What ARE the Odds?

http://insightbyseymour.files.wordpress.com/2014/03/2635-101413-gs2635.jpgFor the last few weeks, I’ve been thinking a great deal about the upcoming PARCC. I’m speaking of the Next Generation Assessment known as the Partnership for Assessment of Readiness for College and Careers. If you thought the Ohio Achievement Assessment was bad, then wait until you see THIS! I suggest, if you haven’t yet taken a look at this new online assessment, you should…and soon!

Over the last 5 years, educators across the nation have witnessed the development and implementation of the Common Core standards. In writing this piece, I found it important to research the who, when, and how the standards were developed before expressing my opinion about the PARCC. In a February 2014 article, Allie Bidwell of US News reported,

Although they only recently captured national attention, the Common Core standards – which lay out what students should know and be able to do by each grade – have been in the works since at least 2008. It all started with former Arizona Gov. Janet Napolitano, who was the 2006-07 chair of the National Governors Association and now leads the University of California system.

During her stint as governor, Napolitano desired to develop an initiative focused on strengthening the country’s competitive position in the global economy. As students’ performance in math and the sciences have become comparatively lower than their global peers, the goal of this new initiative was “to give governors the tools they need[ed] to improve math and science education, better align post-secondary education systems with state economies, and develop regional innovation strategies” (retrieved from http://www.nga.org on December 4,2014).  Therein, a task force of governors, CEOs, and university presidents was created. Think about that for just a moment. Does that elicit any emotions for you as it did for me?

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I remember hearing that the Common Core was essentially birthed from the No Child Left Behind (NCLB) Act of 2001 in that the standards were developed to hone in on the skills students needed to know and be able to do by the end of each grade level.  The standards were thick with specific skills all students were to master only, with NCLB, this varied from state to state as state leaders played more of a role in the development of their own standards. Unfortunately, the level of expectation varied significantly as well from state to state. States, like Massachusetts, were known for holding very high academic standards, while other states, like Tennessee, did not (Bidwell, US News, 2014), making it more difficult to comparatively determine whether scholars were making adequate growth compared to their global counterparts.

The Common Core differs in that the numbers of standards have been decreased for each grade level and the depth of each of those standards increased. That’s my subtle way of saying that the standards push our scholars harder to learn skills they are fundamentally and developmentally not yet prepared to learn, whether they are ready or not! Don’t get me wrong, I do see this as an incomprehensible issue. It’s clearly a problem, and yet I was not at all surprised to find that the challenge of developing equitable academic standards has been in existence since the desegregation of public schools in the 1960s. Students of minority ethnicity, lower socioeconomic status, born in poverty from parents struggling to keep a roof over their children’s heads and food on the table, and some of them with nothing more than a middle school education was prevalent then and still exists today. Oh yes! You see, what I’ve just described for you was my current classroom and any educator teaching in an urban school district can relate to that very description.

Our scholars have been chasing their peers to close an achievement gap that was created to keep minorities out of public education and distanced far behind their white peers for years! And now, here we are with the Common Core standards, an initiative started to strengthen our competitive position in the global economy when neither our scholars, nor their families, are adequately equipped with the resources or skills to compete in the local economy!

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Let me be clear, I can appreciate the idea behind the Common Core. I get it. We want to develop critical thinkers, leaders, social changers! But then you add the PARCC to the equation. Oh my goodness! Consider this, the majority of my fifth grade scholars are reading at a fourth grade or below grade level right now. I even have a few reading at a second grade level! SECOND GRADE!! That’s their fluency and comprehension level. Did you catch that? The majority of my class is still behind 1-3 grade levels in reading. They struggle to develop a 5 sentence paragraph with a clear topic sentence and strong conclusion. They’ve been working to develop these skills since the second grade. When they are challenged to push themselves to a higher expectation, they shut down with frustration. Oh, I’m not finished yet. My scholars barely know their basic multiplication facts, even though they’ve been exposed to them two grades prior. Many still struggle with regrouping in subtraction and will argue to the end that 0-4 = 4 even when provided proof that it is impossible!

Finally, after losing our technology teachers about four years ago, teachers were tasked to teach not only keyboarding skills, but also researching skills in a computer lab which we were scheduled to use once, maybe twice a week for 30-45 minutes, if we were lucky. There were several times I’d taken my class in to complete assignments and it’d taken the first 20 minutes alone just to get through all the glitches we’d face trying to simply get logged in! Amazing! Well, the computer lab no longer exists after 6 years of existence. The district has begun transitioning to the use of chrome books. I share a cart with a coworker. Yes, share! We make it work. Our scholars are most knowledgeable about how to search for information because that interests them. However, they still lack in the area of research, note taking, and essay typing. It continues to be a struggle for them since it requires more thinking and effort. Not a very good place to be with PARCC right around the corner, wouldn’t you think?

Our scholars, while they’ve shown growth in reading and math, are continuing to chase the leaders of the achievement gap every single day they enter our urban school. This is based on data from the Ohio Achievement Assessment, a two and a half hour, paper-pencil, written assessment. The new PARCC will assess my scholars electronically and will take multiple days. They will be given multiple reading samples at a time with two part answers where one answer will depend on scholars’ knowledge of and response to the other. On this assessment, scholars performance levels will be scored in the areas of text complexity, range of accuracy, and quality of evidence. There are multiple choice questions, matching, and two part extended responses that will need to be typed, providing explicit evidence from the text provided. The questions are much more challenging since they are multi-step questions and very different from what they’ve been used to. Scholars must use, not only the text provided, but also answers from previous questions to construct their responses. Seriously, if you haven’t seen the sample PARCC, you should take some time to peruse the website. Here’s the link:

PARCC Practice Tests

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If I sound a bit anxious about this Next Generation Assessment, it’s because I am, along with many of my urban school educator friends. It feels a lot like my scholars are being set up to fail! Do you understand that the growth my scholars have made, any growth at all, will absolutely go unnoticed after taking this test! And YES…I take it personally! If they are not functionally or developmentally prepared to meet the Common Core standards then how could they possibly be prepared to take this Next Generation Assessment? Well, I don’t know either, but it kind of sounds like yet another way to keep our minority scholars at the bottom end of the achievement gap. All I know is that we need to get our scholars ready for this PARCC with the limited resources we are provided and hope that just one of them beats the odds, gets across that gap, and comes out on top! With everything we’ve been given, what do you think those odds are?

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A Special Thanks from Transitions

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A year ago TODAY, I launched this educational blog. Twenty-eight posts later (24 of which were written exclusively by me), I continue to transparently share my educational experiences and life lessons. It remains my incessant hope that through my sharing, I will incite other educators to reflect upon their own instructional practices and, in turn, result in a change or modification of those current practices as well.

I have grown a great deal through writing this blog. Opening myself has not been easy, however, it has helped me to learn more about myself as an educator and as a person. It has helped me to look at my instructional practices differently. It’s helped me become a stronger educator without a doubt.

So, today, on this one year anniversary, I want to say thank you on behalf of Transitions Educational Consulting. Thank you for engaging with me through my blog. Thank you for following and offering comments of support and encouragement. Thank you for sharing my experiences with others. Thank you for helping me grow and opening yourselves to new opportunities for growth as well.

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Your support is very much appreciated! Keep reading, keep following, keep sharing. Thank you again.
#Transitions #ExpectGreatness

 

Transitions

A Note of Gratitude

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I don’t know what it is, but these last three months have felt more like six! If your classroom is like mine, then, the honeymoon is OVER! My scholars have turned from the quiet, unsure fifth graders they began the year as, to a group of 20 extremely rambunctious, moody, narcissistic children! Oh, there are some great character traits in the room as well. There are talented athletes, great senses of humor, very bright young folks in this classroom. But, man are they selfish! I don’t think I’ve seen anything like it before! I know, I know…it’s the age. The fact remains that it is still a source of great frustration, especially when you work so purposefully every day to teach school and self PRIDE, which in this case, is an acronym that stands for Perseverance, Respect, Integrity, Determination, and Empathy.

It happens every single year… I find myself comparing last year’s class to the current. There are as many similarities as there are differences. While I don’t have as many behavior challenges, I have one that requires a lot of energy! I’m exhausted when I get home every night from all the energy that he requires! I have many that love to read, love to do math, just plain love to learn. Then, there’s the handful that have great difficulty sitting still long enough for a 5-10 minute mini lesson. I can’t help but to stop and think about how my scholars are progressing this year. The year started out awesome! So, why in the world am I burned out already!!

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I was speaking with a coworker recently about how drawn I am to the struggling students. He shared that he could really tell how invested I am in my students. That I really have a deep love for all of them that he highly respects. What an amazing compliment! He added, however, that I cannot save them all (I think to myself [with a heavy sigh], “Why not??). Trying to save them all, he explained, will leave me exhausted and disappointed. He’s never been more correct. While I wish I could, I just have to realize, I do not have a cape big enough to accommodate every single trouble my scholars have, let alone every single child. I’m simply not equipped to.

I dropped my scholars off at their Related Arts class feeling exhausted and defeated, just as my coworker suggested. As I dragged myself to the mail room to pick up my mail (yes…I must say, I was a pitiful sight), I began to open my mail while reflecting on the day. Did I make my scholars learning meaningful today? I wonder what my scholars learned about themselves today? What did I learn about myself today? Did I do everything possible to make today’s learning better for them than yesterday? Today…{sigh}…I just wasn’t sure. It was at that moment that I opened an envelope that contained a handwritten letter. To my surprise, it was from VICTOR!!

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A note of gratitude from Victor! Not many words, but a very large message received!

If you remember, Victor was my “challenge” (and also my blessing) last year. He’s a very bright, yet troubled young man. I put every bit of my being into teaching him basic life skills and self worth. As you can imagine, my eyes welled with tears. My cheeks hurt from the smile he put on my face with this letter. What an amazing confirmation! While I read that Victor was thankful for me teaching him multiplication strategies, I believe in my heart that he was thanking me for so much more than that.

I’ve been fueled a bit by Victor’s letter. I felt good knowing in that moment, that even though he displayed a nonchalant attitude towards me and learning at times, he let me know that he heard me something, AND…was GRATEFUL! I exhaled in the moment of gratuitousness.

Just when I thought my teacher tank was filled up, a kindergartner stopped me in the hallway during dismissal. She is the younger sister of another scholar I had last year. She gave me a hug, then handed me a handwritten letter from her brother. What?! ANOTHER letter of gratitude?! If it weren’t before, my tank is definitely full now!

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Another note of gratitude from a past scholar! He inspired ME more than I inspired him! I’M grateful for HIM!

Here’s the takeaway… Be not dismayed by the seemingly unresponsive attitudes that some of your scholars may tend to display. They are struggling with a great many pubescent emotional and social battles. There is a strong need to belong and to roam among the “in crowd”.  For boys, there is the need to show they are the strongest and bravest. It’s like these boys are vying for the Alpha Male position on the playground! Even more concerning, the temptation to join gangs is prevalent among these young men. For girls, they begin searching for love in all the wrong places. Flirtatious behavior is booming among these young ladies!! They want to be the prettiest and the most popular. Sadly, academics don’t seem to find a place anywhere in any of this at times. That’s a lot, isn’t it? Now, add to that the abuse that is either witnessed or endured. The noticeable struggle for parents to make ends meet in order to provide adequate food and/or shelter for their families. There’s also the threat of families being torn apart by deportation and/or simply abandonment. There is the simplistic, intrinsic need to receive a hug, a pat on the back, an encouraging word, to simply feel…LOVED! These scholars are dealing with so much! More than any one of us could possibly imagine.

Find solace in the fact that, in those heated moments, when your scholars tend to make you feel unappreciated, devalued, and disrespected, that there are one, two, or maybe more that you’ve left behind who feel a sense of gratitude for everything you’ve taught them about reading, math, and most importantly…LIFE. Know that they just don’t no how to tell you.

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As I was composing this blog, I received yet ANOTHER note of gratitude from this young lady. My goodness! I didn’t mean to “make her an over achiever”.  I only wanted to teach her to always strive to be the best SHE could be…ALWAYS!! I think she got the point.

Common Core or Common Quagmire?

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The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. (Retrieved from http://www.core standards.org)

Recently, I’ve been battling my feelings about the Common Core State Standards (CCSS). I feel like I have a good understanding of children’s learning styles and the importance of nurturing their young minds. By definition, the CCSS support this notion. So, what’s the problem? It was after a recent baseline math assessment that I really began to feel differently about this new national initiative. On a particular set of questions, points were not given if a student did not use an algorithmic strategy, even if their process derived the correct answer.  I was so annoyed by this and thought, is THIS how we are assessing CCSS? Are we really stifling students autonomous thinking for the sake of what state and national reformers believe is the best indicator of our children’s futures?

We, as educators, all know the intent of the CCSS is to delve deeper into students thinking. To go beyond surface level learning and extend students foundational knowledge. Learning should shift from the traditional, basal instruction curriculum, to one that is more rigorous and relevant in application. We are to provide a variety of strategies for students and encourage individuality in learning and thinking. At least, that’s what I’ve always thought until I began investigating the expectations of the Next Generation Assessments, such as those developed by the Partnership for Assessments of Readiness for College and Careers. These assessments seem to be requiring students to display much more thinking than is seemingly necessary. One particular video stood out to me. Watch as a 3rd grade student proudly explains a math problem using a strategy from the TERC Investigations curriculum for solving an addition problem. She shows two ways to solve the problem, one way by stacking, the traditional standard algorithm using regrouping, and the other by using a written or visual method that is meant to display mathematical thinking. I’ve attached a link below (retrieved from Math Foundations, LLC, September 23, 2014):

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The unintended consequences of the TERC Investigations: http://youtu.be/1YLlX61o8fg

Quite a compelling outcome, wouldn’t you think? She began so confidently, and by the end looked so confused and disappointed as if she were tasked to solve some unearthing mathematical dilemma rather than a simple third grade addition problem. Is this really how we are expected to prepare our students for common core assessment? Or is this type of assessing progressively becoming more of a common quagmire for our students?

Here’s another example from an Arkansas mom who presents her reservations (and speaks for hundreds of other parents in the area as well) over the common core initiative to the Arkansas State Board of Education.

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Arkansas Mother Obliterates Common Core in 4 Minutes: http:// youtu.be/wZEGijN_8R0

Hmmphf! I wonder what that school board member thought after finding that her thinking did not align with the expectations of the CCSS? Why do we continuously subject our students to that which makes little to no sense? Our children think differently, understand differently, LEARN differently, but yet we force them to learn in a way dictated by people that hide behind degrees and acronyms and have more than likely never stepped foot in an urban school classroom! Now, I don’t know that for certain, but what I do know is that fulfilling a personal philanthropic obligation within a chosen urban school district does not make you an educational expert on best practices in instruction and assessment! I’m sorry, but it doesn’t!  As you can tell, it makes me a little frustrated.

Where does Ohio stand? In August 2014, state legislators began the process of eliminating Common Core education standards in Ohio which would mean students would go through their third set of standards over the course of the next four years. Under this new bill, students would keep the Common Core standards for math and English/language arts this year, without the testing that goes with it. Schools would then switch for two years to Massachusetts Common Core standards (adopted in 2010) prior to implementing new state-developed standards in those subjects plus science and social studies starting in the 2017-18 school year (retrieved from The Columbus Dispatch at http://www.dispatch.com on September 26, 2014). Are you kidding me?! The assessment may change again…already?? How is it that the state is unable to make a firm decision about the state assessment and yet our students are expected to perform proficiently on whichever assessment is decided upon? Granted, if educators are effectively teaching to the Common Core, the assessment shouldn’t matter, but the reality is that it does matter because the standards and the assessment are not developmentally sound.

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Honestly! This has gotten to be too much to think about! Are we really providing high-quality academic standards with the common core or are we setting our children up for failure and further holding them back with what seem to have become common quagmires? It’s something to think about, that’s for certain. As I continue to fight my internal battle between being for or against the Common Core initiative, I do what my passion leads me to do and work for those whose voices are never heard within the political realms of our educational reform, my students.

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Time Flies

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I absolutely cannot believe summer has gone by so quickly! The last time I shared something was the end of June! My intentions were good people. They really were! But if I’m being completely honest, I don’t feel that bad about it. In fact, I think you will probably understand once I share with you my ever lingering “problem”.

As many of you know, I completed my doctoral degree in April 2013. It’s hard to believe it’s been almost a year and a half since I earned that accomplishment!

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I think back to all the late nights, the long hours of studying and writing, and the summers spent at little league football or baseball games with books and homework in tow. Summer vacations during those six years always included long periods set aside to research, write, and hardly ever time to rest my brain. I was always thinking, always worried, always on a deadline. My laptop and study materials were always among the first items packed if we found time to travel at all. I’d stopped participating in many things I enjoyed doing and replaced them with hours upon hours spent in the library or locked in my room instead. Since my children were young when I entered the doctoral program, my studying was a normal fixture in their minds. It’s what they were used to.

imageYep. That’s me! This is what taking a break from reading, searching resources online, & studying looked like during my doctoral studies!

Last summer was the first summer in six years that I was truly FREE to do anything I wanted. I took a vacation with my husband, traveled with the entire family, sat at little league baseball games and actually WATCHED every inning of every game! I enjoyed myself tremendously! It was all so exhilarating…and awkward at the same time. But guess who enjoyed it even more. My babies. Yes, my husband was pleased as well, but my children made it very clear that all they wanted was their mommy back! I wouldn’t dare disappoint.

This summer, I’d planned to connect with all of you at least every 3-4 weeks in some capacity just to let you all know I was still around. Transitions Educational Consulting, LLC continues to grow and education reform continues to define and shape our practice. I had a clear, definitive plan for growing and developing Transitions this summer. However, what happened instead was I chose to be present for my children entirely because there was a moment this summer that I connected with each of them, and I could see the time flying right before my eyes! You see, for six years my husband and children could say, “Mommy, let’s watch a movie.” and I would have to respond, “Okay. Right after I’m done studying.” I suppose I still feel some guilt about that, but I know that they are the reason I pushed so hard in the first place.

At the same time, amazing things were happening and I was missing it! At some point during those six years, my oldest son grew taller than me! How in the world did I miss that?! My middle son…he had started wearing men’s size shoes! He was on his way to the fourth grade then! Oh, and my daughter? She’s the baby of the three. She was reading picture books the last time I had noticed and then…all of a sudden, she was reading chapter books and having high-level conversations with me that left me in awe! I mean, it feels like only months ago, although it’s been 7 years passed now. No way! Not another second will I lose.

imageMy children and I at their district track meet over the summer. I coached them!

I have missed my Transitions blog a great deal, but I’ve enjoyed the time with my family this summer so much more. Every time I prepared to write or visit my blog site, send a Tweet, or post on my Transitions Facebook page, one of my children would require some attention. I admit, I put every task on my “to do” list aside right at that moment, just to watch a movie, to take a walk, play a game, or just to cuddle with them. I loved every single second of it, too. Now that’s a lingering “problem” I’ll endure any day!

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My fellow educators, we have a very tough job. Tougher than many others. Yes, we get time off in the summer to recuperate, but realistically, many of us spend it preparing for the following year, attending professional developments, or collaborating with coworkers. I implore you…take a break when time permits. Laugh with friends, reminisce with family, or do nothing at all! It’s really okay. In the end, you cannot go back and get that time you lost.

So I respectfully ask that you please accept my apology for being absent for the summer. Transitions has great things in store for this year, so be on the lookout! But, for these last days of summer, time continues to fly by…and I choose to catch every last second while I have them.

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Nothing Changes If Nothing Changes

morning. What a surprise.

November 4, 2013…the day I published my introductory blog. It’s been 7 months since I decided this blog would be the way I would impact social change in education. Eight months after I successfully defended my doctoral study and 6 months after I was conferred my degree in Teacher Leadership, I wrote that very first blog. Contrary to what some may believe, a principal or superintendent is not the dream I pursue. Instead, I would rather find a position working in curriculum/professional development in which I could work with teachers in and out of the classroom or in a higher education setting teaching pre-service teachers. However, that is currently a dream deferred and I am okay with that because I have since been led in another direction. I have prayed for direction. I have prayed for God to order my steps.

Allow me to take you back to the months preceding the inception of this blog. At the beginning of the school year, I was very much out of sorts. After finishing my degree, I was confident that I would receive the position I desired whether it be in my current district or an outside district. I had applied and interviewed for many positions. Rejection is ALWAYS difficult to deal with, but the one that was most upsetting for me was the one I received from the very district that helped me complete my doctoral degree. When I received the news that someone else had received the position, I was crushed! Not because of who was chosen, but because of who wasn’t! What in the world?! I knew there must be something else for me to accomplish in the classroom, but I certainly didn’t like this fate set before me. As a result, I started the year filled with anger and resentment. I wanted no parts of anyone or anything! Everyone felt the disdain expelling from the air around me. My grade level team especially. Very unfair, I know, but I didn’t know how else to deal at the time. Somehow, I had to find a way to release and regroup. So, in an effort to keep myself immersed in leadership roles, I chose to fill my plate with leadership opportunities. I thought it was a good idea at the time. Yeah…it didn’t quite play out the way I envisioned. Not at all.

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It probably took me until early October to end my itty-bitty pity party. I was helping my sister in law develop a blog for her early education class when it hit me like a ton of bricks! That’s it!! It was at that moment that I decided I could do what made me happy whether I was in a desirable position or not. It was at that very moment that my blog was created. Shortly after that, in December, I made the decision to work towards starting my own business and in January, 2014 with the support and encouragement of my husband, my family, and some great friends, the foundation was laid to establish Transitions Educational Consulting, LLC, dedicated to providing professional development for all educators by focusing on current issues in education and school improvement. Maybe this was what I was intended to do. The problem would lie in the fact that developing the business would be especially difficult while working in a classroom. None the less, there had to be a reason that I was still in the classroom and developing a business at the same time. God has a plan, right? So, I continued with my plans and took on several leadership roles in an effort to continue obtaining as much leadership experience as I could. In return, I would share my many experiences (highs and lows), my lessons, and my reflections with other educators across the nation! At the risk of exposing my imperfections, flaws, successes, and/or celebrations, I became transparent in that moment, in every conceivable way, in order to help other educators, like myself, grow. I have to say, this blog has been the major high point of my school year. I enjoy sharing with you all, learning from and engaging with so many of you about our profession. It is what has kept me going.

In an effort to further grow my leadership skills (probably more so to sooth my aching ego), I volunteered to sit on the Building Leadership Team, the District Leadership Team, to lead the Climate Committee and to be a Resident Educator Mentor for two first year teachers! Yeah, I pretty much took the plunge! In hindsight, I’m not sure what I was trying to prove or better yet, whom I was trying to prove it to, but this is the road I chose to travel. With my plate filled to capacity, it ultimately became more than I could handle. As with any full plate, some things receive more time and attention than others do and some things simply get left behind. But, I chose to do all of this, so I had to continue to try to manage it all. The one thing that I claim as my passion, educating and developing effective teachers, became my greatest let down of the year! Of course I am my biggest critic, but it is what it is. I found that, while working with teachers is exactly what I intend to do with my future, it turned out that it was not my current focus. It’s difficult to explain or even understand how that could be. I just knew that I had to release something, and soon! Next school year, something has to change in order for me to continue to reach other educators.

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The year has been filled with vicissitudes, as is every year. I’ve made great strides and I’ve endured some intense disappointments. I’ve been told I was unsupportive on the low end and awe inspiring on the high end. I’ve heard that I take things personally and am sensitive, but also have been acknowledged for my strength, courage, and reflective insight. I have even been told that the completion of my doctoral degree would elicit appreciation from some while others would do their best to depreciate it! I have let a few down, but have lifted and motivated SO MANY more! This year, there have been a whirlwind of emotions and changes! All of which, I might add, have made me MUCH stronger and wiser.

As with everything, I have learned a few things along the way. I cannot even begin to share the number of applications I have submitted, the number of interviews, and the number of rejections I’ve received. I know there have been many, MANY jobs. JOBS! Let me pin this here for clarification purposes. A job is a noun, a thing. In particular, a job is defined by the qualifications someone else determines and is subject to change based on someone else’s needs at that time. Let me be clear in saying that this is my perception, my personal reflection, my personal experience with…jobs. A job may or may not align with one’s long-term goals or passion, especially on paper, but because other people determine what “the job” is, there seems no certainty that one will ever truly be a good fit for “the job”. What a profound realization that is.

I have learned that even though I have made mistakes, I am not lacking in knowledge, value, or worth. It amazes me that once you receive a doctoral degree, some expect you to be omniscient in knowledge. When, in actuality, it is my opinion that this degree has made me more willing and open to learning even more than ever before. A doctoral degree is not the cake topper of education. On the contrary, it uncovers an unyielding need to explore the depths of all there is still to learn. Knowing this, I will not allow anyone or anything devalue my worth or my degree another day! No way!

Lastly, I acknowledge that change is ALWAYS occurring and I know that change is difficult. It seems that this year has been filled to the brim with change! I have learned so much about myself as a person and as a professional. I know that I will no longer allow “jobs” to define my future. I have committed to continuing to create my own opportunities through Transitions! It may take longer than I anticipated, but I am pressing on. I AM the creator of my future! I will make adjustments where necessary and changes when needed as I continue on the path that God has set for me. I have come to realize with each new understanding, each opportunity, and every new day…nothing changes, if nothing changes.

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From Deliberate Ignorance to Intentional Awareness

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The bottom line is that most U.S. schools have no plan to provide the sorts of classroom instruction that at-risk kindergartners need. Neither high-quality, extensive professional development for kindergarten teachers nor expert tutorial instruction for at-risk kindergartners is on the agenda at this point. This means that most schools deliberately create a pool of students who will become struggling readers. I say deliberately because, unfortunately, that’s just what it is— deliberate ignorance of what we should do to address the problems of at-risk kindergartners. (Allington, 2011)

In a recent staff meeting, we read the article “What At-Risk Readers Need” by Richard Allington. The above quote stuck with me and elicited some great discussion among a group of us during the meeting. The article discussed the lack of instruction at-risk readers receive within the classroom. Allington asserts that children leaving kindergarten not knowing their letters and letter sounds will more than likely become struggling readers. In fact, at the time of this research, he stated that 66% of students were reading below grade level. Take a moment just to consider that. That means, two out of every three students in your classroom, are reading below grade level! Astounded by this realization, I had to stop and consider my own students and actually found the statement to be consistent with what is happening in my classroom!

My thoughts cling to these two words, “deliberate ignorance”. Who, in their right mind, would practice ignorance, on purpose?! Well, according to Allington, many of us tend to fall prey to this particular form of ignorance. You see, when we know that we don’t know a particular instructional process or strategy, we choose to deal with our ignorance by purposely overlooking those struggling students and focusing on those we know we can help instead. Why? Because it’s the easiest thing to do! It’s just as compelling as it is true, isn’t it? It was for me and, after some thought, I found, and consequently owned the fact that I, myself, have apparently been practicing this “deliberate ignorance” for much of the year!

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Okay, so, what exactly does this “deliberate ignorance” look like? I’ll explain by sharing my personal experience and perception of what it looks like in my own classroom. Earlier in the year, I acknowledged my fear of literacy instruction and development. I mean, I have enough knowledge of how to teach reading and comprehension skills to get by, but, when it comes to grammar, spelling patterns and conventions, this is a struggle for me. It has been for some time now, and although I continue to seek help and guidance, the mere thought of being responsible for the facilitation of my students’ literacy development, scares me to no end. If I fail, they fail, right? Well, with deliberate ignorance, that is exactly what I have already done…failed my struggling readers by providing surface level intervention.

Additionally, when it comes to guided reading groups, although I know and agree with the differentiation of instruction, the actual process of implementing 3-5 small reading groups a week, AND attending to my most bottom three readers, five times a week, during a separate intervention time during the day, along with collecting weekly data for all, has proven to be very overwhelming for me. Because of my overpowering insecurity, rather than attacking the issue, rather than researching, watching, and working to implement a new process, a new strategy, a new routine that would benefit my students…I did what benefited ME instead…and deliberately ignored the developmental needs of my lowest reading students. Listen, ignoring it was a lot easier than addressing it, so, I did what was comfortable. I KNOW I’m not alone in this, so I’m okay with this public admission. In fact, for me, this public realization and disclosure signifies my personal commitment to transform my deliberate ignorance into intentional awareness.

For me, choosing to become intentionally aware is a resolute, determined, uncompromising shift in paradigmatic thinking which will help me truly attend to the individual needs of my students. That means being intentionally aware of how students acquire and develop language, being intentionally aware of how students construct the meaning of vocabulary and being intentionally aware of how students construct meaning from what they are reading rather than simply labeling this with a quantified number or test score. It means tackling the areas of my practice that I fear so much with confidence and purpose. It means getting beyond the surface of my students learning and putting their needs ahead of my own, even when it feels uncomfortable. As I sit and reflect on my students and this year, I believe that becoming intentionally aware will do nothing less than further align my passion with my purpose. My students deserve nothing less than my all, especially when they so often feel that no one else will.

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Well, there you have it. That’s my take on deliberate ignorance. What about you? Is there an area in your practice that you can admit to being deliberately ignorant? If so, turn it around, become intentionally aware instead, and further align your passion with your purpose. Two-thirds of our students depend on it!