Culture-building strategies that will help us build a foundation for our classrooms.

COURTNEY BROWN
​CRSP & New Teacher Specialist
​​

For educators, creating a positive classroom climate is key to a productive school year. Even halfway through the year, we can push restart and reboot our classroom culture. However, whether we’re starting or restarting the year with blended or remote learning, the notion of building culture may feel tricky, or at least different from what we’ve experienced in our brick and mortar classrooms. And when the school year is interrupted and unpredictable, it gets even trickier. 

During this period of teaching with a pandemic pedagogy, we have an abundance of challenges to face. But we also have opportunities to reflect on our practice and bring our instruction into the 21st century. We can work alongside the current generation of students — who are digital natives — to not only support them in developing academic and social-emotional skills, but also bridge technological gaps in our community and meet the future head-on. No matter how our instruction is reaching students, we need to find ways to build and maintain connections — between us and our students, and between the students themselves. 

We’d like to encourage schools, teachers, and administrators to take the current challenges in our educational and civic reality as an opportunity to re-envision how we cultivate a conscious classroom culture and address our students’ social-emotional needs using 21st century digital tools, while deepening relationship-building and connectivity. Inspired by rich discussions with a range of educators from around the country on our Teaching Today podcast, we can outline some culture-building strategies that will help us build a foundation for our classrooms. 

Teaching the tools

Ensuring that all students have digital access is the number one priority and starting point for equity in learning. Matt Mazzaroppi, Principal of the Morris Academy for Collaborative Studies in the Bronx, NY, reminds us that before a blended or online classroom culture can be developed, we need to ensure that getting technology into the hands of families and students is a priority in our community. In an effort to do this, Dr. Tangela Williams, Superintendent of Charlotte-Mecklenburg Schools District in North Carolina, began extensive efforts within her community to bring devices to students’ homes, as well as enhance local Wi-Fi offerings. 

But what happens when we have access to technology, but don’t yet know how to use it? Dr. Jenan McNealy, a guidance counselor in Atlanta, attested that one of the most important factors for online school culture in a blended or remote situation has been training school communities — including all teachers and families — how to use and maximize digital platforms and educational technology. According to McNealy, increased training for online systems has made a significant difference in her school district. Now, she says, teachers, parents, and families can navigate the systems well. In turn, they are better able to support students. 

As we shape the digital landscape within our school communities, we need to strategically use the digital tools available to us without overwhelming our students and their families with too many platforms.

Community & communication

Schools and districts agree that implementing strong school-wide communication is a good starting point for fostering classroom community during a turbulent time. Establishing school-wide communication tools and approaches is crucial to maintaining interactions with families and students throughout the day, as well as the entire school year.

Just as we remain flexible about our teaching environment, we need to be flexible about using multiple forms of communication within our community. For some, texting works best, for others phone calls are more helpful, while some find emails easier to manage. Identifying communication preferences can help alleviate concerns about how to reach families, and when. 

Prompt communication to address lateness, absences, or missing work becomes a strong lever for maintaining community and student engagement, especially when most interactions are happening online. Students need to be acknowledged as crucial members of their classroom and community. Schools in which a teacher or guidance counselor promptly calls families and students when they don't show up for an online class have reported that it goes a long way in promoting student engagement. When students are acknowledged as critical members of their classroom and community, it can bring them back into the fold. 

​

​
​

​
​ 
​
Consistent connection & compassion

If remote teaching and learning have taught us anything, it’s that we need to find ways to stay connected with students, and we need to help students connect with each other. In order to create an online culture that offers a positive learning environment for students, we’ll need to establish (and then be prepared to re-establish) norms and routines. How do we do that online? 

In this unpredictable educational landscape, it is crucial to create consistent programming and predictable online routines. Matt Mazzaroppi underscores that creating consistency is a clear priority: “After clear communication comes consistency. Consistency makes everybody feel safe and if they feel safe, they're open to a new culture, new relationships, and ultimately open to learning.” 

Dr. Roberta Lenger Kang explains that norms are “the things we should do versus rules, which are typically the things that we should not do.” It's the difference between the dos and the don'ts. If we believe in creating and setting a tone in any educational space, then being able to elevate expectations is important. Both online and in person, we need to create norms that offer clear expectations for student engagement, as opposed to rules with punishing consequences. 

G. Faith Little offers a vision of the classroom as being “more like a garden where we plant seeds and allow our students to grow to be the flowers that they were meant to be.” She believes that, as educators, we need to listen to students and their families in order to create norms that cultivate and nurture our students. Interestingly, norms that use a garden metaphor are also aligned with high-level evaluation on the Danielson Framework. 

Acknowledging each student

We can't underestimate the power of greeting our students every time they enter our classrooms. We may feel that this a missing link in our online classrooms, but is it really missing? 

Many educators are finding unique ways to acknowledge students as they enter the virtual classroom everyday. Carolyn Lucey, a 10th Grade English teacher at New York City’s Charter High School for Computer Engineering and Innovation, with whom I work, greets each student as they enter her virtual classroom, explicitly takes attendance, and then throws a quick warm-up question into the chat, such as What was your favorite part of the weekend? or What word do you relate to today, and why? To model and connect, Carolyn generally offers her own responses as well. Dr. Laura Rigolosi takes attendance by asking each student in the “room” a relevant question such as, What was the best thing you did over the weekend? for a Monday class, or, related to the work at hand: What part of your project are you working on?

Connecting with our students each day as they enter our virtual classroom is a key ingredient in engagement and relationship-building. The positive impact of a simple daily acknowledgement of each students’ presence and participation helps create a sense of belonging, and helps them feel recognized as a part of their community. 


​

​
​

​Acclimating to online participation

Getting students acclimated to participating in an online classroom is crucial. Clear instructions for them to use the unmute audio feature versus the chat feature for specific purposes can help to build consistent participation. As an example, consider asking students to use the chat or survey feature for closed or yes/no responses, and respond verbally to higher order follow-up questions. Students can also be encouraged to use the chat feature to share written or “stop and jot” responses, as opposed to unmuting to add spontaneously to discussion questions, which can be difficult to manage virtually.  

When questions are asked in a virtual classroom, most of us have noticed the long pauses before participants respond. Some students may not have strong WiFi connections, or may be in noisy spaces that make participation challenging. Asking students to use a “rotating chair” approach, in which they call on one another, helps develop student-to-student interactions, and can also help keep discussions moving. 

Breakout rooms for small group projects also offer students a chance to increase participation, and create an opportunity for regular interaction between classmates. Developing strategic, consistent breakout groups can help add to a sense of accountability and engagement, and working together in small groups creates a sense of community. 

Each class — whether synchronous or asynchronous, in-person or online — is a precious space for connection and community-building. Setting clear expectations, offering students opportunities to connect, and modeling clear communication is not wasted time. Classroom culture is everywhere. Every move we make creates classroom culture — how we speak to students, how we interact with them, even how we think about them — and each moment is an opportunity to make each member of our classroom feel seen and heard. As Matt Mazzaroppi shares, “students can read the teacher's energy, and if the energy is real, they can relax. If they relax, you can nurture the relationship. Once there is a relationship, students can learn.”

​

TAGS: CLASSROOM CULTURE, COMMUNICATION, COURTNEY BROWN, TEACHING TODAY

Educators at all levels can benefit from working alongside a coach for continuous professional improvement.​

By COURTNEY BROWN & SHERRISH HOLLOMAN

​
​​The term “coach” often evokes memories of professional sports — like Phil Jackson and the Chicago Bulls in the NBA, or Don Shula and the Miami Dolphins in the NFL. Both coaches are credited with winning championships and encouraging athletes such as Michael Jordan and Dan Marino to become Hall of Fame inductees. But coaching is not limited to sports — and in schools, instructional coaches act as liaisons between research and practice, helping teachers learn to improve their practices in a reflective, supportive setting. Although instructional coaches may not enjoy the same salaries or notoriety as athletic coaches, they have become a policy lever for districts to improve instructional practice. 

When establishing a coaching relationship or a professional learning community within a school, there are some essential questions to address: How does coaching work in educational spaces? What is the difference between coaching adults and teaching children? What are some of the practices that coaches use to support educators? How does coaching remain flexible and effective, regardless of whether the educators you’re working with are new to the classroom, or have spent years working as teachers, counselors, and administrators? No matter the situation, there is value in educators of all levels working alongside a coach for continuous professional improvement. ​

Student vs. adult learners

For most instructional coaches, the biggest difference in shifting from teaching children to coaching adults is recognizing the needs of adult learners. (For more on this, check out Stephen Brookfield’s work on Understanding and Facilitating Adult Learners). As educational coaches, we want to be as cognizant of what teachers need to learn, as well as how they will learn best. Our first goal is to create a safe and supportive community with multiple opportunities for reflection.

Educators often experience feelings of isolation or uncertainty as they confront new challenges, in both physical and digital classroom spaces. Our goal is to name these challenges and equip educators with a toolkit they can use while teaching. We recognize that coaching in education can look different depending on the context, needs, and desires of the educator — it may include 1:1 coaching sessions and reflective discussions, team-building with small groups, facilitation of teacher teams, or whole school or even district-wide professional development opportunities. However, one thing is true regardless of the context: adult learners often ask, what’s in it for me? before investing their time and energy. Their time is valuable, and they need the learning experience to concretely further their professional practice. Adult learners also bring more experience and expertise to the coaching relationship. Coaches should strive to honor this knowledge, while simultaneously offering engaging, effective facilitation and reflection.

​
​

​   
​
​
​Approaching vs. prescribing

A core component of coaching work is the relationship. Whether it’s between the coach and the teacher, the coach and school administrators, or the coach and the faculty community, we prioritize the professionalism and humanity of our partners as we strive to get to know them personally. When teachers invite us into their classrooms, into their lesson plans, and into their most challenging professional situations, we know how important it is to be trustworthy, to listen with empathy, to ask questions, and respect boundaries. We are there as thought partners who can offer an outside opinion based on research and our own personal expertise. 

We recognize the strengths that each of our teachers bring and create opportunities to cultivate those strengths when in professional learning settings. Similar to students, no two teachers are exactly the same, nor will their approaches to teaching be the same — but we can support them in developing a teaching strategy and style that is consistent with highly effective instructional practices as they strive to meet students’ needs. Our work is guided by five principles of practice, also known as the 5Cs: 
​

• Communities of practice: A collaborative approach to discourse and decision-making that cultivates relationships, honors individual perspectives, and works together for a common goal.
• Contextualized design: While there are many patterns and trends in education, each partner, project and person is unique. We believe in designing each project to the culture, context and concrete goals.
• Critical reflection: Meta-cognition, self-awareness, and considering multiple viewpoints are all features of critical reflection resulting in reflective action. We learn from our successes and our missteps so that we can be constantly improving our practice.
• Cultivating strengths: Grounded in the Growth Mindset, we believe that improvement in growth areas increases when we leverage areas of strength first.
• Cycles of inquiry: As educators, we must maintain a commitment to the inquiry process in which we identify challenges, pose questions, implement interventions, and monitor for improvements. It is this quest for understanding that fosters a learning community and helps us to evolve to meet the changing needs of our partners.

Knowing when coaching is working

How do we know if what we're doing is working? This is one of the best and maybe most challenging questions about coaching. In the context of many standards-based state and federal reform efforts, instructional coaches are playing an increasingly important role as “professional sense makers” who develop expertise in academic content standards to help administrators and teachers translate them into classroom practices. Because it can take time for a teacher to make the changes in mindsets that enable them to adjust teaching practices, instructional changes may occur in small increments. Therefore, measuring "effectiveness" is not a one-size-fits-all task.

While coaching is often unpredictable, it’s extremely important to have a plan and clear goals, developed collaboratively between school leaders, teachers, and their coaches. By monitoring our progress toward the goals, we’re able to track leading and lagging indicators that represent changing practices. Smaller shifts — such as shifts in mindsets, the language a teacher uses, or small incremental shifts in their practice — are recognizable when a coach is deeply engaged in a teacher’s practice.

In addition to tracking the leading indicators, or small shifts in practice, we can also look at the lagging indicators or larger moves that demonstrate significant changes over time. We look at three elements to determine effective coaching practices. First, we look to determine if teachers implement what they’ve been learning, or what they’ve been talking about with their coach. It demonstrates effective coaching if after a workshop or coaching session, the teacher begins implementing a strategy or practice they learned from the experience, even if it isn’t implemented with textbook precision. Trying something new is evidence that the coaching was impactful. Second, we look to see if the teacher begins to initiate requests for further support. Teachers who are finding coaching valuable often take the initiative to request additional support, articulate future goals, and ask specific questions to refine their practice. Finally, we want to be able to connect the dots between the coaching guidance, teacher practice, and an increase in student achievement. 

​Similar to athletic coaches that help professional athletes thrive and take their skills and talents to new heights, instructional coaches allow teachers to apply their learning more deeply, frequently, and consistently than teachers working alone. Coaching supports teachers as they improve their capacity to reflect and apply their learning to their work with students, and also in their work with each other. With supportive environments and thoughtful reflection coupled with sound facilitation practices, coaching can have a significant impact on teachers' practice. 

​

​TAGS: ADULT LEARNERS, CORE PRINCIPLES, COURTNEY BROWN, INITIATIVES, SHERRISH HOLLOMAN

By COURTNEY BROWN & LAURA RIGOLOSI

​When teachers are given space to imagine possibilities for their schools and students, time to refine their ideas, and the support necessary to implement new projects, what can they achieve? 

Since 2017, we’ve been tackling this question through our collaboration with the North Plainfield, NJ district. In response to a statewide initiative to develop teacher leaders, the district leaders at North Plainfield tapped us to support this development process alongside the implementation of teacher-led passion projects across the district. These passion projects allowed teachers to identify and respond to district-wide issues, while gaining experience in initiating and executing district-wide improvements.

To meet this complex goal, we designed our professional development as an inquiry cycle for teachers based on their interests and passions, while simultaneously studying adult learning theory. Using this model, participating teachers developed an action plan for implementing a passion project alongside an exploration of what it means to lead other adults through the role of a teacher leader.

When designing projects with these types of goals, it’s important to focus on the foundational elements of adult learning theory, providing purposeful, practical, and empowering experiences that are directly related to teachers’ roles and responsibilities. Through meaningful experiences and discussions, we can provide opportunities to learn facilitation skills, explore action planning, and implement an extended inquiry process. Equally important in the design phase is the alignment with New Jersey State Standards and district-level goals. With this in mind, we can customize our professional development as needs evolve from year to year and project to project. The key is to focus on creating safe spaces for teacher leaders as they explore, practice, and reflect on their experiences.

How do you build teacher leaders? 

As we begin working with teacher leaders, we make a commitment to read and share the unique elements of adult learning theory. Through training and experience, teacher leaders are well-equipped to plan and present instruction to children, but working with adults is different, and even the best teachers benefit from deepening their understanding of adult learning theory.

With North Plainfield, we encouraged teachers to explore their own learning and leadership styles, and dedicated time for teachers to reflect on situations when they were nurtured by a leader, and what moves those leaders made to create a positive and productive environment. Alongside articles such as Pillars for Adult Learning, we asked teachers to identify their own learning styles within Ellie Drago Severson’s framework of ways of knowing, using a Four Corners protocol. Giving teachers time to explore who they are as leaders, teachers, and all of the identities they bring to their school allowed them to reimagine themselves as learners. We can (and should!) be both leaders and learners at the same time!

In addition to exposing teacher leaders to adult learning theories, we infused literacy practices into our workshops so teachers could use them in their own classrooms. As we read excerpts from Malcolm Knowles’ articles on adult learning, and utilized a text rendering protocol as a model, we demonstrated how to pull key ideas from a text in a concise and collaborative way. 

Most importantly, we want our teacher leaders to understand that unlike teaching children, “Adults...tend to have a perspective of immediacy of application toward most of their learning. They engage in learning largely in response to pressures they feel from their current life situation” (Knowles). Using this concept as a guide, we recommend that teachers reflect on their own perceptions of positive leadership, as well as how they can directly apply these tangible qualities to their own work.   

Starting and supporting a passion project

In his book Drive, Daniel Pink describes how motivation is developed through the combination of autonomy, opportunities for mastery, and a driving purpose. With our North Plainfield team — after establishing that as adult learners we all learn and process our learning in different capacities — it seemed only natural that we create space for teacher leaders to consider the issues they were passionate about and ways they might use their passions to enrich their school community. For their passion projects to be successful, we needed three critical components: 

Community of practice
Before starting any training for teacher leaders — especially across a district, with teachers who may not usually work together — it is crucial to develop a safe space where participants feel supported and heard. Participants need to be willing to take risks, and also pilot, revise, and push restart on their plans. To help develop a community of practice, we used reflection and sharing strategies such as our Success and Dilemma protocol and A Picture Tells the Story.
​

Administrator involvement
We worked closely with North Plainfield’s administrators, who helped teachers with logistical questions and concerns throughout the year. The district is spread out across several schools, and when a group of teacher leaders was planning on implementing a committee to oversee functions and events that would create school spirit, the administrators were able to suggest teachers from other schools who might also be interested in joining this committee. As a result, district-wide events such as a reinvigorated pep rally and an evening fitness event for parents and students were created.  

This concept can be replicated in any school district where the administrators are a part of the professional learning. As outsiders to the school, we do not have the privilege to know all of the teachers in a district; this is where having engaged and supportive administration is crucial for bridging the gap between professional learning and teachers, particularly when the professional learning is designed to highlight teachers’ passions. 


Actionable goals
Allow teachers time and space to brainstorm their passion projects, and use meeting time to plan them with actionable goals in mind. Dr. Roberta Lenger Kang's Strategic Planning for School Change article guided this idea as we worked to incorporate modified design thinking components for small groups into our time with North Plainfield, and as teachers developed individual and collaborative action plans. Approaching this process by first testing a plan and then piloting, tinkering, and iterating is a cycle that can be replicated by any school district — provided that everyone involved feels safe to take risks and fail forward.

What changes are being made in school communities?

Teacher leaders are implementing so many wonderful passion projects in North Plainfield. Their projects are rooted in their passions, and their passions stemmed from improvements they wanted to make in their school community. In challenging areas, teachers saw new opportunities. Here are just a few examples:

• School transitions: At the high school level, two 9th grade teachers have developed and implemented a 9th Grade Academy as a way to increase communication across the grade, better support students’ experiences as they transition from middle school to high school, and increase their chances of success in high school. The 9th Grade Academy has developed a set of common routines and rituals, as well as regular grade-level meetings to share promising practices and seek ideas for challenges. This project is grounded in the idea that explicitly teaching students how to transition into high school will pave the way for future success. 

 

• School spirit: Two high school teachers have spearheaded a community spirit initiative, encouraging families and businesses in their community to support and participate in “community spirit events”, such as fundraisers and sports events — including one that allows students and parents to exercise and play together. These teachers noticed that school community morale was low, and that students were lacking school spirit. Their group was determined to tackle this challenge by creating events that would spark excitement and energy for their school. They believe that if students care more about their school, they will take more pride in their academic work, and in turn, will experience more success. 

 

• Intervisitation: At one of the district’s elementary schools, teachers have implemented a highly successful intervisitation project called “The Pineapple Project”, where teachers hang a picture of a pineapple — a traditional symbol of welcome — on their classroom doors as a way to invite other teachers into their classrooms. This has created a culture of open intervisitation that has been replicated in other schools in their district. When teachers participate in intervisitations, they gain insights into their colleagues’ teaching practices, and when they debrief their visits, they are able to reflect on their own teaching practices. 

​

• ​ENL training: Across the district, two enterprising ENL teachers have teamed up to offer ENL training and coaching to their colleagues, in order to support a “sheltering in” project that infuses strong ENL strategies into all classes. This initiative stemmed from an observation that more ENL students were entering the district, and the realization that teachers needed to refresh and ramp up their ENL strategies to meet the needs of their growing population. Alongside this project, another group of teachers is developing outreach approaches in response to the needs of the growing number of immigrant families and students in the district. 

​Capitalizing on the passions of educators can spark change within a school community, and can empower teachers to take on new leadership opportunities. Allowing teachers space to dream, and investing in their learning creates a powerful pathway for authentic, teacher-driven change within a school district. When teachers are empowered to take on new roles and address real concerns, the possibilities for positive change are limitless. 
​
​

​TAGS: COMMUNITY, COURTNEY BROWN, INITIATIVES, LAURA RIGOLOSI, LEADERSHIP, RESOURCES, TEACHER LEADERS

By COURTNEY BROWN

​
“Writing to learn” is a powerful concept that has long been espoused by literacy educators. In practice, writing to learn includes low-stakes writing assignments that generate authentic responses to prompts on a variety of topics. The goal of writing to learn is simply to unpack a subject, and the primary audience is the writer him/herself. 

Some of the most powerful writing to learn practices include personal, expressive writing that allows us to reflect on how we are feeling and thinking. This may take the form of quick-writes in response to a question, journal entries, or letters to ourselves and others. 

Although personal, expressive writing is not necessarily a measurable outcome of learning, it is possibly some of the most important writing that we can ask students to do. Personal writing not only helps students develop their voice, but offers them precious space to reflect and process their feelings and thoughts, in order to feel emotionally strong and balanced. James Britton adds that expressive writing helps students academically, to “discover, shape meaning, and reach understanding.” As we plan instruction, whether remote or in-person, creating space for expressive writing is crucial, especially during times of crisis or change.

During the remote learning period that has surfaced due to the COVID-19 crisis, teachers and schools across the world have worked overtime to reach and engage their students. Yet, even in cases where students appeared to have adequate access to digital devices, attendance was often lower than usual, particularly in middle and high schools in low-income neighborhoods.

Prioritizing mental health

When Principal Dr. Charles Gallo and his team at the New York City Charter High School for Computer Engineering, and Innovation in the Bronx — where I partner as an instructional and curricular coach — questioned students and their families about their low attendance, students reported feeling isolated, unmotivated, and in some cases, depressed, despairing, or scared. Dr. Gallo realized that his students’ social-emotional health and well-being needed to be tended to first. His students weren’t learning if they were not engaged, and they couldn’t engage if they were scared, depressed, or lonely. 

Swiftly responding, Dr. Gallo encouraged teachers to use their professional judgement to deviate from their planned units and lessons to prioritize students’ mental health and engagement by offering students opportunities to reflect and process their emotions and experiences around the pandemic. 

Encouraged by their principal, AECI faculty incorporated journal writing into their classes, which eventually evolved into plans for a schoolwide interdisciplinary project, grounded in personal, reflective writing. Students would craft responses to relevant essential questions, such as: How has the COVID-19 crisis had an impact on your personal life? How has it had an impact on society? What do you propose to solve or address the crisis?

Digital opportunities

In a digital world, where distance may make it challenging to interface with each student and check in about how s/he is doing, online options — such as Google Docs and Padlet — offer valuable asynchronous opportunities to read and respond to student writing with advice or supportive words.

While sharing personal writing online demands trust and confidentiality, some students have shared that the experience of writing into a Google Doc (as opposed to a notebook) makes them feel braver. For students who don't have access to devices, journaling in a notebook or on paper is a terrific low-tech option for reflection.

Incorporating these practices into your lessons can be as simple and informal as asking students to respond to a prompt that connects with the day’s topic. If you want to dig in further, consider some of these ideas: 

• Writing for full presence: Open-ended, private writing for three minutes at the beginning of a lesson that can help eliminate distractions
• Letter writing: To someone real or imagined, or even to past or future selves, which can help unlock feelings that are further from the surface
• Kelly Gallagher’s personal writing prompts, which are centered around the topic of crisis, but can serve as inspiration for writing about other situations as well
• 100+ writing prompts from Birmingham City Schools, which are grouped by options that are appropriate for younger, older, or all students
• Ralph Fletcher’s Writer’s Notebook, which discusses the importance of documenting student lives through writing, how to encourage writing in the classroom, and more

An entrypoint to abstract thinking

Dr. Gallo and his faculty first incorporated journaling into their instruction as a way to help students process and express their complex and troubling feelings. Expressing oneself through writing (whether on paper, by typing a note on a phone, or working within a Google Doc) allows us to identify and understand our thoughts, which in turn, helps us become more confident, calmer, and balanced. When we reflect on and process our thinking, we can also start to make crucial connections to comprehend more abstract concepts and ideas. This is how learning begins to happen. 

At AECI, students’ responses to how has the COVID-19 crisis had an impact on your personal life? became an entrypoint into an exploration of the more abstract second part of the essential question — how has the COVID-19 crisis had an impact on society? In Math and Science classes, students used their writing as a springboard for interpreting data that showed how COVID-19 affected their communities. In History classes, students connected the current pandemic to the Black Plague and the 1918 Spanish Flu, using resources such as historical journals, information from the New York Times, and the Smithsonian.

A call to action

Following their investigation of the connections between personal experience and the societal impact felt by COVID-19, AECI students began to address the final essential question: What are your recommendations for addressing or solving the COVID-19 crisis? In keeping with the stages of Karen’s Hesse’s Depth of Knowledge framework and CPET’s Rigormeter, students moved from exploring their concrete realities to analyzing data and evidence, developing their own theories, and, finally, proposing a call to action. 

The project at AECI will culminate in a schoolwide portfolio of student writing and artwork, as well as letters to politicians that will incorporate supporting evidence from each discipline and propose solutions to elements of the COVID-19 crisis. Although AECI is focusing specifically on COVID-19, this type of interdisciplinary project can work for any relevant topic that’s applicable to your community. 

​For many of us educators, the demands of content, testing, or curriculum can leave us feeling as though we don't have time to incorporate personal writing into our lessons. However, when we recognize the benefits that come from creating space for students to make sense of their thoughts and feelings, we can see how this work is essential to student engagement, and how it can support the introduction of new content. When students feel emotionally balanced, personally engaged, and connected to a topic, real learning can happen — during times of crisis and every day.

​TAGS: COURTNEY BROWN, LITERACY, RESOURCES, WRITING

By COURTNEY BROWN

As I get older and work as a coach and mentor for teachers, I am increasingly thankful to the educators who supported me throughout my journey as an educator.
 
In the beginning, teaching was a challenge for me, as it is for many teachers during their first years. I lasted a year in my first official teaching job, before, humbled, I decided that I just wasn’t equipped enough, and went back to school to get a Masters in Teaching English. After finishing my degree, I eventually returned to teach at a large high school in New York City. There were over twenty teachers in my department, many of whom were veteran teachers. These remarkable educators became my mentors and coaches, generously offering me advice, lesson plans, teaching moves, and moral support. 
 
Beverly Epstein, Sue Blattner, Demaris Fernandez, Annette Tomasetti, and others shared their enthusiasm and folders full of lesson plans, notes, and short texts and invited me to visit their classes. I quickly learned from their range of approaches that there was a variety of pathways to teaching each lesson or topic. These true professionals were also warm and positive and made me feel that I could master teaching.
 
From Beverly Epstein, I learned how to make classic texts, like The Odyssey and Hamlet, engaging to students by linking them to current events and helping students make relevant personal connections through authentic discussion. Annette Tomasetti shared with me her passion and a myriad ways to make group work and collaboration happen. Sue Blattner could make any poem come to life in the classroom, and Demaris knew systems and structures. Each of my mentor’s talents and skills had a distinct impact on my approaches and thinking.
 
Now, as I work to mentor and coach early-career teachers, I realize that these remarkable educators also modeled for me how to mentor and support others; to recognize novice teachers’ potential and promote their passions. 
 
I owe them so much.

Every educator plays a role in creating a positive school culture, regardless of their level of experience. Each person has something to offer, and something to learn.

• Early-career teachers: Seek out mentors in your community. Don’t hesitate to approach the more experienced teachers at your school or in your department with questions. Even though school days are always busy, finding time to seek out more experienced colleagues will expand the resources available to you and increase your chances for professional success. 

• Experienced teachers: Time is a precious commodity, and you may feel as though you don’t have enough of it to share it with your colleagues. But offering support, advice, and techniques to newer teachers can be beneficial for your community and your students. All the teaching moves you may take for granted — from the way that you organize your classroom, to the way you grade students — may be new to someone else. 

• Principals and administrators: It can be easy to lose touch with your own teaching experiences as you explore new roles within a school. Consider sharing your stories with your teaching staff as a way to connect with them. When you share your experiences — whether struggles and successes — and empathize with teachers, you have a chance to offer authentic mentoring to your team, and allow them the opportunity to receive invaluable support as they continue to grow. 

Teaching is a career of apprenticeship, and the best way for us to learn is from each other. Take time to recognize the crucial role you play in your school, and explore how you might support others in your teaching community.

TAGS: COURTNEY BROWN, MENTORING