The Carnival of Education is up for the week on the blog of the highly entertaining Steve Spangler.  I wish I had a dime for every time a fellow science teacher asked me how he did something.  I feel honored to have my recent post about the importance and power of teacher leaders highlighted a blog I respect so much.

Check it out!

photo credit: Flickr user spanaut under a Creative Commons license

I was intrigued by Scott McLeod’s (of Dangerously Irrelevant) challenge for edubloggers to use July 4th as an opportunity to blog about educational technology leadership.  I have had some interesting experiences over the past two years in regard to technology and the leaders within my school, and I think that they are relevant to any discussion about EdTech Leadership in the 21st Century.

My school has suffered from high turnover of administrators over the past five years.  We have not been able to keep qualified assistant principals, as they often leave to pursue principalships elsewhere.  The result is a culture of instability and a lack of personal connection between the staff and their leaders.  Two years ago, a group of teacher leaders joined together to make a pact: we will make a grassroots effort to lead from below.

This effort has been very successful, and it is beginning to reap benefits.  We are beginning a new year with an empty assistant principal office, and yet I am not worried.  I know that there will be a network of highly skilled and motivated teachers ready to help the new hire to adjust to our school culture and assimilate into our community.

The connection with school technology is less obvious.  It is difficult to pursue a multi-year process of updating hardware and training staff without consistency at the administrative level.  We have found that a collection of confident teachers with a common vision and the will to improve the educational technology in the school can provide that coherence, even in the face of high turnover.  The lesson here is directed more at teachers than at their administrators.  If you feel that you do not have the support that you need, find others that share your goals and work hard to effect real change in your school building.  It can be done, and it must be done.

Photo courtesy of iStockPhotos.com

As several Scripted Spontaneity readers have noted, I have been less than diligent about posting over the past few months.  While I have found Twitter to be a great resource for sharing small bits of news (and for building my PLN), there is really no substitute for a good old-fashioned blog entry.

One of the biggest reasons for my inconsistency is that my teaching position was uncertain up until a few weeks ago.  I knew that I had a spot at my current school (who would fire a ToY Boy, right?), but I also knew that my current track and grade would not have room for me.  Due to a frustrating convergence of factors that included the normal delay in determining next year’s enrollment exacerbated by an ongoing court case against my district, my principal could not tell me anything until late May.  Now, this may sound like plenty of time to adjust and plan for the school year, but on the year-round schedule we begin in early July.  I knew that I needed to spend my last track-out break of this year planning for the first nine weeks of next year.

It might help at this point to explain that I entered this esteemed vocation via a state-supported lateral entry program, and was hired in July 2001 at my current school.  I have been teaching eighth grade Science on my current track (with the same two teachers as teammates) for the past seven years.  My career thus far consists of one track, one grade, and one subject (sometimes supplemented for one or two periods per day of another) at one school in one state.  While this has allowed me to hone my lessons and tweak my pacing year after year, it also limits my perspective and restricts my ability to see the “Big Picture”.

Most of that will not shift for me this coming year, but a good chunk of it will.  Any change can bring that strange mix of fear and anticipation that makes one simultaneously want to dance and vomit, but even more so when the very presence of change represents something new in itself.  I know now that I will be on a different track with a different schedule, working with new teammates, and teaching a new science curriculum.  There will be challenges and there will be moments of complete failure.  I know this.  But, I also know that I will learn things about myself and my strengths and weaknesses as a teacher that I would not otherwise.  I welcome the feedback and advice of my many friends here in the blogosphere.

And, above all, there will be plenty to blog about. 

photo credit: iStockPhoto.com

As so often happens in our lives, a blog piece that had been sitting in my “inbox” got buried under so many end-year/start-year tasks (more on that is coming soon).  When I read Bill Ferriter’s second response to the “This I Believe” meme, I figured it was about time I finish my first one.  So, without any more delay…

I am humbled by the invitation that Bill Ferriter made for me to contribute to the meme created by Barry Bachenheimer:

National Public Radio does a piece called “This We Believe” where individuals share essays they have written that enumerates their philosophies. With this concept in mind in terms of curriculum ideas, (with apologies to the National Middle School Association and National Public Radio), “This I Believe.”

While I have only been blogging for a short time (< 1 year) and haven’t been teaching much longer (< 8 years), I was looking forward to this opportunity to express the reasoning and philosophy behind why I do what I do.

But, several weeks later, I am just now able to put my beliefs in words. So, here goes:

I believe that personal connections are the only way to teach middle school students. The first (and most important) step in the teaching process is engaging students, and I have found that the simplest way to do this is to know them (and let them know me). I have seen the effect and it works.

I believe that connections are also the only way that meaningful learning takes place. Students need to connect what they’ve already learned with new information if it will ever be retained.  They need to connect to the school community.  They need to connect to the wealth of knowledge in their families and circles of friends.  Connections are the key.

This I believe.

This one doesn’t even need an explanation. Just read and enjoy the simple fact that I get one of these every month as part of the “All-Electronic Program”.

Be sure to check out the latest Education Blog Carnival where a recent post from yours truly is presented, along with some very entertaining and thought-provoking stuff from all over the edublogosphere.

Photo courtesy of Flickr user pbo31

As I have found myself immersed in the world of edublogging lately, and I have even been able to work face-to-face with some of the bloggers whom I respect enormously, I have come to a sobering conclusion.

I have known for some time that praise from administrators and fellow educators does not always correlate with sound pedagogy or exceptional work in the classroom. After all, these individuals are basing their opinions and evaluations on (at best) very short glimpses of teachers working (they don’t call ‘em snapshot observations for nuthin’). I have blogged in the past about the somewhat empty praise that I have received. But, my ego still gets the best of me.

Over the past few months, I have read posts from the likes of Will Richardson, Dan Meyer, Bill Ferriter, and Scott McLeod extolling the virtue of using digital tools to enhance instruction. Bill, in particular, has described the how he uses these tools to improve what he has always done. All along, I have nodded my head in agreement. After all, I said to myself, anyone who is confident enough to engage in a discussion about what works in the classroom must be already doing it, right?

It was only in the past month, as I began to think about what my teaching assignment for next year will be, that I have felt like the Emperor who suddenly realizes that he isn’t wearing any clothes. A better analogy might be the addict who counsels other users to abandon their habit. I have opened my eyes to the truth, and it has been somewhat painful.

It is far too easy in the isolated world of a public school to frame your abilities within the context of your classroom, team, department, and school. It’s so tempting to look around, without really seeing what others are doing, and tell yourself that you are Great. I’m embarrassed to admit that my measly seven years of experience, along with praise from teachers (who had never seen me teach), students (who enjoy a good joke), and parents (who listen to their children), led me to believe that I was doing all the right stuff in my classroom.

But, in reality, I am that guy. I am the self-absorbed “Sage on the Stage” that turns every class period into a one-man stand-up comedy show. I keep their attention by making them laugh. I bestow knowledge and dispel myth from my lofty residence at the front of the room. I use technology extensively, but I rarely put it in the hands of students. Sure, I use excuses like, “There aren’t enough computers in my room” or “You can’t trust eighth-graders with expensive equipment”. In the end, though, it’s about control and my ego, and when the show is on, it is intoxicating to be anywhere in the room. It’s fun… but it isn’t good teaching.

You’ll notice that I use the present tense to describe this problem, in a similar way to how a recovering alcoholic will always call himself an alcoholic. I will always be that guy. Now, I just have to begin to become That Teacher.

It has been a few weeks since my last blog post (hopefully someone noticed), and I tried to resist the temptation to write my “return” entry about my absence. But, I’m not that strong. So here it is:

I love teaching. More than that, I love planning units and lessons. I love laying it all out, and looking at the big picture. I work at a four-track year-round school, so I get fairly frequent breaks (every 9 weeks) that last for several weeks at a time. To many this is bliss, to others it is not long enough. For me, my track-out breaks are my planning time. If I could, I would go into work every day and leisurely plan out unit after unit, lesson after lesson. I would plan interdisciplinary collaborations, exciting hands-on projects, and interactive Web 2.0-based activities.

But, I can’t go to school every day. The missus runs a daycare business out of the ScienceTeach Home every day. She works so very hard. The good husband in me feels the need to stay home and help out. I let her sleep in occasionally, and at other times I simply cook meals or play with the little rugrats. What I have come to realize though, is that Mrs. ScienceTeach doesn’t enjoy planning. She doesn’t love the sense of order that comes from organization. In short, she is not me. And that, in a nutshell, is why I love her. And that, in a nutshell, is why I need to escape from the house… often.

Now, none of this really has anything to do with why I’ve been away from Scripted Spontaneity. I just felt like sharing that with y’all.

What it really comes down to is a quote from Ashleigh Brilliant. He once said, “I could do great things, if I weren’t so busy doing little things.” I keep trying to build student creation of web content into my lessons. I am constantly trying to incorporate live science blogs into my instruction. I am attempting to be a better science teacher.

But, it’s so very difficult when I have to spend too much time on classroom discipline, lesson planning, photocopying, grading, attending parent conferences, and doing paperwork. But, of course, I won’t stop trying.

So, bear with me as I migrate back from the brink and jump back in the mix. I missed you and I hope you missed me.

Last week’s attempt to help my fellow educators achieve self-improvement (by expanding their knowledge of their content) met with rave reviews, so I am excited to bring you the sequel.

In this installment, I’ll be sharing resources that a teacher can use to “Be a Part of the Debate”. If you have decided that in 2008 you want to learn more about the major policy issues affecting educators in this country, these tools should help set you on the path. Who knows, you may even decide that you want to “make a difference”! Crazy, I know.

1.) One of the most contentious issues in the national education arena right now is the faltering reauthorization of the No Child Left Behind Act (NCLB, pronounced “nickel-bee” by the education wonks). To find out more about this process, check out these resources:

2.) Discussions of No Child Left Behind often boil down to how learning is assessed. One of the greatest collections of writing about modern assessment is the Bond Essays from the Carnegie Foundation, written by psychometrician Lloyd Bond. In the words of Pat Hutchins, who writes the introduction to the essays,

“Assessment isn’t just for the experts anymore: it is the responsibility of all of us to understand its issues and possibilities.”

When you’ve worked your way through that last one, check out the North Central Region Educational Laboratory (NCREL) and its section on Assessment.

3.) Trying to decide which U.S. presidential candidate shares your views on education? Education Week magazine’s website has a fantastic graphical side-by-side comparison. While you’re at it, use this tool from Minnesota Public Radio to answer a few questions and find the candidate that fits you. And, be sure to visit OnTheIssues.com Education page for in-depth coverage of the education records and platforms of each presidential candidate.

4.) Need to read? There is an extensive library of books and magazines that cover the fields of education policy and reform, and here are some recommendations:

The Last Word: The Best Commentary and Controversy in American Education
This collection from the editors of Education Week celebrates their 25th anniversary with commentaries from well-known luminaries, such as Bill Clinton and Fred “Mr.” Rogers.

Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools
A powerful discussion of the weaknesses of NCLB, authored by some of the most prominent educators in America. What I respect most is that they don’t just point out that the “emperor has no clothes”, but actually put forth viable alternatives.

There Are No Shortcuts

Teach Like Your Hair’s on Fire: The Methods and Madness Inside Room 56
I don’t normally endorse the work of “made-for-television-movie” teachers (I think that it’s a personal ego problem of mine), but Rafe Esquith has a thoughtful, self-reflective style that is captivating for the reader. Read ‘em both, and thank me later.

5.) What will you do with all of your new-found knowledge and power? Start with letters to your state and national elected representatives (email is easy, snail mail has more impact). Join a local/state/national teachers organization, such as the NEA or AFT or a subject-area group. For a chunk of your precious income, these groups will keep you in the know, lobby on your behalf, and give you leadership opportunities. To paraphrase JFK, “Ask not what your national education system can do for you, ask what you can do for them.”

Now that you’re ready to be a “playah” in the world of education reform, go out and change the world. Think that you know better than this guy? You probably do, so leave a comment. But, don’t forget to check back soon for the next installment of Teachers’ New Year’s Resolutions when we tackle bringing some simple technological tools into your classroom.

As the time for promising to improve one’s life approaches, it’s time to offer up websites that can help teachers to meet their New Year’s Resolutions (even the ones they didn’t know they had).

Let’s start with the goal of Learning in 2008. Few educators would argue that they know everything that they need to know. In fact, many with whom I work during technology workshops tell me that the problem is that “we don’t even know what we don’t know.” Especially when it comes to new technology, I think many teachers have a sense that they don’t even know which questions to ask.

So, in the spirit of modeling lifelong learning, here are some fantastic resources that you can use to increase your understanding of the world.

1.) For some reason, we all seem to value the views and advice of celebrities and scholars more than the average joe (which begs the question, “Why does anyone read this blog?”). To this end, the TED.com site is a fantastic place to view streaming video and audio recordings of speeches given by experts in Technology, Entertainment, and Design who are brought together for the annual TED conference. Highlights include Al Gore speaking about climate change, Jeff Bezos (founder of Amazon.com) discussing the next innovation of the World Wide Web, and Jane Goodall talking about the connection between humans and chimpanzees. Look around and you will find dozens of excellent talks by lesser known thinkers that are no less interesting.

2.) Can’t afford college credits? Want to attend some of the best lectures in the country? Fire up iTunes and check out iTunes U. (link opens in iTunes). You can download and watch video podcasts of a variety of lessons as recorded by actual collegiate faculty from some of the most prestigious universities in the country (including the OpenCourseWare Program at the Massachusetts Institute of Technology). I recommend the remarkably entertaining Physics lectures by Professor Walter Lewin of MIT (read about him here). Start with the Course Description for Physics III, and you’ll be hooked.

3.) While you’re at it, try listening your way to a more booksmart you. With the advent of powerful portable audio devices, such as iPods, and the duration of the average commute in America reaching 50 minutes roundtrip, there exists a tremendous potential for learning during traditionally “down” times. I highly recommend a membership to Audible.com or your local public library, where you can get high-quality audiobooks to help the time pass faster. You could choose to “read” the latest non-fiction bestseller, a self-help guide, or a selection from a suggested reading list (e.g., Oprah’s or Battle of the Books). You can’t go wrong with one of my favorites: The Grammar Girl’s Quick and Dirty Tips to Clean Up Your Writing.

Do you have any other suggestions for ways to smarten up for the new year? Leave them in the comments, and stay tuned for our next topic: Being Part of the Debate. As a parting gift, remember that enjoying your job doesn’t make you good at it.