The Power of a #Hashtag

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 the power 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 their 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!

More about Naomi Toland:

Follow the hashtag #Empathetic_Educators

Follow Naomi on Twitter: @naomi_toland

Follow Naomi on Instagram: @naomi.m.t

Naomi’s website: www.naomitoland.com

4 Fun Ways to Fire Up Learners

Memorable Moments

When you think back to your fondest memories of school, what experiences do you remember most? I am talking about memorable moments that have wrapped around your heart and hugged your soul. These memories are so vivid that when your thoughts wander back in time, you are the starring role in vibrant mind movies that leave you feeling incredible pride, joy, and gratitude for those opportunities. These memory moments have become part of the fabric of the person you’ve become and will continue to be on your course of life. 

Snapshots in Time

For me, these snapshots in time are what made learning fun, creative, and applicable to real world interactions and experiences I’ve encountered. I can assure you that when my own children, students, and colleagues ask me about my favorite parts of my schooling timeline, it is not about the standards, assessments, skills, strategies, and/or particular lessons that were taught. It was the times I performed in the school musicals and dramas, participated in Battle of the Classes, and worked on passion projects I actually cared about. It was the educators who unlocked those moments that sparked my interests and ignited my passions. Those educators created personalized experiences that kept learners at the core of the work and viewed them as human beings first. The social interactions I had with peers illuminated the most relevant parts of learning. Together we laughed and navigated our way through successes and failures, sought solutions to conflicts, explored new ideas, and pushed our limits of learning, discovery, and growth. 

Great Educators CAN Make a Difference

In order to make a difference in the lives of our learners, great educators must create experiences that tap into learners’ hearts so their minds are open to critically consuming information to create new and better things that are relevant to them and the real world. Meaningful learning sticks when great educators focus on the right things first! In Innovate Inside the Box, George Couros says, “We have to acknowledge that our students come to us with a unique mix of experiences, strengths, weaknesses, and passions…Our calling or task is to expose students to numerous pathways and provide them with the skills to be self-directed and goal-oriented so they can choose or create a path that allows their brilliance to shine” (p.32).  I’ll admit, at the beginning of my career, I was so focused on delivering the curriculum that I rarely leveraged the moments where I could have listened more and developed deeper connections with my students to make learning matter. I always cared about them, but I thought that the primary way of showing it was by “covering the content” instead of making investments in their emotional deposit boxes and continuously giving them the choice and voice they deserved. In the book Personal and Authentic, Thomas Murray says, “Expecting children to walk through our doors and desire a “standard” model of education completely ignores the vast differences in interests, passions, and strengths of our learners. Providing opportunities, both small and large for these learners to explore areas that are meaningful to them recognizes who they are and reaffirms to them that they matter” (p. 107).

4 Fun Ways to Fire Up Learners

How can great educators create conditions that bring out the best attributes of every learner who enters the school buildings and classrooms they live in? I’ll tell you what has worked for me… fire them up and make them a part of the learning process! Empower them to listen, think, discuss, and choose the way they want to learn. Create opportunities where learners freely share their ideas, listen to others’ perspectives, and talk about what’s on their hearts and minds. Use those moments to influence their learning and plan instruction that’s tailored to their needs; give them the starring role in vibrant future mind movies that they can recall and later share with pride, joy, and gratitude! With that being said, I want to share what my students think are 4 fun ways to empower them and fire up the learning that transpires in classrooms! These are learning experiences that they request we revisit regularly:

Picture of the Day

I discovered Picture of the Day from Hello Literacy consultant Jen Jones many years ago. I have found that using pictures is a low stakes, meaningful, purposeful way to observe, think, promote critical discussion, and honor other perspectives about anything you choose! In author Ralph Fletcher’s recent keynote at the Spring Virtual Long Island Language Arts Council Conference on March 25, 2020, he discusses how the world of our learners is increasingly visual. Photos are a universal language that reveal emotions and tell stories about people’s lives. Photos can magically stop time and become a tool for inquiry. They also serve as mentor texts that can inspire learners to take their own photographs and document their own journey. When I introduce the picture of the day, I begin by selecting pictures that are of high interest, relevant to the unit of study I am teaching, and/or mirror the interests of the learners in my class. For example, if I am teaching story elements, I may showcase pictures with a variety of settings, people, conflicts, and resolutions; if I have learners who have a passion for sports, traveling, cooking, etc… I will share those photographs. The students are invited to make observations (list things that can see in the picture) and then make reasonable inferences (using the details from the picture and what they already know) to develop ideas and perspectives about the photo. My students are also encouraged to select their own photographs in the choice boards I will discuss below! Learners can think and respond about photographs in a multitude of ways (i.e. in a writer’s notebook, Google Doc/Slides, Jamboard). I have found that Picture of the Day has supported my learners in previewing and comprehending more complex informational text.

Choice Boards

Choice boards are not only a great way to empower learners by giving them choice and voice in what and how they are going to learn, but it also provides meaningful balance between online and offline learning. I have found that providing learners with choice boards encourages intrinsic motivation and a more meaningful desire to learn,  personalized instruction, and allows students to respond by using various print and digital competencies. This type of freedom guides learners towards independence. The choice boards I designed below were inspired by Catlin Tucker’s blog and self-paced course on blended learning. Each choice board includes skills/strategies that I have introduced in my own classroom. I revise the learning activities as I introduce new skills/strategies. Revising the options keeps learning fun and engaging! In the book Innovate Inside the Box, Couros states, “When students are empowered to choose how they can best demonstrate their knowledge and skills, they are able to see the relevance in learning the basics and how reading, writing, and math apply to their lives and are less likely to check out mentally” (pp. 62-63).

Link to Literacy Offline Choice Board #1

Link to Notice and Note Offline Choice Board #2

Dialogue Journals

This is an authentic way to get students to informally write about any topic with a partner or group while supporting the development of relationships and building stronger connections with teachers and peers. Teachers can utilize literature, informational text, video, podcasts, and/or free writing prompts to get learners to participate in this process. 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. I call this fast and furious writing! Learners should not worry about grammar or spelling. They should be able to get all of their ideas out freely.  Dialogue journals are a low pressure way to tap into students’ interests and passions, to learn more about each other, develop writing fluency, stamina, and build confidence. Teachers can participate by sharing their own experiences through writing, 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

Here is an example of student dialogue journals:

Inspiration Collages


There have been several opportunities for my learners to create inspiration boards that exemplify and illustrate who they are as people. Allowing them to utilize a digital space such as Google Slides, enabled them to express their creativity and illuminate their passions and interests by using quotes, words, phrases, colors, and images. These activities have helped me to initiate meaningful conversations with my students and have supported the development of future lessons that are relevant to their lives and the world. In Innovate Inside the Box, Couros says, “If we don’t understand the learners we serve, even the best ideas for teaching and learning will not be as effective if we don’t learn about our students and connect with them first” (pp.77-78). In the example below, shows how learners responded to the book Love by Matt De La Pena by creating a board about what Love means to them! See the slides for more information about P.S. I Love You Day (the impetus for this learning experience).

3 Ideas to Level Up Learning

Embrace the Opportunity

Educators have been afforded a magical opportunity to impact and influence the lives of every learner they encounter throughout their careers. There is no doubt in my mind that this is a tremendous responsibility that rests on the shoulders of every interaction and experience we shape on the journey. You see, education is not just a career, it’s a calling; it’s a chance to create memorable moments that touch hearts, inspire learners to dream, and provide them with purposeful supports as they manifest their hopes for the future. Educators have the power to create spaces of psychological safety and tap into the emotional drive that will propel learners towards success. They have the ability to leverage intentional dialogue in their environments, provide learners with equitable access to their education in meaningful ways, and establish a sincere set of values and beliefs they can continuously put into action. This is a belief system that will model high levels of integrity and commitment to those they serve. In the book Unlocking Unlimited Potential by Dr. Brandon Beck, he beautifully states, “It’s the ultimate goal of all educators to unlock the unlimited potential in all whom you serve… your purpose as an educator has to involve your belief that you can guide all students to understand their potential is unlimited” (pp. 6-7).

Moving Beyond Our Locus of Control

Amidst a global pandemic, educators have been faced with challenges that are beyond their locus of control. According to the article, Locus of Control and Your Life by Kendra Cherry, “Locus of control refers to the extent to which people feel that they have control over the events that influence their lives.” People who have an external locus of control don’t believe they can change despite their efforts. This has placed unsurmountable pressure on educators who prefer to be in control of all of their professional outcomes and may believe that they must cover all of the standards and content in order for learners to be successful. However, the article continues to say that people who have a strong internal locus of control have more confidence when they are faced with challenges and have a strong sense of self-efficacy to be flexible and embrace change while reimagining learning in the new educational landscape we are living in. This has made educators question how they are going to unleash the talents in every learner that enters their learning spaces. If we are asking learners to engage in various learning activities in physical and virtual spaces, take risks, and put forth effort while embracing the infinite mindset, shouldn’t educators be modeling the same actions?

Where Do We Invest Our Time?

That being said, there have been various barriers including a lack of continuity of instruction that have gotten in the way of the engagement and empowerment learners need to thrive. In the book Learner Centered Innovation: Spark Curiosity, Ignite Passion, and Unleash Genius by Katie Martin, she asks the following questions: “Why do some students willingly engage in academic tasks? What makes learners persist in challenging tasks? What compels learners to want to learn more and improve?” (p. 76). Martin goes on to talk about Camille Fallington’s deep research about creating cultures that develop mindsets for deeper learning to occur. “The following mindsets have been identified as critical to student motivation and willingness to persist in academically challenging work.

I belong in this community

I can succeed at this

My ability and competence grow with effort

My work has value to me

…As learners, teachers, and leaders, we must cultivate and model these mindsets too” (pp. 76-77). Throughout my teaching experiences, I have come to realize that before learners are able to feel empowered to engage in deep learning, educators must make an investment in the emotional deposit box by developing strong connections. In Unlocking Unlimited Potential, Dr. Beck brilliantly states, “It starts with educating students from the inside out in order to find the Sweet Spot” (p.48). So I ask, how can educators level up learning to create relevant, meaningful learning experiences that will leave an everlasting impact on the hearts and minds of the students they serve?

Here are 3 Ideas to Level Up Learning:

TELL STORIES

Stories are windows into our experiences. They are small moments etched into our memories. They are the ammunition that pushes us down the path of discovery. In an #InnovatorsMindset podcast, George Couros says “Stories are the fuel for innovation, they inspire us, they give us pertinent ideas, they get the work we are doing out to people in a really compelling way that goes beyond what a score could tell people about our students.” Beneath the façade of every human being lies personal, unique collections of stories that reveal reflections of who they are and who they want to be. How can we intentionally create spaces for learners to share how they view the world through stories?

REVEAL:

WHO YOU ARE: Tell YOUR story and share the reason your journey led you to where you are in right now! We all come from various experiences that shape who we are. By sharing those experiences, you are showing learners that they have the power to write their own narratives and change their course as they evolve as human beings!

YOUR WHY/PURPOSE: There is nothing more powerful than telling your learners why you were placed in a position to teach them how to maximize their social, emotional and academic potential. Simon Sinek says, “People don’t buy what you do, they buy why you do it…there are leaders and those that lead. We follow those who lead, not for them, but for ourselves. Those who start with their ‘Why’ have the ability to inspire those around them.” What we value and how we share “why” we value those things, changes the culture of the classroom/building. 

PERSONAL AND STUDENT STORIES THAT CONNECT LEARNING: In Richard Gerver’s book Change, he notes that people can, “Use stories as tools to build momentum in others.” Sharing educator and student stories will inspire the learning community to have empathy and understanding for one another. Stories are real world examples that can breath meaning and life into learning. That authentic connection can give the content more meaning and motivate learners to see it’s value and build deeper understanding of the classroom community and curriculum.

BUILD BRIDGES

According to the Miriam Webster Dictionary, one of the definitions of a bridge is, “a time, place, or means of connection or transition.” One of our critical roles as educators is to help learners build bridges that connect the heart to the mind. Throughout this journey, we are learning and thinking partners who provide the right scaffolds that help learners walk across the bridge with intention and purpose and grasp the new learning that exists on the other side. However, it’s the actual process of walking on the bridge, the productive struggle; those moments where as educators, we get to say, “I’m here for you, I care about you, and let’s have fun while doing it!” that will nurture the heart and make it easier for learners to open their minds.

BEGIN WITH:

ASKING QUESTIONS: When beginning a class in virtual and/or physical spaces, I have found that asking questions to launch a lesson and/or embedding them over the course of the day will set a positive tone for learning. I have asked questions as simple as “If you can eat one food for the rest of your life, what would it be and why? Who is someone that has been an inspiration to you and why? What are the 3 most important things in your life, why?” I also love “Would You Rather” questions such as “Would you rather be invisible or fly, why? Would you rather be Batman or Spider-Man, why? Would you rather fly around the world for free for the rest of your life or eat at any restaurant you want for free?” Learners can respond orally, in the live chat, or in a digital tool such as Google Jamboard or Mentimeter. These questions are fun way to connect and the classroom community gets to learn more about one another.

SHARING FEELINGS: A critcal part of being an educator is checking in on your learners emotional state. It is an opportunity to “read the room” and see where learners hearts and minds are during their time with you. In Unlocking Unlimited Potential, Dr. Beck states, “,,,it should be the unspoken truth in all schools that understanding your students’ emotions first and foremost is at the forefront of everything you do” (p. 49). He goes on to say, “Students are not robots programmed with all of the same software, they have many different dimensions and unique identities. Not providing SEL opportunities consistently is equivalent to trying to fly a plane without an engine. You aren’t going anywhere fast” (p. 51). It is a good idea to provide learners with emotional language to support them in expressing their feelings.

MUSIC/DANCING: One of the best parts of the day is when I incorporate music and dancing into learning. Sometimes it is music that I choose and other times I let my learners be the DJ. Moving and listening to music creates a fun, light-hearted space. This opens learners up to tackling the skills and strategies that will be taught that day. In a CNN article by Kelly Wallace, titled Move over, ‘sit still’! Why kids need to move in school, Dr. John Ratey, an associate clinical professor of psychiatry at Harvard Medical School, says “When you move, you stimulate all the nerve cells that we use to think with, and when you stimulate those nerve cells, it gets them ready to do stuff.” 

CULTIVATE CONNECTIONS: 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 providing equitable access to the curriculum for ALL learners are cornerstones to any worthwhile educational journey. In a recent Equity in Education Panel at #NCTIES2021, Sean Gaillard shared his working definition of equity, “Limitless opportunities for all-ALL the time…it’s relentless, it’s sustainable.” Without truly caring about the social-emotional well-being of every student, 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 and give them what they need to thrive. 

CHECK-IN

LEARNING SURVEYS: 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 have used 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. My learners complete this survey 3x a year so that I can see how their thinking has evolved.

CLICK HERE for Family Learning Survey

CLICK HERE for Student Learning Survey

5-MINUTE MEETINGS: I schedule 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. 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. There are three simple questions to ask: How are you today? What is your greatest celebration? What challenges have you had recently? 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. The responses were collected in Google Forms. This qualitative data is used to drive planning and instruction.

1:1 CONFERENCES: 1:1 conferencing is a key ingredient to having learners practice, improve, and elevate learning. 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. 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. 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.

Mentorship Matters: 8 Pieces of Advice For New Teachers-Series 3

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. Refer to my previous blogs in this series titled Mentorship Matters: 8 Tips for Developing a Strong Mentor Program-Series 1 and Mentorship Matters: The 6 Cs to Successful Mentor/Mentee Relationships-Series 2 for insight into how to develop a strong Mentor Program and develop Mentor/Mentee relationships.

The Invisible Roadmap

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.

8 Pieces of Advice for New Teachers

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!

Mentorship Matters: 8 Tips for Developing a Strong Mentor Program-Series 1

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.

8 Tips for Developing a Strong Mentor Program

8 Tips for Developing a Strong Mentor Program

  1. 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. 
  1. 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.
  1. 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.
  1. 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.
  1. 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!
  1. 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.
  1. 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!
  1. 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! 
Chapter 1 Book Quote– Personal and Authentic by Thomas C. Murray

Diving into the Deep End

#OneWord2020

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. 

Treading Water

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:

#OneWord2021

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!

Reimagining the Magic of the Workshop Model Series 1: Inviting Change

A Special Note: Many months ago, I was encouraged by George Couros to create a digital portfolio in order to highlight and archive my learning. These conversations started before the COVID-19 global pandemic emerged as one of the most challenging and life-changing events in history. During the quarantine, I connected with Kristen Nan and Jacie Maslyk, co-authors of All In: Taking a Gamble on Education in a book study Voxer group. This is when Kristen invited me to co-blog on her website. This was a great opportunity to test drive blogging. The experience was incredible and gave me the confidence to take George’s advice and create my own platform. One of the first blogs I wrote during this time was Reimagining the Magic of the Workshop Model. The purpose of this blog was to keep the workshop model alive during emergency remote learning. I wanted to share my experiences with other educators and show them that what may seem impossible is in fact, possible.

With that being said, as I learn more about implementing the workshop model in physical and virtual learning spaces simultaneously, I want to share my process with other educators. So, I welcome you to the beginning of a series of blogs titled: Reimagining the Magic of the Workshop Model. I will break up my learning process and the workshop model framework into various components so that they are easier to digest. Please understand that my learning is constantly evolving and all of these ideas may be revised over the course of time!

This blog series is dedicated to George Couros, Jacie Maslyk, Thomas C. MurrayKristen Nan, my PLN: #Read2Lead, #EdCampLI, #LBLeads, and my Long Beach colleagues who have inspired, motivated, supported, and encouraged me to write and share my learning and voice with the rest of the world. I am forever grateful.

What Happened to the Magic?

There is a certain kind of magic that lives within an educational universe. If you orbit around an organization and open the doors, you will find sparks of light. These sparks of light shine brightly because they are ignited by communities of educators who pour their souls into maximizing and elevating learning experiences for kids. It’s that spark that ignites into flames when curiosity and wonder spread like wildfire. It’s that spark that rallies a community of learners together to support one another through the learning process. It’s that spark that embraces the idea of agency, voice, choice, and productive struggle. It’s that spark that empowers and guides learners towards independence. And just as the flames happily dance and spread around our magical learning hubs, the intensity of the flames can just as easily be disrupted, startled, dimmed, faded. What happened to the magic? I’ll tell you in one word: CHANGE. When change invites itself through our doors, it can be paralyzing. It can be suffocating. It can be stressful. It can be shocking. It can also be eye-opening.

Change is the Epicenter of the Journey

I have been in education for 15 years and I can assure you that change has been the epicenter of my journey. Most of the time, change has been a gradual occurrence that happens over a steady course of time. It’s so slow, that at times, it cannot be recognized until it’s looking you straight in the eyes. However, recently change has looked quite different in the world of education. Across the globe, educators have been pushed to rethink education. Educators have been challenged to question their core values. Educators have been pushed to revisit their philosophical beliefs. Educators have been remixing existing teaching and learning practices that have lived in the nucleus of their daily lives and in the book Innovate Inside the Box, George Couros brilliantly states, “I’ve long believed that change isn’t to be feared; it is an opportunity to do something amazing…Change will come our way. We can “go” through it or “grow” through it. We grow when we seek out solutions rather than letting those obstacles hinder us.” This quote resonates even more deeply since the Covid-19 global pandemic has jolted the more traditional educational landscape we have always lived and known. I’ll admit when shifting to emergency remote learning and now teaching in physical and virtual spaces simultaneously, I have paused multiple times and questioned the what and the how. I have questioned whether or not the philosophy of the workshop model can live on in virtual environments. I have questioned if I can make the workshop model come alive for learners the same way I did in physical learning environments. Katie Martin, author of Learner-Centered Innovation confirms how vital developing solutions are to the barriers of change with this astute notion, “If the world is changing, the evidence and research become irrelevant if you don’t consider a new context.” And if we want to reach learners effectively, we MUST consider the new educational contexts that have been thrust upon us. We cannot look back, we must keep moving forward! And then, I came across a tweet from Thomas C. Murray, author of Personal & Authentic that spoke to my core, solidified these ideas, and reminded me of my why. And when I revisited my WHY, I knew it is to continuously cultivate lifelong learners who feel empowered to reach their social, emotional, and academic potential. And then, I realized that through the workshop model, I can continue to rally together a community of learners and build community by prioritizing the social-emotional needs of students and keeping “who” we teach at the heart of the learning journey.

Choosing What is Right

I have encountered many people who have embraced different educational philosophies. I have listened to theories and have read multiple books and articles by countless leaders and experts in the field of education. I have indulged in and have digested several perspectives about various topics with the intention of catapulting learners to academic success through multiple kinds of curricula and teaching and learning practices. And every time I have read an article, a book, or listened to a podcast, I used to think, wow, this must be the magic prescription for success. In my earlier years of teaching, when I was handed a curriculum, I followed it to a T. I thought that the curriculum itself was the key driver of developing a learner’s social, emotional, and academic potential. I thought that the people who were responsible for making decisions about the curriculum knew best and I looked to them as the experts. Now I know better. Now I know that the learners are the curriculum. They tell you what they need. I learned that there is not one single curriculum that works best for all learners. I know that every curriculum must be viewed as flexible and should be modified to meet learners’ needs. Knowing this made me realize that I can adapt the Workshop Model in both physical and virtual spaces. Knowing this helped me understand that I can revise the implementation and the process at any time. Knowing this made me feel more comfortable with taking risks, sometimes meet those risks with failure, share and reflect on those experiences with colleagues, and recognize that it’s an opportunity for growth.

Thomas C. Murray invites Kristen Nan to share how important it is to take risks and step out of your comfort zone in this #LeadershipMinute!

The Workshop Model Will Live On

Suddenly, a spark was ignited within me…I knew that by inviting this change, I was still going to continue to honor my belief system and keep the magic of the workshop model alive. I felt committed to implementing what I have known to be best practices in the new context we are living in. It is because I believe that this is the framework that empowers learners to become confident readers and writers. This is the framework that guides them towards independence. On October 17, 2020, the Teachers College Reading and Writing Project held their first virtual Saturday Reunion. When I logged in to watch and listen from the comfort of my own home, Lucy Calkins was delivering her opening remarks. She said “We need to be as connected as we can be…Teaching is about holding onto the faith that the work we do matters. This is hard to hold onto right now. Even if it feels that nothing is going well, we need to show up.” These are powerful words that made me ask myself again…How can I rally learners together and build community when we are teaching in both physical and virtual learning spaces simultaneously? What can I do to cultivate meaningful connections and develop relationships with face-to-face and virtual learners? What new and existing tools can I utilize to support the execution of the gradual release of responsibility? I know that while navigating this learning journey, I must continue to be patient, I must continue to give myself grace, I must continue to be open to feedback from my colleagues, my PLN, and my students who are living this with me, and I must show up. And as Calkins suggests, I will show up for my students, their families, my community, and my country. EVERY. SINGLE. DAY. The fact of the matter is that change has already invited itself through our doors. As George Couros says, “You can fight change, adapt to change, embrace change, create change, or lead change. No matter your choice, change is not going away.” And do you know what else I will not let go away? The Magic of the Workshop Model.

Lucy Calkins passionately delivered her introduction at the October 17, 2020 TCRWP
Saturday Virtual Reunion.

Stay tuned for the next blog in this series: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community