Tag: #4OCFpln

KathiSue Summers and the Case for Robust Online Communities

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It has been a long time since I sat down to write a blog post. I could give a million excuses, but frankly, I just haven’t felt like writing one. The death of a friend has prompted me to write a new post. KathiSue Summers passed away from COVID on Saturday, August 28. It was heartbreaking news for everyone who knew and loved her. I never had the chance to meet her IRL (in real life). Wait… you never met her? How could her death have an impact on you? The answer is in the relationship we had built as members of an online PLN community through Voxer. Voxer is a platform that allows for voice and text communication. This community has been together for roughly four years, and we connect daily about topics ranging from education, our kids, favorite foods, etc. I know many of these people better than I know some teachers I have worked with for 30 years. We have had some great times and some rough times. We don’t always agree. Sometimes I get angry at them, and I am sure the reverse is true. Ok…I know the reverse is true. But, in the end, we are a community that cares for each other. 

Some colleagues I work with “make fun” (in a joking sort of way) of these connections, but they are real friendships. My charge to you is to find your group and start connecting. How do you get started? Make your Twitter connections more than just a Twitter relationship. Take the leap and invite followers to join an app that allows you to share your thoughts using your voice. Voice brings so much more to the table than texts. You can hear passion, excitement, and sadness through voice. While Voxer is the app that #4OCFpln uses, others like Synth and Skilled Space allow for the same types of interactions. I have recently become friends with Sara Candela. We use both of these apps to stay in touch. Sara lives 2,000 miles from me; we have never met IRL, but I consider her a friend. 

Even though I never met KathiSue Summers IRL, I am thankful for the online community that allowed me to get to know KathiSue and feel the loss over her death. 

Don Sturm

Let’s Connect!

Voxer- @dsturm823

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The Frontline of Education Reform

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I finally have some time to sit down and get several thoughts out into a blog post. I know I am not alone, but the last five months have been crazy, and writing a blog post has not been my priority. I’ll start by setting the scene. My district started back on August 10th with full five-day attendance for all students. We have no special schedules; it is all kids, every day. I was concerned that the required mask-wearing would be a huge issue, but students are wearing masks for the most part. There are currently four categories of students in the district. 

Home-Schooled Students: These are the students/families who have chosen not to attend school. Our certified staff has no contact or responsibility for these students. I am not sure if there are any services provided for this group, but families are essentially responsible for their children’s learning.

Remote Learning Students: These students have chosen not to be at school but have the district provide them with their learning experiences for the first semester. Our school district has chosen to contract with two 3rd party vendors. One vendor is for K-4th grade and the other for 5th-12th grade. These students use our iPads to learn on these platforms. We provide technical support for these devices. While this support has been challenging, we are muddling through it. There is a certified teacher who students are assigned that act as a guide through the curriculum. These teachers are not responsible for the actual teaching of the material. Ideally, these teachers are a point of contact for these remote students.  

Quarantined Students: This group of students is fluid. They are waiting on COVID 19 tests to come back and might only be out for a few days while some were in close contact with a student who had tested positive. These students could be out for up to fourteen days. Quarantined students are learning right along with those students who are attending school in person. They also have a district-issued iPad.

In-Person Students: Think traditional school setting, except with masks and one-way hallways and stairs. The district encourages a three-foot social distance, though that is difficult for some classrooms. Students who are in school are issued an iPad. Both quarantined and in-person students are using Schoology as the LMS, which is new to all of us. 

Enough about the background of my district…I want to turn to the blog’s title, “Frontline of Reform,” because one hope that I have for our collective experience since March is that education will change for the better. I hope that teachers, administrators, and even parents will self-reflect and see that there might be a better way of “doing” school. The schedule rolled out by my district gets students back into school, but at what costs? I want to skip over the overall health concerns and get to the pedagogical concerns. Over time many teachers have worked on implementing new strategies that involve collaboration and student voice and choice. Like any district, not all teachers embrace these new strategies, but I can see that we are making strides in thinking about what it means to educate our youth effectively. Social distancing rules are making classrooms look a lot like they did when I started teaching in 1991. Desks are back to straight rows with students facing the front of the room. Gone are the creative classroom layouts that promote more student interaction. There are fewer opportunities to do group work, and, as a result, collaborative activities are harder to plan and implement. I am worried that these changes will set us back in terms of pedagogy.

As more and more in-person students quarantine, it is evident to me that this is the group that might drive education reform. I think these quarantined students, and the teachers trying to teach these students, are on the front lines of education reform. The fluidity is problematic because teachers don’t know who will quarantine on any given day. More importantly, these students have been stressful because teachers don’t know what/how to provide for them. Do they record lessons and send them to students? Do they make them a part of the class by having them join a Google Meet? When and how do they take tests and quizzes? The answer to each of these questions depends on the teacher. These types of questions are common. When do I have time to record lessons when I am also teaching a classroom of students? Is there a privacy issue with having a live class meeting? Can I require a student to attend my Meet at the time of my class? How can I guarantee the integrity of my tests if they are at home? Is it fair to give the same test to students who might be able to use Google to find the answers? Can I just wait until they return to school to make up the assessments? 

I could go on and on with the questions that teachers have about this group of students. Here is the thing, I think teachers working through these problems and the answers they come up with can make school better. Our district is lucky to have coaches that teachers can turn to to help navigate these questions. For the teacher who can’t imagine giving the same test to at-home students as in-person students, they might start to think about the purpose of assessments. If a student can look up answers on Google, is that the most effective type of assessment? A self-reflective teacher might start to think about ways of designing assessments that focus more on application rather than knowledge. A teacher engaged in self reflection might begin to ask if a recorded lesson is effective for students who are home, maybe it would be just as effective for in-person students. That same teacher could explore different possibilities of what class time looks like. Perhaps it is less direct instruction and more student conference-based. Ultimately, I think if we do it right, we can make some significant strides toward making schools more relevant than they have been for some students. 

For this period to not be a lost opportunity, teachers have to be given time and be willing to self-reflect. If teachers are always just putting out fires and working one day at a time, they will not be able to leverage this new experience for their students’ betterment. Administrators and Board members have to be creative by figuring out ways of giving teachers time to start to be proactive rather than reactive. The onus isn’t just on the official school leaders; educators need to take a hard look at what and how we have been running our classrooms and make changes that will benefit students moving forward. One of my fears is that when all this is “over,” we will wipe the sweat from our brows and go back to the way that we were. I don’t want all of the work of teachers to be in vain. 

Don Sturm

Have you read the terms of use??

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There is nothing better than walking into my local grocery store, or better yet, an Apple Store and getting the “Welcome Don” greeting on my phone. I get the newest specials and deals right as I walk in the door. I think most realize that this type of personalization comes with a price…a lack of privacy. As an adult, I have consciously decided to allow certain stores and apps to track my movements so I can get this personalized service. Privacy is a different monster all together for the students in our schools. There are both state and federal regulations that govern when we can provide and how we use student data. As a technology integration specialist, I work with both the technology and curriculum departments. I love having a foot in both because I can be that bridge between the back end of the tech side and what teachers need to do their jobs. One of my roles is to help monitor all of the privacy policies for the numerous apps that are requested and eventually pushed out to all of the 3,000+ student iPads.

When I first started in this role, I had to dig into the Terms of Service as well as the privacy policies for each app developer. It was overwhelming! I would try to catch all the nuances of the various policies, but we eventually decided to go with a company that would do the details work. We chose Education Framework. This company does a wonderful job, but I find myself not actually reading the privacy policies anymore because someone else does. As I work to complete my ISTE Certification, one of the assignments is to explore the policies of some of the apps that we use. 

My district uses Buncee, Seesaw, Flipgrid, and Edpuzzle quite heavily. What did I find as I explored the user agreements and privacy policies? It was not surprising that all four of these services take privacy and data sharing seriously. All four of them are signatories of the Student Privacy Pledge (the pledge). In a nutshell, the signers of the pledge agree not to collect student information beyond what is needed for the service to work. They also agree to not sell or disclose information to outside sources for the purpose of advertising. Those of us entrusted to judge educational services should be happy to see the companies with whom we work willing to sign this type of commitment. The Internet Keep Safe Coalition (iKeepSafe) is another certification that checks for compliance to state and federal regulations. My research shows that Buncee and Edpuzzle have that certification. After this research, I am confident that these products are keeping student data safe and private.

Teachers sometimes ask for access to services that are not set up to deal with educational institutions. I want to make it clear…I am not saying these are bad companies, they just don’t have the focus on education. One of those products is Bitmoji. Who doesn’t love to be able to share their likeness in the form of these cartoon-type characters? Their user agreement clearly states that the service should not be used by children 13 years of age…period. In addition, my district does not allow access to it at school for those older than 13 because the privacy policy states that information is shared with several entities, many of whom aren’t specified. Adults can decide to create an account with Bitmoji, but students can’t, nor should they, be allowed to create accounts that could potentially provide personal data to other entities. A parent might allow it, but the school can’t be a part of that agreement because of the risk of the violation of student privacy laws.

So what’s the point of all of this. Mostly it is awareness. If you are an educator who has had an app/service denied that you would like to use with your students, there might be a good reason for that denial. On the other hand, before submitting an app/service for approval, do some homework on the privacy and terms of service policies. If you find that they have signed the Student Privacy Pledge and/or are certified by iKeepSafe, include that in your request. 

#OneWord2020

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2020 makes the 3rd year that I have taken part in the #OneWord movement. I have found that condensing my goals for the year into one specific word is a great way to self-reflect on where I have been and where I want to go. It is one word…no mantra or goal statement to remember. It is a more natural way to always keep my word on my mind. I continue to come up with a guiding word because it has worked! 2018 my word was CREATE and create I did. 2019 was DISSONANCE. My whole goal with PD was to get people thinking about what they believed versus how they ran their classrooms.

My #OneWord2020 is EMPOWER. In my position as a technology integration specialist, it is easy to get into a rut of putting out fires related to tech problems. I will continue to do that, but my goal is to also be sure to work closely with teachers and administrators to make them feel like they can start to make empowered instructional decisions. The issue with starting a conversation with the other party having a problem that has to be solved is that there is a problem that has to be solved! Usually, that problem has to be solved pretty quickly so that a lesson or unit can run smoothly. Many times, I solved the problem, and the other party is grateful beyond belief. It is a good feeling, but it doesn’t do much to empower the person with whom I was working. In fact, sometimes the other person feels deflated because of the feeling that they couldn’t solve the problem.

Empowerment is a feeling that comes from a place where you feel confident to try new things. I don’t think I have been a force of empowerment for many of the teachers with whom I work. The feeling of relief and/or gratefulness are not the same as empowerment. The empowered educator feels confident in trying new things and asks for someone to offer feedback and suggestions. Don’t get me wrong, I do have that relationship with some teachers, but my goal is for that number to grow. The “trick” will be to not only be there to help solve the problem but to follow up regularly about how things went. These follow up meetings are where the best learning takes place because I can help walk them through some self-reflection about the lesson. The more we self-reflect, the more that we can feel empowered to make tweaks and improvements to what we are doing.

Here’s to a great 2020!

 

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Thanks to Heather Lippert for this reminder of my #OneWord2020! #4OCFpln 

 

The Domino Effect

Don Sturm4 Comments

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I know that I can be persistent. Some might even call me annoying. My goal over the last five years as a Technology Integration Specialist has been to get educators out of their bubble by making contact with educators outside of the city/state/region where they teach. While some educators took me up on my offer to help them connect, most of the times my pushing was met with quite a bit of resistance.

“I don’t have time for it.”

“How do I know the people I make contact with are good teachers?”

“Social media is stupid.”

“What I have been doing has worked so far.”

Thankfully, I have continued to be persistent/annoying because this year has been different. More teachers and administrators in my district have been taking to Twitter and Voxer to get outside of their bubble. I beam with pride (sort of like a proud poppa) when I see these new interactions on a variety of social media platforms. Consider these examples…

  • The 7th-grade math teacher who wants to flip his classroom began Voxing with the author of Tech with Heart, Stacey Roshan (@buddyxo) about her nine years of experience with flipping her math classes. There are no other “experts” on flipping a math classroom in my district, so Stacey has provided reflective, just-in-time answers to his questions. I sense his increased confidence level with every interaction.
  • The 3rd-grade teacher, Kelley Friedrich (@KelleyFriedric1), who wants to change up what and how she does things is getting involved in Twitter and making connections in order to learn more about topics like #geniushour. Kelley also wondered if there was a better way than charts and points to handle discipline in the classroom. I helped her make connections with Elizabeth Merce (@EMercedLearning), founder of #DitchtheClips, to discuss her experiences and expertise in social-emotional learning (#SEL) with early primary students. These conversations have taken place on Twitter and Voxer.
  • The high school social studies teacher, Jaclyn Smith (@JaclynSmith21), who wants to rework her classes to better meet the needs of her students is jumping into Twitter and Voxer to make connections with others who are on the same journey. I have had more contact with her on Voxer and Twitter this summer than I was able to have most of the last school year! That goes to show you that social media can connect people who aren’t all that far apart.
  • The elementary administrator, Michelle Peterson (@mbpeterson719), who was on Twitter but didn’t do much with it (she didn’t even have a profile picture) is now becoming an active contributor. She has also jumped into Voxer to have discussions with Jacyln Smith about the recent Strobel Summit sessions (@strobeled, #StrobelSummit). Imagine that…a high school teacher and elementary administrator having a discussion about teaching and learning!
  • The high school counselor( now elementary principal), Stephanie Brown (@brownfamoffive), who has gone from an inactive to active Twitter contributor also made the leap to Voxer. She is now an actively contributing member of the #4OCFpln on Voxer. This group has been a game-changer for me professionally! She jumped right into the new platform and is not only active in that group but brings her #SEL and trauma-informed instruction expertise to the group members. She even joined forces with two other #4OCFpln members (@jchandlerteach and @jmartinez727) to offer a Voxer book study on The Boy Who was Raised as a Dog.
  • The kindergarten teacher, Haley Veldhuizen (@HaleyVeldhuizen) who is new to Twitter but is jumping in with both feet! She has used this new medium to share her learning as well as finding resources for incorporating Seesaw (@Seesaw) into her classroom next school year. I can only imagine how she will use Twitter to share out about her class next school year!

Social media may have its faults, but it can and is used for good. If you are reading this and don’t consider yourself very connected, find something for which you are passionate and connect with others who share that same passion. If you are a connected educator, reach out to others (be persistent/annoying) and help them experience the power that connecting with others through social media can have on your classroom, students, and you as a professional. This is the domino effect…you push others, they get involved, and they push others to do the same. The end result is the positive impact that all of these professional connections will have on students!

Don Sturm

@sturmdon on Twitter

@dsturm823 on Voxer

Personalized Hashtags

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In my position, I spend a lot of time trying to convince educators to get connected by using Twitter and/or other social media platforms. Most of the time I tout the connections that can be made and how those newly formed connections can help to transform classrooms and schools. This blog post isn’t about all of those critical reasons but how to use hashtags as a way to document and retrieve what you are doing in the classroom.  I recently attended an EdCamp in Central Illinois and was in a session discussing the need for and importance of connecting with others on social media. I didn’t need to be convinced, but when I mentioned the beauty of a service called Wakelet in being able to gather Tweets to help others see the power of connections, the light bulb starting going off. Simply put, Wakelet is a curation tool that allows you to add PDFs, links, images, Youtube videos, and Tweets all in a visually striking way. Here is an example of a Wakelet I made to show others the benefits of Seesaw. I started thinking about how teachers could leverage the power of hashtags to demonstrate their professional growth. I also need to give some credit to Carrie Bauchcum for helping me think through my ideas.

Hashtags are a way of categorizing information on social media sites like Twitter. While some users craft hashtags that are funny and sometimes only for one time use, consistent hashtags are a powerful way of being able to find information. Going to Twitter and searching #GrowthMindset will provide you with a plethora of information about the topic. Results might include GIFs, blog posts, images, etc. and can serve as a starting point for an exploration into this topic. My thought…what if we used personalized hashtags (#personalizedHT) to share information that we want to show others about what we are doing in our classroom and/or school?

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There is probably a familiarity with the Danielson Framework as many districts use this model for teacher evaluations. Teachers are asked to provide specific evidence under each of the domains to help evaluators rate their overall efficacy. I think it is a common practice to leave this evidence gathering process to the last moment and then frantically try to gather what is needed for the summative evaluation. Imagine for a moment teachers working throughout the year to capture this evidence and sharing out the story of their classroom and pedagogy using Twitter. Each post could have a school hashtag as well as a personalized hashtag (#PersonalizedHT). I might post an image of a group of students effectively using the flexible seating in my room. Adding a hashtag like #sturm2e would record this as a piece of evidence for Domain 2e- Organizing Physical Space. This process would continue throughout the year and might include personal reflections, uploaded videos, self-reflections posts using an app like Periscope. The important part is that each Tweet is “coded” with at least one domain based on a specific personalized hashtag. Just a quick note on hashtags–No one owns them so if you come up with something really catchy, others can use it. Bland and boring might be a good rule of thumb for these hashtags.

Enter Wakelet. I love it because you can link your Twitter account to the service and pull in Tweets by account or hashtag. The person viewing the shared Wakelet does not have to have a Twitter account to be able to see the Tweets you have added. You see where I am going with this?? Create a Wakelet for each domain and every week or so (Twitter only allows Tweets to be searched 2 weeks back on Wakelet, though you can search for and add individual Tweets at any time while in Twitter) and do a search for the hashtags that corresponds to the relevant domain. This evidence is not limited to Tweets. You can add other items to the Wakelet to help present an accurate, real-world portrayal of you as a professional.  Each Wakelet can be shared using a link with anyone needing to see the information.

I am excited to start using #PersonalizedHTs to document my learning and growth as an educator. How do you see them being used for yourself?

Don Sturm (@sturmdon)

The Complete Guide to Twitter Hashtags

Wakelet: A how-to guide for the skeptical educator

The Educator’s Guide to Wakelet

The Box

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When I read The Innovator’s Mindset by George Couros three and a half years ago, I remember the change that happened within me. This guy was speaking to me about ideas that I had been thinking about for a number of years but couldn’t articulate nearly as well. The concept of innovating within the box was particularly intriguing. It became my overarching philosophy as I worked with teachers and administrators to make school a more relevant place for students. Innovating within the box made sense and was an easier sell. Common sense says that we cannot change ingrained systems overnight, but we can make changes within the box of school as it now exists. I would work with teachers to try to make their lessons a bit more innovative but still inside the box. This was my role…little changes that might start the ball rolling to bigger, more impactful changes.

I am in no way bad mouthing the idea of innovating within the box, but I do think that we need to start to think more about that pesky box. Since reading The Innovator’s Mindset, I have encouraged others to tip the box on end, turn it around, turn it upside down, etc. This has caused some teachers to think about changing their practices, but ultimately after all these changes, we are still left with a box. The eyes of some teachers have been opened to the oppressiveness of this box. For example, changes to age-old grading practices have been attempted but, ultimately, grades still have to be given. The hope of getting students to see that grades are not everything might work for that semester, but they will move on to the next grade level and/or subject matter and back come traditional grading practices. The students are still in that box!

 

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So what do we do? I have spent a lot of time this year thinking about that box which is school. I even picked dissonance as my #OneWord2019 to match with this idea of genuinely starting to question what schools and education should look like in the future. The goal of creating dissonance within teachers, administrators, students, and community members is that we can start to experiment with truly outside the box ideas. Ultimately, I think we need to start making the box look less like a box. Maybe start by cutting a hole in the box so that outside the box thinking can enter. Remove one side of the box so it looks less like a box. One way that I try to help others deconstruct the box is by running deep dive professional development opportunities where the goal is to force participants to think about what it looks like outside of that comfortable box in which we have been functioning for so many years. Topics include taking a hard look at issues like grading and assessment practices, student compliance, and the role of student voice and choice. How do you encourage outside the box thinking?

Don Sturm @sturmdon

2018…Professionally the Best Year Yet!

Don Sturm2 Comments

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As I take some time to reflect on 2018, it is apparent to me that this was the best year of my career. Other than a couple of years where I struggled to get a hold on the stresses of being a teacher, my career really has been a positive one, but this year was a particularly good one!

One reason is that I am finally comfortable with my position as a technology integration specialist after five years. When I was hired to be a tech integration specialist, I was thrown into a new 1:1 iPad initiative that meant learning on the job… every day! I always felt like I was behind the curve and was reacting to situations rather than looking ahead as I was used to doing in my classroom. As my district has become more comfortable with iPads, my position has turned into more of an instructional technology coaching position. This is where my passion lies, helping teachers to provide students a relevant education. Teachers view me as more than just a tech resource and contact me for instructional advice, rather than just a technology issue.

One huge impact on my 2018 has been the #4OCFpln of which I am an active member. This is a Voxer group that I was introduced to by Louie Soper (@mr_middle_2 ). I was in a direct message conversation with Louie and another social studies teacher about the idea of standards-based grading. During this conversation, Louie messaged me and said he had this “think tank” that I should consider joining. It has honestly been the best professional decision of my career. This group of passionate educators who I talk (yes, Voxer is a walkie-talkie app) with everyday challenges my beliefs and make me strive to be a better, more informed educator. I have had more rich educational discussions since I joined in May than I have had throughout my whole teaching career.  This group is truly a family. Many of us are going to present at ISTE19 on the power of Voxer and social media connections, and we are all staying together in Philadelphia!

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I have read more this year than I ever have. In fact, I think as I write this, I am on target to read 54 books. This surpasses my goal of completing 50 books in 2018. Most of these books have been non-fiction books focused on instructional strategies and education related topics. While I have always been a reader, it has been the Voxer book studies that have upped my reading game. This online, asynchronous book study group was started by the founder of #4OCFpln Matt Larson (@mlarson_nj ) and Ricardo Garcia (@rokstar19). We conduct an in-depth study of one book a month. Invariably, each of the discussions brings up other books that “need” to be read. I am much more knowledgeable about the profession of teaching as a result of this book study group and my reading habit. 

Lastly, my #OneWord2018 was CREATE, and create I did. One of my goals is to get teachers and students to realize the importance of creation using technology, not just consumption. As has been part of my position from the start, I continue to create tutorial videos for both students and teachers to help navigate the ever-changing world of technology. I create graphics with a quote of the day every day using Buncee (@Buncee ). This year also saw the creation of new professional development options that I call deep dives. These deep dives posit teachers into situations and discussions where they hopefully start to think deeply and reflectively about education topics. These deep dives have covered topics like assessment, grades, student engagement, creativity, and student voice and choice. I am also in the midst of writing a chapter and vignette for a member of #4OCFpln (@Rdene915 ) who is publishing a couple of books in the near future. While I am hoping they are good enough to be included, the process of writing down my thoughts about the changing nature of education over my career has been a valuable self-reflection exercise. In the wings is a podcast series with a 4th-grade student discussing books that she will choose. I am excited about this new endeavor because it does involve working directly with a student and sharing our joy of reading.

I am looking forward to starting 2019 with all of the positive habits of 2018. My new #OneWord2019 is dissonance. Getting educators to consider what education should look like for students in 2019 versus the current reality is an important step in making our schools better and more relevant for students. Here is to a great 2019!

Don Sturm

It Takes Time

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As I talk and work with those in positions to influence others, I am struck by the concern expressed that the change they are promoting isn’t happening fast enough. I get it…I have felt that way many times in the past. Honestly, I feel that way on a weekly basis. I think it is human nature to want to see the fruits of our labor as quickly as possible; however, it is also important for those wanting change to keep in mind that it does take time!

One way of looking at the issue of impact is to consider the simple graphic above. I am a space race fanatic and often think about those mathematicians and engineers in mission control during the lunar missions. If the mathematical calculations were off by one degree we would have missed the moon. One degree doesn’t seem like much but it is a big deal when amplified over 250,000 miles. A more relatable example of this would be if you have ever done a home improvement project. A “minor” eighth of an inch mistake at the beginning of a project will end twenty foot later as a giant mistake that might not be easily fixed.  What if we think about educational change in this way but with a positive spin? It may not seem like the ideas and suggestions you are promoting are having an instant impact but consider what your school/classroom might look like after some period time has passed. That change you promoted gets implemented in a few classrooms, those students move to the next classroom, more teachers are indirectly impacted, those teachers decide to make a change and,  before you know it, real change has happened.

There is some educational change that is much needed right now. I am not suggesting that we throw our hands up and wait for time to pass for each and every change, but it is also wise to remember the idea of change growing exponentially. A few strategic, small changes now might start the ball rolling for real, lasting, and necessary change to our educational system in the future.

 

Thankful for All the Things- Group Blog

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Thankful for All the Things

A Blog Written by the #4OCFPLN

My wonderful #4OCFpln decided to write a collective blog post about those things for which we are thankful. Hopefully it will make you think about those moments and people in your life. Enjoy!

Don Sturm

Technology Integration Specialist

Morton, IL

@sturmdon

From https://schoolscanbebetter.com/

Thankfulness is something that is easy to take for granted. I am guilty of looking at situations and only focusing on those annoyances that get under my skin. This blog post idea came at a perfect time for me because I was getting stuck in the rut of not looking at the positives as much as I should. Honestly, I am thankful for those who are willing to make changes. I have learned that many teachers have a genuine fear of change and trying new things. It takes real bravery for some individuals to step out of their comfort zone and, as Tara Martin says, “Cannonball in!” My goal is to be more outwardly thankful to those who decide to throw caution to the wind and try something new for the sake of their students. These teachers and administrators need to realize that their willingness to conquer their fears sends a message to their students and staff that risk-taking is ok and necessary. Think about the domino effect of this risk-taking. Relationships will be built, growth mindset thinking will become the norm, and an overall positive culture will emerge. All of this is needed for schools to be places of learning and inquiry.

Amy Storer, Instructional Coach, Montgomery, TX

“I am thankful for every moment.” Al Green

Every single moment that has occured in my life so far has led me to where I am today. Some of those moments were filled with love and laughter and some were blanketed in sadness and fear. But each turn taken and road followed has helped to mold me into the person that I have become today and who I will be in the future. I am thankful for a mother that fought for her daughters to have everything that the world could give them and more. She sacrificed so much for us, and everything we do as educators today is because of her and for her. I am thankful for a dad, who found his way back to us. We are so glad that you did. I am thankful for grandparents and their love and endless amounts of cookies and candy! I am thankful for a sister who is truly my best friend. Thank you for giving me one of my greatest gifts, Nancy and Finn. They crawled right into my heart and filled in the hole that momma left when she passed away. I am so incredibly thankful for them. I am thankful for the love of my love, Tony. Thank you picking up the phone when I bravely called you in the fall of 1997. Thank you for being my biggest supporter and for loving me for over 20 years. Thank you to my campus family for loving and supporting me in everything that I do. I am so lucky to get to work alongside each of you! Thank to all of my former students. You truly schooled me on school. I learned all I needed to know from each of you, and I am a better educator and human being because of you.

Louie Soper, 5th Grade Teacher, Philadelphia, PA

I am so thankful for the opportunity to teach in the city of Philadelphia this school year. Albeit some challenges, each day is an opportunity to learn and grow. Learning blocks can be challenging. Days can be challenging. Weeks can be tough, but I am so so thankful for the relationships I have been able to build with many of my students. From Fortnite dances to slime, the fun doesn’t end. I am so grateful for this group of students I have this year. We are all walking side by side daily in our journeys together in becoming the best versions of ourselves we can be. Lastly, I am so thankful for the regular reminders from the #4ocfpln for pointing out these daily opportunities for growth.

Kristi Daws, @kristi_daws, Technology Integration Specialist, Region 9 ESC

I am thankful for my journey. So thankful for the support of Bob Johnson who offered me an amazing opportunity to practice my love of music. I left for college a music major switching to math after two wonderful years thanks to Dr. Linda Fausnaugh. She awakened a Math Teacher inside me I did not know existed. After twenty, YES 20!!!, amazing years loving my career I stepped into the unknown and became a Digital Coach under the leadership of Brett Thomas. I was so fortunate to work alongside a leader who pushed, encouraged, challenged, and supported me daily. I followed this leader into my current position as the Region 9 ESC Technology Integration Specialist. I have learned so much in my first few months at R9 and I could not be happier. I don’t know where my journey will take me next, but I have faith that it will be an adventure. #Thankful

Rachelle Dene Poth, Spanish and STEAM Teacher, Pittsburgh, PA @Rdene915

http://www.Rdene915.com

I am thankful for all of the opportunities that each new day brings. Time to continue to build relationships, to connect with students and educators from around the world. For so many years, I was teaching in isolation and did not truly understand the value of being a connected educator and the importance of relationships. A tremendous mentor in law school helped me to see what it truly means to be an educator and the need to focus on the relationships first. His guidance has made such a difference in my personal life as well as my professional life and I will always be thankful for his ongoing support. There are often challenges that come each day, and sometimes it is the challenges we face as educators or it is something that our students are struggling with. We need to connect. As much as our students rely on us to care for and support them, we count on them to lift us up at times as well. Knowing that together we are creating a welcoming and supportive classroom, where students are comfortable asking for help and where they are willing to reach out and help others, is something that I am thankful for each day.

KathiSue Summers, Educational Mentor for 1st and 2nd year Teachers, Medford, OR

Do You Believe Relationships Are Important?

When I started teaching in 1986 in public education, I was a Lone Ranger. I was the only female teacher out of seven teachers in the small high school where I taught Business and Computers. I didn’t think that being alone in the classroom was uncommon in my educational career. Before coming to public education, I taught for several years in the private sector; there you were on an island.

What I learned quickly was that relationships with other educators and students was very important to me as a person; as well as a professional. It was easy for me to develop relationships with students, but it was difficult when I was the only female on the high school staff. It was hard for me to relate to the male teachers on staff.

I made it a point to become part of the community my first year. I developed many positive relationships and eventually, dear friendships that I still cherish after thirty-three years. There have been many times that a message, a visit or call have made my day. I am thankful that these individuals are in my life.

As years have passed, I have developed different relationships. I have relationships with professional people I never thought would be in my circle. I think about my Voxer group (#4OCFPLN), my Twitter #PLN and my local face-to-face PLN. These people have helped me to grow professionally.

Do I think relationships are important? Yes, Yes, Yes! And, I am thankful for all the relationships I have made along my journal.

Heather Young, Kindergarten teacher, Seattle, WA

@msyoung114

I’m thankful for my students, who come to school with wide eyes every day, willing to dive into whatever we are going to learn.

I’m thankful for the families, who trust everyday to grow their children as learners and humans.

I’m thankful for my in-building colleagues, always willing to give perspective when my thoughts might be off track.

Lastly, I’m so thankful for my PLN, a crew of professionals from across the US. In close to a year, they have pushed my practice to new heights I never imagined reaching.

This list is full of people who believe in me, they are the foundation, the motivation and the joy in my life. I am so incredibly lucky.

Sarah Fromhold

Digital Learning Coach

McKinney, TX

@sew1080

fromholdsblog@wordpress.com

“If you want to go fast, go alone. If you want to go far, go together.” ~African proverb

This quote sums up both my journey and my struggle, and I am grateful for both! My personality is one that I prefer to work alone most of the time. Going through school, I preferred finishing projects on my own rather than working in a group. Because of this, I usually turned in assignments early and had plenty of free time. However, looking back, I realize I was doing the bare minimum to satisfy the requirements of the assignment. There was no motivation to dig deeper into a topic. I was good to simply get it done. It was hard for me to find people I trusted to work with because I honestly thought it was better for me to do it alone.

My family, friends, coworkers, and the #4OCFpln have changed my view on the importance of relying on others. With two young daughters, a husband with odd work hours, and everything I aspire to do personally and professionally, I recognize I cannot do everything by myself (and that’s perfectly fine!). My coworkers and my PLN are constantly available for my questions and to bounce ideas around. Without my tribe, I would still be moving along in life, but with them, I’m learning, growing, changing, and truly living my best life.

Laura Steinbrink, HS English, Tech Integration, District Communications Director/Webmaster, Plato, MO @SteinbrinkLaura

http://www.rockntheboat.com

My life is busy. It seems like my family and I are always on the go, sometimes in separate directions, for at least two of the three sporting seasons during the school year. Yes, you read that correctly. I said sporting seasons because that is how my school year is divided in my mind. Besides the titles of my job that I listed above, I am also the assistant coach for our volleyball and softball teams, and this year my husband, the tech director for our district, became the head cross country coach. So for the beginning of the school year through this first weekend of November, we have juggled schedules for my volleyball practices and games, my husband’s cross country practices and meets, and our son’s junior high basketball practices and games. This alone is enough to overwhelm a family, but me? I’m thankful. I spent a lot of time with my volleyball team, making connections with those students, watching them struggle, succeed, persevere, break down, and get back up again. Did I miss my son’s games because my coaching duties? Just one. My district honored my desire to be a mom first and a coach second. Did my husband regret his choice to coach this year? He developed close relationships with his team as they struggled and pushed themselves to get up and down the hills around our school and in their personal lives. At our son’s games, we connected with families and students too. His teammates will be in my classroom in a few years, and when they walk through the door and become officially mine, I will already have a solid foundation for a relationship with them.

Did we still attend other school events during our whirlwind fall season? Yes. We supported as many students and staff as we possibly could. Did we make it to everything? No. But I am thankful for all the things we were able to do, relationships we forged or broadened, the impact we may have had on students, and the impact those same students most definitely have had on us. We may not always be able to do all of the things we want to do, but I am very grateful for all of the things we can do.

John Martinez, elementary school principal, Rowland Hts, CA @jmartinez727

http://betweenthejohns.com/

In 1963, my father Eduardo left his homeland to make a new life in America. At 31 years of age he arrived in New York leaving behind his wife Maria, four children, and all the people he knew. When he arrived in New York he began the journey of finding work and earning enough to bring his family together. He didn’t speak English and did not have a trade. So he took whichever job he could find: work in kitchens, factories, and more. He worked two to three jobs at a time and left one job for another if it meant he could earn more or learn a marketable skill. In the meantime, my mom was caring for her children not knowing how the venture would unfold. In six months my dad had earned enough to bring the family from Colombia to the United States. Seemingly overnight, my family’s fortunes had changed. Opportunities and life trajectories for my siblings, for my parents, and for myself were transformed. My dad’s journey continued – finding different jobs, taking classes at night to learn English, and connecting with other immigrants for support. Then he did it all again. He packed his bags and traveled across the country to Los Angeles because he believed there were more opportunities out west. My mom continued to be the rock of our family in the way she supported my dad and nurtured her children. My dad found more jobs, continued learning English, and made new connections with others. Not long after, my mom and siblings made the cross country trip by railroad and began their new lives in Los Angeles. All of this happened before I came along in 1968. By then, the the tireless of efforts of my mom and dad had set the foundation for my family’s success. For the next twenty years, they continued building on that foundation. My dad worked as many jobs as needed. My mom got jobs as us kids grew a bit older and more comfortable in our surroundings. Throughout my childhood I saw countless examples of my parents’ dedication to their family. The way they faced and overcame adversity taught me to persevere. The way they modeled the the values of family, faith, and country taught me to be loyal and sustain my beliefs. I learned about teamwork, integrity, and courage from my parents.

I am thankful to my parents for emigrating to the USA. Who I am, where I am, what I am, and why I am would not be had my parents not had their their vision and their courage. I am thankful to America, the fertile soil where my family could boom.

Matthew Larson, PE teacher, Trenton, NJ, @mlarson_nj

I am thankful for one, all-encompassing thing…my support network. This network includes personal, professional, and pseudo-family supporters.

My professional support comes from my place of work. I am entering my fourth year teaching in an urban charter school and it has been quite the growing experience since day one. Since beginning there I have started and finished a degree in Ed Leadership and been on the hunt to move into administration to pursue and accomplish my vision of education. My colleagues and supervisors know of my search and aspirations and have been in my corner supporting my attempts every step of the way from writing references to covering my class when I have to miss time at school in order to interview. For them I am thankful!

My pseudo-family of support comes from my PLF, professional learning family. This group came together as strangers around a book study in January of 2018 and has since stayed together, met in real life, presented at conferences together, and truly become a support network both personally and professionally. Everyday we continuously push each other to explain and rationalize thinking, challenge long-held beliefs, and grow beyond what we thought we could accomplish. They have truly helped my journey through the daily conversations as I have to constantly verbalize my beliefs, values, and transformations regarding education, children, and working with adults. I can honestly attribute the nearness to my professional goals to this collective group. They are the individuals writing this blog collectively. For them I am thankful!

My personal family is a group I am indebted to and thankful for beyond words. I have twin 11-month old girls, a four year old son, my partner Jackie, two dogs, and three cats. Four years ago I left North Carolina to be with Jackie and Hayden as they moved back to New Jersey to be nearer Jackie’s family. Since then Jackie’s family and friends have been the safety net for us young parents as we tried to build careers and roots of our own in The Garden State. Without Jackie’s family and friends neither of us could being doing what we are doing. Without Jackie I could not do what I do. Every day I am out of the house by 6am and don’t return until 6pm. During that time she is either at home with 2-3 kids by herself or she has childcare taken care–something she personally puts together because I have no connections within 400 miles to help with our children. Jackie knows and understands my professional goals and supports me through every interview and through every let-down. For her I am thankful.

I am also thankful for you, the reader, for taking time to read our collective work of #thankful thoughts.

Jennifer Ledford, 6th grade ELA teacher, Hammond IN

@MrsLedford6Eng

(https://theclassroomstage.blogspot.com)

My one word focus for 2018 has been “SHINE” and when I chose that word, I could never imagine the journey that this year would take me on. I learned through these last 11 months what it truly takes for me to shine. There are some days that my light is easy to find and I simply project it at others and I am good to go. Yet there are other days that my light is underneath a thick layer of grime and muck, which is caused by stress and negativity. This is not the dirt you can simply wipe away but the kind that takes back breaking scrubbing.

This year has had its share of muck that has attempted to cloud the light I have to shine, yet I am so thankful that in January, I met an incredible group of people that continually help me clean the grime away. They do this by helping me find the courage within myself to combat all the dirt and muck that may come against me in life.

Many who know me know that I am a HUGE Wizard of Oz fan and the way that the 4OCFPLN has helped me through this year can compare to that of the Lion. The Lion lacked the courage to do much of anything and was even losing sleep because of his irrational fears. He then meets a group that soon become his friends and along their journey, he is given opportunities to show the strength and courage inside of him. When they finally reach the Wizard, the Lion realizes he does not need the courage from the Wizard, for his friends have helped him find it in himself.

While I may have not been afraid of everything, I would simply stand back and let some things go even if I knew in my heart they were not what was best. I would let negative words seep in and not do anything to redirect them. I was managing yet not thriving until I found my group, my tribe, my edu-family. They helped me discover the power within me to roar at the negative words (in the politest way possible) and to stand up for what I know is best.

As we enter this month of thanks and the last 2 months of 2018, I am very thankful for my 4OCFPLN and for all my additional support on Twitter and Voxer. These people have truly shaped me in the last year and helped me become a better educator and a better person. I am also very thankful for this new found courage. It allows me to do what I know should be done in all aspects of my life. While it is not accepted 100% of the time, others have said they have noticed a change for the better in me. As I look forward to 2019, I am excited for the opportunities that this courage can open for me.

I also want to encourage all of you to find your group. Find those people that will allow you to uncover things within that you never knew were possible. If you are open, these changes can impact your life in the most amazing way.

Maureen Hayes, K-6 Humanities Supervisor in Lawrence Township, NJ

@mhayes611 http://kidsfirst-passionateleadership.blogspot.com/

As we enter the month of reflection and gratitude, I am thankful for those who encourage and push me every day to be my best….teachers & staff, administrators, students & my PLN.

The teachers and staff members I have the privilege to work with each day continually expect my best as an instructional leader. My job is to support them as they plan for instruction and work to meet the needs of all students in our district. They hold me accountable for being a researcher and reader, and sharing the my knowledge with them.

I am fortunate to be a part of a district administrative them that is continually pushing the limits and asking “why not” when it comes to serving our students. Each of the building principals on our team are true PIRATE Principals, and my fellow instructional supervisor team is a supportive group of instructional rock stars, especially my elementary counterpart Kristin Burke (kburke4242) who is the peanut butter to my jelly, the carrots to my peas, the macaroni to my cheese…

I am continually reminded of my purpose as an educator, and that is the students I serve. Every decision I make needs to be in the best interest of the students in my district.

Finally, my PLN/PLF, the #4OCFpln has by far been the greatest influence on me as an educator and leader, thanks to the daily talks, monthly book studies, and ongoing push-back and support they provide me. Each day spent in conversation with them is the best PD I have ever had.

Kimberly Isham, K-5 Reading Specialist, Greenville TX @Isham_Literacy

https://kimberlyisham.blogspot.com

This past spring, my mother spent 2 weeks in a Critical Care unit about an hour away from my home. I am so grateful that we did not lose her. My parents have been some of my strongest supporters and most important critics. They have modeled hospitality and generosity throughout their lives. Their example and encouragement has been a big part of making me the person I am today.

My husband is my biggest supporter, whether it be acting as my cheerleader when I take on a project I am not sure about, or letting me vent when I am frustrated with something at school. He makes me laugh and lets me know in a million ways how much he loves me and our boys.

My children (biological and school) have challenged my thinking as I strive to give them the best of myself in helping them to be the best version of themselves.

My co-workers have caused me to question what I know as I work within the box we know as the public school system.

My #4OCFpln has been a serendipitous group that not only gets me, but also pushes me to do more, learn more, and be more.

I am thankful that God has brought all these forces into my life to help me continue on this path of growth to be the person He created me to be.

Cathy Hink, Kindergarten Teacher & Technology Resource Teacher

Washington @mshinksclass Website: cathyhink.com

I am thankful for relationships with…

the Trinity that gives all of life deep meaning and purpose empowers me with a strong faith, sense of hope and teaches me everyday what it means to love and be loved.

a daughter who has taught me the meaning of true love, courage and joy beyond measure.

Boo my loyal fur baby, who provides soft cuddles, smiles and giggles everyday.

family that has nurtured and shaped my character. For a mom that taught me unconditional love. For a father who taught me to work hard and be a problem solver. For siblings that have taught me acceptance and taught me the fine art of negotiation and compromise. ; )

friends who have added laughter, compassion, support as they accept me as I am and encourage, support and hold me accountable to be the best me I can be.

young students who remind me of the power and wisdom found in wonder and play and who daily model what it means to be resilient and trusting.

My #40CFPLN (a.k.a. My Tribe) who live out the honorable task of educating, loving and advocating for the children of this great nation. Their courage, intelligence, dedication, and passion consistently inspire, strengthen and motivate me.

Elizabeth Merce- Kindergarten Teacher Virginia Beach, VA @EMercedLearning EMercedLearning.com

As I reflect on all the things I am thankful for I keep coming back to the people. Each person I meet has changed me in some way, they have left a part of themselves with me.

I am thankful for my amazing husband and daughter who have given me the strength to try all the things. The unconditional love they give me allows me to dream big dreams and chase them. I have been blessed with an amazing support at home.

I am thankful for all the educators that have touched my life as a child and as an adult. I have learned so much from them. Sometimes it was just as an example of what not to do, but more often than not it was what teaching can be.

This year I also get to be thankful for my #4OCFpln. I have found my people in this group. I have had more support and growth in the past year than in any time period in my life. There are no words to adequately describe how this group of strangers have become my second family, my teaching home.

Mike Messner — High School Teacher, Los Altos, CA

https://momentswithmike257577506.wordpress.com/

This year, my thanks goes out in many, many directions…

To my wife Nancy, who sustains and accompanies me on my life journey and my teaching journey, and who always reminds me what those journeys are really all about.

To my son Stephen, who calls me to reflect on the job I do as an educator, and who has unflagging faith in his old man. Breakfast at Black Bear Diner this weekend, bucko.

To Snoopy, who is the single most loving creature with more than two legs that I have ever met or am ever likely to.

To my closest companions at Los Altos High School, Seth Donnelly, Chris Phipps, and Katherine Orozco, who have seen me at my most distraught and exhausted, and still take the time to fellowship and collaborate with me.

To the teachers who touched me most deeply and influenced my practice most profoundly: Dave Squellati, Mark Shaull, Wynne Satterwhite, and Jerry Messner (save me a seat in heaven next to you, Dad).

To my students at Los Altos and at Skyline College for allowing me to try out new ways of teaching and who forgive me when they go awry — and especially the members of Future Business Leaders of America for letting me take a fun and exciting ride as your adviser!

To the members of #4OCFPLN for their support, their exhortations, and their relentless drive to make our education system better; I cannot imagine where I would be as a teacher without this group of voices, and I can’t wait to see you all in person.

And to my Father in Heaven: Thank You for allowing me to shed burdens that might have destroyed me, for giving me a future that I think I understand, and the promise of an eternity in Your presence.

God bless us, every one. Happy Turkey.

Debbie Holman, Science 8, AVID, Wellington, CO.

I have so much to be thankful for. I truly feel as if I am blessed by all those who support, encourage, and inspire me. I am thankful for my family that support me day in and day out and make sure that I am at my best. I am thankful for my husband who deals with the frustrations that come with being the husband of an educator. He constantly supports all of my Endeavors and all of the things that I use our hard-earned money for to bring things into my classroom to support the Science Education of all my students. I am thankful to the young people that I am privileged to work with every day. They push me to be better than I was the day before because they deserve the very best I have to give. I am thankful for my colleagues who understand the way I work and work with me as I am always challenging myself to try new things to make the instruction in my classroom new and better. I am thankful for my tribe, my professional learning network, or my professional learning family, The #4OCFPLN They encourage, inspire, and challenge my thinking on a daily basis. I am so empowered and inspired to be part of such an amazing, brilliant group of educators. I’m also thankful for my two fluffy Great Pyrenees dogs, Bear and Taos. No matter the day I have, they always listen and are available for a good snuggle!