Two Books, One Word, and the Realization that I can be a #MomentMaker

is just what I needed to kick off the new year.  Last year, I read One Word that will change your life by Jon Gordon, Dan Britton, and Jimmy Page and after much reflection, chose BALANCE as my focus for 2017.


I admit to being a little skeptical of the process of choosing a word and preparing my heart to live out that word. I've never been much on the New Year's resolution tradition, but I had bought the book and really wanted to push myself to follow through.  My reflection led me to the conclusion that I needed to be more intentional about balancing all the moving parts of my personal life and work.  Lots of juggling was going on between people and events.  Looking back, I realize that I was very successful in focusing on the word BALANCE for the entire year and I am so very glad that I didn't give up before I gave the process a chance.  Throughout the year, I intentionally found ways to live a more balanced life. My effort was noticed by both family and colleagues.  I accepted the fact that I might not meet every deadline and that the choices I make  would not please everyone all of the time.

My word for 2018 is RESPONSIVE.  I recently participated in a book study and read The Power of Moments by Chip Heath and Dan Heath.  What an amazing experience! The discussion took place on Voxer and Twitter and wrapped up just after the new year.  This timing was perfect because I was in the process of reflecting on 2017 and seeking a word to hold up as a focus this year.  This inspiring book is packed full of so many ideas, my search was energized!  I wanted to build on last year's word.  In balancing my time, I sometimes felt that I was putting some things or people on the back burner in order to honor my pledge of staying balanced.  With that said, I feel that this year by keeping the idea of being "responsive" in the forefront of my mind, I will in a way allow the pendulum to swing the other way just enough to strengthen relationships but continue to strive to keep a comfortable balance.

In chapter 11: Deepen Ties, the authors mention a common perception that relationships become stronger with time, and give examples of why this belief is often a misconception.  I know that has not necessarily been my experience.  On the other hand, I do remember meeting some people and immediately feeling a connection.  The book suggests that if  we can create the right kind of moment, relationships can change in an instant. The authors go on to share some information about the research from a social psychologist, Harry T. Reis.  His life research can be summed up in one sentence.

"Our relationships are stronger when we perceive that our partners are responsive to us."

This message really spoke to me! I was immediately motivated to reflect on my personal and professional relationships.  I felt an intense desire to deepen ties by being more responsive.  This chapter provided several anecdotes that supported the importance of being responsive to others.  As an academic coach, I work with teachers and oversee some programs where I have the pleasure of working with students.  One thing I know for sure is that building strong relationships is key to success with both my colleagues and students. That was the moment that I knew my #oneword2018 would be RESPONSIVE!

My promise in 2018 is to make every effort to remain alert and quick to react to everyone and to all situations.  In addition, I will deliberately look for opportunities to create moments that show others that I understand them, that I care about them, and that I respect them.  #MomentMakers

Sources

Britton, D., Page, J., & Gordon, J. (2014). One word that will change your life. Hoboken, NJ: Wiley.

Heath, C., & Heath, D. (2017). The power of moments: why certain experiences have extraordinary impact. New York: Simon & Schuster.

    Personalized Learning for All:  Let the Journey Begin

     I recently visited several classrooms in my district where teachers are in the early stages of implementing blended learning.  These pioneers are doing an amazing job of leading the way for the rest of us!  The idea of personalized learning for our students deeply excites me!  This emotion is triggered by my passion for working with gifted learners.  In 2001, I received a M.Ed. in teaching the gifted and talented.  Since then, I have devoted my career to advocating for the needs of high-ability learners.  During my studies and time in the classroom, I internalized the theories and recommended strategies from experts like Joseph Renzulli, Linda Smith, Susan Winebrenner, Carolyn Coil and many others.  As an instructional coach, I have provided many hours of professional development in an effort to educate teachers about the learning and behavioral characteristics of gifted learners and to share pedagogy of gifted education.

     Over the years, many young teachers have asked me for the big idea or most important take away for teaching gifted students.  My answer is always the same.  I believe that differentiated instruction is the foundation for any effective gifted program.  Gifted learners usually master complex ideas quickly and in greater depth than their age peers, so customizing instruction is paramount to ensure their continuous learning.

     According to the National Association of Gifted Children, teaching gifted learners well begins with the premise that each child should come to school to stretch and grow daily.  This belief is applicable to all students whether or not they are identified as gifted and talented.  I believe all educators can agree that a one-size-fits-all education simply doesn’t work and that every student deserves instruction that is responsive to their individual needs.  This philosophy is epitomized in the blended learning model for instruction.

     District data analysis have identified some problems with our secondary ELAR instructional program.  The implication is that we need to make some changes in order to get different results.  I learned many years ago that change can be difficult even when it is obviously the best thing for everyone involved.  The blended learning journey will definitely bring about change in the role of the teacher and the structure of the classroom in general.  I am encouraged by the leaders on my campus because they are stepping up to the challenge.  Teachers have taken the first step by tackling the data piece; they are supporting students with the creation of data folders and putting a system in place for one-on-one conferences.  I am thankful for the district digital learning team for designing a roadmap that includes a planning and implementation timeline that seems attainable and brings clarity to the process.  Most of all I am thrilled about the idea of personalized learning opportunities for all students!

Who am I?

As the 2015-2016 school year is getting underway, many educators are taking time to reflect.   We ponder the years gone by and make decisions for the upcoming year.  As academic coach at Smithfield Middle, I am thinking about campus and district goals in order to plan professional development to kick off the year. Blogging is a common venue for teachers and school leaders to share their ideas and collaborate on issues. 

I recently read a blog written by my principal, Kyle Pekurney, and was inspired to write about his topic from my perspective.  He shares a personal anecdote in order to remind us of a common question that many adults routinely ask children, "What do you want to be when you grow up?"  He suggests that we should be asking "who" they want to be.  Kyle goes on to challenge us all, "It’s time we lead our children, our students, our staffs, and most importantly-ourselves, on a journey to answer the question-WHO do you want to be?" That is a difficult question that encompasses many aspects of a person's life.  It gets to our core values and beliefs.  It takes courage.

This post is my attempt to answer the question concerning my professional side.  Who am I as an educator?  To answer this question, I took a step back and did some soul searching. If you had asked me as a young child, what I wanted to be when I grew up, I would without a doubt have said a teacher.  By the time I was in high school, I may have said something different; I don't think I would have been certain during those years.  Nevertheless, when I started college, I knew that I would declare an education major.  So, for the most part, I have always known WHAT I wanted to be when I grew up.  No one ever asked WHO I wanted to be, so in a way, I guess I am answering this after the fact but I am accepting the challenge.

This search for myself proved to be very personal as I thought about who I had been in the past.  Some of my memories helped me to realize that I have not always been true to who I want to be.  So, I am choosing to not let my past define me.  With a clean slate before me, I considered how others perceive me and how I want to be perceived professionally.  I am reminded of our purpose as educators and the students who are at the center of our work.  I gave some thought to how education has changed over time and the students that we are charged with preparing for a global society.  Though the task seems daunting, this challenge is at the heart of who I want to be.  I want to be the educator that steps up to this challenge.  I want to continue to grow and learn.  I want to keep this passion burning.  I want to ignite the passion in others.  I want my work to matter!

Who am I professionally?  I am a connected educator with an addiction for learning and a pursuit of excellence.  As I type this statement, a little voice is pushing back and questioning whether this is who I actully am or who I "want" to be.  Clearly, who I want to be and who I am on any given day may not always be synonymous.  The line between the two might be a fine one, but to keep the line in focus, this declaration will be my mantra.  Going forward, I will hold myself accountable by my actions.

 Kyle's Post

#ThankfulThursday

 by maryhadley8

In Birdville ISD, I am thankful for our forward-thinking district vision. In our mission statement, three key terms are used to define the desired culture: integrity, innovative, and responsive. When one stops to think about these words, they describe a strategic intent, a preferred future, something that we aspire to become. @eclark1980 @dsolley1 @PedagogyOfficer. Our leaders are dedicated to creating a culture of collaboration and trust. They are leading an intentional shift from a Teaching Platform to a Learning Platform. I am thankful for their purposeful decisions that reflect this effort like adopting a student-centered coaching model to support campus teachers and ultimately increase student learning. I am thankful to be an academic coach and have a role in this transformation. I am thankful for my campus admin team @kpek5 @tjfib04, faculty, staff, parents and students @SMSRaiderNation! Looking forward to an AMAZING 2015-2016 school year! I am thankful for our recent leadership conference where we learned with @E_Sheninger. I have many new tools to support my work this year! I am thankful for our digital learning team @birdville_DL; I think they had a part in getting Eric Sheninger here. I am thankful for my Twitter PLN.