To the Twitterverse and Beyond! (A Tweep is Born)

I guess you could say I am still a Social Media "infant."  I've only existed in the "Twitterverse" for 6 months.  Why did it take me so long to get on board?   Well, I was one of the many Twitter hold-outs.  I just couldn't understand how Twitter could possibly be useful to me at age 40+.  Heck, I'm not even on Facebook!  Wasn't Twitter the younger generation's "thing?"  Well, according to two of my teachers, Twitter was becoming a great source of professional development for them.  It was giving them inspiration, and they began encouraging me to check it out.  Still, I was hesitant to put myself out there.  I had no clue how to "Tweet!" However, seeing their excitement began peaking my curiosity.  So one evening last February, I finally decided I was going to give it a go. 

Much to my surprise, I found setting up my Twitter account to be fairly easy.  The site walks you through a simple step-by-step process.  I had heard that picking your screen name was pretty important.  Since I knew that I was going to use this account as a professional tool, I decided to go with the handle @MMEPrincipal.  Knowing a few of my teachers and principal colleagues were already connected helped me begin choosing who to add to my PLN.  (Personal Learning Network,  for you newbies!)  Once I got all set up and sent out my first official tweet, I was welcomed into a whole new world that would transform me in ways I could never have imagined.  It took me a while to get the hang of mentions, hashtags, and chats, but it's like anything else--you learn by doing!

Though I've only been on Twitter for 6 months, in that short time frame I feel like I have been reborn.  A whole new world of learning has opened up to me.  I have learned so much from other people all over the world.  Not only have I made connections with fellow principals and teachers, but I have also connected with Twitter friends who are authors, bloggers, librarians--and generally just very smart people!  I have become a voracious reader--of blogs, of books, of ideas being streamed non-stop through my Twitter-feed.  Most importantly, I feel I have truly become the lead learner in my building.  Social media has inspired me and given me the vehicle to navigate this important role!

One of the first smart people I followed was @PrincipalJ.  One of my fifth grade teachers, @MMEGrade5, had forwarded something to me that she had written about her school's  journey into implementing Daily 5 and CAFE school-wide.  This really resonated with me because we were doing the same thing at my school.  It was a great feeling to know there was someone else out their leading her building through this process.  As soon as I realized @PrincipalJ also shared many of her other ideas and reflections via a blog, I decided I wanted a piece of that action as well!  I caught the blogging bug,  and A Principal's Pensieve was born. 

I will say that I have done a much better job keeping up with my Twitter account than my blog.   After over 1,000 Tweets and having the very surprising honor of being named one of 48 Indiana Educators to Follow by @StateImpactIN, I'm  feeling pretty comfortable within the confines of 140 characters.  However, I am less confident in my ability to write with enough finesse to attract readers to my blog.  And I thought I was putting myself out there via Twitter!  I had no idea how daunting writing lengthier pieces for the entire world to read can be.  Blogging really exposes you and makes you feel extremely vulnerable.  However, I'm happy to say that I've finally come to the realization that I just need to get over it!  I realize that I need to have this outlet to reflect and write about things that are important to me.  My posts do not look like they are professionally written , but they do contain my thoughts, my reflections, my opinions, my hopes and dreams, and they also help express who I am. As you are reading this,  I hope there will be a small part of this born-again social media geek that will resonate with you, just as so many terrific bloggers have done for me.  (A small sample of some great blogs is listed on my homepage.) 

If you are one of the hold-outs who has been hearing the buzz about Twitter or other social media outlets but you're still afraid to give it a try, I urge you get out of your comfort zone and just dive in!  If I can do it, anyone can!  You will not regret granting yourself access to a professional development portal that is open 24 hours a day/7 days a week.  There are great minds out there who love to share their knowledge and continue to help all of us remain a committed and cohesive group of lifelong learners.  So don't miss out--get connected!  You'll be glad you did!

Preparing Classrooms for Another Year of Learning

I started back to work this week, and I am impressed with the number of teachers who have already begun working in their classrooms.  We had quite a bit of construction in the building over the summer, and many of them have been chomping at the bit to get into their classrooms and begin setting up for the big day--August 14.  It will be here before we know it! 

This is an exciting time for me too because in addition to preparing the school for students and staff to return, I also have a classroom to prepare.  I am fortunate to have an extra room in which I can hold all of my Instructional Improvement Blocks (IIBs).  IIB is a daily time block in which we meet as an entire elementary staff for a 30 minute professional development session.  This summer all of our textbook deliveries were placed in this room, which meant I spent the entire day on Tuesday unpacking boxes and delivering books to the classrooms--I lost count after box number 124.  Yes, that's a lot of books!  Now that the books and cardboard boxes are out of there, it is up to me to create a welcoming environment in my classroom.  Hmm...what to do?

Last year, I put up a CAFE board and Daily 5 choice chart as focal points in the classroom.  We are school-wide with both, and I wanted to keep the staff focused on them throughout the year. I created cute little strategy cards for the bulletin board and hung them under each letter of CAFE, thinking it would be a great visual.  I referenced the board a few times during our IIBs, but I didn't give my teachers any ownership in this display.  There were countless days that we spent honing our skills in D5 and CAFE in which I would show videos, share teaching strategies and expectations, teachers would share ideas and collaborate, and we would discuss our progress.  However, I kept forgetting about that wall!

This year, I plan to have the teachers create the strategy cards as we are focusing on them in our sessions.  Just as the teachers have the students create them as they are taught, I feel it would be meaningful to do the same with my teachers.  I have devoted one day per week to CAFE/D5 so that we stay up to date and current in our instructional practices.   Just as I expect my teachers to refer to their interactive CAFE boards during instruction and have their students take ownership, I will be doing the same with them.

So, in setting up my classroom, I will have the CAFE board and Daily 5 choices posted, but I will wait for my "students" to take this journey with me and record our learning as we go.  Even though we have been doing CAFE and Daily 5 school-wide for more than a year, there is always room to grow.  Plus this year we have 5 new teachers that will take this journey with us! 

As far as the rest of the room's decor?  Well, I have decided to leave the rest of the bulletin boards "bare" so that my teachers will have opportunities to show ownership of this classroom.  My goal will be to have them create items based on what we work on throughout the year.  I want it to be OUR classroom, not MY classroom.  As you reflect on decorating your classrooms this summer in preparation for the beginning of school, I urge you to think about whose classroom it is and how you can create a sense of ownership and community with your students. 

Will any of your bulletin boards be bare?

My Visit To Wonderland: The Ron Clark Academy

When I signed up to attend teacher training at the Ron Clark Academy, I had no idea how much this visit would impact me.  I wasn't sure what to expect.  I mean, I knew who Ron Clark was-- I'd read The Essential 55 (several years ago), and I had seen news clips of his students performing on various news programs.  I knew there had been a movie made about him.  I even followed @ronclarkacademy on Twitter.  However, I was completely unprepared for the pure joy I felt the moment I entered RCA and the lasting effect this visit has had on me.  I felt as if I had stepped into a magic wonderland--the type of school we educators can only dream of.

My day began by driving into what appeared to be a sketchy area of Atlanta.  I pulled into the parking lot across the road from the school at 7:45.  We had been instructed to wait until 8:15 to approach the gate of the school, so I sat patiently waiting in my car.  This school looked incredibly out of place for the area.  The large wrought iron entry gate was topped by an iron archway that read "Altruismo, Isibindi, Nukumori, Reveur, Pinal, and Amistad."  Intriguing, I thought.  I wondered what those words represented.

I continued sitting in my car and observed students dressed in their school uniforms piling out of their parents' vehicles rushing to get inside.  I observed the security guard  happily opening the large gate for staff members as they arrived and parked inside the compound.  I also began to see other educators arriving for our first day of training.  As I sat there waiting, I began to wonder...What would this day be like?  What will they possibly have us do over the course of 2 days?  What impact will this experience have on me?  I really hoped that there would be something I could take from this training that would have a meaningful impact.  I had no idea what was in store for me!

At 8:15, our facilitator told us we could enter the gate.  We were given name tags and instructed to go inside the building that houses the school library.  Upon entering, I knew this was not going to be your typical school, your typical training, your typical anything--and I was pumped!  Students were lined around the perimeter of the library.  In the center, there was a giant trampoline, complete with a hydraulic harness.  I instantly recognized Kim Bearden (whom I also follow on Twitter @kimbearden).  She is the co-founder of the Ron Clark Academy.  Kim was standing on the trampoline, hand on the trigger of the harness as a student enthusiastically jumped high in the air.  Music blared from the sound system, students were singing and dancing, every single person had a huge smile on their face.  Two students instantly came up to me and shook my hand, introduced themselves, asked my name, where I was from, and what brought me to their school.  Each of the students was beaming and made me feel like they were waiting for me to arrive--that they had a genuine interest in me. They carried on a great conversation with me, and as we talked I noticed that some of the other educators had been coaxed into getting into the contraption and jump to the music.  One of the students I was chatting with took me by the hand and said, "C'mon, you just have to try out our trampoline.  It is the best."  I said, "I don't know if I really want to do that."  However, the look on her face sold me and the next thing I knew I was kicking off my pumps, getting strapped into the harness, jumping to the beat of the music, and having a BLAST!

After our initial welcome, Ms. Bearden dismissed the students and then proceeded to welcome us to the school and tell us a little bit about what they stood for and what we could expect over the course of our training.  Then we were directed to head over to the main building.  She didn't have to tell me twice!  I quickly walked outside and ended up being the very first person to go in.  Again, I was not expecting what awaited.  Rihanna's "We Found Love" was blaring from the sound system, all RCA students were in the lobby clapping, dancing, singing and smiling.  As I made my way in, a beautiful young lady came and took me by the hand.  We danced our way through the lobby and standing in the center of the lobby was none other than Ron Clark, also clapping, singing, and smiling.  We made eye contact, I waved to him like a starstruck school girl, and joined the cluster of students.  As everyone entered, we all continued singing and clapping.  It was a grand entrance!  They really know how to make you feel welcome!

Then it was Ron's turn to welcome us to his school.  He jumped up on the counter and began to speak to us about his passion for teaching, his school, and his desire to revolutionize education.  He made us feel like we were about to be a part of something magical.  And believe me, he did not disappoint!

Over the course of two days, I got to observe Ron Clark, Kim Bearden, Adam Dovico, Gina Coss, Sarah Hildebrand, and Ken Townsel teach their classes.  I participated in a "Blues" workshop with Susan Barnes.  And each of the aforementioned teachers also did breakout workshops with us on how to implement some of the creative ideas at RCA in our own classrooms and schools.  I was thoroughly inspired by each of these educator's creativity, their commitment to excellence, their high standards, and their love for their students. They all teach with passion, integrity, and a desire to see each of their students achieve to their highest potential.  I absolutely fell in love with each and every staff member and student I came into contact with.  I even became "slide certified" at the end of the first day, complete with a huge ceremony that involved music, dancing, cheering, and one speedy blue slide.  (Yes, each of us educators got to take a ride on "big blue.")   It truly felt like "Wonderland."

I also learned what the words on the iron gate represented--four of the words were the names of the "Houses" that each RCA student belongs to.  At RCA, when students are welcomed to school, they are selected randomly into a House.  Altruismo, Amistad, Isibindi, and Reveur are the four houses.  Each house holds special meaning and serves as an instant family for the students at RCA.  The houses compete for house championship points by earning points for academics, behavior, manners, and accomplishments.  A video screen in the main hallway keeps score for each team, with one team being crowned House Champions at the end of the school year.  Students in each house proudly wear the crest of their house on their uniforms and are proud to tell you all about their house, what it represents, and where they are in regard to the House Championship.

At the end of the second day of training, we were given the opportunity to have Ron sign books, posters, t-shirts, etc. and have our photos taken with him.  I was thrilled to be able to interact with him personally.  As I approached him, I felt the inner starstruck schoolgirl again, but I kept my composure.  As I introduced myself to him again, he was so genuine and kind.  He signed my copy of The End of Molasses Classes, and his final message to me is inscribed on the inside of my treasured book-- "Lead with passion."  I plan to do just that!  (And, by the way, I plan to someday cross paths with Mr. Clark again.  I am  making it my personal goal to work with him in some capacity in the future.)

A Comparison:The Daily Five and Writer's Workshop

Overall objective
Improve Writing Instruction

Today's Learning Objective
Teachers will be able to identify similarities and differences betwen D5  practices and the Writer's Workshop approach.

Marzano's research in best practices has identified comparing and contrasting as a highly successful instructional strategy.  My goal in utilizing this best practice with the staff today was to help them recognize that they already have many of the tools to take our writing instruction to a new level.

Teachers list the similarities and differences between
D5/CAFE and their current Writer's Workshop

The Task 
Each grade level team was given a sheet of paper to make a comparison chart between Daily 5 and Writer's Workshop.  They could come up with a chart, a Venn diagram, or any other visual means to show the similarities and differences.  After each team completed the task, we discussed and recorded some of their ideas.

After each grade level made their own comparison charts, I recorded some of their ideas
for the whole group to see

It became quite apparent that there were far more similarities than differences.  The middle column shows how D5/CAFE and Writer's Workshop are similar.  Some of the similarities listed included:  conferencing, mini-lessons, building stamina, modeling, independent practice, read-alouds, and sharing.  Some of the differences included the amount of time built into their schedules for each--90 minutes for reading vs. 60 minutes for writing and during D5 the writing the students do is in response to texts.

It was my goal for the staff to see that many of the procedures they have taught their students and the practices they employ each day during their reading block will transfer quite nicely to the writer's workshop.  Realizing we have been on a 2.5 year journey to school-wide Daily 5 and CAFE, I know that there is still some work to do-- professional development, support and encouragement.  However, after today's comparison, I feel the staff believes that improving our writing block will be an easier path due to the foundation the D5/CAFE has provided.  Just one more reason to thank the sisters.  Thank you Gail and Joan! 

Kindergarten, Here I Come!

Last week, our school held it's second annual Kindergarten, Here I Come! event for incoming kindergarten students and their families.  This evening is dedicated to meeting our new students and their families and providing them with readiness activities that they can do over the summer to help prepare for kindergarten.  We began the event last year as a way to build a bridge between students' preschool experience and Kindergarten.  We have found that the outreach has proven to be a successful way of welcoming our students and their families and making them feel comfortable with our school. 

Kindergarten teacher, Mrs. M. explains a fine-motor activity
the families will complete in her classroom

We begin the event by having a meal in the cafeteria.  Families are encouraged to buddy up and sit with each other to network and get to know others.  We feel this relationship-building time is a key to helping our families meet others and develop friendships.  We then send siblings to the daycare room--another bonus for our families!  After all siblings are out of the cafeteria, we then dismiss our families to the first of four rotations through each of our four kindergarten classrooms.  Each rotation lasts approximately fifteen minutes.


During their visits to each classroom, the families have the opportunity to learn about our curriculum and complete activities with their child.  Some of the things we introduce are Daily 5 and CAFE--our school-wide philosophy and structure for teaching reading, fine-motor activities, counting, letter naming, writing, and other expectations of what their child should be able to do upon entering kindergarten.  Families leave with a file folder full of activities and several books for their child.

Mrs. B. explains a counting activity parents
can do with their child

We end the evening by having our parents complete an exit survey so that we can improve the event from year to year.  The majority of parents request more time with each rotation--a good indicator they are enjoying each activity!

We were very proud to note that over 2/3 of our future kindergarteners were in attendance at this year's event.  Building strong partnerships with the families now will undoubtedly have a positive effect on the students and their academic success.  What a fun and productive night!