. It was then that I quickly began my exploration of creating pre-recorded minilessons on various digital platforms.

Reimagining the Workshop Remotely

Suddenly, my dining room table became a recording studio and my new virtual universe. My workshop environment reimagined now encompasses a laptop, a document camera, some books from my sons’ personal book collections, stacks of colorful post-it notes in all different sizes for my Teachers College Reading and Writing Project inspired mini anchor charts, and lots of sharpies. And then, there’s the process for creating the magic in pre-recorded minilessons.

Experiencing the Process

After doing some research about pre-recording minilessons and experiencing the process, I’d like to share some ideas that have worked:

Pick a comfortable digital platform: Lately many educators are asking me what digital platform for recording is “the best”. My answer: pick one that is easy for you to navigate and gets the job done. I like to use Zoom or Google Meet. That’s just my preference!
Connect with learners: Build trust and engagement by being animated and inviting. In other words, make it a performance and captivate your learners!
Be yourself: Speak naturally and don’t speak too slowly. The video can always be revisited for clarification.
Timing: Keep videos short! 6-8 minutes, if possible. Learners will disengage with long, drawn-out lessons. Recording several shorter videos, than fewer longer ones will be more effective for learning.
Be visual: Too many words are not good-it’s cognitive overload! Use clear, appealing visuals that will support the learning.
Create intentional interaction: Pause the video at intentional places so learners can think. Embedding thought-provoking questions will encourage learners to reflect on their learning.
Present a challenge: At the end of the video, leave the learners with a challenge so they can apply what you just taught them during independent practice!

It is paramount to recognize that the pre-recording of minilessons is not going to be a perfect operation. Learning is not linear, it’s a messy process. Also, giving yourself space to make your own connections for learning and growth throughout the experience is essential. It may feel reaffirming to know that when you keep the learners at the heart of decision making and continuously respond to their needs no matter where the learning environment exists; the magic of the Reading and Writing Workshop has the potential to live on.

Embracing Transformation

I do believe that there WILL be good that will come out of reimagining the workshop model. I think it’s fair to ask yourself, “What parts of this experience could I utilize to ultimately transform the teaching and learning practices I currently employ? “How can I capitalize on this opportunity to learn new things that will ultimately benefit student learning?” And then there will come a day when just as fast as the stars disappeared, the magic of the workshop will suddenly reappear and embrace you. Once again, the shooting stars will heat up and glow, orbit around the room, and WILL shine brighter than ever before.

Swimming in a Sea of Change

On April 27, 2020May 16, 2020 By LaurenKaufman21In 1. Mission, Vision, and Core Values, 4. Curriculum, Instruction and Assessment, 6. Professional Capacity of School Personnel, 7. Professional Community for Teachers and Staff, Uncategorized1 Comment

Revolving Doors

Education is a perpetual revolving door of change. Every time the door rotates, new learners walkthrough, discoveries loom, fresh learning tools/platforms emerge, and technological advances burst into our worlds. We are continuously swimming in a boundless sea of eternal possibilities. As we tread in the water, we find ourselves looking around, grasping for the right answers, and searching for the people who will hold out a life vest and swim with us. These are the people who have faith in our ability to believe in ourselves; they lift us up, empower us to take the lead on decision making, and let us spread our wings by sharing with others. And while the doors endlessly turn and transformation ensues, we recognize that education begins with people; not protocols, not a curriculum, not instruction, not technology, not evaluations, and certainly not assessments. We need to ask ourselves, what can we learn today that will strengthen our ability to amplify the social, emotional, and academic capacity of our students? Who will support our efforts and give us permission to sink in the ocean and then push ourselves up for air so we can swim again?

A Commitment to Transformation

When you become an educator, you are committing to a journey of lifelong leadership, learning, and growth that stretches far beyond the required traditional years of schooling. It is a mindset and professional obligation to push yourself down a path of innovation, creativity, risk-taking, and reflection. How can we work to create professional learning communities that value collaboration, open dialogue, reciprocity, and a willingness to share instructional practices with one another? Becoming a part of professional learning communities will ultimately transform your practices and propel you forward so that you positively influence your colleagues and students. You see, you can’t wait for growth to come to you; if you want to make an immediate impact, you have to be willing to proactively seek it out!

Finding My Life Vest

When I stumbled upon the book, The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity by George Couros, I knew I had found my life vest. I felt as if George was speaking right to my core. As I read his book, my whole educational journey flashed before my eyes. I became deeply reflective about my own successes, challenges, and failures. I thought about what I could have done differently to positively impact my students and colleagues and wished I could go back in time to make adjustments to some of the choices I made. I thought about the present and the future and how I can use my learning to elevate others in intentional, meaningful, and relevant ways. His philosophy and mindset are what every educator and person who comes in contact with learners should hear. Every time I read another line in the book, I would write it down in my journal and share it with whoever would listen. In my heart, I knew this book could be a key driver in moving teaching and learning practices forward in my school district. After all, the district vision statement supports innovation, risk-taking, collaboration, and creativity; I wanted to help bring this vision to life.

Living the Innovator’s Mindset

When I became the Mentor Coordinator in my school district, one of my goals was to use the book The Innovator’s Mindset to inspire and empower new teachers and their mentors to be lead learners, share their special gifts with others, and not be afraid of success! These are the educators who consistently model professionalism, have strong interpersonal skills, value collaboration, are empathetic, compassionate, reflective, and responsive to ALL learners’ needs. These are the educators who will ultimately become the hub and driving force behind the development of powerful professional learning communities. With them by your side, you will build social and professional capital, strengthen collective efficacy, and empower educators to improve the learning outcomes for ALL students. To me, these educators will be able to embrace the 8 Characteristics of the Innovator’s Mindset; they will become connected and networked educators while making a positive impact on school culture, their colleagues, and the students and community we serve.

Long Beach Public Schools Mentors LBPS Mentors and Mentees

Finding the Courage

I am so grateful to have connected with George Couros. He has the natural ability to rally people together, lead with empathy, empower educators to fail forward, be resilient, encourage risk-taking, and challenge people to create new and better things. One of my favorite quotes from Couros is, “Change is the opportunity to do something amazing!” He truly does inspire me to embody the change I want to see. When you are open to inviting new perspectives that stretch beyond the walls of your classroom and school district, you ARE embracing innovation. Finding the courage to believe in yourself while motivating and inspiring others, showing bravery and strength in your convictions, and creating collaborative learning communities are the heart of continuous personal and professional growth. And, as the perpetual revolving door of change keeps spinning in the education world, we manage to keep ourselves afloat in the boundless sea filled with eternal possibilities; Suddenly, we realize that the door of transformation has always been open. Sometimes it just takes the inspiration and optimism from the right people to help you recognize that you are your our own life vest and are READY to swim!

George Couros, Lauren Kaufman, and

Sari Goldberg McKeown at an

Eastern Suffolk Boces Conference.

Empower. Collaborate. Connect.

Category: 4. Curriculum, Instruction and Assessment