I’ve been told that I’m fickle. And not by strangers,  but by people who really know me and swear to me that they care for me. So, I suppose I need to think about this a bit, painful as it will be. Let’s start with a definition.

Fickle – adj. Characterized by erratic changeableness or instability, especially with regard to affections or attachments; capricious (capriciousness is characterized by or subject to whim; impulsive and unpredictable).

Changeableness or instability? Ew. That stings. Who aspires to this? If I’m totally honest with myself, I must admit that a lot of this really is true.  As I review my life, I do see lots of examples of erratic changes and impulsive attachments.  It is true that I’ve always had an incredibly difficult time making decisions. I double majored in Political Science and Communication as an undergrad in college at Auburn and became dual certified in Language Arts and Social Science in graduate school when I decided to teach. I’ve never enjoyed teaching the same thing all day long, so I’ve always asked to teach multiple subjects. I have focused on mastering teaching different courses throughout my career, then I move on. Early on it was Drama, Speech, and Media Production, then came Advanced Placement U.S. History, later it was cross-curricular English and history, then integrating technology in ALL subjects and PBL. Scattered in there I had a  need to go beyond the classroom with things like school-wide events like History Fairs and World Showcases and later co-authoring a book for national publication and implementing professional development programs for teacher training in technology. I’ve spent so much time focusing on technology that I can’t remember when it wasn’t on my mind. Most recently, I am obsessed with leadership.  I did spend 13 years in one school, but after that I’ve had a tough time staying put more than five years. From the inside, I’ve never really thought about how this might look, but yes, change is the constant in my life. If one knows my history, I can imagine that I must always look like a flight risk.

What about affections or attachments?  This one is tough to swallow. I have not maintained the same passions over my entire career. While that isn’t necessarily bad, I’d rather not be known as the kangaroo with slightly sticky feet. I love the tortoise. I understand the hare. I’d much rather be one of them. Not the animal that hops around as soon as the sticky goo wears off her feet. I can take great comfort in the fact that I am NOT fickle in my personal life. I am blessed with a truly beautiful twenty-year marriage to an amazing man. I don’t think my children experience sporadic affections with me. While I can be whimsical and impulsive at home, my husband and kids do not see that in me often. I don’t care for surprises and they know exactly what I will be doing if I have a free afternoon. (Reading or searching for what I will be reading next. Or working.)

OK. So, I’m partially fickle. Now to decide what I think about this. Is it a bad thing that I’m in constant need for change?  Why do I need a new challenge and constant motivation?  I suppose I get bored easily. In the midst of a new challenge or project, I can’t help but look ahead for what might be next. To be completely honest, I think about writing all the time. I’ve even written 25,000 words of a novel. If only I could find the time, I would love to find out if I could write something someone would care to read. I know myself well enough to know that someday I will find out the answer to that question. I suppose I’m cool with being a bit erratic and unstable. Professionally, I am impulsive, prone to hop off into unchartered territory at any time. But, I am not erratic with respect to relationships, devotions, and the deepest concerns of my heart and soul.

Thus, I am a sticky-footed kangaroo. But, have come to the conclusion that I am not fickle. Unless I change my mind about that tomorrow.

I am curious about something. 

Recently I took the Strengths Finder assessment. Wow. Powerful experience. Of course, validation of who I am is cool. For some reason, it made me feel good that a computer test could tell me what I really already knew about myself. But, it has done something else. I’ve really started focusing so much more on doing what I already do. Now, I seem to be doing it more. Over the last couple of weeks, I’ve actually smiled to myself when I do something that is in line with one of my strengths. It’s like I’m taking a little daily dose of me and the side effects are pretty cool.

This sounds exactly like something teenagers should do. Imagine a world where teenagers see what’s great about themselves and constantly searching for things to do that they are good at doing that made them smile every day. Little too hard to imagine? Probably. Such a shift could push our world off is axis.  Let’s think smaller.

I’m imagining a school where that happens. What if every student in an entire school took the Strengths Finder assessment, learned more about themselves AND all of their classmates, and were provided opportunities to practice using their strengths in their school and community. What if students discussed contributions in their project based learning groups based on what they know of their own strengths? What if the basketball team, Key Club officers, band members, and the soccer team knew one another’s skills and abilities but also knew one another’s personal strengths? What could be accomplished then? Now, that’s not too big to imagine, is it?

Must figure out how to make this happen.  We only need about $6,000. Ideas?

I am quite excited about my involvement in Project 24. Project 24 is an urgent call to action on the need for systemic planning around the effective use of technology and digital learning to achieve the goal of “career and college readiness” for all students.

Each of the members of the Project 24 team share experiences in the visioning, planning, implementation, and assessment phases of digital transformation. My piece focuses on the planning phase. Enjoy my article, Five Steps For Creating The Digital Learning Plan You Need.

This outstanding project is sponsored by the Alliance for Excellent Education in conjunction with other notable efforts, such as Digital Learning Day.

How often do you rest? I mean, really relax. I haven’t studied the R & R concept much but I am curious about its correlation to other things in life. Logically, a rested and relaxed person is more productive. I’m going to assume that is correct. So, a reason to more thoroughly explore R & R is for the culturally acceptable idea that it will make one more productive. I do care about my work and I do want to be more productive. But that is not why I am thinking about rest and relaxation.

I have a better reason. I want more effective R & R because I want to enjoy life more. If that makes me a hippie, then so be it. I am going to brainstorm ten ways I can find the kind of rest and relaxation that will refresh my mind, body, and soul.

1. Read more books that make me laugh.
   I need to break out of my genre rut. I need some crazy stuff on my Goodreads bookshelf.
2. Exercise. At least a little bit.
   Let’s be honest — this one is a bit of a dream, but it could happen. I know I have felt so much better the two times I exercised. Must try really hard to do that again.
3. Keep my bedroom clutter-free, my sheets freshly laundered, and the air scented.
   I did a bit of maintenance on my bedroom recently and find that I really love being in their now. Must take this to the next level. Sleep is not just sleep – it must be great sleep to be really restful.
4. Get out of town.
   My husband and I love to hide out in the mountains for a few days after the end of his basketball season. It has finally ended, so I am pumped about this trip coming up next week! But, we need to do more short “day trips” more often during the year. The anticipation makes for a great mental escape!
5. Play more.
   In the same vein as the books, I need to laugh more. I’m not sure what sort of play activity will make me laugh, but I need to do a very strategic search.
6. Cook more.
   I am not much of a cook. But my family (two sons, husband) love to eat. In fact, they will do most anything for a great meal. My husband is well aware that he married someone a bit kitchen-challenged. But, I want my sons to have a few memories of their mom doing something special in the kitchen. Why would that be relaxing? Because I’d enjoy making them happy. And let’s be honest. Good food makes boys happy.
7. Work less.
   I work all the time. I never say no. Well, I rarely say no. I need to pay much more attention to the clock. It tells me everything I need to know about work but I just ignore it. Crazy. I look at a clock at least 20 times a day. You’d think that would be enough reminders to do what I really need to do not what I feel obligated to do. (I should move this to #1 on the list.)
8. Write more.
   Sometimes I have so many things bubbling around in my head that I can’t relax. I’ve started a novel and written ideas for other novels and short stories. I’m not sure if it would do me good to finish something or cause me to want to write more. But I do like how I feel after I’ve finished writing what was in my head. More of that would be cool.
9. Limit stuff.
   Social media messes with your life. Even in moderation, I learn so much on Twitter that I have to start using what all I learn. While that is a good thing, I don’t have to learn quite so much quite so fast.  And other stuff needs to be limited, too. I need to limit how much sweet tea I drink. It’s decaffeinated, but it’s sweet. That’s not a good thing. An unsweetened tea is just wrong. I need to limit how much we eat out (another reason I need to cook). We all wish for more time, but we already have it. We just spend it on the wrong things.
10. When summer arrives, I should swim.
    OK – right now our pool is green. Or it may be black. I try not to look. Either way, it will require extrication of massive amounts of leaves and other foreign bodies. My husband usually handles that. I must remind him to start now. But when summer arrives, I need to get in the pool. I don’t know what it is about the sun (Vitamin D, I guess) but it makes everything better. I must get in the water and soak up all the sun my mind, body, and soul needs. I can’t wait.

Take a moment to read about the transformation at Childersburg High School on Education Week Teacher.  This article tells part of the story of how we’ve worked to increase student ownership.

We have placed a strong emphasis on creating a college and career ready school.  While we have much to do, we are making tremendous strides.  Check out some of other things we are doing at CHS posted here.

I look forward to sharing more very soon.  For now, enjoy!

I have the classic case of blogging ADD. I think about writing.  I record loads of voice memos about what I need to write about. I even map it out in my head. But then, I get distracted. I must find a way to push through because I have a story to share and I need to be the one to share it.

So here goes.

Five years ago I developed, launched, and began leading a teacher-led  technology initiative in my school district in Talladega County, Alabama.  I was certain this would work for a number of reasons.  A culture for collaboration  existed among teachers. (Not actual collaboration , but an eagerness to learn together)  The district administration trusted teacher leaders with the future of our schools.  (And began to trust us even more as time passed) We knew what we were talking about.  (I’m always amazed how easy it is to do something when you REALLY know what you are doing)

Today, I am astounding with our results.  We’ve changed the way teachers teach in Talladega County.  We have personally trained and mentored  over 65% of the teachers in our district. Those teachers have reached 100% of our teachers each year.  When you come to our district to teach, it is not only the expectation at you will integrate technology into your instruction, but that you will be provided (soon, if not immediately) with what you need to do it.  Teacher-led training and mentoring, equipment, support and vision is part of the package.  We have 553 certified staff and 7650 students, an average sized district in Alabama. We have 17 schools and serve seven distinct communities, each unique in needs, resources, and challenges. Yet, our result amaze me thus far.  Over the last five years our district math proficiency scores  have increased 20.75% and science proficiency scores have increased 27.5%. Last year’s graduation cohort increased 23% over the previous year’s cohort.  We have transformed two high schools into a 1:1, another slated to transition in January and fourth school in the fall.  We have many pockets of 1:1 by grade levels in other schools. Visit any Talladega County School and you’ll see equipment.  But that’s not what astounds me. As flashy and cool as it is, the technology is NOT center stage.  Learning is.  (Can’t wait to tell that story!  You’ll love it!)

Now understand, we are NOT a wealthy district.  In fact, we’d be pushing it to claim to be a “middle class” district. But the commitment is there. I plan to write more about our efforts in hopes that these reflections will help others while providing clarity as we grow.  I’d love to know your thoughts, as well.

There are many lessons in this story.  Something to chew on for now…. Teacher leaders CAN transform schools.  I look forward to sharing more about how this has happened in my world!

At some time or other, everyone gets ants in their pants. We start looking around at other options. This can be great.  It can also be very dangerous. I looked around a bit not long ago and I’m so glad my circumstances were such that I didn’t jump. But, I learned a great deal in the process. I like my life as it is. And that’s a big thing to be able to say. I don’t want a different job, different title, different schedule, or a different set of challenges to work on. I’m happy with the road I’ve taken.

I don’t need a new path to make a big difference.  Over the course of the couple of years, I’ve found great inspiration in the fact that I am comfortable in my skin. I have no need to live my life in overdrive to impress anyone so I can passionately tackle the challenges that mean something to me. It’s not about me. It’s about empowering others.

I’m glad opportunities, options, and other paths are available. I feel the same way about shoes. When I find the perfect pair I don’t stop looking at other shoes. I enjoy looking around because it reminds me how great my decision was. After all, the perfect pair is about much more than the look. They must fit. They must make you feel something no other pair could make you feel. What I do fits me. I am a teacher. I don’t want to be anything but that. Even though I’m moving back into a position as a technology integration specialist this year, I am still a teacher. I know that no other role can replace how I feel about being a teacher. I truly value the work of school and district administrators as well as other valuable education professionals. I believe it is very important for me to remain in constant partnership with every stakeholder in education. As a teacher leader building bridges of communication with these partners can make a tremendous difference. I can speak up on behalf of teachers. But for me to do this, I must remain a teacher. I am truly happy with where I am.

Besides, It is summer and I’m about to go get in the pool and read a book.

I love Switchfoot’s “This is Your Life.”  Here’s the chorus, which is basically the entire song.

This is your life, are you who you want to be
This is your life, are you who you want to be
This is your life, is it everything you dreamed that it would be
When the world was younger and you had everything to lose

I don’t want to ask these questions in my golden years.  What if I don’t like the answers?  I’d have little time, energy, or opportunity to make things right for myself.  I’m 45 years old and I think now is the perfect time to ask myself if my life “is everything I dreamed that it would be.”  So, I begin.

Why Digital Portfolios Have Become My Passion

I’ve done some digging and found a few things I wrote about goals and dreams when I was younger.  I will share those things in my next post.  For now, I’ve been thinking about a related topic.  I am quite jealous of all these youngsters growing up with a digital archive of their life.  What I’d give to have a accurate portfolio depicting my growth, perspective, hopes and dreams.  It’s really hard to conduct a mid-life dream check without accurate information from my formative years.

I’d love to refer to a Facebook timeline, a school blog where I had explained exactly why I hated Biology so much, or a Google Drive filled with all my high school and college resumes, papers, essays, letters, poems, and projects.  After all, we must admit that we remember things quite differently than the way they actually happened.  It would be so easy to make up what you wanted to accomplish or what you were good at doing.  I could just name the things I’ve actually accomplished and could try to fool myself that I’ve been successful.  Easy peesy!  But deep in my core, that won’t work for me.  I need to know what I dreamed.  If the purpose of this exercise is truly to conduct a mid-life dream check in order to redirect future actions, I have to begin with where I hoped I’d be.  I have only a school-girl diary, a tiny journal, and my memory for reference.  Not ideal.

Using Your Portfolio for Reflection and Redirection

I believe the process of self-actualization (becoming what you are capable of becoming) is deeply rooted in my youthful goals, dreams, and ambitions.  Though I didn’t know what I was capable of as a teenager, I dreamed big dreams.  Satisfaction with life begins with coming to terms with who I wanted to be.  I’m so jealous that I have very little evidence of who that was for me.

Imagine a world were EVERYONE has this sort of information as they mature. Imagine if it were protocol in every field for professionals to reflect on their life’s goals and dreams.  What if (within the context of their vocation/profession) these reflections were made in order to create plans to use their lives to achieve their youthful ambitions?  Am I crazy for thinking we should have that?  I can’t help but wonder what sort of innovation might be spurred, what problems might be solved, and what valuable perspectives might be gained.

A digital portfolio can make those reflections honest, thorough, and powerful.

Understanding Personal Needs

In some way or another, I have always found myself trying to understand people (and myself) along with my students in my English or history classes.  One way I help students understand human needs is to explain  Maslow’s Hierarchy of Needs.  I’m not expert in psychology or Maslow’s hierarchy, but this hierarchy has always made great deal of sense to me.

I find it useful on this quest to answer Switchfoot’s question.  Maslow analyzed characteristics of many who had reached self-actualization.  I’m not sure if these characteristics should be considered goals, benchmark measures, or what.  I simply find them fascinating.  If I’m going to seriously consider the answer to Switchfoot’s “Are you who you want to be” question, I must have something for contemplation.

Maslow found that they were:

Reality-centered: Differentiating between fake and real, dishonesty and truth.
Means focused: Not seeking just the end but enjoying the journey.
Problem-centered: Focusing on solving problems not bemoaning one’s troubles.
Self-sufficient: Not needing the company of others.
Deep relationships: What connections they had with others was deep and meaningful.
Autonomy: Not being driven by the deeper needs.
Socially aloof: Not being driven by social pressures.
Open humor: Able to laugh at themselves and life in general.
Acceptance: Accepting self and others without judgment.
Simplicity: Being themselves, without pretence.
Spontaneity: Reacting as themselves without pause to worry.
Respect: Accepting others as they are.
Humility: Not trying to be superior to others.
Ethical: A personal sense of right and wrong.
Openness: Being able to see things in new ways.
Creative: Easy identification of new ideas.
Peak experience: Achieving that state of nirvana.
(Maslow self-actualization source)

Teaching: Another word for Transcendence

I like that Maslow amended his original hierarchy with an interesting addition above self-actualization: Transcendence, which is helping others to achieve their potential. Now as a teacher and a teacher-leader, this really speaks to me.  It really isn’t going to be enough to know I did what I hoped to do as long as I live in a world where I care about the people around me.  It becomes about them, too. What will their answer to the song be?  If I can help them along their path, shouldn’t I?  Where do my needs end and serving the needs of others begin?  Teachers know.  It’s a beautifully complicated combination of the two.  We get it.  In fact, I think we got it long before Maslow thought of it.  And at its core, it’s the hardest part of teaching.  Not everyone wants to work to reach their potential.  But for us to reach the apex of our own hierarchy, we must motivate them to find a way.

Thoughts on Preparing My Answer

To become what we are capable of becoming is a personal quest for us all.  One doesn’t need to be aware that Abraham Maslow wrote a paper over 50 years ago on human needs to know that the needs are there.  Turns out that the lyrics to Switchfoot’s song resonate with most of us.  So, this is your life.  Are you who you want to be?  Is it everything you dreamed it would be?  Answering that question is something everyone will do, whether consciously or not.  Everyone will use some sort of standard and measure for reaching his or her answer.  I will use what I have – a diary, a journal, and my memory.  I will look at Maslow’s revised hierarchy and the characteristics of those who have reached self-actualization.  In the end, I hope to allow my heart to lead my head.

Then, I’ll work hard to build a digital evidence box for my End-of-Life Dream Check.  I expect I’ll be much less patient in my golden years and in need of a quick way to reference my life’s dreams.  Better a digital portfolio for half my life than for none of it at all.

Ten Things That Have Happened Since My Last Post

1. I spent a year in a 1:1 classroom teaching World History (9th grade), 9th grade English, and 11th grade English.
2. I practiced many of the things I preach.
3. I failed to practice many more of the things I preach.
4. I’ve co-moderated monthly Twitter chats on the #teaching2030 hashtag.  It has quickly grown quite popular! (#8 on Edudemic’s 20 Twitter Hashtags Every Teacher Should Know)
5. My husband spent this entire school year sick.  Who knew that mono was so rough on us older folks?  Thankfully, he is much better now.  Although weak and tired, my precious husband surprised me with a post-Christmas trip to San Antonio.  Awesome.
6. I wrote a little bit this year.  SEEN magazine, Future of Teaching blog, EdWeek Teacher, Ed Week Teacher Follow-up
7. My oldest son got his driver’s license.  I don’t suppose I’ll ever truly rest again.
8. I was hired as the Technology Integration Specialist at Childersburg High School for next school year.  I will help lead the transition at this school to a 1:1, college and career ready/PBL curriculum, which I have been doing since March.
9. I’ve travelled to Arizona, Denver, and North Carolina to speak to groups of educators and work with other teacher leaders through my work with the Center for Teaching Quality.
10. I hosted the best post-graduation party for my nephew, Jacob.  It wasn’t the best because the food, decorations, attendance, and details were perfect.  It was the best because of how it made me feel to do it.  It’s up there on my list of “Things I’ll Never Regret Doing.”  (a list I really must write someday)

Batteries.  A lightbulb.  A black tablecloth.  Some ink pens.  And a small trashcan.

That’s my first list of this school year.  Those are the supplies I need to get things off to the start I want.  I’m impressed that the list is so short.  I’m also impressed that I’ve managed to work in my classroom several days before I made the list.  That means I remembered to bring most of the stuff I needed to my classroom before making the list.   There’s a science to getting a classroom ready to open school.  And lists are definitely a part of it.  So, having such a short one has to mean something.  I just wonder what that is.  Let me give it a guess, in list form, of course!

1. I’ve improved my memory.  I no longer need lists because I remember most of what I need to know.
2. I’m so rested and relaxed from my summer break that I can accomplish 10 times as much in a day as I could back in May.
3. I’ve prepared a classroom for the start of school 21 times.  That special brand of experience finally pays off.
4. I’ve collected so much junk over the years that I couldn’t possibly need anything else.
5. It’s a sign.  This year will be the very best school year of my career.

Well, the end is near.

OK – so not a real end, but one that has wizards and muggles drowning their sorrows in their butterbeer.  Harry Potter fans have looked forward to this week as much as they’ve dreaded it. All of us mark the bittersweetness of the end of the Potter films in different ways.  I wanted to throw a big Harry Potter party but never seemed to pull it together.  Thus, I will have to settle on celebrating the Deathly Hallows.

The story of the Deathly Hallows was truly brilliant. Each time I reread the books I appreciate the many layers to this fantastic story. Everyone would agree that the Harry vs. Voldemort story is epic. But I believe there is a timeless appeal of the deathly hallows storyline.  Thus, I’d like to mark the end of the films by considering how I might use each of the hallows, both for personal gain and for the good of others.  (I know, I know.  Someone worthy of the hallows wouldn’t use them for personal gain.  But this is my blog post and I am giving myself permission to be greedy.)

The Wand of Destiny

Personal – If the “Death Stick” was in my possession, I’d use it to cook and clean.  I know the wand is intended to be so powerful that it could defeat any enemy.  Well, that’s my enemy.  I don’t think my family would argue with this one at all!

Good of Others - I’d wave it around the world Teddy Roosevelt style.  I really think the dark world needs a big bad dog to scare them into acting less like bulldogs and more like poodles.

The Resurrection Stone

Personal – This is easy.  I’d bring my mom back long enough for a good chat.  She died last July 23rd and there’s so much I should have said.  While she knows everything I’d say, it would be so great if I could just see her face when I say it.

Good of Others - I could bring back Teddy Roosevelt to wave the big stick around.  But I think I’d rather bring back Thomas Jefferson.  I think he’d have a lot to say about today’s state of affairs and might offer just the suggestions we need to get ourselves heading toward the best possible future – both as individuals and a nation.  Plus, it would be a hoot to see him play with an iPhone.

The Cloak of Invisibility

Personal - I’d use it to scare folks who like to scare kids on Halloween.  That would be funny.

Good of Others – Talk about the best use ever.  I’d go to Washington and do my rounds.  I’d start with Congress and make my way all around town.  My mission would be to inform the public what is really going on behind closed doors.  I’d be the most mysterious whistleblower ever.  I’d be like Spiderman and Superman – always there BUT no one would ever see me.  They’d count on me to keep the suits in line.  And somehow I wouldn’t allow myself to get drunk with the power.  Wow…. No wonder Harry kept the cloak.

So what might you do with the Deathly Hallows?  Would love to hear from my fellow Potter fans also celebrating the end.

Yesterday I finally got in the pool. I was determined to relax and enjoy myself.  Who knows…  A state of nirvana might bring me ideas and inspiration for writing, teaching, leading or something.  Even better, I could work on my tan, something the modern southern belle values even more than sweet tea.  But as I floated around I kept staring at this vine that was climbing up some lattice that I intended to be free of this traveling foliage and knew I couldn’t relax until I got out of the pool and dismantled the little jungle.  I climbed on a low brick wall, leaned over, and went to work.  Most of the vines came down easily, which was great.  I’d be back in the pool quickly.  Not so fast.

A giant blood-sucking, demon-looking, flying creature attacked me! Initially, I thought I’d been hit by a poisonous dart.  I yelped.  And in no time at all that creature’s evil twin sucked every bit of goodness out of my right wrist.  Yeah- I got back in the pool.  Silly, I actually thought that it might help.  At least it didn’t make it worse.  We had company coming for lunch.   My husband is pretty good at throwing a fish fry.  I put on a good face and said, “Aw, no big deal.  I’m fine!”  Yeah right.  My entire arm was red and swollen and my back was numb.  The allergy and pain medicine helped me get what was just a terrible night’s sleep and complaining about the pain to my family has made them quite sick of hearing about it.  (Which helps – families should be sick together)  But after a day, I’m trying to find something positive about the experience.  I started thinking about how many “blood-sucking, demon-looking, creatures” impede my progress every day.  Most days I find it’s my attitude that causes me to stumble.  Other days it’s any number of things.  Teachers find a variety of poisonous creatures stinging them every day:  mandated and foolhardy policies, belligerent co-workers, unsupportive administrators, low expectations, unmet needs, and disengaged students and parents.  

I really hate to say it, but the demon creatures are out there.  It will do us positive folks good to take note – walking into the jungle unprepared is foolish. So, what can we do to avoid being stung.  How do you avoid the killer bees?  Here are a couple of things I’ve learned.

1. Don’t go where you don’t belong.  And if you HAVE to go there, go with protection.
   Application - If the lunch table or faculty workroom stings you, try to avoid it.  If you can’t avoid it, try to sit near the most positive person you can find or avoid the workroom during peak hours.  Don’t be afraid to make a change, if you need it.  Remember – look out for and protect your positive outlook.  When it goes, it takes much of your potential with it.
2. Have the medicine you need on hand.
   Application – If you get stung (and you will), use you own personal medicine for relief.   Develop strong relationships with other positive, supportive teachers.  Go to your mentor, friend, or advocate.  Go to your personal learning network on Twitter, Ning, Tumblr, or other networking sites.  If you wait until you need this medicine to create it, it won’t help.  You must develop it today so that it will be there for you when you need it.
3. Move on.
   Application – Go back into the jungle.  It’s so easy to become discouraged when difficult circumstances arise.  Defer to your stubborn streak that your spouse claims you have.  Focus on what you are trying to accomplish not on the creatures blocking your progress.  Don’t allow the killer bees to win!

I bought some paint today to make a few improvements around the house.  The first place to tackle is the bee-infested lattice area (a.k.a. former vine jungle).  Protecting myself with a nice, thick pair of gloves, I will use my new can of hornet/wasp spray for protection.  I’m hoping I can do enough work around the house so that when I relax in the pool again, I can resist the temptation to step out of paradise and into a hive of angry bees.

Teachers have to be more prepared for today’s classroom than at any other time in history.  With so many obstacles and challenges to face, what do you do to prevent being stung?  Thanks for sharing!

Last summer my pool was somewhat useless.  We couldn’t get the chemicals to cooperate, forcing us to look at a really giant green lake.  Then there was the pool turtle.  This creature stayed so long we should have collected rent.  By the time we got the pool suitable for summer fun, it was time for school to start again.  (It’s totally insane that Alabama schools started back the first week of August.  At least kids have two more weeks this summer!)  One of the reasons this house appealed to me when we bought it was how wonderful it would be to take a little “vacation” to the backyard every day in the summer.

This summer the pool is totally ready for action.  The water is clear and has been since before school was out.  No creatures have invaded our crystal lake causing us to run and take cover.  The weather has been blistering hot and hardly any rain has threatened to spoil the vacation to the backyard.  I have new pool toys, a new swimsuit, and virtually no distractions to keep  me from jumping in.  And I haven’t step foot in the pool yet. What’s up with that?

Is this true?  The more we have, the less we appreciate and use what we have.  Is it human nature to take special things for granted?  All of us have something that we begged for, longed for, saved for, and promised ourselves we’d use everyday.  Those things end up collecting dust, pushed in the corner of the attic, or worse – sold at a yard sale.  (My list includes a treadmill, air hockey table, various kitchen electrics, and the fish aquarium.)  Each item experienced at least one day of exceptional value.  The desire to own and use it WAS great.  This frightens me.  And here’s why.

The coming school year I will have my dream classroom.  I will have a 1:1 classroom with desktops, a projection system with Smart® technologies (Board, Document Camera, and Slate), and a giant multimedia display.  New furniture – excellent computer tables and chairs, and round tables for group work – await me and my students.  I am in a “non-traffic” area of the building.  And I’m teaching 9th grade English and history and 11th English – which is really perfect for me.  I’ve spent twenty years longing for this and now I have it.  WOW!  So, how to I keep from letting a single day go to waste?  How do I maintain my enthusiasm and sheer joy for living what I swore was my dream?  How do I make sure that absolutely NONE of this equipment ends up dusty, unused, and ready for the next trash pick-up?  Here are a few commitments I will make to myself:

1. Prepare myself.  Plan, plan, and plan some more.  Stay out of the pool this summer and get prepared to have vacation all year around in my dream space.
2. Stay deeply involved with those who do not have what I have.  Constantly see what it is like to be without your dream in order to appreciate being with your dream.
3. Allow students to get from my class what I get from teaching it.  I want autonomy in planning and teaching.  I want challenging, exciting work.  I want a strong relationship between my efforts and my rewards.  Focus on making sure students have that as well.  If that happens, this 21st Century classroom will naturally become extraordinarily useful for them.

So, now I’m looking for your suggestions.  How do you avoid taking something for granted?  What have you done to make the most of having your ideal classroom?  Can’t wait to hear from you!

After serving two years as a school based Technology Integration Specialist, I have decided to return to the classroom full time.  This decision was difficult to make but I am certain that it is the best move for me at this time.

Several years ago I began to think that working with teachers in the area of technology integration  would be  ideal work for me.  I pursued and was granted a position as a Technology Integration Specialist and took the bull my the horns.  But the bull threw me in a million other directions.  As the school Title I coordinator as well, my days were filled with federal programs paperwork, documentation collection to satisfy school improvement requirements, and other such tasks.  I felt like I had to fight to do the work I longed to do.  I realized something very important.  It’s what I have to offer teachers and students that is important.  It’s not important WHERE I am when I offer it.  If I can be more effective someplace else doing the work I love, I should go there.  And so I did.

A few people have asked me about the position I left.  It’s similar to a classroom teacher’s role in that there are dozens of tasks that must be completed that you never dreamed had to be done or have any idea how to do.  But it’s not similar to a teacher in that you assume varying degrees of responsibility for other teachers growth and performance.  I actually liked all of that.  As Malcolm Gladwell says, satisfying work must be autonomous, complex, and involve a relationship between effort and reward for work well done.  Unfortunately, the great majority of my work was quite tedious, straightforward and simple, with virtually no feedback or reward at all.  In fact, most days I wondered why I was doing what I was doing other than being told that I “have to.”  I never felt that way in the classroom.

Teaching is autonomous, complex, and filled with the most amazing relationship between effort and reward of any work I know.  I am so grateful for a renewed energy and commitment to the work I love and can’t wait for the challenges it provides.  Teachers are the architects of tomorrow’s progress.  I’m so glad I am going back to the future to help build a better one!

My name is Jennifer Barnett and I am a teacherpreneur.

My teaching career began twenty years ago and almost immediately I began leading.   I suppose one might have called me a teacher leader.  Sheryl Nussbaum-Beach, the leader of Alabama Best Practices Center’s 21^st Century Learning initiative, explains her view of teacher leadership on her blog, 21^st Century Collaborative. “Teacher leadership is about reaching out past the four walls of your classroom and leading other teachers.” I totally agree with Sheryl.  In fact, I spent the first ten years of my career reaching out as much as I could.  Chairing departments and vertical teams, developing curriculum, leading professional development, teaching higher education courses, mentoring new teachers, and supervising the internships of teacher candidates were the types of outreach that characterized my early career.   Over the last ten years I’ve been working to extend my reach. Establishing new community traditions by connecting the school to its community, inspiring new teacher leaders in my district through our teacher-led technology training initiative and working to foster change in system thinking have characterized the last ten years.   These actions differ from my earlier ones.  To fully understand today’s teacher leader, we need a new way to think about these new pathways and opportunities.  A new framework now exists for thinking about this emerging subset of teacher leaders.  It is called teacherpreneurism.

Over the past several years, I’ve had the privilege of studying and writing about teaching with twelve amazing colleagues from across the nation.  The results of our efforts can be found in our book recently published by Teachers College Press, Teaching 2030 – What We Must Do for Our Students and Our Public Schools – Now and in the Future. Laying out a vision for our profession in 2030 was the sort of challenge suited for this group. Our intense debates and focused discussions forced us to accept difficult truths about our profession, while creating and recommending solutions for radical change by 2030.  One of the truths about our profession we addressed in our book concerns teacher talent pathways and opportunities.  In other words, why should I enter a classroom to teach and why should I stay?

Too Many Ways OUT and Not Enough Ways UP

One out of five teachers leave the classroom by their third year.  Three out of every five teachers leave the classroom by their fifth year.  The effects this statistic has on our students are staggering.  Everyone agrees on that.  Unfortunately, consensus on the best methods for recruiting and retaining teachers is more difficult to attain.  I believe we must address the teacher’s role to radically change this statistic.  There are too many ways out of the classroom and not enough ways up.  Many teachers feel deflated that the perceived manner of “moving up” in education involves becoming an administrator.  While schools need administrators of the highest caliber, not all teachers wish to pursue such a course.  Then what can we do to provide a system supporting a teacher seeking multiple talent pathways and opportunities while remaining a classroom teacher?   Creating a nation of teacherpreneurs can change our profession.

The Teacherpreneur

The term teacherpreneur is defined as “teacher-leaders of proven accomplishment who have a deep knowledge of how to teach, a clear understanding of what strategies must be in play to make schools highly successful, and the skills and commitment to spread their expertise to others – all while keeping at least one foot firmly in the classroom.”  (Teaching 2030)

We outlined four types of teacherpreneurism – Connected learning, Research, Best Practice, and Policy – in our book.  If an accommodating structure existed, a teacher could spend a portion of the day with students and a portion of the day mentoring teachers, connecting students and teachers to pathways for success both within the school and community and on a global scale, drafting and implementing policy for solving local issues, or conducting and sharing action research.  The needs of our students and teachers can be met by teacherpreneurs.  These highly motivated professionals seek the opportunity to share their experience and expertise in a more systematic way.  It’s time we consider how we can make this happen.

To deepen the discussion, we have presented our ideas to various groups and organizations over the last year.   I had the privilege of joining Barnett Berry, the main voice of our book, to share our ideas at the Summer Institute of the Council of Chief State School Officers and the September meeting of the Alliance for Excellent Education.  My colleague Ariel Sacks presented a creative interpretation of a teacherpreneur at the Big Ideas Fest.  Other colleagues have presented at conferences, conducted interviews and book signings/book talks, and written extensively on their blogs about teacherpreneurism.  In fact, we are currently enjoying a spirited discussion on our Teaching 2030 blog on teacherpreneurism with educators across the nation.  I mention these events to say this.  This concept has traction. A curiosity exists about teacherpreneurism.  I point to the evidence in the questions we are being asked.  Do we really need 600,000 teacherpreneurs to lift our schools to their potential?  How do we identify them?  How do we change the system to support this new talent pathway and opportunity for teachers?

My colleague, Renee Moore captures our sentiments so well. “We stand on the cusp of a great opportunity to end generations of educational discrimination and inequity, finally to fulfill the promises of our democratic republic. I believe the noblest teachers, students, and leaders of 2030 will be remembered by future generations as those who surged over the barriers to true public education and a fully realized teaching profession—while myopic former gatekeepers staggered to the sidelines of history.”

It is time for all teachers to add their voice to the conversations that shape our profession.   Join the conversation at The Future of Teaching blog.  Your voice matters and needs to be heard today to affect the change we expect in the future.

A Look at Teaching 2030

A four-minute visual story of Teaching 2030

Talladega County Presents its Fourth Annual
21st Century Interactive Technology Showcase
Putting it All Together
Thursday, April 14, 2011
8:30 a.m. – 1:30 p.m.

Technology Showcase

Teachers from every school in the district participate in technology training designed by other Talladega County teachers and administrators. These teachers choose three students to help demonstrate how technology has impacted learning in their classroom at the April Showcase. These teachers and their students will demonstrate how they have used technology to learn. Sample lessons, projects, photos, and other artifacts help guests see what learning with technology is like in today’s classrooms in Talladega County.

Project Based Learning Showcase

Schools throughout Talladega County have embraced project based learning (PBL) – a systematic teaching method that engages students in learning through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. Superior PBL projects will be on display at this year’s showcase. Students will be on hand to explain how the PBL process impacts their learning.

21st Century Learning Lab

Talladega County’s 21st Century Technology Initiative leaders and mentors will present a “Learning Lab” for guests and students at this year’s showcase. Students will assume the role of “teacher” in the learning lab, demonstrating and guiding others in the use of dozens of exciting web tools. The Learning Lab will be located under the tent in the very middle of the showcase floor.

Fitness Arcade

Does physical education have a role in a Technology Showcase? “Wii” believe the answer is YES! Learn more about how digital games are impacting wellness training and physical education. The Fitness Arcade will be located on the stage in the CHS Performing Arts and Sports Arena.

Presentation Competition

Students from each school will have an opportunity compete in a 21st competition focused on presentation skills. Divisions are Grades 3-5; Grades 6-8; Grades 9-10; Grades 11-12. Students will prepare a 4-8 minute presentation answering one or all of the following questions: What do I learn? How do I learn? Why do I learn? Each school team may consist of 3 or 4 members and scored based on a presentation rubric. The competition will take place at CHS on the day of the showcase and be closed to the public, but winners will be announced at the Awards Ceremony at 1:00 p.m.

To learn more about Talladega County’s technology initative, visit their TCBOE wiki.

When I first began my journey to the center of the web, I didn’t have much in my backpack.  I started with a wiki.  It turned out to be something of a Swiss Army Knife for me.  I still feel much the same about my wiki as I did years ago.  It was such a natural web tool for me and my students.   We worked together to create an online representation of what we were learning in the classroom.  To see a bit of what we did together, visit the FHS Wolves Den wiki.

I learned so much about all other web tools trying to master the use of a wiki.  People ask me often where to begin learning web tools.  I still believe using a wiki is one of the best possible places a teacher can begin.  It really is the coolest tool.

When I became a Technology Integration Specialist a couple of years ago, I shifted my attention to a different wiki.  This wiki bearing my name (Jennifer Barnett) houses examples of technology integration, presentations, links to sites, tutorials, and other information.  But, this one isn’t nearly as fun.  It doesn’t function like a wiki where a group of people own the site and create content together.  I add things to this wiki almost every day, but I’d love to have other contributors.  I think my mistake was naming it after myself.  It is easy for teachers to find, but not very inviting for them to participate in creating content when it bears someone else’s name.  So, lesson learned.  If I really want a true wiki, I should have approached this differently.  But, the wiki is full of good information.  Here’s a little taste.

Wiki Hot Spots

Links to the Pages in the Chart Above:

My Web Wardrobe;  My Digital Sewing Kit;  Tutorials and Tip Sheets;  Integration Pages: Students Using Their Voice;  More Integration Examples;  Character Metaphors;  Active Learning Strategies Consider this your invitation to join this wiki and become a contributor.

Where to Begin?

Where did your journey to the center of the web begin?  How did you become an advocate for using web tools with your students?  Did you teach yourself or learn from a trusted colleague or other professional development experience?  Share with me your thoughts on the best beginner web tool for a teacher. I’m very curious as to your opinion on the best tool for a teacher to use to begin his or her own journey to the center of the web!  Thank you so much for taking time to share your experiences and opinions.

21st Century Teaching Series: Use Digital Tools Effectively to Enhance Student Learning

Technology is transforming the way we approach everything, including how we teach. This 21st Century Teaching webinar series will help you integrate innovative skills with critical subject matter—writing and math—and provide ways to create effective assessments under this new paradigm.

New Directions in Classroom Assessment

It’s a common adage that assessment drives learning. But for educators striving to integrate skills such as critical thinking, collaboration, problem solving, and digital communication into their instruction, how should assessment change? In this webinar, two recognized authorities on 21st-century teaching will discuss best practices on how teachers can create assessments that both reinforce and evaluate students’ learning in abstract and transformative academic skills. Presentations will explore advancements in assessment tools as well as offer practical examples of evaluations of student projects.

Join us for this Education Week webinar on Wednesday, March 23, 2011, 4 p.m. E.T.

John David will compete in his first technology competition on Friday at Jacksonville State University. He is a 3rd grader at Watwood Elementary School and is extremely blessed to have Kim Broadhead as his teacher. He is so excited about this competition. I am so proud that he has worked so hard to make his project exactly what he wanted. John David’s wiki houses all of his work. John David’s love of all things Harry Potter has actually proved very useful for a school project. Hopefully, his first technology competition will be a magical experience for my little buddy!

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