Teachers Hate Pep Rallies!

The following is a guest post by Danielle Shanley, Director of Curriculum and Instruction for New Milford Public Schools, NJ.  Here she reflects on what she say in New Milford HS on a Friday before our annual Spirit Week pep rally.

I am sure there will be plenty of people out there who will publicly chastise me for what may seem like my inner Scrooge, but the truth is most Teachers HATE pep rallies!  Let’s be real here.  Pep rallies are disruptive to the school day and to learning.  And I love learning.  That’s my priority.  Teachers have important jobs to do, and the distraction is, well, distracting.    On the day of the pep rally, the students are usually energized to the point where they have no desire to learn, to sit still for any length of time, or to engage in any meaningful academic experiences for the day.  Sometimes the “pep rally effect” begins DAYS before the rally itself, ugh.  

Of course, school spirit, colored shirts, face paint, tattered clothing, grade level competitions, posters, blow horns, drum rolls, cheers and all that good stuff is what the memories are made of for the kids.  I get it.  Don’t send me hate mail.  But trying to teach students on that day is NO easy feat.  Trying to harness that energy in a “spirited” fashion while you are trying to address “CCSS.ELA – Literacy.W.9-10.2” becomes nearly IMPOSSIBLE.  What about that very last dreaded hour of the day, moments before the pep rally is about to begin?  Feel the swell of students moving towards doorways?  Hear the rumblings of chants and distant sounds of horns?  It’s all about to erupt! …EXCEPT in this classroom. This is what Joanna Westbrook’s students at NMHS were doing moments before the insanity began:

Amazing!  These students were creating original documentaries.  They were so engaged in their work, they didn’t even notice I was taking pictures.  Every available technology was “in use” in this room. Most students were in the editing phase on the Macbooks, adding music, photos, video, audio and even subtitles from smart phones.  I hated to interrupt to ask questions, but I had never seen engagement like this.  This was JUST moments before a pep rally; I couldn’t help myself.  Usually, kids aren’t so quick to show their work.  Not these kids.  They rattled-off their methods used in the creative process, their personal experiences, human interest stories, and the inspiration for their pieces.  They were learning, creating, collaborating, applying, interacting, and proudly sharing.  I will guess Mrs. Westbrook doesn’t hate pep rallies.  They have no negative impact on the learning in her classroom.  The best defense is a great lesson.  Hats off to you, JW!  Go Knights!!     

The Device Conundrum - 1:1 vs BYOD

Cross-posted at the Huffington Post.

As we continue to advance in the digital age schools and districts are beginning to re-think pedagogy and learning environments by instituting either 1:1 device programs or Bring Your Own Device (BYOD) initiatives. In my opinion, schools that wish to create the most relevant and meaningful learning culture will go in one of these directions. It is tough to argue the potential impact of either program that is implemented diligently and with a focus on learning that will not result in the enhancement of essential skills sets that our students need to succeed in today's digital world. Probably the most significant impact, either 1:1 or BYOD can have is in the area of teaching digital responsibility, citizenship, and the creation of positive footprints online. After all, in the real world that we are preparing our students for, technological literacies and proficiencies are the cornerstones of numerous career paths.

Image credit: Tony Vincent learninginhand.com

The decision on which way to go is usually determined by finances, which is unfortunate for those schools and districts who have their hearts set on getting a device in the hands of each and every student. Competition resulting from the continuous evolution of tablets, laptops, and now Chrome books, puts schools in a better position to make large-scale investments in mobile technology. In theory and on paper, a 1:1 program seems to be the best program for schools wanting to integrate technology on a macro level to enhance teaching and learning. Advocates for 1:1 programs will claim that it is the only way to go as it ensures equitable access to all students regardless of socioeconomic status.

With each student possessing a device, collaborative work using Web 2.0 tools is a reality for all students, both in an out of school, provided there is Internet access at home. In this day and age, finding a location with free WiFi is not such a difficult task. Maintenance becomes less of a headache for the IT department, as they only have to worry about one type of device. It also figures to entail a more streamlined approach when it comes to providing professional development to staff so that the devices are consistently utilized to support student learning.

The general case I make for 1:1 programs above is compelling, but is it the best option for our students today? The more I read about others' thoughts on this and reflect on the BYOD program we have instituted at New Milford High School, I am beginning to think that 1:1 programs are not necessarily the best option for our students. My main reason for this shift in thought is why would we want to pigeonhole our students to one single device and/or platform? Is that reminiscent of the real world that we are supposedly preparing them to flourish and succeed in? The fact is many students own and are comfortable with their devices. The digital divide in schools becomes smaller when bold districts, schools, and educators work to effectively integrate the technology that has been available for years outside their walls. BYOD has the ability to save districts money, but the real impact comes in the form or engagement and empowerment of students to learn on their terms. I have grown quite tired of the myriad of excuses to not move towards BYOD because it can and will have a positive impact with the right mindset, training, and support.

It makes sense to me to create a technology-rich learning environment that leverages available technology with that, which the students already own. This is what we have done at my school and experienced a great deal of success. In addition to BYOD, students and teachers have access to three PC labs, one iMac lab, one Macbook cart, one PC cart, and one netbook cart. The equity issue with BYOD in classrooms has been overcome with school purchased technology and the use of cooperative learning after my teachers determine which device(s) each student possesses and brings to school on a regular basis. In my eyes we are accomplishing the same goals, for the most part, as we would if a 1:1 program had been instituted. Students have access to technology and are using it on a daily basis to communicate, collaborate, create artifacts of learning, problem solve, think critically, become more technologically proficient, and develop a greater global awareness. The should most certainly be able to use it to replace more archaic forms of technology (i.e. pencil and paper) if they wish.

I am extremely interested to hear what others think about 1:1 vs. BYOD in schools. Do you think one is better than the other and if so why? If you are considering going down one of these paths, which one would you lean towards?

Getting Professional Development Right

We have all had our own unique horror stories when it comes to professional development.  From a one size fits all approach, to unqualified presenters that lack passion, to leaving a session or entire day for that matter with no applicable ideas and strategies to implement into practice - poor professional development has left many scars.  Another glaring void has been the availability of quality opportunities to learn about the latest Web 2.0 tools or innovative pedagogical techniques that have begun to take hold in small pockets across the country.   Up unto recently many of the best hands-on, authentic learning opportunities for educators were restricted to large conference events that were out of the financial reach for many to take advantage of.  These reasons in combination with a few others served as a catalyst for the Edscape Conference.

This past Saturday marked the third year that a conference was held at my school.  The first year it was called TSETC and was subsequently re-branded and refined into the current event.  Regardless of the event name the ultimate goal has remained steadfast - to provide relevant, meaningful, and applicable learning opportunities that will inspire participants to break out of their comfort zones and innovate now.  We have taken what we think are some of the most effective and desirable components of a quality professional development experience and rolled it into one action packed day typically reserved for mainstream events.

I have seen firsthand the impact that Edscape has had on my staff and the new ideas that have been readily implemented immediately after the event.  We specifically seek out a keynote that will not only resonate with a diverse audience, but also inspire participants to take action.  Vicki Davis shattered every expectation we had with her remarkable presentation and has set the bar very high for next year.  The over 50 concurrent sessions focused more on the "how"as opposed to the "why" to integrate tools and innovative pedagogical techniques.  It is one thing for me to share my opinion as it could tend to be a bit biased, but the voices of others provide a powerful, unbiased perspective.  Below are some of the reflections and thoughts on Edscape that have begun to surface

• Edscape Conference 2012 by Gretel DeRuiter

• Edscape: My Choice, My PD by Tony Sinanis

• Edscape Reflection: It's More Than Just the Tools by David Britten

• Vicki Davis Edscape Keynote by Sandy Kendell

• The Edscape Conference by Michele Haiken

• A Look Back at Edscape by Brad Currie

• Edscape Conference October 13, 2012 by Jen Slingland

• Edscape 2012 by Meredith Martin 

• Edscape Reflection by Jennifer Orr

• My Edscape Journey by Brian Nichols

Approximately 350 educators from 10 different states and Canada joined us at Edscape this year.  Please mark your calendars for Edscape 2013, which will again be held at New Milford High School on Saturday October 19, 2013.  If you have any ideas for an electrifying keynote please add your suggestion in the comments section below.  Again, thanks to everyone who attended and/or assisted with this event.

Using Innovation to Combat Texting While Driving

The following is a guest post by Doreen Zacher, New Milford High School's Student Assistance Counselor.   She recently collaborated with graphics teacher Walt Pevny and NMHS students in the U Got Brains Challenge 2nd Annual Champion Schools Program. Their efforts resulted in NMHS being selected as a champion school in the battle to stop students from texting while driving.  NMHS is now competing against other champion schools for a driving simulator.

Distracted operation of a vehicle occurs when the driver is engaged in non-driving activities, which hinder their overall ability to operate the automobile in a safe manner.  While all distractions can endanger the overall safety and well being of occupants, texting and the use of cell phones are by far more prevalent.  “Twenty percent of injury crashes in 2009 involved reports of distracted driving.  Of those killed in distracted-driving-related crashes, 995 involved reports of a cell phone as a distraction (18% of fatalities in distraction-related crashes)” -NHTSA.

New Milford High School wants to assure that our students arrive safely at their destinations and do not make a fatal decision to use cell phones while behind the wheel.  New Milford High School was an active member in the 9^th Annual “Get It Together” Challenge.  The “Get It Together” challenge was a local competition between high schools designed to increase seat belt usage.  The faculty and administration championed this competition to assure the safety of all New Milford students, families, and community members.  There were two unannounced checks for seat belt compliance.  The first was September 28^th, 2011 and the second was October 6^th, 2011.

To continue our dedication to the overall safety and well being of our students, and community members, Mr. Walt Pevny developed the “Safe Box” which was entered into the “U Got Brains Competition”, sponsored by the Brain Injury Association of New Jersey.  This revolutionary device helps to promote “text free” driving among teens.  Upon entering into the automobile, the students place their cell phones into the “Drive Safe Box”, the phone will be automatically charged and the student will not be able to remove the phone.  The driver will be unable to text or use the phone with hands; however they can still utilize and enable their blue tooth systems.  The “Drive Safe Box” can only be opened from the rear with a key, which has been attached to their car key ring.

Mr. Pevy’s multimedia class is developing a “Public Service” video on the dangers of texting while driving (to be included with every product sold).  Also, his Advanced Desktop Publishing class will develop a “marketing campaign” for the product (ads, brochures, website, etc.)  The prototype will be manufactured by Dr. Asa Awuku and his engineering club.  New Milford High School has received notification that the “Drive Safe Box” was selected as one of the top ideas and was awarded the $1,000 stipend to develop our product.

“Let’s not have a life stolen from us, use the DRIVE SAFE for a safe and hands free environment.”

Besides the initiatives listed above NMHS has joined a campaign sponsored by My Parking Sign and received two FREE signs seen below (pictured are Doreen Zacher and Walt Pevny).  These signs will be placed on two areas of our campus where they will be clearly visible to our student drivers.

It is Time For Schools to Seriously Consider BYOT

This piece is cross-posted at the Huffington Post.


As we continue to move even further into the 21^st Century, technology becomes more embedded in all aspects of society.   As a father, I see this firsthand with my son, who is in first grade.  The gift he wanted the most this past Christmas was an iPod Touch, which Santa was kind enough to bring him.  Then there is his younger sister who will regularly ask to use my iPad so she can either care for her virtual horse or dress Barbies in creative ways.  As I download all of the apps on these devices, the majority of their time is spent engaged in games that require thought, creativity, and sometimes collaboration. My point here is that many children across the world have access to, and are using, technology outside of school in a variety of ways.  Not only do many have access, but also older children possess their own devices (cell phones, smart phones, laptops, tablets, e-readers, etc.).

Image credit: http://blog.eboardsolutions.com/?p=118/

As society continues to move forward in terms of innovation, technology, and global connectivity, schools are being stymied by relentless cuts to education.  This has resulted in the reduction of staff, larger class sizes, lack of follow through to repair aging buildings, and the inability to keep up with purchasing and replacing educational technology.  It is essential that we rectify all of the above mentioned impacts of budget cuts, but when it comes to technology the perception is that it is the least important area in which to invest precious funds.  This is why the time is now for districts and schools to seriously consider developing a Bring Your Own Technology (BYOT) initiative.

The world of education is often defined by the “haves” and “have nots”.  It is this separation that ultimately drives decisions when it comes to educational technology.  Why should students in less affluent districts not be afforded the same opportunity as those with large budgets to utilize technology as a learning tool to create, collaborate, connect, communicate, and develop essential media literacies?  A BYOT initiative makes sense as we can now leverage a variety of devices that many of our students already possess.  It is how we utilize these student owned devices in schools that is the key to a successful BYOT initiative.

There are many well-respected educators that I greatly admire who feel that BYOT has no place in schools.  Their main reasons for this are equity in terms of students that have devices and the belief that it is each district’s responsibility to provide all technology to be used by students in schools.  I wholeheartedly agree with their positions, but those of us in the trenches must play with the cards that we have been dealt.  As educators, it is our duty to do everything in our power to provide our students with the best learning opportunities possible and in many cases allowing students to bring their own devices to school assists in meeting this lofty goal.

We launched our BYOT program at New Milford High School this past September after just piloting it with the senior class last spring.  There have been many lessons learned from this journey, the most important being that the students have greatly appreciated this shift.  Policies have been developed for students to bring in their own computing devices, a ban on cell phone use during non-instructional time has been lifted, and educational programs have been put in place to teach our students about digital citizenship, responsibility, and footprints.  We did not let excuses, such as equity, stop us from moving forward with an initiative that is turning out to have real value to our students and teachers.  Key components of a successful BYOT initiative include the following:

• Begin to change the way students view their devices by changing the language when they are referenced.  Students need to fully understand that they are tools for learning.  Make consistent efforts to refer to them as mobile learning devices.
• When using these devices in the classroom, the teacher must ensure that there is a specific learning outcome connected to the device.
• Ensuring equity is important and we must be cognizant of those students that might not own a device.  Determining those that do not in a confidential manner is very important.  If using mobile phones, teachers can easily pair students up.
• A BYOT initiative can actually supplement what a school might already have in terms of technology and increase access.  For example, let’s say a school has a laptop cart with only 20 devices because that is all that could be afforded, but there are 25 students in the class.  Student owned technology could then be utilized to close this gap.
• Develop appropriate support structures that align with current Acceptable Use Policies.
• Provide professional development and resources to teachers so that they can be successful in implementing mobile learning devices.
• Treat students like 21^st Century adolescents.  Many of them own and use these devices outside of school.  If we can focus use on learning, then why would we not allow them to bring these tools and use them in school? 
• Unacceptable use is dealt with accordingly based on a school’s discipline code.  This should not be considered different than any other infraction.  When it comes to off task behavior in the classroom, this is most likely the result of a poorly planned lesson or ineffective classroom management techniques.
• Promote use of student owned devices for learning during non-instructional time.  At NMHS, one can now routinely see students using their devices during lunch to conduct research for projects, complete homework assignments, and organize their responsibilities.  Additionally, we have seen a dramatic reduction in behavior issues.

Instead of bashing BYOT and coming up with ideas on how and why it won’t work or how it is unfair, we would be best served to brainstorm ways in which it can become an educational component of our schools.  The excuses to write off BYOT only serve to undermine the students that we are tasked with educating.  A BYOT initiative will be unique to each district and should be carefully constructed based on socioeconomics and community dynamics.  To begin the process students should be asked for their input.  What are your thoughts on BYOT in schools?  If it has worked for you, please share your experiences.

Creativity Fuels Innovation

I am a firm believer that creativity fuels innovation.  The problem though is the the majority of schools all over the world work as hard as they can to get learners to conform to a curriculum and standards while preparing them to perform at a level on standardized tests.  This is as uncreative as it gets. In the age of misguided reform the challenge becomes transforming institutions of learning and steering away from irrelevant pedagogical techniques in a way that not only meets the needs of society, but most importantly that of our students.

At New Milford we have taken a big step in placing creativity at the forefront with the creation of our Academies at NMHS as well as the introduction of new courses such as Digital Journalism, Digital Photography, Business Practice Firm, Engineering, and Biotechnology.  Teachers are also beginning to embrace a variety of Web 2.0 tools and integrate them in a way that allow students to unleash their creativity (see this Glogster example).  The PLC I am a part of with the rest of my administrative team focuses on a classroom walk-through process targeting student-centered instruction.  This is a small snapshot of what we are doing to promote creativity.


I am hoping the video above can become a catalyst for a more detailed discussion on the following: How can we nurture creativity in educational contexts?  What has to be done to transform schools in a way that embraces creative instructional strategies and thought amongst learners?  

The Flipped Classroom Explained

There has been a great deal of information lately on the World Wide Web and in the media on the flipped classroom approach.  I still get the sense that many educators are unsure of what this actually means and entails.  I myself have done quite a bit of research as of late to gain a better understanding.

Image credit: http://www.techchef4u.com/ipad/lets-use-video-to-reinvent-education-salman-khan-on-ted-com/

There are two main components associated with the flipped classroom approach to teaching and learning.  The first is that students watch lectures and consume other forms of content outside of school at their own pace while communicating with peers and teachers using online tools.  The second is that students in school work to actively apply what they have learned through concept engagement with assistance from the teacher.  For a  more detailed description and an infographic on this approach check out this great article at MindShift.  There is also fantastic information at The Digital Sandbox including this description: "The flipped classroom provides avenues for teachers to become facilitators of learning and move away from the sage on the stage approach to teaching.  The goal is to extend learning time conversation to outside of class through threaded discussion."


Below is an introductory video on what it means to "flip" your classroom.  Please be aware that there is a brief product pitch at the end of the video.

For more resources on the flipped classroom approach visit Cybraryman's page on the topic. So what are your thoughts on this topic?  I would love to hear from those educators that have found success with this. Will schools and educators find value in this approach and begin to flip their classrooms?  Or will the fear and anxiety associated with standardized testing and new teacher accountability reforms stop this phenomenon from taking off?

Profound Impact

As educators we routinely wonder whether or not the advice that we impart on our students actually has had a positive impact.  Sometimes were are given direct feedback, but other times were are left to wonder.  During the past couple of weeks we have organized two assemblies where I have educated the entire student body on cyberbullying, as well as digital responsibility and footprints.  My goals for the assemblies were for students to fully understand the negative impact and consequences associated with bullying online, the need to advocate for others who are targeted, the importance of demonstrating responsibility online as it can potentially impact college acceptances and future employment, and the creation of a positive digital footprint.  

Image credit: http://www.positiveimpactmagazine.com/how-to-get-involved/advertise/

For each class I utilized a PowerPoint presentation complete with testimonials, emotional videos, and relevant examples.  During each assembly students were extremely attentive and respectful, but I was still unsure about whether or not my points were made.  Fortunately someone shared with me the email below that was sent to our middle school principal by a student who attended one of my presentations.  Please note that I have removed all names.


Hi Mrs. XXX, I'm not sure if you remember me but my name is XXX XXX. I'm a junior at the high school. I also wasn't sure who to come to about this, but at the high school we recently had a presentation on cyber- bullying, and I have a Facebook account. A student's Facebook page at your middle school came up on my Facebook news-feed. Her page wasn't blocked, which is why her information was visible to view.  I didn't want to just overlook this.  Last year when I was a sophomore, this girl came to the high school football games with her dad and she was very friendly, but I noticed other girls from the middle school bullying her. I remember telling the girl to ignore them and not to hang out with them. However, on this girl's page there were cruel comments and sarcastic remarks leading this girl to believe they liked her when from my point of view it seemed like bullying. The girl's name is XXX XXX, I don't know her, but I just wanted to bring it to your attention if it wasn't already known. I just wanted to say something, because at the high school the presentation on cyber-bullying really made me realize how much of a difference saying something can make. If you need me at all feel free to email me back.


I can't even begin to explain how proud I am of this student!  Messages like this make me realize that when we take the time to educate our students ourselves it really does have an impact.  We are in the process of conducting all of our assemblies with in-house personnel because it is cost-effective, convenient, and most importantly we are the ones who have established connections with our students.  Find out who your experts are and empower them to deliver important messages during assemblies and I can assure you that they too will have a profound impact on your students.

Instructional Upgrade

With the first month of the school year in the books, I am extremely pleased with how more staff members are embracing educational technology and effectively integrating a variety of tools into instruction.   At New Milford High School we clearly articulate that technology is a powerful tool. Together, with a sound pedagogical foundation, these dynamic 21^st Century tools have the ability to assist in transforming learning environments where students are engaged and excited to learn. Here are some highlights from the past month:

Image credit: http://www.custom-build-computers.com/Upgrading-CPU.html

• Students in Ms. Perna’s US History I course worked on developing a colonial road trip project this month. Students were to develop a trip that someone could take today to explore colonial history through one of the three colonial regions. Students created detailed trip itineraries, after conducting research, and used Google Docs to put together their itineraries. After completing itineraries, they created visual representations of their trips to “sell” it to their peers, and then in class, students set up their trips for a “fair” in which they walked around and viewed other students’ trips. Students enjoyed the project and made colonial history come alive!
• Since the start of the school year, technology has been a huge part of Mr. Fiscina’s lessons. Each day students are greeted by the interactive SMART board. The students in Geometry honors have learned how to use the board’s construction tools. They now can come up to the board and use the compass, ruler, and protractor (all within the SMART notebook software) to construct different Geometric relationships. Students from Algebra 1B and Elements of Geometry have used Poll Everywhere in order to answer multiple choice questions. A live chart, showing results from the classroom, is posted on the SMART board during this question and answer time. Students can see how they are doing compared to the rest of the class and Mr. Fiscina can assess the class as a whole. Also, in the beginning of the month, Mr. Fiscina used a program called Jing in order to help a student with a problem. Jing is a program where you can select part of your screen to be recorded and make a short film featuring picture and sound. Mr. Fiscina used Jing and the SMART notebook software to make a short video instructing the student on how to use the problem. Mr. Fiscina plans to post videos throughout the year in order to help with difficult problems. The biggest complaint students normally have with math is that they understand the problems in class, do fine with the work in class, but when they go home they have no idea how to do their work anymore. Now with Jing, they can bring Mr. Fiscina home with them in order to help study.
• One of Mrs. Chellani’s goals at NMHS is to infuse technology into daily math instruction to make the learning process more interactive, engaging, and relevant for students. She has employed a variety of methods in order to accomplish this goal. A recent initiative has been integrating a Smart Board interactive game at the beginning of each class to review key mathematical concepts taught in prior lessons. This initiative not only acts as a cumulative review on previous material, but it creates an engaging, student-centered learning environment and serves as an alternate means to individually assess the learning of each student.
• Mr. Hawkins has been developing a website for his math classes. This was developed for students to get extra practice on their studies in a variety of ways. It includes random problem generators, solver pages, and videos.
• Mrs. Morel has been having her art classes utilize their students’ smart phones to look up definitions to art terms, which are shared in class, and design images to further stimulate and influence students’ creativity. The students are excited to share their findings with one another and, if they find images they desire to use as references, they can print them using the computer and printer in the art studio.
• The World Language Department at New Milford High School has recently gained access to Voki Classroom, a website in which students create their own avatars (graphical representation of the user), and use them to improve oral communication in the target language.  The World Language teachers are currently collaborating and working on different lesson plans using Voki Classroom and plan to implement them within the next month.
• Mrs. Levy has been creating websites for her courses using Google Sites.  The main website is used for all activities, classes, and communication.  The two websites Mrs. Levy created just for her classes are: U.S. History I - This website allows students to find out what homework is assigned, provides all handouts given in class, lists dates for projects and tests and allows students to submit their homework online via form to Mrs. Levy’s Dropbox. It also enables students to take online polls.  Each week in our newsletter section, Mrs. Levy brags about the superstars of that week who really stood out in class and they get a phone call home too.  World History - This website allows students to find out what homework is assigned, provides all handouts given in class, provides dates for projects and tests and allows students to submit their homework online via forms to Mrs. Levy’s Dropbox.  It also enables students to take online polls.   Each week in the newsletter section, Mrs Levy brags about the superstars of that week who really stood out in class and they receive a phone call home for additional reinforcement.

These dedicated teachers have made a point to upgrade their instruction this year with 21st Century tools, many of which are free, to facilitate authentic learning.  It is an exciting time to be at NMHS to witness this transformation.  The end result, engaged students excited to learn.  How is your school transforming the teaching and learning process?

Framework for Embedded Professional Development

Life-long learning is an essential characteristic found amongst effective educators and something that should be modeled for our students. With so many changes occurring in the field of educational technology, curriculum, pedagogy, and law, it is imperative that educators receive opportunities for growth in their school. Additionally, they should be provided with the knowledge and foundation to develop a Personal Learning Network. This will enable them to learn more according to their diverse interests and passions.


Time seems to a common theme when it comes to lack of teacher participation in after school professional development opportunities. This is completely understandable as many teachers are involved with students after school through athletics, extracurricular activities, and extra help, not to mention grading and getting materials ready for the next day. During a conversation with teacher leaders last year about improving how professional development is offered in a meaningful fashion, a model from the business world was suggested.  This would incorporate training and other professional growth activities embedded within the school day.

Image credit: http://uncyclopedia.wikia.com/wiki/File:Lightbulb_idea.jpg

After some thought and discussion with colleagues in NJ, the light bulb went on for me . I quickly realized that the current school schedule presented the perfect solution to make better use of the time available in order to offer meaningful professional development during the day in the form of non-instructional duties (waste of valuable time in my opinion). The plan that my administrative team and I are now developing drastically reduces the amount of non-instructional duties the teachers have, such as lunch, hall, and in-school suspension duty.   It also reduces the periods during the week that staff members will perform those duties that are retained.  This change would then free up virtually every teacher for 48 minutes 2 or 3 times per week depending on the semester.  


The vision then for staff members during this professional growth period will be to create innovative learning activities, develop interdisciplinary projects, and engage in professional development.  At the heart of the professional development piece could be PD 360, which we are currently researching. We are ecstatic about this more effective use of time.  What do you think?  Any feedback and suggestions are greatly appreciated!

What Does Classroom Innovation Look Like?

Innovation and 21st Century learning mean different things to different people.  This little girl sums up my views in a simple, yet direct fashion:



The role of an educator in the 21st Century relies on transformations in teaching and learning to meet the needs of students in today's society.  Innovative instruction contains many of these elements:



Are you an innovative educator?