School districts who place an emphasis on valuing the teacher induction process understand that there is a huge return on investment for committing time, passion, and dedication to our newest teachers. In turn, this will develop social and professional capital, build teacher efficacy, and open learning portals of potential; these portals pave the way to growing solid educational foundations that influence the eternal impact on the most precious gifts in a school system, our students. The careful pairing of mentors and mentees is a critical component to ensuring that great teachers are retained and are destined to embark on long meaningful careers.
Bridging Knowing Gaps
Great school districts also recognize that new teachers come with their own unique gifts. It is an obligation to collectively work together to recognize and cultivate those areas of expertise so that those practices can be shared within their own educational communities and beyond! In the Mentor Program I facilitate in my school district, I always discuss that the partnership between the mentor and mentee is symbiotic in nature. Although veteran teachers have so much knowledge to impart on their mentees, the relationship is mutually beneficial as the mentor and mentee can both dedicate time to share their strengths, bridge generational lenses, and fill respective knowing gaps with fresh perspectives.
*Before exploring the Reverse Mentorship experience, it will be important to meet with your mentor/mentee pairs to explain what Reverse Mentorship is and why it can be valuable for the growth and development of educators within the organization. Having continuous follow-up meetings to reflect on the experience will be an important part of the process as you work to refine it over time so everyone involved can reach their maximum potential!Realistically, this pivot from the traditional mentorship approach may only take place in dedicated slots of time within the mentoring experience.
Thoughtful Pairings: The Mentor Coordinator can work with administrative team members who have a pulse on the organization to thoughtfully pair new teacher mentors with a veteran teacher who would be open to embarking on this unique experience of mentorship. In order to make sure the match is right there must be chemistry and genuine enthusiasm for leadership development. For Reverse Mentorship, you may consider pairing the new veteran teacher with someone who has different perspectives than their own.
Develop Norms: Consider finding a place to meet in a comfortable location and agree that your conversations will be confidential. If you are the mentee (in this case the more veteran educator), you may want to discuss what you plan to learn from the experience. For example, the senior teacher may inquire about how to better use technology to elevate their instructional practices or how to use digital portfolios to track student learning over time.
Share Stories: There are many facets to who we are as people. Being an educator is only one part of our life. Share who you are, what you have in common, your goals, hopes for the future and pivot toward talking about things that make you different from one another. Your stories will bind you as people, illuminate who you are at your core, and shed light on pieces of you that may be important for the other person to know.
Maintain Roles: In order to give Reverse Mentoring a real chance, try to remember that the newer staff member should be the one doing the mentoring in those specific conversations. Realistically, it may be an approach to take during dedicated slots of time. If this happens, remind one another that the senior staff member is there to receive the advice that is targeted towards the goals that were established when norms were developed. These are the moments where the newer teachers’ insights and contributions are highlighted in the conversation.
Revisit and Reflect: We know that education and learning is an infinite process. It is essential to make time for reflection. What are the key takeaways from each session? Use the time at the end, use follow-up emails, and/or send video reflection videos to one another with the progress that has transpired to meet the learning goals. Revise your course if needed!
Give Credit: In a traditional mentoring relationship, giving recognition to the mentor and mentee is valuable to the growth of both parties. In reverse mentorship, it is also important to give the senior teacher credit for taking risks, opening their minds to new ideas from the newer teacher, and disrupting the status quo. Furthermore, the newer staff member deserves credit for having the confidence to lead and share their expertise with the senior staff member. This is a win-win as both the mentor and mentee will feel valued!
The Benefits of Reverse Mentorship
Some of the benefits of exploring Reverse Mentoring are that organizations have an opportunity to build a strong culture of learning, develop leadership skills within new team members, close generational gaps, understand different perspectives, embrace inclusivity, enhance communication skills, and elevate the confidence of all stakeholders. Gordon closes her Ted Talk by sharing, “Forward thinking organizations use reverse mentoring as one of the tools to help them build a more inclusive environment and studies have shown that when organizations embrace reverse mentoring members of those underrepresented groups feel more confident sharing their perspectives.” We have an opportunity to leave a legacy within the organizations we live in by disrupting the status quo, touching people’s hearts, and making them believe in themselves despite how long they have served in their roles.
Connections lead us to paths of growth and opportunity. When you least expect it, the invisible team members you were destined to know suddenly arrive. And in that space and time you know they were meant to be placed in your universe to elevate, transform, and partner in being a driving force towards your vision; the vision that tugs at your heart, keeps your spirit alive, and becomes so insistent that it keeps us reaching to those who can help us act on it. -Lauren
Collaboration can generate a sense of belonging; physically, digitally, emotionally, mentally and so much more. Understanding our purpose and passion can be a lifelong mission that many strive for and finding others that speak our language can enhance that ever-changing journey. Connection to ourselves and those around us has been a central part of being human since the beginning of time and understanding this foundational pillar can help us foster authentic relationships on a local and global scale. – Naomi
A connection is not something you try to find, true connection finds you. Connection builds bridges to hearts, minds, and stories. Connections are fueled by passions and our ability to think beyond ourselves. Connection creates circles of safety and trust. When we trust our instincts we are able to invite others to become more vulnerable in the spaces we create. It’s an opportunity to overcome our fears and embrace the moment. Trusting our instincts helps us gravitate towards connection and collaboration; it’s a feeling of wonder that sparks the curiosity that lives within. -Lauren
Curiosity, openness, and growth are all things that can help when creating foundations for known and unknown collaborations. For example, I was on a mission to connect with others who were sharing their learnings from George Couros’ book The #InnovatorsMindset. This is when I stumbled upon the fabulous co author of this post – Lauren Kaufman. This connection and the possibilities that have come about because of it really have taught me the power of a hashtag. – Naomi
When I opened the Twitter app on my iPhone in the early morning hours, I stumbled upon a message from an unfamiliar name in my inbox. Curiosity was the engine that awakened my tired eyes. As I read Naomi’s message, I could feel her positive spirit luring me into her world. My inner voice felt a sense of confusion. How could someone whom I’ve never met and lives across the world have the ability to stop my precious time, pause in the moment, and consider adding another commitment to my daily life plans? My intuition knows that surprise disruptors in our lives live as moments that lead us to paths of promise. Exploring new collaborations, partnerships, and friendships are gatekeepers to transformation. -Lauren
Sometimes walking up to a random stranger in the street can be very daunting or in some places a downright weird thing to do, which may result in more than just a dirty look. But online there is a different type of atmosphere where cold calling and sending a message to a stranger can be very much acceptable. This in itself can bring about positive and negative outcomes as we have seen across the world, keyboard warriors being created due to the disconnect and lack of empathy for the person on the other side of the screen. However, I have experienced the power of reaching out and speaking with someone I didn’t know and reaping the rewards of that leap of faith. Taking the risk and knowing that the power of many can be greater than the power of one. When I first entered into the Twitterverse, I didn’t know what to expect. I had only ever used social media for personal reasons and in my teacher training we were so aware of our ‘online presence’ that I didn’t know if it was even appropriate to be online. But the more I explored what Twitter and other platforms had to offer, the more I realised that there were an abundance of people and resources at my fingertips who I could learn and grow with. – Naomi
“But Naomi, how did you find me in the midst of a crowded sea of strangers?” I asked. “Oh, it’s simple Lauren, I searched the hashtag #InnovatorsMindset and came across the work you had done with the book!” In that instant, my mental file cabinet traveled back in time to the moment I used the very same iPhone to retrieve Naomi’s message to search for a professional book I could utilize as a framework to guide conversations with the new teachers in the mentor program I was hired to facilitate. Before then, I had never heard of the book The #InnovatorsMindset and couldn’t have imagined the many powerful connections and opportunities I would cultivate because of the power of a hashtag! -Lauren
One of my passions is to connect with others and create spaces where people, from all different walks of life, can come together to feel safe and share their experiences. This is how #Empathetic_Educators was born. Since connecting, Lauren has been a guest and a cohost on the show alongside many others along the way. These connections have added value to the show beyond what I ever could have dreamed of. That leads me to one of my biggest lessons from thepower of the hashtag. -Naomi
Life is not meant to be a solo sport. You’re playing on a team, but you may not necessarily know who all the players are yet. I think it is safe to say that there will be players on your timeline that you will start with, but not necessarily grow with. You will carry those connections with you because they have supported your personal and professional evolution; those connections have shaped your mission and have propelled you toward your ultimate purpose. Hold onto the faith that there are people who will become an important part of your life that you have not met yet. -Lauren
“We find that when we open up, people respond and accept us for what we are. Instead of feeling vulnerable we become free, alive, vibrant and awakened in ways we never experienced before.”
John Kehoe – Mind Power
Just like the quote above implies, since joining the online community of educators inside and outside of schools I have been open to the endless possibilities that are available to us, if we just take the time to look. I am so grateful for the connections made in the ‘digital’ world but one of my other passions in life is travel and when the clouds start to lift and we can travel again I can not wait to continue allowing these relationships to flourish in ‘physical’ spaces too. I could not be more grateful for the support, guidance, laughter and connection that my online presence has gifted me. And now more than ever I feel like we should be helping our learners realise the positive potential the power of the hashtag can have. -Naomi
You cannot thrive in isolation. Collective thinking leads to innovation, creativity, and growth. I too am grateful for the invisible team members who were destined to place themselves in my path and join me on an infinite learning journey. Together, we are rowing towards a vision, exploring needed conversations, encountering new experiences, and provoking new thinking. In an ever changing global society, educators have a unique opportunity to model the power of connection, collaboration, and new possibilities they were destined to be a part of. They have the ability to show learners and educators alike how the power of a hashtag will connect you to the new teammates you were always meant to know! -Lauren
How have you felt the power of the hashtag? How can it be used positively to impact others? We would love to hear from you!
Think back to your first years of teaching. Were you ever handed a roadmap to success? I remember thinking that I’d enter the school building on my very first day and be given a handbook that would include secret magical ingredients to the perfect recipe for becoming a successful educator. Well, that never happened because it just doesn’t exist! Even after experiencing years of schooling, internships, student teaching adventures, and a lot of reading, I know now that nothing really prepares a new educator more than being thrown right into the trenches. I am pretty sure that every educator who has ever had their own classroom of learners understands that it’s a tremendous responsibility that is both gratifying and overwhelming at the same time. Also, anyone who gets placed in a position to influence the lives of children must recognize that they have been given the unique opportunity to make an everlasting impact. Moments of influence and impact have the potential to live within learners for the rest of their lives. Those gifts live within great educators and are waiting to be unwrapped at the right place, at the right time, with the right people! Those moments cannot be prescribed in any handbook or roadmap to success because there is no winning in education and learning. According to Simon Sinek, author of The Infinite Game, education is not finite. There is no beginning, middle, and end because the players, curricula, policies and procedures, are continuously changing. Rather, education is an infinite game because there is no finish line or end. “Infinite games have infinite time horizons. And because there is no finish line, no practical end to the game, there is no such thing as “winning” an infinite game. In an infinite game, the primary objective is to keep playing to perpetuate the game” (p.4). So who is responsible for creating the invisible roadmap to success?
Mentors Are Everywhere
Although New York State provided me with a formal mentor when I was a new teacher, I was fortunate to have many educators around me who I viewed as mentors. They too shared words of wisdom, resources, and new ideas that would impact the way I chose to approach teaching and learning for the rest of my career. As a matter of fact, I perceive every single educator I have ever come into contact with since the beginning of my career as a mentor. Why is that? Some have gifted me with pieces of advice that I will indefinitely hold close, while others have modeled practices that I would never even consider employing. That being said, I have taken all of the wisdom that’s been shared with me over the years and created an open roadmap that includes 8 pieces of advice for new teachers!
Discover the How
I call this an “open road map” of advice because these are only suggestions, a framework, a guide. These are signposts that will point any new educator toward the right direction, but it will be ultimately up to them to choose their path and decide what kind of educator they want to be. That’s the beautiful part about being an educator. Educators come with different backgrounds, experiences, and perspectives. Educators see the world from a unique lens and approach their practice with stories that push on their hearts. The open roadmap will provide the “what” and the “why” for those who plan to approach education with an infinite mindset. It is up to the educator and the mentors who are placed in their paths along the way to discover the “how”. My hope is that this open roadmap of advice can be placed into the hands of the mentors who are helping build strong foundations for educators and any new teachers who are committed to lifelong learning and view the process as a journey. Let this be advice to inspire you to imagine what the future could hold for yourself and the people you will continue to influence throughout your career.
1. Keep Connections at the Core: Getting to know your learners, their families, stories, passions, and interests will show them that you are human first and that you care. Be that person who wears an empathy lens. Be that person who will take the time to walk in the shoes of every student and colleague who crosses your path. By creating those connections and cultivating meaningful relationships, you are opening the pathways to deeper learning and exponential growth!
2. Embrace the Community: Make an effort to get to know the vision and mission at the community, district, and building levels. The people who make up the culture and climate of your organization are trying to row in the same direction to best serve the students! Every role in an organization is important and should be valued. You are now part of a team and it certainly takes a village to provide students with the right opportunities to thrive. You do not have to work in isolation. Observe and talk with the people around you; you will be surprised about how much you will learn from them. Those conversations will stretch your thinking and have an immediate impact on your role. You will also have a better understanding about who you can turn to for direction and advice when you need it! Also, for additional support, consider joining an online community like Chuck Poole’s Facebook Group Teacher’s Success Lounge or Rachelle Dene Poth’s Thrive in EDU Facebook Group. There may be people in those spaces that embrace and invite other thinking partners.
3. Build a Network: Although having an outstanding formal mentor is crucial to the growth process, it is vital to connect and collaborate with other educators and staff members in your educational communities. Everyone has knowledge and gifts to share. We are truly better together. Try not to compare yourself to others. According to Theodore Roosevelt, “Comparison is the thief of joy.” We are not here to compete! We are here for kids! Just like we have different friends for various reasons (those who make us laugh, seek advice from, listen to understand, talk so we don’t have to), the same holds true for the educators we meet. Find those people in your organization who can make you better and help you see and learn other practices and perspectives. Also, consider expanding your network by using one or more social media platforms. Twitter has been a gamechanger for me. I have met some of the most impactful people to push my thinking in ways I never knew they could. Some have also become great friends! The #EduTwitter space can be overwhelming, but when you find the right network, it can be magical! Just remember, great minds don’t always think alike, they think differently too!
4. Discover and Document: One of the best things I was afforded the opportunity of doing was watching other great educators teach! Inter-visitations, lab sites, and debriefing time will allow you to discover and embed new practices into your repertoire of teaching and learning tools! If this doesn’t happen in your school district, ask! Perhaps your administrators can arrange for it (even virtually). If you are lucky enough to have Instructional Coaches, ask them if they could organize this authentic learning experience, but also invite them to come in and offer you constructive feedback. I always loved when my coaches and peers gave me new ideas. They encouraged me to try new approaches and made me better! Also, you may want to consider creating a digital portfolio. A digital portfolio will allow you to document and think about your learning in the most intentional and meaningful ways. I am grateful to George Couros for encouraging me to recently start mine after 14 years in education! Luckily I took his incredible Digital Portfolio Master Course where he walked me through the process of why I should create one and how I can use it! The experience has been reflective and allows me to create a digital footprint of my students’ and my own learning. It’s never too late to start! Don’t think too hard about it. Just jump right in and make it happen… you won’t be sorry!
5. Pursue Professional Development: I am fortunate to work in a school district that provides a tremendous amount of professional development for all teachers. My Assistant Superintendent for Curriculum and Instruction, Dr. Paul Romanelli sees the value in offering a wide range of courses that fit with the district vision and meet the needs of the staff and student population. He believes in empowering and elevating the teachers within the district coupled with bringing in great educators and thought leaders from outside of the organization to facilitate targeted professional learning experiences. Together, we also make sure that the Mentor Program provides appropriate, relevant, and innovative PD for our new teachers. I am also a big believer in not waiting for your school district to provide professional development for you. I REPEAT. Do not wait! If there is something out there that will help meet the needs of your learners and you, then pursue it and find it! Then, ask if you can attend it! Twitter has been a space to professionally grow and it’s FREE! Consider joining a Twitter chat that is rooted in a topic you are interested in! I personally enjoy #CultureEd, #FutureReady, #G2Great, #Empathetic_Educators, and #Read2Lead (just to name a few). Read professional books, articles, blog posts, and listen to podcasts. In my previous blog post, What Are Educators Doing? I mention some of my favorite professional learning resources! If you are having difficulty finding a professional learning opportunity that meets your needs, then consider CREATING IT!! You should always be in the driver’s seat of your learning!
6. Be a Mirror: Think about all of the educators who have influenced your practice. You may have not even met some of them yet! I know that some of the great educators who have made the most impact on me have only come into my life recently. The thought of meeting more people I don’t know yet is exciting! Think about why those people have been an important part of your journey. What did they say or do to influence the choices you make on a daily basis? Take the best qualities of all of those educators, mirror those attributes, and make them your own! If possible, reach out to those people and tell them exactly why and how they have inspired you. They will be happy to hear it! Sometimes, we don’t recognize the impact we are having when we are in the moment. Be the mirror and best versions of all of those people!
7. Celebrate Successes and Failures: It is crucial to give yourself recognition for all successes big and small! This is hard work and you should be able to share those amazing moments of growth and awe with those who support and cheer you on! There is nothing more gratifying than knowing you have made a difference in the lives of your students and colleagues alike. At the same time, you must consider that when you enter the field of education, be prepared to fail at things many times throughout your career. THIS IS A GOOD THING. I repeat. THIS IS A GOOD THING. When you aren’t failing, it means that you are not trying new things. It means that you are comfortable with the status quo. It means that you are not pushing yourself outside your comfort zone. So celebrate success AND failure. You earned it!
8. Pause and Reflect: Educators are working hard and exhausting all of the minutes in their precious days. Great educators also have servant hearts and are usually thinking about everyone else’s needs but their own. Take the time to pause and reflect. That means, take a break! Pursue your personal passions and interests, practice self-care in the best way it suits you. This will look different for everyone. Some will indulge in their favorite exercise routines or go on a shopping spree. Others will take a painting class, read for pleasure, and/or write a blog like I am right now! The point is, whatever makes you happy on the inside, whatever pleasures your heart, do it! Taking that break to focus on YOU will actually make you a better educator than you were before!
This blog series is being written from my perspective as I am a Mentor Coordinator K-12 in a school district in Long Island, N.Y. I will share my experiences as my mission and vision are to continuously develop a Mentor Program that will build a strong foundation to support educators during their first years of teaching and for the rest of their educational journeys. Refer to the Mentor Program tabs,#LBLeads 2019-2020 and#LBLeads 2020-21 in my digital portfolio as a window into my experiences. My previous blog Mentorship Matters: 8 Tips for Developing a Strong Mentor Program-Series 1 will provide insight into how to develop a strong Mentor Program.
Educators have limitless possibilities for shaping and developing the mindsets, actions, and choices for many future generations over the course of their career timelines. They have unique opportunities to create experiences that empower learners to choose a lens that paves the way to purposeful pathways of happiness and success. Since education is in a constant state of transformation, it is critical that educators are provided with the essential tools and supports to navigate the changes, challenges, and systems they live in. These supports will help them develop agency, self-efficacy, instill the confidence to share their own strengths, and unleash the talents of every human being they will ever encounter on their journey. Educators also understand that time is valuable and at times, difficult to balance. Every minute, every interaction, every moment in their days are precious. However, out of all the ways they can spend their time, mentoring has one of the highest returns on investment because they are shaping the next generation of leaders.
Who is On the Bus
There is no magic wand for mentoring. The success of strong mentor/mentee relationships rests on the shoulders of WHO. WHO puts in the effort, WHO has sensibility, WHO has the dedication, WHO commits to the process. All of these things matter, but there is a little bit of strategy that goes along with this too. I mention strategy because it is vital to consider WHO will be the right people to guide and create strong foundations for new teachers that lead to long, meaningful, impactful careers. In Brené Brown’sDare to Lead podcast, titled Brené with Jim Collins on Curiosity, Generosity, and the Hedgehog, Jim Collins discusses the importance of inviting people into your life who will open the doors to greatness. “Pick great people in your life. Those people are your mirror and will tell you if you’re doing ok.” The idea of viewing the people in your life as a mirror of yourself only magnifies the significance of WHO is selected to be placed in a position to mentor, inspire, and influence teachers during the induction process. In his book Good to Great, Collins reinforces this idea by discussing how getting people committed and aligned with a vision and direction will lead to avenues of great realizations, progress, and prosperity. Getting the “right people” on the bus because of “who” is on it rather than being concerned about “where” it is going, makes it easier to change your course. “For no matter what we achieve, if we don’t spend the vast majority of our time with people we love and respect, we cannot possibly have a great life. But if we spend the vast majority of our time with people we love and respect-people we really enjoy being on the bus with and who will never disappoint us-then we will almost certainly have a great life, no matter where the bus goes” (p. 62).
A Mentor/Mentee is Someone WHO:
What is a Mentor? According to the Miriam-Webster dictionary a Mentor is defined as “a trusted counselor or guide.”
What is a Mentee? According to the Miriam-Webster dictionary a Mentee is defined as “someone who is being mentored.”
HERE is the link to the infographic “A Mentor/Mentee is someone WHO”
The 6 Cs to Successful Mentor/Mentee Relationships
The mentor/mentee relationship is symbiotic in nature. The qualities and attributes in both mentees and mentors are synonymous. When mentorship is approached from a holistic lens, it has the power to build social capital and unlock human potential. Great educators have the ability to leave everlasting legacies in the hearts and minds of everyone they serve. This makes the induction years a critical component of the learning journey. That being said, I created a blueprint to sustaining successful mentor/mentee relationships by embracing the 6cs: Connect. Communicate. Collaborate. Circulate. Cultivate. Celebrate.
HERE is the link to the infographic “The 6 Cs to Successful Mentor/Mentee Relationships”
Connect: Get to know each other on a personal level.Share your stories. This will transform the path of a mentoring relationship because you are showing the other person that you truly care about them as humans first. This is a window into a person’s journey which enables you to make more intentional and targeted inquiries over the course of time. In the podcast mentioned above, Jim Collins says “Real conversations happen at the feeling level…The quality of the day is not what you think about it, it’s what you feel about it.”
Communicate: Although informal interactions will naturally be embedded into the mentoring experience, schedule protected time to communicate on personal and professional levels on a regular basis. This protected time values the process and provides a spacetoask questions, share knowledge, and learn from various experiences. Come up with mutually agreeable ways to communicate as there are many avenues to reach out to one another. Talking through and reflecting on experiences are important parts of the growth process.
Collaborate: Work together to strengthen and share best teaching and learning practices, how to navigate relationships, and the day-to-day operations. Collaboration can transpire synchronously by interacting in real time with face-to-face, in online meetings, texting, and/or instant messaging through various learning management systems. It can also take place asynchronously by working independently and then uploading documents or annotations to shared workspaces (e.g. Google Docs). The benefits of Mentor/Mentee collaboration are exploring new and better ideas, teamwork, discovering new solutions, and embedding new perspectives into practices.
Circulate: Mentors can be well-connected as they have been in the education field for some time. They should invite their mentees into various professional learning communities (PLCs) and encourage them to think and look beyond their school organizations for ideas by expanding their professional learning network (PLN). As a mentor, you can also broaden your own network by connecting with other mentors and great educators, while also leveraging the opportunity to network with their mentee’s connections.
Cultivate: Mentees come with their own expertise and gifts to share. Help them unwrap those gifts, passions, and interests. Capitalize on, cultivate, and learn from their strengths. Ask questions and allow them to reflect on their areas for growth and development. Use this as an opportunity to let them come up with actionable steps for improvement while providing direction and insights. These interactions are cyclical in nature and should be continuously revisited.
Celebrate: Mentors serve as the greatest and most impactful support system. They should encourage and cheer on their mentee for taking risks and believing in themselves. Celebrate successes big and small and use failure and change as opportunities for growth. Human beings thrive on recognition. When they feel validated and valued, they continue to approach their work with passion and purpose!
This blog series is being written from my perspective as I am a Mentor Coordinator K-12 in a school district in Long Island, N.Y. I will share my experiences as my mission and vision is to continuously develop a Mentor Program that will build a strong foundation to support educators during their first years of teaching and for the rest of their educational journeys. Refer to the Mentor Program tabs, #LBLeads 2019-2020 and #LBLeads 2020-21 in my digital portfolio as a window into my experiences.
Making the Commitment
Every year, school districts around the world entrust thousands of new educators to serve their communities as they hire and provide them with a special opportunity to begin long, meaningful educational careers. Most likely, these educators have endured rigorous processes that have determined that they are capable of making an unmistakable and everlasting impact on the lives of the world’s most precious gifts….children. Make no mistake about it, when one makes a commitment to becoming an educator, they are assuming a tremendous responsibility to create pathways of promise that have the power to influence learners for the rest of their lives.
A Calling Teaching is not just something you do, it’s a calling; it’s a beautiful gift; it’s an opportunity to unleash the talents within every human being you encounter; it’s a time to cultivate powerful relationships that have the chance to stand the test of time; teaching creates a space to collaborate with colleagues and builds bridges to connect previous learning to new and innovative ideas. Educators are responsible for shaping significant moments in time that can leave profound imprints in the hearts and minds of every learner they touch. Teaching is also hard work. It can be extremely emotional. It can be draining. But, it’s so incredibly rewarding. That being said, how can school districts build on the strengths of new teachers while providing them with the appropriate support for continuous growth and development? There is one phrase that comes to mind: Mentorship Matters!
Why Mentorship Matters
Developing a strong mentor program has one of the highest returns on investment. Leveraging the creation of powerful professional learning communities will foster the next generation of teacher leaders and help educators see the value of being in a constant state of learning and transformation. According to the New York State Mentoring Standards, “Teacher induction is critical to the overall preparation and professional development of beginning teachers and builds on their continuum of experiences from pre-service programs to ongoing career development spanning time as described within the Teacher Career Development Continuum. Coupled with mentoring standards, induction accelerates the process of creating highly effective teachers whose goal is to enhance student learning and achievement.” Establishing and implementing a strong mentor program enables novice teachers to be guided by mentors to help learners reach their maximum social-emotional, cognitive, and academic growth throughout their school years and beyond. This distinguished responsibility empowers more experienced educators to take everything they have learned and “pay it forward,” to help new teachers acclimate to the culture and climate of an organization, shatter the walls of isolation during the inception of their careers, and shape the next generation of teacher leaders.
Align with State Mentoring Standards– It is paramount to refer to the Mentoring Standards provided by the state/country you reside in. These standards offer a set of guidelines that are critical to teacher induction and to the design and implementation of relevant and meaningful learning experiences. This enables the Mentor Coordinator to establish systemic efforts that will shape and sustain the first experiences in the careers of new teachers.
Voice and Choice– It is vital to include educators in the decision making process to share what kinds of professional learning they want to experience. It is also critical to recognize that educators enter the teaching profession with many strengths and areas for growth. It is also the responsibility of the Mentor Coordinator to ensure that the professional learning choices are grounded in the vision and mission of your school district. As an example, providing educators with a Google Form with a list of choices as well as a space to add any additional thoughts/ideas for professional growth will empower them to take ownership over their learning.
Professional Learning Communities- By establishing a learner-centered culture of trust, connection, communication, and collaboration, educators have an opportunity to see the value in intentionally creating spaces to collectively set reasonable, learner-driven, evidence informed goals and share ideas of instructional practice that will benefit ALL learners in their organizations they live in. Not only will this improve the skills, expertise, and knowledge through professional dialogue, it will foster a desire to improve educational aspirations, achievement, and cultivate the next generation of teacher leaders. These teacher leaders will become an integral part of a cycle that improves and encourages innovative teaching and learning practices.
Select a Professional Book as a Framework- One of the most valuable components of a strong Mentor Program is to find timeless professional books by outstanding authors who can share their authentic experiences as educators at different levels of an organization. These are books that encompass innovative and relevant messages that will stand the test of time regardless of what transpires in education. These leaders in education bring a special and unique value to the learning experiences you commit to embark on. Take a deep dive into these books and be sure to connect the messages of the authors with your district’s mission and vision. These are the books that will serve as frameworks to drive the learning process. The books I intentionally chose are The Innovator’s Mindset by George Couros and Personal and Authentic by Thomas C. Murray. Both of these authors have shared incredible resources and have been continuously accessible and supportive to the new teachers, their mentors, and me in our efforts to keep learners at the heart of decision-making and implement lifelong practices that will prepare learners for any path they choose to create.
Invite Other Voices- It is crucial to highlight the educators within your organization to facilitate professional learning experiences. This provides new teachers with opportunities to connect with other educators across the school district, but also elevates the teacher leaders and administrators that can share their knowledge and best teaching and learning practices with your educational community. Additionally, you will want to invite educators/speakers outside of your school district who can offer a fresh perspective on various topics in education. Those voices are also valued as they have seen the work of other school districts around the world and can share a lens that can push your thinking outside of your comfort zones!
Create a Digital Footprint: I have always stressed the importance of making your learning visible by sharing best teaching and learning practices with colleagues in your organization and beyond. By creating a Mentor Program hashtag and Twitter handle, this allows participants in the program to showcase the incredible work within their learning spaces to a larger community. This will in turn help other educators create and form ideas that will ultimately benefit all learners! Feel free to check out the #LBLeads and @LBMentorProgram hashtag I created for the Mentor Program I facilitate.
Connected and Networked: In The Innovator’s Mindset, George Couros says, “Being in spaces where people actively share ideas makes us smarter.” Social media provides a space to connect with other educators who can share our mindsets, but also push our thinking to create new and better ideas. It is in these spaces where we can get inspiration from other educators and organizations outside of education to try something we haven’t thought of before. Creating a culture of learning and innovation happens when meaningful connections are made beyond the walls of the organizations we live in. It is within these spaces that new possibilities are discovered to benefit learners who have the potential to make change today and in the future!
Give Recognition: Everyone within an educational organization works tirelessly to meet the needs of their learners. New teachers are acclimating to the culture and climate of a district, are learning to understand their community, are building new relationships, learning new standards, and a new curriculum, while meeting the needs of all families and students. They deserve all the recognition in the world! Celebrate your teacher leaders. It is human nature to want to feel valued and recognized. At Mentor Meetings, highlight the work they have been doing by looking through the hashtag you created and put those tweets on a few slides! Have them explain their “why” behind their practices. For the educators who are not on social media, have them send pictures of their work and get their permission to share! The return on this investment of time will be monumental!
My #OneWord2020 was EMPOWER. Last year it came to me pretty easily. My “why” behind selecting this word was that I wanted to continue to create spaces and opportunities to empower others to share their passions, gifts, and voices with the world. The beautiful part about life is that everyone you will ever meet will share something that you didn’t know previously. If we open our minds to different perspectives and ideas, elevate others, and give recognition in the process, doors will open to paths of empowerment, innovation, creation, and exponential growth beyond our imaginations.
The year 2020 invited a range of emotions into the hearts and headspaces of every human being I know. I’ll admit, every day felt like diving into the deep end of hope, faith, uncertainty, and fear. Every day I found myself submerged at the deep end; when I pushed off at the very bottom and propelled my way to the surface, I contemplated my next moves with as much conviction, persistence, and fortitude my whole being had to expend. When I finally arrived at the surface, I began treading water and tried to find ways to keep afloat. Can you relate to this experience? During this time, I revisited my #OneWord2020. My internal thinking was running wild and at times, I was struggling to live the word EMPOWER. How could I continue to elevate others and help people see their gifts if there were moments I was struggling to see my own?
Not One Day is the Same
One of the many reasons I love being in the field of education is that not one day will ever be the same. NOT. ONE. DAY. Why? It is because we are putting the needs of our learners front and center. We are keeping them at the heart of decision making. We are committed and passionate about supporting and guiding them to reach their social, emotional, and academic potential. We know that their needs change day to day, minute to minute. As an educator, you can plan as much as you want, but most likely those plans can change in an instant. Great educators are not reactive, they are responsive. Great educators can dive into the deep end, come up for air, and be willing to dive in again knowing that they can empower themselves to rise above the challenge.
Diving into the Deep End
I was inspired by Beth Houf’s latest blog titled “All the Words.” Her beautifully authentic words resonated, “The new year that has been anticipated for the majority of the previous year. Shiny and new and full of hopes and dreams and new beginnings. I’m an optimist enough to believe in positive change. I’m a realist enough to know that the challenges of 2020 haven’t been left behind. Realistically speaking, we are still in the middle of a global pandemic.” With this in mind, I found myself diving into the deep end to search and connect with my #OneWord2021. I explored my options knowing we are embarking on an extension of the preceding unique year. I patiently waited for the word to jump off a page, latch onto my heart, and cling like a magnetic force because it us a word I will live by for another year. Over the course of my life, there have been moments of impulse where I have let my emotions make choices that have not always been reasonable. Now I know better. My life experiences have led me to commit to choices that are more balanced and purposeful. George Couros shared an idea about purpose in his latest Saturday email. He eloquently expressed, “One of the words that I have been REALLY thinking about as of late is “purpose.” There is so much in our world that we strive for (joy, happiness, success, etc.) that really could be connected to that single word. He continued to share this quote by Chadwick Boseman:
I try to live my life with purpose, self-efficacy, and true commitment to things I am passionate about. This rationale has inspired me to be more courageous in my convictions and make decisions that are more intentional. I have always found purpose in the words and values I choose to live by. I have always been reasonable with my choice so I can reconnect with my word when I am pushed to the deep end. It might have taken me a little while to push myself to the surface for air, but when I finally did, my #OneWord2021 was right there waiting for me.
My #oneword2021 is BELIEVE…
Merriam-Webster Definition of Believe: to consider to be true or honest; to have a firm conviction as to the goodness, efficacy, or ability of something
I chose the word BELIEVE as my theme this year because I want to have the belief in myself and others to overcome obstacles, accomplish anything we set our minds to, and take action on achieving hopes and dreams! I am going to live this word by believing in myself to accomplish new goals without overthinking and without having hesitation. I want to believe that I can jump right in and use moments of wonder to create, inspire, innovate, and thrive!
Recently, the educational landscape we have always known has been challenged and has shifted faster than we could have ever comprehended…way beyond our imaginations. It’s as if we have instantaneously soared into a virtual learning universe that seems faster than the speed of light. Did you know that the speed of light in a vacuum is 186,282 miles per second, and in theory, nothing travels faster than light? So, if we were actually able to travel at the speed of light, you could go around the Earth 7.5 times in one second. This seems incomprehensible, doesn’t it? Well, wasn’t there once a time where many of the practices we employed in education seemed light-years away? The fact of the matter is that education has always evolved and changed, yet, those deviations seemed much easier to consume and digest because they happened more gradually. On the other hand, in the spring of 2020, educators were urgently launched into another dimension of teaching and learning. We were left questioning whether or not the instructional practices we have always held close to our hearts would still be significant in virtual and physical spaces. We were left questioning whether we could connect with learners and develop meaningful relationships. We were left questioning whether or not we could honor the teaching frameworks that have historically impacted learners in positive ways. We were left questioning if the resources we have worked so hard to curate throughout our years of teaching would still be compatible virtually. We were left wondering how we could monitor and track learning through meaningful formative and summative assessments.
What I Know Now
For me, the first question that stirred within was whether or not educators would be able to keep the magic of the workshop model alive in our new physical and virtual atmospheres. As I continue to question, reflect, revise, and shift how I approach cultivating relationships, analyze curriculum, deliver instruction, and administer assessments, I know now more than ever that no matter where our learning spaces exist, it is up to us, the educators to embrace it. I know now, it is up to us to own it. I know now, it is up to us to navigate this new territory with open hearts, flexible minds, and positive spirits. I know now that it is up to us to take the instructional practices we know have always worked, and fine-tune our techniques to meet the needs of ALL learners throughout the process. And since I am knee-deep into the experience of Hyflex teaching, the philosophy and implementation of the Workshop Model can be achieved by keeping these 6 non-negotiables at the core of the work.
(Click on the link above for access to the infographic)
Connection Before Content– When you place cultivating relationships and building community front and center, it is likely that you will leave a lasting impact on the learners you encounter throughout your educational career. I am pretty sure that the legacy we choose to leave is not in the time we took to plan and execute a lesson; it is not in the homework or assessments we assigned or graded; I am positive that it is in the time we took to get to know our students as human beings first. If you commit to leading with passion and empathy. If you take the time to find common ground. If you create inviting, safe, nurturing learning spaces for ALL learners, you will see a big return on your investment. In a recent Future Ready podcast titled Universally Designed Connection and Reflection with Brianna Hodges and Dr. Katie Novak, Dr. Novak brilliantly and simply states, “If you can connect with students, then that’s a good enough tool right now.” Learners have an emotional compass and will use social referencing to take cues from adults they admire. With that being said, by connecting and sharing your authenticity and passion, students will believe in and be an integral part of the magic in the important work that lies ahead.
Honor the Architecture– When planning and executing a minilesson, keep in mind that the content, focus, and/or space may change, but the architecture of the minilesson and it’s components don’t! In the book Leading Well: Building Schoolwide Excellence in Reading and Writing by Lucy Calkins, (written before the COVID-19 global pandemic, but still remains true) she says, “When teachers lead effective minilessons, these short bursts of instruction will mobilize the whole community to be on fire as readers and writers and will immerse the kids in an understanding of the work they are doing” (p. 69). However, keep in mind that since there are new and different learning spaces to consider (physical and virtual) when delivering a minilesson, educators must be flexible with each component, the pacing, and the way learners are engaged throughout the process. According to the Heinemann article, How the Essentials of Reading and Writing Workshop Do-and Don’t Change with Virtual Teaching, “Traditionally, the architecture of minilessons remains largely the same from day to day—and contains a connection, teach, active engagement, and link. For virtual minilessons we keep the “connection” and “teach,” but often combine the “active engagement” and the “link” as a way to set kids up to practice the strategy demonstrated. So instead of kids trying the work during the minilesson—hard to do virtually, especially with recorded instruction—after the teacher demonstrates, we set the kids up to go off to work.” Honoring the gradual release of responsibility, the effective transfer of skills and strategies, and leading learners towards independence will always remain a constant in any learning environment.
Conferring is a Cornerstone- 1:1 and small group conferencing is a key ingredient to having learners practice, improve, and elevate their literacy skills. This sacred time spent with students can be messy as the learner guides the direction the conference will take. In turn, the teacher should be able to notice and name a learner’s strengths and areas for growth and adjust the direction and goals of the conference accordingly. According to Jennifer Serravallo, in her book A Teacher’s Guide to Reading Conferences K-8, she beautifully conveys, “Conferring is where the magic happens. It’s the heartbeat of the literacy block…. Conferring blurs the lines between teacher and student” (p. 1). In a conference, the teacher and student are both learners, except, the student is doing most of the work while the teacher coaches in and offers thinking prompts to lift the level of the work. Students need to understand the goal(s) of the conference in order to make the necessary progress in their learning and during independent reading. In virtual spaces, these vital interactions take place in Zoom or Meet breakout rooms. This is a more personalized space to connect, interact, and personalize learning. Katie Martin confirms this in her blog titled, To Engage Students, Focus on Connection Over Content, “Scheduling time with each student to connect, learn more about their circumstances, their goals, and ideas, created a different dynamic that built empathy and allowed for more personalization and meaningful connection.” In her blog Using Feedback to Build a Sense of Connection, Purpose, and Ownership Dr. Martin states, “5-minute conferences can be a really powerful way to check in with students and provide timely meaningful feedback based on their needs. Teachers who are remote might use breakout rooms to meet with a few different students or small groups each day to check-in. If you are in person you can call students up while others are working or giving each other feedback.”
Curate Relevant Resources
-Print and Digital Texts
In a workshop classroom, readers should have access to a tremendous volume of books in a mutlitude of genres and topics that spark their interest. As a matter of fact, Richard Allington suggests that schools have a minimum of 1,000 books per classroom! Over the last few years, learners have also been introduced to digital readers. Since we are attending to the needs of learners in both physical and virtual spaces, it is important to provide students with access to rich classroom libraries as well as websites and apps that house a plethora of digital texts. I am fortunate that my school district has provided our students with digital texts on Raz-Kids, Epic, Bookflix, and Sora (just to name a few). In the physical classroom, books are checked out when readers go book shopping, and then they are quarantined for 4 days until they can be checked out again! We must continue to keep in mind that maintaining a classroom library is an ongoing process to ensure that there are high-interest, high quality texts that represent various genres, topics, and series that students will embrace.
-Purposeful Anchor Charts
Purposeful anchor charts that are created with students is an essential part of the workshop experience! If you walk into my classroom, you will see that the walls are adorned with meaningful charts that help learners access skills/strategies that are needed to navigate various texts they encounter. These tools are meant to maximize students’ independence, encourage choice and risk-taking, and celebrate the productive struggle along the way. In the book Smarter Charts by Marjorie Martinelli and Kristine Mraz, they explicitly state, “Charts help to make our teaching explicit and clear by providing step-by-step directions and key tips and strategies for how to do something” (p. 86). For students in the virtual space, I recreate mini versions of these charts and intentionally attach them to a digital notebook of strategies for learners to access when they need the support.
Physical Space Anchort Chart (left) and Virtual Space Anchor Chart (right)
Preserving Independent Reading-Independent reading is the heart of the workshop model. Within the gradual release of responsibility, it is critical to be able to guide learners towards independence in physical and virtual spaces. This is where they will be able to apply the skills and strategies that are taught during the demonstration portion of the minilesson. Independent reading is a routine and protected practice that transpires across grade levels. According to the National Council of Teachers of English (NCTE) Position Statement on Independent Reading, “Effective independent reading practices include time for students to read, access to books that represent a wide range of characters and experiences, and support within a reading community that includes teachers and students. Student choice in text is essential because it motivates, engages, and reaches a wide variety of readers. The goal of independent reading as an instructional practice is to build habitual readers with conscious reading identities.” If you are an educator who embraces the workshop model philosophy, it is a professional obligation to model your own reading life and create the time and space for learners to independently read.
Ongoing Assessment & Feedback– Meaningful assessment can propel the teaching and learning process. It is a way to collect information about the learners’ strengths and areas of need. In a workshop model framework, it is important to embed thoughtful assessments that drive daily instruction. Assessments help teachers provide thoughtful feedback, create small groups, create personalized goals for all learners, and structure minilessons accordingly. This includes, but is not limited to formal and informal running records, spelling inventories, checklists, rubrics, and anecdotal notes. When adminstering assessments in physical and virtual spaces, it is vital to plan accordingly. It is beneficial to be transparent with learners and families about the “why” behind each assessment. Learning shouldn’t be a secret! Personally, I always spend time discussing the expectations in rubrics and checklists with learners. We analyze the nuances in language and develop a shared understanding of the goals. In Katie Martin’s blog titled, Using Feedback to Build a Sense of Connection, Purpose, and Ownership, she expresses, “When students are clear about the learning goals and criteria for success, they can self assess their work and take ownership of the process. Checklists and rubrics can be really helpful, especially if they are co created and the students have a clear grasp of what is expected of them. Creating time and building the routine for this practice is critical to understand where they are and determine next steps.” Furthermore, it is valuable to provide learners with ongoing, cyclical feedback that clearly paints a picture of where they are in relation to the learning targets, what the next steps are, and what it will take to get there. Katie Martin goes on to say, “Meaningful feedback is not the same as a grade or an evaluation. Feedback is information for the learner about where they are in relationship to the goal or target to help them get there. If we can prioritize the learning goals and only assign meaningful work, we can make the time for students to go deep, get feedback, revise and do something meaningful.”
Stay tuned for the next blog in this series:Reimagining the Magic of the Workshop Model Series 4: Honoring the Workshop Model Framework
Special Note: This is blog post entry 2 of a blog series titled: Reimagining the Magic of the Workshop Model. Blog post 1 in the series can be found here: Reimagining the Magic of the Workshop Model Series 1: Inviting Change. This blog post series is written from my perspective, as I teach face-to-face and virtual cohorts of middle school learners simultaneously.
The Magic of Then
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.
The Magic of Now
Throughout emergency remote learning and up until this very moment, I find myself in a constant state of reflection. I continuously come back to the questions… How can I hold onto my beliefs and recreate the magic of the workshop model in post-COVID-19 learning environments? Will I be able to rally learners together and build community in physical and virtual spaces effectively and seamlessly? Can learners embrace the idea of the gradual release of responsibility and apply skills and strategies being taught in both physical and virtual environments? Now, if you walk into a room that embraces the workshop model, you may notice that aesthetically, this space looks different; now, you will see limited furniture; now, instead of gathering on a community rug, (there are no more rugs for gathering) learners are sitting at desks that are 6 feet apart and in rows; now, you will see some bookcases that house various genres of books and quarantine baskets strategically placed as a holding place for books when they are returned. Now, learners are relying on having more access to digital texts and are book shopping personal devices. Now, learners are wearing masks and are not encouraged to face each other in close proximity to turn and talk during active engagement and independent practice. Now, instead of seeing the teacher sitting on the corner of a rug or right beside learners and calling them over to the community space with anchor charts, Post-its, and Mr. Sketch markers in hand, you will see the anchor chart in the front of the room facing rows of desks, or an anchor chart slide presented on a screen. You will observe little movement and as little to no transitions as possible. And yes, now you will see lots of screens. Personally, I have three screens on as I teach; one to connect with learners and manipulate my document camera, slides, and/or digital tools I am utilizing during synchronous sessions on Google Meet, another screen is the Smartboard; this is where physical learners can look to the screen I am presenting so they don’t have to constantly look at their 1:1 devices and another screen that allows me to see the virtual learners level of engagement as I share my screen to teach. I hope I painted this picture well for you because I had to think of ways to invite change into the new environments we were obligated to adjust to.
What Remains Constant
If you walk into a physical and/or virtual workshop community here is the magic that will always remain familiar and constant; you can still feel the authentic learning in physical and virtual spaces. The structure and components of a workshop minilesson are being delivered with intention and purpose. Learners are invited to connect previous learning to new learning, teaching points are carefully constructed and clearly show the skill and strategy learners will employ. The teacher is explicitly teaching the skill and strategy by using a carefully selected portion of a mentor text, using think-aloud, and the “watch me as I show you” verbiage. Anchor charts are purposefully co-created with learners and are hanging around the room, while mini-anchor charts are recreated for the learners in virtual learning spaces. Learners are being given the opportunity for active engagement in collaborative physical and virtual spaces, the skill and strategy are reinforced throughout the minilesson, workshop interruptions are transpiring, learners are practicing the skill and strategy in partnerships, small groups, and/or independently while the teacher is conferencing with individual students. Furthermore, learners are being given the opportunity to share their thinking and learning work in safe, supportive environments. A recent Heinemann blog post confirms this, “Traditionally, the architecture of minilessons remains largely the same from day to day—and contains a connection, teach, active engagement, and link. For virtual minilessons, we keep the “connection” and “teach,” but often combine the “active engagement” and the “link” as a way to set kids up to practice the strategy demonstrated. So instead of kids trying the work during the minilesson—hard to do virtually, especially with recorded instruction—after the teacher demonstrates, we set the kids up to go off to work.” Stay tuned for specific examples of each component of the minilesson in future blog posts in this series.
Rallying Learners and Building Community
Before sharing more detailed examples about how I am implementing the architecture of the minilesson and giving you strategies for each component, here are some activities I used to get to know and rally learners while building community in physical and virtual workshop atmospheres.
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.
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. This is also a way to be inclusive of ALL learners in both physical and virtual spaces while developing your classroom community and holding ALL students accountable for their thinking and learning.
Digital Notebook on Google Slides-Passions and Interests Collage: Learners utilized a digital notebook on Google Slides to create a collage about themselves while sharing 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. I was able to provide learners with specific feedback and use the information they provided to embed into my conversations with individual students. There is such magic that happens when you are able to weave their passions and interests into teaching and learning practices and dialogue. The students light up with excitement when their teacher remembers who they are as a human being and shows they really do care. This investment of time will lead to deeper learning in the future.
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 every single day. I was pleasantly surprised by how many students chose to use Flipgrid. Learners explicitly shared that they feel connected to the classroom community using the Flipgrid platform. They love having the back and forth dialogue with their peers and me. Their responses were incredible! I always jot down notes about ideas learners include in their responses. This helps me plan instructional moves that are more targeted to meet the needs of every learner.
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 of 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!
I scheduled five-minute meetings with all of my learners. This idea was inspired by Dr. Mary Hemphill’s book The One Minute Meeting: Creating Student Stakeholders in Schools. I learned about Dr. Hemphill in George Couros’Innovator’s Mindset Podcast. The idea of these meetings is to check-in with my students, learn more about them as human beings, and then utilize the information to elevate their emotional literacy. The responses elicited were powerful! After asking those simple, open-ended questions and having those personal conversations with each learner, I feel even more connected to each one of them. I now have a deeper understanding of what is happening in their world. Some had really cheerful, positive stories to share, while others were expressing that they are going through challenging times. I appreciated every minute with those students. I have always led with empathy, but now I will be able to utilize what I know to personalize instruction in much more meaningful ways. One learner responded to our interaction by saying, “Mrs. Kaufman, it’s really nice to know you care. Your class is more than just turning in assignments.” I plan to use this check-in strategy over the course of the year in order to continuously develop the relationships I have formed. Note that the responses below are from middle school learners in grade 6-8. The responses were collected in Google Forms.
Embedding Meaningful Experiences
I believe that the heart of teaching and learning is rooted in the connections and relationships we develop with the learners we are lucky enough to serve. Cultivating strong relationships, understanding the learners’ strengths and areas for growth, tapping into their passions and interests, and authentic, responsive teaching are the cornerstones of any worthwhile educational journey. Without truly caring about the social-emotional well-being of our students, learning will not be as productive or meaningful. If we want to see the positive, lasting impact we are hoping for, we have to make it our obligation to get to know all learners as human beings first. If we vow to make the commitment to continuously embed rallying our learners and building community into everyday practices and really mean it, I promise you… the magic of the workshop model will magically and naturally come alive!
Stay tuned for the next blog in this series:Reimagining the Magic of the Workshop Model Series 3: Non-Negotiables in Physical & Virtual Spaces
As I scrolled through Twitter this week, I stumbled across a new term that defines the new educational landscape I am currently navigating along with many other educators across the country. It’s called HYFLEX TEACHING: Torry Trust, Ph.D. recently created an infographic that includes a clear definition of what the expectation is of educators who are diligently trying to implement this practice:
HYFLEX TEACHING EXPECTATION: Highly-skilled teachers who provide simultaneously in-person and online learning experiences, students and teachers who move seamlessly between in-person and digital interactions, high-quality technology infrastructure for teachers and students, equitable learning experiences for all, and additional support (e.g., teaching assistant) (EduCAUSE, 2020).
I also learned that there IS a difference between HyFlex vs. Hybrid instruction. Torry Trust, Ph.D. also outlines this in her infographic:
HyFlex teaching is NOT the same as Hybrid (or “blended”) teaching. Hybrid teaching combines the benefits of in-person learning (e.g. social knowledge construction, project-based learning) with the benefits of online learning (e.g., flexibility, adaptability, personalized learning). Ideally, it’s the best of both worlds.” K-12 Example: Students work on group projects in-person and then individually complete a HyperDoc or choice board on a computer or on a station at home.
After reading this, I thought “Wow, there is actually a name for the type of instruction my colleagues and I are experiencing…and wow…there is actually a term that was created for an instructional practice that has been stretching my cognitive capacity beyond anything I could have ever imagined… and wow, this is yet another term that will be permanently engrained in my repertoire of educational terminology that I will actually be able to authentically speak to because I am personally living it.”
There are Many Opinions
This week, I have read a lot of different opinions about the current infrastructure many school districts, including my own, have adopted in order to open schools during a global pandemic. What I have learned is that although I have 11 years of post-secondary education under my belt, along with thousands of hours of theoretical and practical professional learning experiences (most of which have been completely voluntary and embraced on my end), none of those experiences had fully prepared me for HyFlex instruction. I literally needed to be thrust into this challenge in order to make learning come alive and create the most authentic learning experiences for students I possibly can. I know that the planning and preparation have been unbelievably time-consuming and the daily reflection about my instructional choices has been draining, to say the least. However, because we are educators, I believe that it is our professional obligation to invest in figuring this all out. Why? We chose to be in education because we care about students; we care about our colleagues, and we care about the communities we serve. I will never wait for professional learning to be provided for me…I HAVE to seek it out because every minute I am with students and colleagues matters. With that being said, I have been embracing these challenges because our learning communities are depending on us to help them through this!
Here’s What I Know
While we are working through these new, exciting, and challenging times, what I know is…you have to be thoughtful, you have to be creative, you have to think of ways to engage the learners in both the physical and virtual environments; you have to create spaces where you can connect with all learners and let them know you are there to support them; you have to plan meaningful, authentic instruction that can move students as learners; you have to reach out to colleagues and have conversations about what’s working, what’s not working, and then be willing to make intentional shifts in your practice when you realize that what you thought was a great idea, actually isn’t; you have to understand that just like the more traditional instruction we were used to, there will be successes to celebrate and failures to work through. I am also feeling the need to say this: Whether you think that HyFlex instruction is right or wrong for teachers and students, many educators are living it and will do the best we can to support our learners, families, and colleagues. With that being said, based on my experiences thus far, I am going to share some tips for HyFlex instruction that are non-negotiable for me. My hope is that these tips can help other educators who are experiencing the same type of process.
5 Quick Tips For HyFlex Instruction
Simple and Authentic: Create meaningful learning experiences by utilizing authentic assessments to collect information about learners (e.g. running records). Connect learning to previous experiences, demonstrate skills/strategies with simple anchor charts/slides, use visuals to link learning (avoid visuals that are too busy and fancy…quality over quantity, break down new learning into multiple lessons, & allow time for independent practice.
Checking In: Check-in with learners synchronously as much as you can. This is an opportunity to greet them personally & connect on a human level. Developing relationships in physical & virtual spaces make all learners feel a part of the classroom community. Set up 1:1 sessions to check on learners’ social, emotional, & academic progress.
Use the Chat and Keep Meet On: Use the chat feature to engage & empower learners throughout the time you are logged in. Ask them questions (i.e. How’s your day going? What is something you learned today? What questions do you have?). Learners also keep each other accountable during instruction! Keep Meet on during independent practice. Learners feel supported when they know you are there and they can pop back in with questions.
Come Back to the Grid: If you are sharing your screen to show a slide show while teaching, pause & come back to the grid to “read the room”. Make eye contact with face-to-face learners & virtual learners. This is a great way to check for understanding & keep the learning interesting. Learners do not want to keep staring at the same screen continuously.
Provide Ongoing Feedback: Feedback drives the learning process. When you invest time in providing learners with ongoing, cyclical, high-quality, specific feedback, you will see a big return on your investment. Benefits: learners are held accountable, you are personalizing instruction to meet individual needs, learners feel supported in physical and virtual learning spaces.
5 Quick Tips For HyFlex Instruction: Click HERE for Infographic Link
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!
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.
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.
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.
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!
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!
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!
Call me stubborn, but I refuse to quit! T.R.U.E. G.R.I.T. is the foundation to success in learning and life! Exploring the dynamics of a successful classroom and how grit is a vital characteristic for student achievement