How will you Be the One?

This last weekend, I had the enormous pleasure of participating in the Alabama NBCT Network Conference; the theme was Be the One. I listened to brilliant people share their thoughts, formally and informally, on ways we, as accomplished teachers, could be the one...the one for our profession, our colleagues, our communities, but most importantly, how we can be the one for our students. In an effort to capture many of these simple ideas and pass them along to others, here are some ways we can each Be the One.

• Tell a colleague that you see the hardwork and dedication they put into their students each day. Teachers typically are not looking for praise, but some acknowledgement for their work really goes a long way, especially when they face challenges.
• Get to know your students. Really know them by learning their strengths, challenges, background, learning preferences, hopes, fears, and dreams. Look for the untapped potential. See all the opportunities where you can empower each of your unique learners. 
• Continue to sharpen your teaching practice so you can provide students with the level of support and challenge that each one needs. This can be done formally and informally through conferences, Twitter chats, book studies, webinars, or workshops. Living in the digital age, there are more opportunities than ever to connect and learn from others. Learning is often more fun when done with others. Grab a colleague and ask them to join you.  That gives you a sounding board as you work to make big ideas work for our specific students.
• Share your professional learning with others. Did you read a great article? Watch a compelling video? See an inspirational speaker? Share that with others, face-to-face or on social media. Have you had an epiphany with a change you've made in your teaching practice? Write a blog post for an educational organization (they are always looking for great "in the trenches" content). Go to your school or district administrator and volunteer to share what you've discovered that works well for your students. Submit a proposal to formally present at a local, state or international conference. This is an opportunity to pay the professional learning forward for all those people who have shared their learning with you. 
  
• Connect with your elected officials. This can be done informally by tweeting, posting or emailing a picture or story of something great going on in your classroom or school. Invite them to be guest readers or an extra set of hands during a hands-on learning activity. When you have Family Literacy/Math Night, student concerts, parent workshops, or special tournaments send them an invitation. Hand write them a note sharing your appreciation for the support that have shown. You can even formally host a Bring a Legislator to School Day and have elected officials spend the day (or a couple of hours) working along side students and forming a firsthand view of what learning looks like in today's classrooms.
• Look at what areas you are passionate about: literacy, math development, teacher retention, STEAM, educational technology. Seek out opportunities where you can join committees and drive decisions that impact the lives of our students.
• Join professional organizations. Through these orgainizations you connect with other similarly-minded individuals who can push your thinking. In turn, you can provide your unique insight as you work to grow our profession and positively impact student learning.
• Volunteer to coach new teachers in your school or district. Offer your classroom to preservice teachers. The reality of a classroom can be overwhelming to preservice or early career teachers. This is a powerful way to provide them support, guidance and encouragement as these are the ones who will be taking the reigns of our profession in a few years. 

These are the ideas I walked away with this past weekend. What are some other ways that we can be the one?

An Open Letter to ILA

Dear ILA,

I have been participating and attending the International Literacy Association (ILA) conference since 2013. In that time, I have seen tremendous change. Beyond the name and branding change, I have been very impressed with how ILA has reached out to educators who are in classrooms and schools to determine the future trajectory of this international organization. As a participant, seeing how teachers’ voices have driven change has been remarkable and filled me with hope for the future.

In a time when more and more teachers are pursuing free avenues of professional growth, ILA has embraced the changing needs of teachers by providing opportunities such as Twitter chats and Edcamp Literacy where participants can drive their own learning. By pairing participant-driven learning with formal sessions, as well as exciting interactive Putting Books to Work workshops and current event panels that do not require special ticketing, ILA provides teachers with the best possible blending of professional learning.

In my experience, this year’s program is the strongest one to date. From EdcampLiteracy to the highly engaging and relevant general sessions speakers, to the panels filled with passionate educators and authors, to the formal sessions, I have walked away with tools, strategies, ideas, and a renewed passion for teaching from every single opportunity, something that I can’t say of many professional learning events.

As a veteran educator, it brings me hope for the future of literacy education to see an emphasis on sound and current educational trends while remaining grounded in best practices in literacy education. With a focus on recognizing phenomenal young educators in The 30 Under 30, it demonstrates that ILA has their eyes on the future by recognizing the work of young educators.

So as I head home, I feel incredibly grateful to ILA for providing all of these opportunities to me and all the other participants. My head is full of ideas, my heart is full of love for teaching, my bag is full of great new books, and my pocket is full of new connections….and I was able to add an ILA17 button to my collection.

With my new wand in hand, I want to extend a sincere thank you. When teachers, authors, and professional organizations work together hand-in-hand, I believe anything is possible. And isn’t that what all of our students deserve?

With love,
Julie D. Ramsay, NBCT

Growing Great Teachers

Many of us are fortunate to get to host preservice teachers in our classrooms. In the last couple of years, many of them expressed to me a fear of entering the classroom because they know that the statistics show that many of them will not last for 5 years. Let's be honest. Teaching is hard. Very hard. It requires us to analyze and diagnose 30+ students simultaneously every hour every day. I'd like to see a doctor even attempt that.

Teaching is both a science and an art. It requires grit and passion....and a lot of flexibility. So it makes me wonder, for those of us who have been in the classroom and weathered the storms, how do we persevere? What have we figured out as professionals that we can pass on to the next generation of teachers so that they can not only take root, but flourish as an educator?

Develop a PLN. Unfortunately, teaching can be isolating. In many schools, teachers go to their perspective classrooms and shut the door. Some of our preservice teachers, will be in those schools where they are all alone with no one to throw them a life preserver when they are sinking. Many of us have been in that situation. However, knowing that you have a mentor, coach, or listening ear can make a world of difference.

I often get the question from interns, "how do you know so much?" I can attribute a large measure of what I know to the brilliant educators that I have connected with on social media. Although many of our interns use social media, they are unaware of how to connect with likeminded educators who can provide them with support, resources, answers, and encouragement. We need to take the time to help them learn how to build their PLN through tools such as Twitter or Facebook. They need to see how we build powerful relationships with educators who we can learn from and who we can share our experiences with. These carefully curated relationships don't just happen. They take time and guidance. By taking preservice teachers under our wing, we can guide them to a path where they will not be isolated in their classrooms.

Give them a vision of professionalism. So many preservice teachers have a limited view of what it means to be a professional educator. They lack a vision of where one can go as a professional. By giving them the opportunity to attend conferences, Edcamps, Twitter chats, workshops, and other professional events, interns begin to see that teachers are always learning, growing and sharing.

Many of them enter classrooms not knowing about the educational organizations that they can join or certifications that they can earn that will sharpen their teaching practice and propel them into powerful teacher leaders. Preservice teachers often do not have a vision of where they are headed as a professional in the next five years. We need to be that person who taps them on the shoulder and encourages them to become active in professional organizations to grow their practice. After they've been in the classroom for three years, as veteran teachers, we need to encourage them to pursue National Board Certification so that we can start growing great teachers early in their career. Imagine where early career teachers would be if they began their journey toward accomplished teaching early in their career.

Involve them early. Many of us have discovered worthwhile professional endeavors by accident. These are activities that not only keep us informed but also help us to develop relationships with policy makers. One thing that we can easily do is invite preservice/early career teachers to join us in educational functions beyond our schools. Invite them to join you when you go speak with your legislators. Encourage them to attend the town hall meetings or district forums where there are conversations about practices that can impact the teaching and learning in the classroom. When there is a meet and greet for an organization, encourage preservice teachers to join you and actively participate in the conversations. Our profession needs teachers who are articulate and can advocate for our students. This provides preservice/early career teachers the experience to be comfortable in these situations because students need the next generation of teachers to step into these roles. Furthermore, these experiences help them see the impact of what they are doing inside the classroom upon the community outside their classroom walls.

We want to elevate our profession. We want to attract and keep the brightest minds. That cannot happen if we keep losing our teachers. Let's reach out, be a beacon of light and start growing great teachers even before they enter our profession.

Imagine the Possibilities

For many of us, the summer is drawing to a close and we are at the brink of a brand new school year. Although, I will miss some of the freedom and relaxation that a summer offers, I am always excited about all the possibilities that a new year presents.

As I began to think, dream, and plan, this quote by Eleanor Roosevelt continued to come to mind:

"Do one thing every day that scares you."

I first heard this quote from Jeff Charbonneau last January and it really stuck with me. As veteran teachers, it's very easy to fall into routines year after year without taking the time to reflect, analyze, and evaluate not just the "what" but the "why" of each and every decision we make in our classrooms, schools, and our professional lives beyond classroom walls.  Complacency and apathy begin to set in and before we know it, we've drifted away from doing what's best for students into doing what's easiest for us.

As teachers, our sole mission is to positively impact each of our students with each of our choices. That intentional reflection often leads to change, and change can be scary for most of us. But that fear can lead to amazing possibilities for our students and our professional growth.

After months of reflection, research, planning, and plotting, I've created my list of the "something new" that I believe will have a dramatic impact upon my students' learning. These items do cause me to have those nervous butterflies. In the back of my mind I wonder, "What happens if this fails?" The answer is simple: It will be a powerful learning experience for not just me, but for my students. They will learn that it's okay to try new things and fail...and how to continue to move forward to find success. And that is one of the most powerful lessons that our students can learn.

• Makerspace: Last spring, my intern and I turned our classroom into a makerspace where students pursued their interests, made something unique and documented their progress. They used this experience to write informational text for a class of 3rd grade students. Through this experience, my students far exceeded our content area standards (there were 12 of them tied to this writing and publishing). Every day was jammed back with high-energy, laser focused, enthusiastic learners. This was only a three week unit; I want to bring this into my 6th grade ELA classroom on a full-time basis.
• Breakout Edu: At the end of last school year, we began dabbling in Breakout Edu. My students would beg for class to continue. Through these series of breakout, puzzle-solving games, they were sharpening their mastery of content standards while strengthening their problem solving, critical thinking, communication, and collaboration abilities. Last year we started with the digital games, but this year, I have four of the breakout boxes that I have built. I even have tried my hand at creating my own breakout for the 4th day of school. (Those butterflies are breakdancing in my stomach over this one.)
• Peer reading recommendations: Although my students have Free Read Friday and book chats once a week, I want to increase their opportunity to recommend books to one another. As teachers we know that a recommendation from a peer carries much more weight that one coming from an adult. My fellow ELA teacher and I are planning on having students create a data base of book recommendations with all of our classes. Also, I have set aside shelves in my classroom for students to place their favorite reads. I know that this "new" thing will take dedication to continue throughout the year. My hope is that once the students get a feel for it, they will continue it on their own.
• Book shopping: I've tried this in the past, trying to match the right student with the right book at the right time. Honestly, I haven't had much success with it. However, my plan is to do this in conjunction with student recommendations so that any guidance I may be providing will be using the voices of their peers. Although, I've never banned (or discouraged) audio books, knowing my students, I hope to steer some of my ELL and struggling readers in that direction so that they can join in book discussion with their peers as they often feel left out or isolated from this activity. 

That's my list (so far). They all create a different level of unease, but they also create an excitement for all the possibilities that these new practices will bring to my students' learning. Be brave. Try something new. You never know what great places it will lead you and your learners.

I'd love to know what new thing are you trying out this year that scares you. Please feel free to share below.

What Social Media (and Professional Learning) Should Be About

I'm currently at my 15th ISTE. Many things have changed in education and technology over the last fifteen years. In 2000, social media did not have a presence in our lives. People walked around, attended sessions, looked each other in the eye, and spoke to one another....because that was the primary way to make connections. Quite a few years ago, I was standing in line at a convention center Starbucks with my students when the teacher behind us, Linda Cooper, struck up a conversation about why my students were at ISTE. That conversation grew into what was my first collaborative effort with my students and students in another geographic location. She and I built a relationship that greatly benefited all of our students. Our dialogue, sharing, and connecting opened up my mind to new directions to grow in my teaching practice.

Several years later, Web 2.0 and social media came onto the scene.  I joined in and began tweeting and posting. Like many others, I became excited by the number of followers I had or who chose to follow me. It took two years before I realized that wasn't where the true value of social media was found; it was in making connections, building true relationships, and giving back to others in our digital/social media community...the very same thing that Linda and I had done years before. That was when my professional growth escalated exponentially.

I was able to find answers to questions that I had about how to meet the needs of one of my students. I could find different ways to turn the learning and our classroom over to my students. I could form partnerships to connect my students with their global peers. Because of the relationships that I built, my students were able to find their voices, build connections with global peers, and make a difference in the world. 

Because we are connected regularly through social media, building these relationships, we get to know one another. Friendships built on mutual respect develop. On my flight to ISTE, I had a young woman sit beside me who noticed my ISTE app. She asked me if I was headed to the conference. She (a second year teacher) and her two colleagues (first year teachers) were heading to their first ISTE. Her passion and enthusiasm were contagious. She asked so many questions about ISTE and teaching. As she began taking notes, I realized that this is one reason why we go to conferences (and engage in social media)...to make these connections. 

There are people who are all along the professional learning continuum. Some are ahead of us in their journey. Others may be just beginning. However we connect, whether face-to-face or digitally, we need to strive to share our learning with others. 

So as we continue the next two days at ISTE, I want to challenge myself and challenge you to look for someone who you can share with, connect with, and grow with. This will not only benefit our practice, but also the learning of our students. And our students' learning is what it is all ultimately about. 

Dear Conference Organizer

My name is Julie. I am a classroom teacher who teaches ELA to amazing sixth graders at Rock Quarry Middle School in Tuscaloosa, Alabama. In case you're wondering, yes, that's a pubic school with a very diverse population. I believe that growing professionally is a key component in sharpening my teaching practice and providing my students with the best possible learning opportunities. One of the strongest ways I have found to improve is by attending conferences both big and small. However, over the last couple of years, I have noticed a growing trend in major conferences which I (as a practicing classroom teacher) find disturbing.

The most powerful learning, and subsequent growth, I have had has come from two sources, my students and other classroom teachers. For years I have believed that there was a voice missing from these conferences...the voice of students. We are growing, learning, and connecting with one another at these professional learning events in order to become better for our students. Has anyone ever stopped and wondered why we aren't including students in the conversations at these events? I'm not talking about having a student group perform or do introductions of major speakers (which I do enjoy), but actually share their ideas, ask questions, and answer our questions. At these conferences, all of our professional learning should focused on them as we reshape our thinking and evolve our practice. Yet I believe that when we exclude them from the actual conversation, we are unintentionally forcing our beliefs on them instead of using their feedback, coupled with our knowledge of sound education practice as the perfect marriage to facilitate the best learning opportunities for them.

Over the years, I have heard many claim that students aren't savvy or educated enough to join these conversations. I strongly disagree with this premise. For over twelve years, my students have presented at conferences and (recently) at Edcamps. They have conducted webinars, Skyped, and created resources for faculties all over the world. They WANT to have a voice. They NEED to have a voice. Education isn't something that should be done to them. I hear many educators talking about how we as educators want a seat at the table. What I believe so many of us are missing is that the table actually belongs to our students....and we are relegating them to "kids table" away from the "adult' conversation. If we truly want to stay relevant in today's fast -paced world, we must learn along side our students and to acknowledge that their voice has value to our learning.

Another crucial component of my professional growth is learning from my colleagues. As a classroom teacher, I want to learn from other classroom teachers. I want to gain the benefit of their experience, both formally in sessions and informally through conversations. I know there is something to be said for providing conference participants inspiration from celebrities. Henry Winkler's story of his struggle with learning disabilities helped me to re-evaluate how I was providing support and encouragement to my struggling readers and writers. However, as a veteran teacher who is a lifelong learner, I find it a bit insulting to have a celebrity (who is not an educator) tell classroom teachers how we should be teaching our students. Conference Organizers, I don't know if you believe that those big names bring status to your organization or there is a reason that I am missing, but as an avid conference participant, I rarely leave those sessions (no matter how entertaining) with anything of value that I can take back to my students. [An example done right: AMLE did a fantastic job of having keynotes who were practicing educators who not only inspired and entertained but delivered fantastic practical applications we could take back to our schools.]

Also, in these conference communities you usually see session spotlights on consultants, non-profit groups, and one-time educational events that are not replicable in other places. There is a place for these at conferences, but not to the detriment of teachers. When it's hard to find sessions on your schedule led by classroom practitioners, your opinion of classroom teachers is broadcast load and clear. I can't help but wonder if this is part of the reason why teachers tend to put the word "just" in front of teacher when describing themselves. When classroom teachers aren't spotlighted, showcased, or promoted, it may inadvertently be sending the message that classroom teachers who (often on their own dime) travel far distances to share their students' stories. They have direct contact with students every single day. They know what works, what doesn't, and how to overcome obstacles. For those of us in the trenches with them, that is the true reason why we are taking precious time away from our own students and spending our own money to travel to your event.

I have to lead my students by example. I know that someone needs to speak up or nothing will ever change...and today is my day to speak up. I realize that I am opening myself up for debate and criticism, but I hope that it prompts some introspection and thought for the future. If anyone would like to discuss this further, I am open to new ideas, dialogues, and perspectives.

Yours truly,
Julie
A classroom teacher

P.S. I am not writing about one specific conference, but trends that I have seen emerging. As someone who has organized many professional learning events, I truly value the hard work it takes to plan and implement these huge events that provide teachers a place to meet, connect, and build relationships. Thanks for all that you do.

The Power of Edcamp

In mid-October was the inaugural Edcamp Tuscaloosa. This edcamp was different for me because I joined Andrew Maxey and Laren Hammonds as a founder. I believe that this type of professional learning puts us, as educators, in touch with our most powerful resource...one another.

Although I could probably write an entire series of posts on why I believe that edcamps serve a vital role in today's educational landscape, I want to share with you the story that I saw unfold with one of our participants. In this post, we'll call her Miranda. Miranda is a veteran teacher who works incredibly hard with each of her students. Her students show tremendous growth in extremely short time periods because she is a master of individualized instruction. However, for all of her strengths and desire to grow professionally, she remains behind her classroom doors. She has so much to offer, but rarely connects with educators other than the few teachers on her same hallway. Miranda hears about professional learning events after-the-fact and wants the opportunity to ask questions, learn from others and grow in her practice. However, without support or encouragement from her administration (or from many of her peers) compounded by the intimidation she feels for embarking on something new on her own, Miranda remains somewhat isolated.

Enter Edcamp. Miranda hears about Edcamp Tuscaloosa and learns that it is an unconference. This format peaks her interest. She mentions it to some friends who are teachers in other schools and they all decided to try out this "new form of professional development." As time nears, she reads the emails being sent out from Edcamp Tuscaloosa, and she begins to reflect on her practice and what she truly wants to learn. She comes equipped with questions and a burning desire to find answers and get the most out of that experience.

Edcamp Tuscaloosa arrives and she approaches it with a gusto that was contagious. There was not one person in attendance that didn't know Miranda by the end of the day. She initiated conversations with every person that she met. When it came time to put a topic on the session board, Miranda was one of the first to add her topic of interest; she wanted both to share her ideas and learn from others who could offer her insights. She not only left with the validation that what she was doing with her students was valuable, but also with an assortment of new strategies and tools. Miranda created connections with other educators; they planned future collaborations. When Miranda left at the end of Edcamp Tuscaloosa, her last question was, "Can we do this again in the Spring?"

Miranda returned to school that following Monday a new teacher; one who was revitalized and highly motivated to improve not only her practice for the good of her students, but also impact the practice of the teachers in her building. Edcamp provided her the opportunity to do what she was hindered from doing previously. It removed the barriers and intimidation she had been struggling with previously. It gave her a voice and means to grow into an even better teacher. That's the power of an Edcamp. It empowers teachers and ultimately it positively impacts student learning.

There are Miranda's all around us. That's why edcamps are in demand. I can't wait for the next edcamp...and to find out how Miranda is doing. I'm confident it will be phenomenal.

Are formal conferences still relevant? Thoughts from AMLE

With the prevalence and accessibility of professional learning through Twitter chats, Google Hangouts, webinars, Edcamps and a myriad of other digital options, one can't help but wonder if there is a place for formal professional learning events and conferences. Is there a need to make a financial commitment and take time out of the classroom to attend (inter)national conferences? Can't you gain access to much of the content and access to professionals from the comfort of your home with little to no cost?

I've just returned from AMLE's Annual Conference (Association for Middle Level Education). As a middle school teacher, I love that there is an organization that is out there for the "middle child" who often is excluded from other professional learning events, in spite of having very unique needs. But, the questions are still lingering; is there a need for these professional learning events? I respond with a resounding "YES!"

Although I take advantage of informal learning opportunities regularly, those connections are somewhat two-dimensional. Yes, you can gain information and resources. You can even build a relationship with fellow educators from around the world. However, what you lack is the energy, enthusiasm, and passion that can only be delivered (and felt) when you are physically present. As a participant, you gain that third dimension that moves someone from a resource, to a colleague and a friend.

Where else but at a formal learning event, like AMLE, do you have access to not only learn from, but also have deep conversations with individuals like Rick Wormeli, Dave Burgess, Kim Campbell, Ruth Culham, and Katherine McKnight all in one place? Where else can build upon many of your PLN connections from Twitter, Facebook, and Instagram? How do you find that new voice or new connection that can help you sharpen your own teaching practice if you do not have the dedicated time and space for teachers to meet and network that a conference provides? Where else are you able to lend your voice and expertise to those who may be searching for you?

AMLE provided all of this, plus so much more. Some of the best learning that I gleaned over the last few days were the informal conversation that blossomed at tables waiting for a session to begin, in the hallway between sessions,  standing in line waiting to get a meal, or at the end of an opening session. I was able to get answers to burning questions that I had. I solidified and built deeper relationships and collaborative partnerships with members of my PLN. I am leaving on fire with a passion to reach my learners in new and exciting ways. Without events like AMLE, that learning would never have happened. I can't wait to get back to my learners tomorrow, and I'm counting down the days until AMLE 2015.

Thank you, AMLE, for giving me the opportunity to grow and be with my middle level peeps. It was a blast!

(P.S. The last AMLE I attended was in 2012. I have seen some remarkable changes since then. If you haven't attended lately, I would highly recommend that you take another look and make plans to attend next year. If you have never attended, it is well worth your time and financial investment. I have attended many opening sessions over the years, and AMLE's was hands-down the best one I've ever experienced.)

"I Have Nothing to Say"

Have you ever thought, "I have nothing to say in the world of education?" I often hear educators make claims that they have nothing to share with their colleagues, locally or globally. They point to their perceived weaknesses, shrug their shoulders and move on. They turn down opportunities to fulfill leadership responsibilities, let opportunities to share their experience formally or informally pass by, or they remain quiet in online discussions lurking and learning rather than joining and participating.

In the interest of transparency, I must admit that I have had moments where I felt like I had nothing left to share with others. In my mind, I made very similar excuses. I've sat in front of a blank screen wondering what I could impart that would have any impact or relevance to others. I've had requests to do all day workshops and I was at a loss as to what I could present that would enrich the lives of the students of the educators that would spend a day with me. What if I have nothing to say?

We all have moments of self-doubt. I have come to the conclusion that is absolutely okay. What is not okay is giving in to those doubts, remaining silent, denying other educators of your unique perspective and experience. So I thought I would address some of the most common excuses we may give ourselves that prevents us from sharing and connecting with others.

1- "Others know more than me." While that may be true, they are not YOU. As we all recognize that our students are unique, so are each of us. Although there may be a world-renowned author/speaker/educator out there who has a massive following, that has no bearing on what you have to share. You have different perspectives and experiences. He/she is not in your classroom every day with your students. Chances are they haven't read many of the same articles, Twitter chats, research, or books that you have. And even if they have, you are looking at it with a different lens; one that frames into within the context of what you do each and every day.

This is the same as saying, "I don't know enough." Would any of us accept this excuse from one of our students? I hope not. My students become adept at adding "yet" to the end of statements like this. It sets the lack of proficiency as a goal to strive to learn more, reach higher, and grow personally. One thing that I learned quickly was that not every teacher is teaching at the same level. Like our students, teachers are each at different places on their learning continuum.  I've been in sessions at conferences where one group of teachers walked out completely overwhelmed and confused, while others claimed that they were bored because there wasn't anything new shared. This was in the same presentation. No matter where you are in your journey, whether you are talking about differentiation, questioning techniques, reading strategies, writing practices, assessment, or digital literacy, there are individuals who need to benefit from your expertise. They may have been overwhelmed or underwhelmed with someone else because they weren't being fed what they needed. Continue to learn so that you can fulfill that need in others.

2- "I could never be as good as ______." Here's something to think about: Education is NOT a competition. We are all striving to provide our students with the best education possible. It's okay if you are presenting at a conference and the room across from yours is packed while you only have a handful of people. That does not mean that what you are sharing isn't worthwhile. Our responsibility is to share our experiences with others in a hope that  they can not only benefit in their own practice, but also their students can reap the reward.

Personally, I've had educators compare me to others who are more of a "rock star." Without a doubt I came up lacking. How did I handle it? After much reflecting, I realized that I am full-time teacher who shares my experiences with others. What I'm sharing is what really works with students...it's not some theory by someone who has only read/heard about it from another party. I know it's relevant and meaningful because my students are the evidence. When I speak, I share their stories. For me, that speak volumes that a disconnected researcher can never touch. Our intention should never be to become a "rock star." Our intention should be to give back to the educational community that has given us so much over the years. As educators it is our obligation to share what we know...whatever that may be.

3- "No one will listen." Would we permit our students to enter something with a defeatists attitude? Then why do we allow it to get in our way of sharing with others? If we blog, tweet, post, or pin things that are value to us, I guarantee that there is someone out there looking for what you are sharing. If one person benefits, isn't it worthwhile? Sometimes it about having the right frame of mind when we share. If we are looking for the number of reads, likes, or retweets, we might be disappointed. However, is that why we write or share? I know that I write to reflect on my own experiences: what goes well, what doesn't, and how to improve. That transparency is what connects others to you. I share because I know that others have done so before me and I want to pay it forward.

We need to remember that someone out there is counting on each of us. They are searching for answers, support, and encouragement that only you may be able to provide. Speak up. Share your voice. Inspire others. It can make all the difference in the world.

Is Professionalism Becoming a Thing of the Past?

I feel very fortunate that I have the opportunity to connect with other educators from around the world. These connections are what have shaped me as an educator. I love professional events where I get to have a face-to-face reunion with those who have become friends and meet new individuals to begin new learning ventures. It's inspiring and energizing to be able to turn a digital connection into a deeper one that has a long-lasting impact on us as professionals and colleagues in education.

However, I have been alarmed over what seems to be a rising trend. I have spent weeks, months even, contemplating what I have observed and experienced. What I am about to share is not hearsay, but first hand experience. My point in sharing these scenarios and reflections is to cause all of us (myself included) to think. Isn't that what we want for our students? To become reflective thinkers? To weigh our choices against the impending consequences? Shouldn't we do the same for ourselves? 

As David H. Maister said in his book True Professionalism,

Professional is not a label you give yourself – it’s a description you hope others will apply to you. 

Where are you?  

For most educators today, attending professional development events is a luxury. Professional development funds are being cut...or in many cases are nonexistent. Yet, many of those who do attend are simply not in attendance. They are out sightseeing or sleeping off last night's adventure. When you are at a conference and the second day's general session has a fourth of the number of participants in attendance, there is a problem...especially when the social media feed for the conference is packed with their late night exploits. I  know of two school systems who no longer permit their teachers to attend conferences held near the beach or in Las Vegas. To me this speaks to the fact that this is becoming a real problem: using educational funds for a personal vacation. It's irresponsible. That's right...dad just took away the keys from their wayward child. Would that have had to transpire if the individuals were conducting themselves professionally? Absolutely not.

Because of the actions of a few, many more are losing out on the potential to grow professionally. I've often heard teachers returning to schools extolling how wonderful the conference was while being totally unable to share anything that they have learned with anyone else. That cheats all of us of potential learning. I realize that all learning is not done formally. There needs to be time to separate from a learning event and reflect. There need to be times where we re-connect or build new collaborations, for ourselves and for our students. But the focus is always on the learning, growing, and connecting that we can do to sharpen our teaching practice. We need to be present to make that happen. Show up. Be there. Participate. Learn. Be present every day. That's why you're there. 

Who's listening?

I was recently at a major national conference and sitting on the fourth row (Sweet seat, huh?). On the row behind me were four individuals who worked for the professional organization whose event this was. As some prestigious awards were being announced, the individuals behind me were giving an extremely unkind commentary on the attire that each of the recipients were wearing (the recipients were all dressed professionally, by the way). At an organization where we are there to grow as professionals, these individuals were completely negating all the hard work and dedication that the recipients put forth every day with their learners.  [This was not an isolated incident].

Is this what we've come down to? We teach our students to look for the inward qualities of others. Honor their thoughts, ideas, hard work, differences, and struggles. Shouldn't we do the same? Being a middle school teacher, we work on this all year long. My eleven and twelve year old students would never behave this way in a classroom...hopefully nowhere else either. So why are so many negative, insulting, and unkind to one another? We are professionals. We will not all agree on a specific strategy, method, or tool. That is absolutely okay. Our words shape other people's perception of us as individuals and educators. Aren't we already fighting against enough as educators without adding the stigma that we're petty, backbiting, gossips? As my mother always said, "If you can't say something nice, don't say anything at all."

What's being watched?

In addition to having people, educators and non-educators, listening to us, they are also watching our actions. At a recent conference, during the four days that I was there, I took two cab rides. In both of those short rides, cab drivers shared their experiences with educators who were also attending the same conference. One's tale was of two teachers who identified themselves as conference participants in the midst of a barrage of foul language and over intoxication. The other's tale was of a group of educators who got in an argument with the driver over what amounted to a dollar difference in their fare. The police were called. 

Yes, I know that we are adults. But, all of the people in that area knew there was a large teacher conference in town. They immediately drew conclusions about all of us based on their little interaction with other educators. I know this may seem cliche', but we are representing ourselves, our schools, our districts, and our profession. When we take our students out on field trips, we expect them to be positive ambassadors for our schools. We want them to understand this so much that we have a glorious speech prepared and many times the principal repeats this as well before departure. It's important to communicate expectations. Shouldn't we expect the same of ourselves? You never know who will be at the next table or in the seat across from you on a plane. You may be the one who changes their opinion of educators based on the integrity with which you conduct yourself in informal settings. 

Who's looking?

I'll admit that this one is a pet peeve of mine. I've mentioned it in two other posts, but I think it bears repeating. Although we should never judge a book by its cover, as humans that happens. I'm also learning that a first impression matters. This first time I thought about the message that I was sending by what I chose to wear was the first time I read The First Days of School by Harry Wong. Let's face it, we are in a (very important) service industry. To be successful educator, we need to have credibility with our students. We need to sell them on learning. They need to know that what we are doing (educating and inspiring them) is valuable and serious business. I am not proposing that we need to wear a suit every day, but our students need to know that we are educated professionals who are there to guide them in their learning journey. They need to trust that. Appearance conveys that to them...and their parents, board members, and community leaders. Trust me, you never know when a camera crew/reporter is going to drop by the school unannounced to do a few shots for a story.

Likewise, your appearance at professional events does the same. Before we open our mouths to meet someone new or share an idea, others will make an assumption on the quality of what we have to offer based on the choices that we make in our appearance. Remember this is a professional conference. You are there to learn and connect. Your appearance should not get in the way of that goal. Your students and colleagues are counting on you to get the most out of these opportunities. Yes, you need comfortable walking shoes and attire that fits the climate. However, who is going to take you seriously when you are dressed like you are working in your yard, heading to a backyard barbecue,  or making a late night run to the grocery store? This goes back to the idea of taking pride in yourself and our profession. We have the most important career of all...one from which all other careers are possible. We need to dress in a way that reflects that.

Will professionalism become a thing of the past? We have the most honorable profession. It is one that has the potential to greatly change the world in which we live. It needs to be led by confident, bold, well-educated professionals who will clear a path for the best learning opportunities for our students. Their future depends upon the choices we make make today. Let's make them count.

photo credit: A Guy Taking Pictures via photopin cc

The Power of One Word, Choice

As this year's IRA conference is coming to a close, there is one word that has emerged as a central theme across general sessions, social media feeds, presentations, and informal gatherings...the power of choice. This message was one that organically became the talking point at the heart of all other messages. If you want students to become readers, writers, and ultimately lifelong learners, choice is the key ingredient. Choice, the ingredient that is missing from prescriptive programs, most pacing guides, directives and mandates coming from the "higher ups." Too often we are pressured to focus solely on numbers while slowly losing our focus on what really matters...our students.

I have written many times about the impact that choice has upon student learning (see below), but after joining the conversations this week, I have come to the conclusion that it goes much deeper than their learning. I think that giving students a voice is empowering them with the ability to take ownership and control over their lives. We are giving them a sense of self-efficacy in both their academic and personal lives. We are showing them that what they say matters; their needs are our priority; they have value in this world.

Does this impact their lives in the classroom? Without a doubt! We have all seen students read books that were "higher than their reading level" because they WANTED to read it. We've seen students become prolific writers because they had a choice in the topic, genre, and means of publishing for an authentic audience. In our classroom, it is very common for students to choose to write or read over other "more popular activities" because they want to...and these are students that enter a classroom at the beginning of the year claiming to hate reading and/or writing.

As teachers, we understand the importance of a strong education to set students on a successful lifelong adventure. But I couldn't help but wonder, if we take away their choice in controlling their own future, are we truly preparing them for life outside our classroom walls? Are they gaining the life skills of decision making, problem solving, conflict resolution, time management, choices-consequences relationship, collaboration, and communication when we are continuing to make those choices for them? Are they being given the opportunity to fail, learn from their mistakes, and grow as individuals? Yes, there is no doubt of the power of an education, but isn't it our job to prepare the whole child, not just the one that appears on a page as a test number?

So as the learning at the IRA conference draws to a close, I am more committed than ever to provide my students with a choice in all aspects of life in our classroom. Our support should only be in place until the edifice is in place...after all, this is their life, not ours.

A few of the pieces I've written on choice and student voice:

• Student Motivation: It's No Mystery
• Whose Voice Is Heard?
• Igniting the Learning Fire
• The Power of Choice
• Saying Yes: Making Their Ideas a Reality

photo credit: The Rocketeer via photopin cc

How to Avoid Inflicting Atomic Wedgies on Our Students

Dav Pilkey, known for his wildly popular Captain Underpants series, just completed his keynote for day two of the IRA Conference. Over the years,  my students (especially my struggling readers, Ex Ed and ELL) have loved his books. However, I wasn't sure what to expect. Would I find inspiration from the author of these wildly funny books? What could he say that that would help me sharpen my teaching practice?

I received a major reminder about the lasting influence that a teacher can have upon a learner for the rest of their lives. Now, those of you that know me, know that I am a teacher because of one teacher; a teacher whose thoughtless words and negative attitude led me to the realization that no student should ever have to sit in a classroom and feel the way that I was feeling. This is a sensitive area for me...one where I am vigilant in monitoring in my own practice. So, when Dav Pilkey was explaining how his teacher tore up his "silly" comic in elementary school and told him that he should "grow up" and that he could never make a living writing silly books (boy, was she wrong), I began to look inward. Have I inadvertently said or done something that negatively impacted a student and the course of their lives? I sincerely hope that is not the case. This is an area we all need to be consistently conscientious. 

I thought I would share some of the lessons (and reminders) that I gained from hearing about Dav Pilkey's journey in hopes that it would spur some of your thinking as it did mine.

1. Reading is reading. Pilkey shared that for an individual to be considered an expert, he/she mus
   
   t put in at least 10,000 hours of practice. That applies to reading. They need to read. Read often; read what interests them...regardless of our perceived value of the text, print or digital. Reading is reading is reading. We want them to become master readers.
2. Our evaluation of literature doesn't matter. We aren't the ones reading it, they are. They must have a choice. If they want to read comic books, guides to video games, or Mad Magazines, that's okay. They are still reading... learning, thinking, and becoming a stronger reader. They are becoming lifelong readers. Pilkey loved to read, Mad Magazine, Dynamite Magazine, joke books, and comics.  However, the adults in his life took away those books from him because those adults did not deem them as valuable. We can’t do this to our students. That will zap a love of reading faster than Captain Underpants can inflict an atomic wedgie.
3. Don't judge a book by it's cover. Just because a book has a cartoon superhero clad in underwear does not mean that it will not challenge our students as readers. When was the last time you read a comic, graphic novel, or a Captain Underpants book?The vocabulary is challenging for students. The plots are complex with multilayered, deep, and complicated characters. To comprehend these texts students have to employ a host of higher order reading and reasoning strategies....because they WANT to. Why would we, as teachers, ever want to take that away from our students? 
4. Don't judge a book by it's cover. When we see a student drawn to books like Diary of a Wimpy Kid, Bone, the Middle School series, or Captain Underpants series, as their teacher, we need to take clues as to how we can support their learning in a way that is meaningful to them. They have reached for those texts for a reason. Dav Pilkey shared his struggle functioning in school because of learning disabilities partnered with ADHD. Teachers often got frustrated with him and devalued his reading and his writing instead of seeing the enormous amount of inspiration and creativity they could have harnessed to help him become successful in their classroom. Dav Pilkey reminded us of the importance of using creativity to inspire others inspire of challenges. “People with challenges can change the world."
5. Involve students in designing expectations. Pilkey explained that his criteria for books were things like short chapters (gives students a sense of accomplishment), lots of illustrations (supports understanding of text), and fun characters (mad scientists, superheroes, robots, and monsters) which didn't align with the teachers' expectations. When he began creating books for kids like him, he took the two lists and combined them. By including our students in creating a list of expectations, we are valuing their voice while also empowering them with ownership over their learning.

I can think of no better way to wrap up my reflections than to share his final words. Pilkey ended his presentations with this thought: A reading revolution is happening. We just need to get out of the way!

Isn't that the truth?

#IRA14: Frivolous or Founded? Opening Our View in the Classroom

Today at the IRA conference, I had an epiphany. As teachers, so many times we write off things as having very little value in the workings of our classrooms: doodling, sketching, humor, video games. Yet, these are things that are part of who our students are as people. They doodle, sketch, crack jokes (even those involving bathroom humor), read comic books, and spend an enormous amount of time playing video games.Often as teachers, we make the mistake of seeing all of these elements as competition to our instruction when in reality they need to be invited into classrooms.

Jeff Kinney, the author of the wildly popular Diary of a Wimpy Kid series, did just that. He spent an enormous amount of time reading and creating comics. Then, after a Washington Post article touted his new comic as the "next great thing" only to receive an onslaught of rejection letters, he left his world of drawing and writing comics to immerse himself in video games, including working with FunBrain. He knew he needed to snap out of his video game streak, so he began to write in a journal. When I saw a page from his journal, I sent this tweet:

I think that sometimes our vision for our classroom is too narrow. Those journals are what eventually led to his Wimpy Kid books. They gave him time to formulate ideas, play with plot lines, and explore characters. Because he took that time, many of our students have found books that they can relate to. Like Greg, they find humor in everyday events...eventually.

When our students come to class and they want to read comic books, we need to remember that we never know who the next Jeff Kinney will be. Sometimes a student who is intimidated by a book, will open a comic and become so engaged and enamored with the possibilities, they become voracious readers. These learners are reading, exploring new worlds, igniting imaginations, and for most kids, formulating new stories based on these characters.

Our learners' experiences playing multi-user games are teaching them how to communicate, strategize, collaborate, and formulate solutions to challenges. These games are complex and sophisticated. They take an an enormous amount of stamina...and yes, in many of these games, there is a vast amount of reading and writing embedded into them (something that had escaped my attention until last summer).

So as I end my IRA day, I am beginning to think about the small things that my students do that could easily be harnessed to support their learning. As teachers it is our responsibility to meet our students wherever they are as learners and move them forward.  Who knows, the next Jeff Kinney could be sitting in our classroom right now? We need to be the one to encourage that in our students because the next generation of students will need inspiration too.

#IRA14: In the Beginning There was...a Flood?

Yesterday, IRA kicked off it's 59th Annual Conference. This year it's in New Orleans. With that came the rain. Cell phones had their emergency warnings sound for the flood. Stories poured out about many of the restaurants and shops flooding. People were getting caught in different parts of town trying to wait out the deluge. However, nothing could dampen the spirit of the thousands of educators who flooded New Orleans. As I began to reflect on this occurrence (and dry out), several ideas came to me. There truly was a flood happening...one that had nothing to do with what brings to mind animals entering an ark two-by-two. I thought I'd share my observations and I'd welcome you to add yours to this list as well.

1. Flood of optimism- In spite of seriously torrential downpour, no one complained. No one let the rain dampen their excitement for learning with and from fellow educators. Everyone took this as a minor inconvenience and kept with their plans to have informal conversations at one of the many locations around New Orleans. This speaks volumes about the type of educators that I am fortunate to be among for the next three days. Teachers who look at something like a flood as a mere gnat buzzing around their faces while they continue to connect and learn.
2. Flood of learning- I was unable to join the pre-conference this year. Yet, I was still able to learn all day yesterday...through the social media feeds. There was a constant moving stream of learning begin shared through Twitter, Facebook, and Instagram (#IRA14). This speaks to the vision of the educators here. They are not here just to learn for themselves, but to pass it along to others. The streams were flooded with so many epiphanies, resources, recommendations and learning that I found myself becoming completely engulfed in the events taking place yesterday. I couldn't wait to join the conversations and sharing today.
3. Flood of passion- I am very fortunate to have the opportunity to participate in conferences and learning events all over this country....which I totally enjoy. But this year, there is something a little bit different about this year's conference. It brings to mind the time several years ago when my mother, sister and I met at the beach...we were overwhelmed with excitement, laughter, and the opportunity to make new memories. Through our precarious drive, I had ongoing conversations with friends and colleagues through text, Twitter, Facebook, and Instagram.  Through all of these communications, what became very apparent is our shared passion for positively impacting student learning.

So as the conference is about to "kick off," join the conversation, either face-to-face or digitally. Jump in, wade in, or do your favorite belly flop. The water is great here at IRA14 and we're all in the for the ride of our lives.

IRA14: New Orleans, Here We Come!

Now is the time that thousands of educators are packing their bags and descending on New Orleans, host of the International Reading Association's 59th Annual Conference. In April's Plugged In column, Confessions of an Avid Conference Participant, I shared some my tips for preparing for an large professional learning event. I love professional learning and connecting with fellow educators. For me, it's often like a family reunion, getting to re-connect with educators that I haven't seen, other than on social media, for the last year. Without a doubt, meeting with friends and making new ones, fans the fires of my passion for providing students with the best possible learning opportunities possible.

With so many formal and informal learning opportunities at IRA, I thought I would share where you can find me while you are in New Orleans so that we can connect.  I hope to get to see you there and hear about the wonderful things that you are doing at your school.

Saturday, May 10, 2014

The Global Read Aloud: One Book to Connect the World (1:00-2:00; Room 348-349) Do you want to give your students an exciting, authentic reason to read and discuss a great book? Through different web tools and apps, the Global Read Aloud provides students an authentic reason to read, discuss, write, and publish with thousands of other students from around the world. By connecting with a strong network of fellow educators, you bring the world into your classroom promoting literacy and supporting digital standards. Learn about the Global Read Aloud project, methods of becoming connected with other classes, and strategies for making this project work in your classroom or school.

Book Signing (2:15-3:00, Stenhouse Publishers, Booth #2423) I will be there to sign copies of Can You Skip Lunch and Keep Writing? Collaborating in Class and Online, Grades 3-8. This is also an opportunity where we can chat, connect, and begin collaborations.

Sunday, May 11, 2014 

Twitter-a-ture: Creating Content and Connections (11:20-11:40, Digital Classroom, Booth #1010) Twitter is more than a byte-sized social network-it's a powerful writing and publishing tool. Learn how you can use Twitter with your students to create book reports, short stories, and six-word memoirs, among other projects.

Mid-level Educators Tweetup (1:00-1:45, Tweet Suite, Booth #1056) Do you work with learners in Grades 3-8? This tweetup is for you! Come meet other mid-level educators for this informal gathering in IRA's new Tweet Suite. Not on Twitter? No problem! Expand your personal learning network (PLN) the old-fashioned way with face-to-face contact.

Of course, you can always find me on Twitter and Instagram. I'll be posting my learning and using the #IRA14 hashtag throughout the conference. I look forward to seeing you soon!

~Julie

Social Media: Who is watching you?

All of you who have read my blog, attended one of my presentations, or have spoken with me know that I am a strong proponent for the use of social media as a means of profesional development and as a medium for giving every student a voice while connecting them to the world. However, over the last several weeks, I have heard many stories about educators who have lost their jobs because of choices they have made through different social media outlets. These are educators who are well-known as experts in their fields, not those new to the profession moving social media from a strictly social means to one that is used for professional learning.

Social Media:"With great power comes great responsibility"

I keep hearing how unfair it is to be judged by one tweet, one Facebook post, one pin on Pinterest, or one Instagram photo. However, I don't believe this is an issue of fairness.  This is an issue of professionalism. We are choosing to make our lives public by joining in the conversation through social media outlets. Most of us put "educator" in our profiles. We are proud of our chosen profession, but we need to remember that there are many people who are reading the content that we put out into the world. Many of whom will never interact with us. That can be an extremely positive thing...you never know when interactions can lead to your dream job. Consequently, the reverse is just as true. Other educators, parents, students, board members, and community leaders are all watching you. Good, bad, or ugly.

The good news is that you control what you put out there. You have the power to uplift, encourage, educate, lead, share, connect, and learn. Social media is not something to fear. It is powerful...and "with great power comes great responsibility." Educators are put under intense scrutiny. For all of us, let's take a moment before we push "send" and make sure that no matter what we are putting out into the global community, it is something that enriches the lives of others.

 photo credit:guccio@文房具社 via photopin cc

SDE's Extraordinary Educators Conference

SDE's Extraordinary Educators Conference. I am eagerly anticipating being a part of this exciting professional learning event, July 21-22. If you are unable to attend, the good news is that there is a conference hashtag (#SDE2013) where you can learn from the comfort of your own home.

Here are some of the sessions that I will be facilitating:

• Creating Student Directed Learners with Web 2.0 & Social Media (Gr. 3-12) Learn how, by creating a student-driven classroom and using technology supported projects, learners become self-motivated experts at mastering state and national standards and in integrating digital age learning skills into their lives inside and outside the classroom walls. With the effective support of Web 2.0 tools and social media, learning becomes relevant to students while advancing critical thinking, collaboration, communication skills, and creativity. With these tools students are empowered to make thoughtful and powerful choices for their own learning journey. See collaboratively produced Web 2.0 projects and social media applications spanning grade-levels and content areas.    
• Technology in the Classroom: Are You Integrating or Innovating? (Gr. 5-12) 
  Is there a difference between integrating technology into the classroom and innovating with digital age learning skills? Today there is much discussion and focus on the technology tools that are being brought into the classroom, but often the focus becomes on the tools and not on the actual learning. This discussion focuses on strategies and practices that challenge our perceptions of digital literacies and the role of technology in today’s classroom. Is adding a technology project into our regular classroom routine enough? Will it help our students become competitive in today’s global society? Is there a key ingredient that our instruction must include? We will discuss best practices on meeting ISTE National Educational Technology Standards for Students, how to give students the tools to make decisions and guide their learning choices, and what innovation looks like in today’s classroom.
• Can We Skip Lunch & Keep Writing? Collaborating in Class & Online (Gr. K-3, 4-8)  How can we motivate our digital-age students to embrace writing? By guiding our students into finding a relevant reason to write and providing them with an authentic audience, they become highly engaged in creating and communicating through their writing, across content areas. With a collaborative environment supported with digital tools, learners address their individual needs, pursue their interests, and step from the role of learner to leader by becoming experts at genre, mode, and content areas. Engaged in rigorous, critical-thinking writing projects, students not only embrace the opportunity to create and collaborate through their writing, but also actively seek more time to continue writing inside and outside of the classroom.
• The Global Read Aloud: One Book, Thousands of Connections (Gr. 1-8) 
  Do you want to give your students an exciting, authentic reason to read and discuss a great book? Through different web tools and apps, the Global Read Aloud provides students an authentic reason to read, discuss, write, and publish with thousands of other students from around the world. By connecting with a strong network of fellow educators, you bring the world into your classroom promoting literacy and supporting digital standards.  Learn about the Global Read Aloud project, methods of becoming connected with other classes, and strategies for making this project work in your classroom.
• Tools & Apps for Amplifying Student Voices: Making Formative Assessment Happen (Gr. 4-6) In today’s test-centric world, we may wonder how much of the content standards our students are really mastering. Through the use of formative assessment, supported by digital tools, we can determine exactly what each student has mastered. When students are given the opportunity to design their own rubrics, set their own goals, publish their own digital portfolios, and reflect on what and how they’ve learned, assessment becomes a personal investment for each student. Although managing formative assessment may seem time-consuming, simple strategies and digital tools shared in this presentation will enable teachers to easily facilitate it within their own classroom, empowering their own students to make their own choices.
• Ask the Expert: Pinterest:"Thats' Pinteresting!" (Gr. K-12) What is Pinterest and why would I want to use it? Pinterest is a virtual pin-board where one can pin images, and their URLs, from websites across the Internet. The boards one creates can become an excellent tool for organizing resources and connect (and learn) with others from around the world. Join me in this informal session to learn how to set up a Pinterest account, manage it to strengthen your teaching practice, drive an audience to your professional blog, and create a professional development hub for your school, district, or organization. It's fun, it's educational, it's Pinteresting!

I always look forward to all of the amazing educators that I meet and get the opportunity to learn from at events like these. See you soon!

You Can Handle the Truth

Truth. Sometimes it creeps up on us. Sometimes it rips right through us like a horrific hurricane. Truth. Sometimes we can ignore it. Other times it's irrefutable. Truth. It can set you free. It can be terrifying. Truth. I had to take a long look at myself as an educator and face it. There it was. In spite of all of my advocacy for a teacher's continued professional growth, in many areas, I had stopped growing. Truth. My enthusiasm and passion for teaching was beginning to fade. How had this happened to me?

At first, I wrote this off as being overly committed. For a full time classroom teacher, I have a full speaking schedule. Although I give my students my first priority, there are a few days where I am out of the classroom. I try to travel as much on weekends and holidays so that I can continue to share my students' stories and the impact that should have on our teaching practice. I also write a monthly column, Plugged In, for the International Reading Association, in addition to pieces that I write for several other educational organizations and the two new books that I have underway. I am also a full time grad student which consumes much of my evenings. This, of course, is in addition to keeping my priorities of faith, family, and friends at the forefront of my life. However, were my commitments really the cause of my light dimming?

As I reflected on these ideas, I realized that my professional commitments were not the cause. Truth was unblinkingly staring me in the face. I had to face the fact that I needed to make a change. Fear set in. Although life in the classroom is never easy or boring, I realized that much of what I was doing had become routine, mundane even (to me). My students still loved to come to school to learn...begged for it even. I didn't want for that to change. How could I have let this happen? I love teaching and learning from my students every day, but I knew that before my practice began to negatively change I had to make a change. I needed to face the fear and find a new challenge.

With this truth staring me in the face, this winter, I began praying and looking for new opportunities. It seemed that everywhere I went to speak or learn, I had amazing conversations with middle level educators. I began to long to return to teach in a middle school. Along my journey, the last several months, I met some of the most amazing English teachers, which reminded me of where I began my profession, teaching English at a urban middle school. And there it was, Truth. I longed to return to where I began my career, as an ELA teacher in a middle school. So many of those teachers had come to learn from me, but what they didn't realize is that they helped me find a path. (Thank you!)

Now that I had a path, I knew I needed to continue to find a new home. Facing some hard truths about why I wasn't growing, I understood what I needed. Iron sharpens iron. I knew that I would need to find a community of learners where I could continue to sharpen my teaching practice. I wanted a place where I had opportunities to collaborate and grow as a professional. I wanted to find a new "home" where I could provide my students with the best learning opportunities that I could offer. A place that was open to new, innovative ideas. A place where teachers and students could be creative. I continued to pray and search for this place. Does this place even exist?

The answer was a resounding, "Yes!" I have found a new home and in the short time since I became part of their team, my passion and creativity has escalated exponentially. Each day, I wake up with a renewed energy and an abundance of ideas. I cannot wait to meet my new students and work with the amazing educators that have already inspired me more than they know. Truth was I had drifted further than even I had known. It wasn't easy to face that truth, but because I did I have a feeling of rejuvenation that I didn't even know was possible.

I realize that this is a very personal story, one that was difficult to share, one that in many ways is out of character for my writing. But, I felt that by sharing, maybe someone would stop and re-evaluate their own choices. Often times as teachers, we make excuses as to why we can't try something new: new strategy, new tool, new practice, new position. I see it all the time. I think we fail to stop and truly look at the truth staring us in face. We may be unhappy in our current situation, but do we stop and look at the truth of the matter? Do we stop and re-evaluate if our decisions are what's best not just for us, but most importantly, for our students? Do we let fear of failure, fear of change, or fear of the unknown stop us? Do we let fear overshadow truth?

That is the real danger, fear....stepping outside of your comfort zone. We can see the truth and let fear stomp it out. If we are stepping into a new position, new school, new district, new community, there will always be those anxious feelings, but we cannot let that cloud the truth. As long as we are educators, we must remain passionate and excited about what we do everyday. Without that, our lights will dim; we will lose our drive to meet the needs of every student. Truth is that our profession is crucial for the success of future generations. Our learners are counting on us. Will you stop and look at Truth?

Epilogue: Yes, I have found a new "home." I will be teaching 6th graders ELA at Rock Quarry Middle School. I am so excited to be able to learn from and collaborate with the amazing educators there, many of whom have already reached out and welcomed me to their team.